O Level Biology Paper 2 (2012-2018-Er) PDF

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BIOLOGY
PAPER 2
50900
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O LEVEL BIOLOGY PAPER 2
Table of Contents
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GREEN SPOT 1 SAPNA PUBLICATIONS

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UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS

General Certificate of Education Ordinary Level
* 3 5 9 5 6 2 8 3 1 7 *
BIOLOGY 5090/21
Paper 2 Theory May/June 2012
1 hour 45 minutes
Candidates answer on the Question Paper.
No Additional Materials are required.
READ THESE INSTRUCTIONS FIRST
Write your Centre number, candidate number and name on all the work you hand in.
Write in dark blue or black pen.
You may use a pencil for any diagrams, graphs or rough working.
Do not use staples, paper clips, highlighters, glue or correction fluid.
DO NOT WRITE IN ANY BARCODES.
Section A
Answer all questions.
Write your answers in the spaces provided on the Question Paper.
Section B
Answer both questions in this section.
Section C
Answer either question 8 or question 9.
You are advised to spend no longer than one hour on Section A.

At the end of the examination, fasten all your work securely together.
The number of marks is given in brackets [ ] at the end of each question or part For Examiner’s Use
question.
Section A
FOR ONLINE DELIVERY Section B

CONTACT
Section C
Total

2
Section A For
Examiner’s
Answer all the questions in this section. Use
Write your answers in the spaces provided.
1 (a) (i) Name the process by which plants manufacture carbohydrates from raw materials.
............................................................................................................................. [1]
Starch is an insoluble carbohydrate stored inside plant cells.
(ii) Explain why starch is a more suitable storage substance than the soluble sugar
glucose.
..................................................................................................................................
..................................................................................................................................
............................................................................................................................. [2]
(b) Before a plant can use it, the stored starch must first be broken down by an enzyme.
Fig. 1.1 shows the ‘lock and key ’ hypothesis of how enzymes work.
enzyme
Fig. 1.1
Describe the ‘lock and key ’ hypothesis of enzyme action shown in Fig. 1.1.
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..................................................................................................................................... [3]
© UCLES 2012 5090/21/M/J/12

3
(c) In an investigation, two plants were grown in a solution containing mineral ions including For
nitrate and magnesium. Plant A was provided with air containing oxygen and plant B Examiner’s
was provided with air from which the oxygen had been removed. Fig. 1.2 shows the Use
plants after a period of growth in these conditions.
air containing air with oxygen

oxygen removed
solution containing
mineral ions
plant A plant B
Fig. 1.2
Suggest reasons for the increased growth of the plant in the solution supplied with air
containing oxygen.
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..................................................................................................................................... [4]
[Total: 10]
© UCLES 2012 5090/21/M/J/12 [Turn over

4
2 Fig. 2.1 shows a fresh fruit and the same fruit after being left at a temperature of 25 °C for For
14 days. Examiner’s
Use
fresh fruit fruit after 14 days
Fig. 2.1
Bacteria and fungi are two groups of microorganism which cause the fruit to change
appearance during the 14 days.
(a) Complete Table 2.1 to show three differences between the characteristics of bacteria
and fungi.
Table 2.1
bacteria fungi
[3]
(b) Name the process that is responsible for the appearance of the fruit after 14 days.
......................................... [1]
© UCLES 2012 5090/21/M/J/12

5
(c) Fungi reproduce by asexual reproduction. For

Examiner’s
(i) Name the type of cell division that occurs during asexual reproduction. Use
.......................................... [1]
(ii) Explain how asexual reproduction results in genetically identical offspring.
..................................................................................................................................
..................................................................................................................................
............................................................................................................................. [2]
(d) Microorganisms use glucose (C6H12O6) found in the fruit to carry out aerobic respiration.
Complete the equation for aerobic respiration.
Glucose + ................................. ................................. + .................................

(C6H12O6)
[1]
(e) (i) Explain why increasing the temperature surrounding the fruit would speed up the
changes shown in Fig. 2.1.
..................................................................................................................................
..................................................................................................................................
............................................................................................................................. [2]
(ii) Suggest two ways in which the fruit may be preserved to prevent the changes
shown in Fig. 2.1 from occurring.
1. ...............................................................................................................................
2. ...............................................................................................................................
[2]
[Total: 12]

6
3 Cystic fibrosis is a genetic condition in humans that results from a failure to inherit a particular For
dominant allele of a gene. Examiner’s
Use
(a) State where genes are found in a cell.
.......................................... [1]
(b) (i) Use a fully labelled genetic diagram to show how cystic fibrosis is inherited by the
children of two heterozygous parents. Use the letter D to represent the dominant
allele and d to represent the recessive allele.
[3]
(ii) State the expected ratio of phenotypes in the children.
............................................................................................................................. [1]
© UCLES 2012 5090/21/M/J/12

7
Fig. 3.1 shows some of the main regions of the alimentary canal in a person. For
Examiner’s
Use
gall bladder
bile and
pancreatic duct
pancreas
C
Fig. 3.1
(c) State the name of region C.
.......................................... [1]
(d) One effect of cystic fibrosis is that the bile and pancreatic duct becomes blocked with
mucus. Suggest why a person whose bile and pancreatic duct is blocked may find it
difficult to gain weight despite eating a balanced diet.
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..................................................................................................................................... [4]
[Total: 10]

8
4 Fig. 4.1 shows a horizontal section of the human eye and the pathway taken by light rays as For
they leave an object. Examiner’s
Use
(a) Complete the diagram by continuing the lines from the object to show how the light rays
produce a focussed image on the retina.
light ray
object
Fig. 4.1
[3]
(b) (i) State how the appearance of the pupil in the eye will change when a person moves
from dim light into an area of bright light.
............................................................................................................................. [1]
(ii) Explain how this change is brought about by structures in the eye.
..................................................................................................................................
..................................................................................................................................
............................................................................................................................. [2]
(c) The change in appearance of the pupil when entering an area of bright light is a reflex
action.
(i) Define the term reflex action.
..................................................................................................................................
............................................................................................................................. [2]
(ii) Suggest why drugs that prevent this reflex action from occurring should be avoided.
..................................................................................................................................
..................................................................................................................................
............................................................................................................................. [2]
[Total: 10]
© UCLES 2012 5090/21/M/J/12
9
5 (a) Fig. 5.1 shows the arrangement of teeth in the lower jaw of an adult person. For
Examiner’s
Use
Fig. 5.1
Identify the types of teeth labelled B and C and state one function of each.
type B ..........................................
function ....................................................................................................................... [2]
type C ..........................................
function ....................................................................................................................... [2]
(b) During a single day two people ate the same amount of food containing a large amount
of carbohydrate.
Person D ate the food in three equal portions at 7.00 am, 1.00 pm and 8.00 pm, following
which he brushed his teeth using toothpaste before going to bed.
Person E ate the food in smaller portions more frequently during the day and did not
brush her teeth before going to bed.
(i) List the chemical elements that make up carbohydrates.
............................................................................................................................. [1]
(ii) If persons D and E continue their eating habits for several years, suggest in which
person dental decay will occur first. Explain your reasoning.
person .........................
explanation ...............................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
............................................................................................................................. [3]
[Total: 8]
10
Section B For
Examiner’s
Answer both questions in this section. Use
6 (a) State the function of phloem in a plant.
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..................................................................................................................................... [2]
(b) Describe how a molecule of water moves through a plant from the soil until it enters the
atmosphere through the leaves.
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..................................................................................................................................... [8]
[Total: 10]
© UCLES 2012 5090/21/M/J/12

11
7 (a) (i) State one similarity and one difference in the functions of the urethra in a male For
and in a female adult person. Examiner’s
Use
similarity ...................................................................................................................
..................................................................................................................................
difference ..................................................................................................................
............................................................................................................................. [2]
(ii) State the differences between male and female human gametes in terms of size,
numbers and mobility.
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
............................................................................................................................. [3]
(b) Describe the advantages and disadvantages of surgical methods of birth control.
advantages ......................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
disadvantages ..................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..................................................................................................................................... [5]
[Total: 10]

12
Section C For
Examiner’s
Answer either question 8 or question 9. Use
8 (a) Describe ways in which farmers can reduce the risk of water pollution.
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..................................................................................................................................... [5]
(b) With reference to named examples, describe the reasons for recycling materials.
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..................................................................................................................................... [5]
[Total: 10]
© UCLES 2012 5090/21/M/J/12

13
9 (a) Outline the sequence of events that take place in the body when a person breathes out. For
Examiner’s
.......................................................................................................................................... Use
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..................................................................................................................................... [5]
(b) State and explain the similarities and differences between air breathed in and air
breathed out.
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..................................................................................................................................... [5]
[Total: 10]
© UCLES 2012 5090/21/M/J/12


GCE Ordinary Level
MARK SCHEME for the May/June 2012 question paper

for the guidance of teachers
5090 BIOLOGY
5090/21 Paper 2 (Theory), maximum raw mark 80
This mark scheme is published as an aid to teachers and candidates, to indicate the requirements of
the examination. It shows the basis on which Examiners were instructed to award marks. It does not
indicate the details of the discussions that took place at an Examiners’ meeting before marking began,
which would have considered the acceptability of alternative answers.
Mark schemes must be read in conjunction with the question papers and the report on the
examination.
• Cambridge will not enter into discussions or correspondence in connection with these mark schemes.
Cambridge is publishing the mark schemes for the May/June 2012 question papers for most IGCSE,
GCE Advanced Level and Advanced Subsidiary Level syllabuses and some Ordinary Level
syllabuses.

Page 2 Mark Scheme: Teachers’ version Syllabus Paper
GCE O LEVEL – May/June 2012 5090 21
Section A
1 (a) (i) photosynthesis; [1]
(ii) starch stays inside cell / glucose can move R glucose used up;
does not lower water potential inside cell;
prevents water gain by cells;
correct ref. osmosis / diffusion; [2]
(b) correct ref. active site;
substrate;
perfect fit / complementary shape / specificity;
products / named suitable product / small molecules;
products leave + active site / enzyme re-useable / unchanged; [3]
(c) respiration;
root (cells / hairs);
increased uptake of ions;
by active transport;
ref. energy requirement of active transport;
(increased) chlorophyll production + magnesium;
(increased) photosynthesis (since more chlorophyll);
(increased) amino acid / protein production + nitrates; [4]
[Total: 10]
2 (a) ref. presence / absence hyphae / mycelium;

ref. reproduction by spores / sporangia / absence of spores / sporangia;
ref. cell wall composition;
ref prokaryote / eukaryote OR no true nucleus / true nuclei AW;
unicellular / multicellular;
reasonable size ref.;
vacuole / no vacuole; [3]
(b) decay / decomposition / rot(ting) / putrefaction; [1]
(c) (i) mitosis / mitotic /; [1]
(ii) one parent;
same / no new combination of genes / alleles; [2]
(d) oxygen / 6O2 + carbon dioxide / 6CO2 + water / 6H2O; [1]
© University of Cambridge International Examinations 2012

(e) (i) digestion / chemical breakdown qualified (increases);
correct ref. enzymes;
rate of reaction/respiration increases;
more / faster reproduction microorganism(s); [2]
(ii) (any two from)

drying, freezing, cooling, pickling, jamming, vacuum packing, chemical (preservatives) or
any named, canning, radiation,;; [2]
[Total: 12]
3 (a) nucleus / chromosomes; [1]
(b) (i) Dd + Dd;
correctly shown gametes;
correctly drawn and completed punnett square or gamete linkage; [3]
(ii) phenotype ratio correctly expressed and identified

(A. ratio / percentage / words); [1]
(c) duodenum / small intestine; [1]
(d) reduction in enzymes / pancreatic juice entering duodenum;

correct ref. to (reduced) bile action;
less digestion / emulsification AW;
especially of fats;
fewer molecules to absorb / less absorption qualified;
and use for assimilation into larger molecules;
used in growth;
ref. less fat stored /AW; [4]
[Total: 10]

4 (a) rays continue parallel until hit cornea;

rays converge at cornea;
rays converge at lens;
meet before retina + continue to hit retina; [3]
(b) (i) narrows / decreases in size or diameter / constricts (R contracts); [1]
(ii) iris + muscles;

circular + contract; [2]
(c) (i) fast / rapid / quick;
reaction / response + (to) stimulus;
automatic / involuntary / no involvement of conscious thought AW; / cannot be controlled

R no involvement of brain [2]
(ii) too much light allowed to enter AW;

damage to retina / rods / cones / light-sensitive cells; [2]
[Total: 10]
5 (a) B incisor;
cutting / biting / nibbling R holding; [2]
C molar (R pre-molar / wisdom);
grinding / crushing / chewing R shearing; [2]
(b) (i) carbon + hydrogen + oxygen (A C H O); [1]
(ii) (person) E; [1]

(more frequent meals) allows more sugar build up on teeth;
no brushing to remove bacteria / sugar / plaque;
more acid contact with teeth;
ref. toothpaste is alkaline;
ref no / less neutralisation of acid; [2]
[Total: 8]
[Total: 50]

Section B
6 (a) transport sucrose / sugar / amino acids (R glucose / food);

in solution;
ref. direction of movement (A around the plant); [2]
(b) osmosis;
through cell membrane;
of root hair;
ref. movement from cell to cell;
ref. movement through or between cell walls;
enters xylem;
transpiration pull / stream / capillarity / molecular cohesion / root pressure;
evaporation / ref. water vapour;
from mesophyll cells / into air spaces;
ref. water potential gradient;
diffusion;
through stomata; [8]
[Total: 10]
7 (a) (i) carries urine (R just urea) in male and female;

carries semen / sperms / gametes AW in male; [2]
(ii) ref. size comparison;

ref. qualified numbers comparison;
ref. mobility comparison; [3]
(b) (advantages)
only needs to be undergone once AW (e.g. less trouble);
high reliability / effectiveness AW; [2]
(disadvantages)
does not protect against sexually transmitted diseases;
ref. risks of surgery / anaesthetic;
not a temporary solution;
difficult / expensive to reverse;
need access to medical services AW; [4 max]
[Total: 10]

Section C
8 (a) ref. use of manures / compost;

prevent animal sewage entering water source;
prevention of run-off from fields;
any ref. controlled use of fertilizers / nitrates or other named;
example of control method (e.g. only on growing crops, not when rain forecast, no disposal of
waste into water sources, use crop rotation);
use degradable pesticides;
use biological pest control;
grow crops genetically modified to be pest resistant; [5]
(b) making (scarce) resources last longer;

paper + reduction in deforestation;
glass / metal + requires less energy than new production;
plastics + reduction in fossil fuel use;
reduces need for waste disposal / landfill;
ref. non-biodegradability of plastics / glass;
specific e.g. of reuse (as a method of recycling)

(carrier bags, glass bottles, paper, clothes);
ref. to composting / producing animal feed from food waste

+ a valid reason; [5]
[Total: 10]
9 (a) diaphragm + relaxes;

and moves up / assumes domed shape;
intercostal (if named must be external) muscles relax / internal intercostal muscles contract;
ribs move down / inwards;
volume of thorax / lungs / chest cavity decreases;
pressure in thorax increases; [5]
(b) nitrogen unchanged (A percentage if given 78 – 80%);

(A. 79% in air breathed in + reduced percentage in air breathed out)
not used / produced (in the body / cells / metabolism);
oxygen reduces (A %s from 19 /20 / 21% to 16% +/–);
carbon dioxide increases ( A %s - from 0.03 / 0.04% to 4%);
correct ref. aerobic respiration / O2 / CO2 diffuse into / out of blood;
ref. water vapour comparison + explanation;

(R waste product of respiration)
ref. temperature comparison + explanation;
ref. comparison of cleanliness of air; [5]
[Total: 10]

BIOLOGY
Paper 5090/21 5090 Biology June 2012
Principal Examiner Report for Teachers
Theory
Key Messages
Candidates should acquire good biological knowledge during their course of study and be able to use this to
analyse and answer the short, structured questions in Section A and to write comprehensive accounts in
Sections B and C.
General Comments
The majority of candidates were able to give relevant answers to the questions and generally presented their
work in a neat and orderly manner. There was no evidence to suggest that the time available was other than
adequate. A small number ignored the rubric in Section C and attempted both Question 8 and Question 9.
There were not many misconceptions though some parts of the structured Section A questions were found
to be challenging. It is necessary to read and study the questions carefully before framing an answer. In
particular, any data given in the question will not gain credit if repeated as an answer. Noting the number of
marks allocated to a section is a useful indication of the depth and scope of the answer required.
Comments on Specific Questions
Section A
Question 1
(a) (i) This was very well answered with almost all correctly naming photosynthesis.
(ii) Not many candidates scored highly. The most common response was to repeat the statements of
the comparative solubility of starch and glucose, as given, but make no deductions. The fact that
starch would not move out of the cell gained credit but reference to any osmotic effect was rare.
(b) The ‘lock and key’ hypothesis of enzyme action is well known and understood, however, many
answers did not give accurate details. The substrate was frequently referred to only as a
substance, the ‘complementary shape’ idea was known but not always clearly expressed and the
‘active site’ not always given or said to be on the substrate. Those candidates who gave a general
answer more often gained credit for products than for describing the breakdown of starch.
(c) This question had disappointing responses and many candidates failed to score. The credit for
root and respiration was most often awarded, though the connection between roots and oxygen
was missed by most candidates. The energy requirement of active transport for ion uptake was
given by the good candidates however, magnesium and/or nitrate were rarely selected for special
comment and there was some confusion as to whether nitrates or nitrites would be absorbed.
There were some candidates who described oxygen as being needed to change the ions into an
absorbable state whilst some said it was needed for photosynthesis.

8 © 2012
Question 2
(a) The requirement to complete a table was challenging for some candidates who first had to select
their criteria and then be concise and comparative in their answers. The various characteristics
were all given; the size difference was sometimes too ambiguous to gain credit; reference to
hyphae/mycelium was well subscribed; the presence of chitin in the fungal cell wall was frequent
though knowledge of bacterial cell wall structure was limited. There was some difficulty in
describing the bacterial nuclear material. Overall, candidates were not confident with this topic,
some scored minimal credit and very few scored full credit.
(b) This was well done and usually correct.
(c) (i) This was also well done, although a few candidates gave meiosis.
(ii) Many candidates gained credit for reference to only one parent being necessary, but since the
question stated that the offspring would be ‘genetically identical’ the candidates found it difficult to
explain how this would be achieved. Many stated that the offspring would have the same number
of chromosomes.
(d) Many candidates gave both word and correctly balanced equations. Others added energy and in
doing so omitted either the carbon dioxide or water. Some odd products were occasionally given
e.g. alcohol.
(e) (i) Not many candidates made reference to enzymes. That an increase in temperature would
increase the rate of a reaction was given in general terms but there were few references to
digestion. A fair number of candidates gained credit for the increased numbers of microorganisms
at higher temperatures.
(ii) The majority of candidates scored partial credit. A frequent error was to give ‘refrigerate the fruit’
and ‘keep in a cool place’ as two different ideas. All the mark scheme options were seen, though
only a few mentioned vacuum packing or drying the fruit. Keeping the fruit ‘in a plastic bag’ was
allowed credit.
Question 3
(a) Many candidates were able to answer this part correctly, although some thought that genes are
found in the DNA.
(b) (i) The instructions were followed, the correct letters were used to represent the alleles and the
majority were able to construct an acceptable genetic diagram or Punnett square. A common error
was to give the parental genotype and use this to represent gametes as well, instead of spacing
out the letters to show the gametes on a separate line. The overall weakness was the inability to
distinguish between phenotype and genotype and not to identify which of the offspring would suffer
from cystic fibrosis.
(ii) The ratio was more often given as 3:1 but many gave the genotype ratio of 1:2:1 and the minority
of candidates correctly identified the cystic fibrosis connection.
(c) Most of the candidates correctly named the duodenum, although there was some confusion with
the ileum or large intestine.
(d) In general this part was not well answered. Many of the candidates repeated the question and
stated that the ducts were blocked but did not explain what effect this would have. The function of
bile to emulsify fat was given and understood by most of the candidates. The importance of fat in
particular was appreciated with regard to weight gain but fat digestion rarely went as far as the
molecular level and the progress to absorption, assimilation and finally storage was usually lacking.

9 © 2012
Question 4
(a) Most of the candidates scored partial credit; some did not proceed after a poor start, or made no
response. In most diagrams, the rays continued on a parallel course up to the cornea where
convergence occurred. The lens did not always show convergence; the rays often passed through
the ligaments and not the lens, or did not pass through the lens. The upper and lower rays
sometimes behaved differently. The candidates knew that the rays should converge to produce a
focussed image and most did so.
(b) (i) Generally, this was well done, although many candidates answered ‘contract’ rather than ‘constrict’
and a few gave ‘dilate’.
(ii) The muscles responsible for the change were not often identified as the iris muscles and there was
confusion with the ciliary muscles. However, most knew that the circular muscles contract to cause
the change.
(c) (i) Candidates usually scored credit for ‘involuntary’ or alternative wording. The speed of the reaction
and that it was in response to a stimulus were also given by good candidates.
(ii) This part question did not score well. Many candidates explained instead how reflex actions in
general, were necessary and protective. Those who answered as required were often ambiguous
about the effect, with damage being caused just to ‘the eye’ and not to the retina or light sensitive
cells.
Question 5
(a) There was an occasional confusion of names, especially labelling molars as premolars, otherwise
this question was well answered.
(b) (i) This was, again, competently answered although a few also included nitrogen in the list.
(ii) Candidate responses were rather limited. There were not many who did not select person E as the
one most at risk. There was little mention of the use of toothpaste; fluorine was given as a
constituent but there were few references to its alkaline nature. It was well known that bacteria
play a part in tooth decay but that they produce acid as a result of their action on carbohydrates
(and the effect that this acid has on the teeth) was not always made clear.
Section B
Question 6
Candidates generally scored well in this question many gaining high credit in part (b).
(a) Most candidates knew that the phloem transported manufactured food around the plant, however,
that it was in solution received little mention. Some confused glucose with sucrose or sugar. There
was the occasional confusion with the function of the xylem in weaker answers.
(b) Candidates were all able to outline the route of the molecule of water from the soil to the
atmosphere. Credit was lost by omission rather than error and most scored at least partial credit.
The entry into the root hair by osmosis was usually given but there were not many references to
cell membranes and in many cases the water molecule next appeared in the xylem without
reference to its passage across the cortex. There were some candidates who believed that active
transport is necessary to take up water from the soil. Transfer up the xylem was adequately
described, with transpiration pull being the favoured option. In the leaf, water evaporated and
exited via the stomata. However, the evaporation was sometimes described as occurring on the
leaf surface rather than into the air spaces in the mesophyll, hence references to a water potential
gradient and subsequent diffusion were not given.

10 © 2012
Question 7
(a) (i) The function of the urethra to carry urine was known and understood, and also that it transferred
semen in the male. However, what happened in the female sometimes showed a lack of
knowledge of the anatomy of the urino-genital system. The urethra was thought to function as the
vagina and that menstrual blood flowed through it. There was some confusion of names, such as
uterus/ureters and urine/urea.
(ii) Most candidates gained high credit. If credit was lost it was due to a failure to provide a
comparison, or give an adequate description.
(b) Candidates were brief in their answers though most had a clear idea of what the surgical
procedures involved (occasionally there was confusion with IUDs and Caesarean sections). The
same idea was often put forward twice in a different way. The advantages usually scored minimal
credit and the disadvantages scored slightly more credit. Almost all candidates stated that surgical
methods resulted in a permanent solution, but only a few considered the possibility of reversal.
There was little mention of the lack of protection against sexually transmitted diseases.
Section C
Question 8
This question was less popular than the alternative Question 9 and the credit awarded was generally lower.
(a) Candidates were able to score partial credit since most were aware of the need to be careful in the
use of fertilisers, to prevent run off from fields into the water and somehow to prevent animal
sewage or droppings from entering the water. However, it was not realistic to suggest that farms
be sited well away from water. There were occasional references to the use of manure/compost in
place of artificial fertilisers, to crop rotation and to biological pest control but the use of degradable
pesticides, or genetically modified crops was not mentioned. There were some candidates who
strayed from the theme and involved industrial wastes whilst others gave several examples of
actions that farmers should avoid, e.g. not washing tools.
(b) The requirement was for named examples to be linked to an explanation of the need to recycle
them. Candidates were aware of which materials would cause pollution problems (paper, plastics,
glass and metals) but it was the lack of a suitable explanation which often precluded the awarding
of credit. The need to recycle paper in order to reduce the number of trees destroyed to make it
was widely known, as was the non-biodegradability of plastic, but reduction in fossil fuel use and
energy saving ideas were rare. Only a few candidates named a specific reuse of a product.
Question 9
Candidates gained high credit on this question; the topic was familiar.
(a) The action of the diaphragm was usually correct, although sometimes candidates stated that the
muscle contracted. The intercostal muscles were described to relax, in most cases, and the ribs or
ribcage move down. The effect of these actions was not always accurately described, e.g. the
‘lungs decreased in size’ (rather than volume). Overall, the idea of decreasing the volume and thus
increasing the pressure and therefore causing expiration of air was understood. If only one thing
was missing, it was usually the reference to pressure.
(b) Many candidates compared the change in the constituent gases of inhaled and exhaled air only in
approximate terms, but those who chose to give figures did so with a high degree of accuracy. The
main changes were always correct and any loss of credit was due to lack of an explanation for a
change. The increased water vapour content in exhaled air was rarely linked to the saturated
water vapour environment in the lungs, but to the water produced as a waste product of respiration.
The higher temperature of exhaled air was rarely explained.

11 © 2012

* 5 6 6 9 7 4 2 7 6 4 *
BIOLOGY 5090/22
1 hour 45 minutes
Section A
Section B
Section C

The number of marks is given in brackets [ ] at the end of each question or part For Examiner’s Use
question.
Section A
CONTACT Section C

Total

2
Section A For
Examiner’s
1 Fig. 1.1 shows the human eye in horizontal section.
Fig. 1.1
(a) (i) Identify A and B that are labelled on Fig. 1.1.
A .............................................
B ............................................. [2]
(ii) Describe what happens to A when light entering the eye becomes less intense.
..................................................................................................................................
............................................................................................................................. [1]
(iii) Place a letter Z on Fig. 1.1 where a response occurs as a result of a reflex action.
[1]
(b) In some people’s eyes, the retina becomes completely detached from the tissues
beneath. Explain how this will affect their ability to see.
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..................................................................................................................................... [3]
© UCLES 2012 5090/22/M/J/12

3
(c) As people get older, cloudy (opaque) patches sometimes form in the lens of the eye. For
These are called cataracts. Examiner’s
Suggest how cataracts might affect the ability of the lens to carry out its function. Use
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..................................................................................................................................... [3]
[Total: 10]

4
2 Fig. 2.1 shows some of the information on the packets of two breakfast cereals. For
Examiner’s
Cereal C Cereal D Use
Nutrition Information
Typical value per 100 g
ENERGY 1600 kJ
Nutrition Information PROTEIN 10 g
Typical value per 100 g CARBOHYDRATE 68 g
ENERGY 1623 kJ
of which sugars 20 g
PROTEIN 13 g
CARBOHYDRATE 78 g starch 48 g
of which sugars 24 g FAT 5g
starch 54 g
FAT 1.5 g of which saturates 0.9 g
of which saturates 0.5 g FIBRE 9g
FIBRE 2.5 g SODIUM 0.01 g
SODIUM 0.4 g
SALT 1g SALT 0.03 g
VITAMINS: (% GDA) VITAMINS: (% GDA)
VITAMIN D 7.4 µg (147)
VITAMIN C 88 mg (147) THIAMIN (B1) 1 mg (73)
THIAMIN (B1) 2.1 mg (147)
RIBOFLAVIN (B2) 2.4 mg (147) RIBOFLAVIN (B2) 2.3 mg (145)
NIACIN 26.5 mg (147)
VITAMIN B6 2.9 mg (147) NIACIN 13.1 mg (73)
FOLIC ACID 294 µg (147)
VITAMIN B12 1.47 µg (147) VITAMIN B6 2.9 mg (145)
MINERALS: FOLIC ACID 290 µg (145)
IRON 16.2 mg (73)
VITAMIN B12 0.73 µg (73)
MINERALS:
IRON 10.2 mg (73)
Fig. 2.1
(a) The Guideline Daily Amount (GDA) of energy for an average adult is 8 400 kJ.
(i) Calculate the percentage of this GDA a person would obtain by eating one 25 g
serving of Cereal D. Show your working in the space provided.
Answer .......................% [3]
(ii) State how the daily energy requirement of a hard-working farmer would differ from
the GDA described above.
............................................................................................................................. [1]
© UCLES 2012 5090/22/M/J/12

5
(b) Cereal D is considered to be better for people suffering from constipation than Cereal C. For
Suggest a reason for this. Examiner’s
Use
..................................................................................................................................... [1]
(c) Rickets is a condition that affects some children.
(i) Describe the symptoms of rickets.
..................................................................................................................................
............................................................................................................................. [2]
(ii) State which cereal, C or D, should be eaten by children to prevent rickets and
explain your answer.
cereal .....................
explanation ...............................................................................................................
..................................................................................................................................
............................................................................................................................. [2]
[Total: 9]

6
3 In Fig. 3.1, the line drawn represents the cell membrane of a plant cell. For
Examiner’s
Use
Fig. 3.1
(a) On Fig. 3.1 draw, name and label
(i) a structure that gives the cell its rigid shape,

(ii) a structure that contains chromosomes,
(iii) a structure that contains varying amounts of water, ions and sugars. [3]
(b) List three structural changes that must occur in young, unmodified plant cells as they
develop into xylem tissue.
1 .......................................................................................................................................
2 .......................................................................................................................................
3 .................................................................................................................................. [3]
(c) A small, leafy branch is cut from a tree. After some hours, the stem of the branch
remains firm but the leaves become limp. Suggest an explanation for this.
stem remains firm ............................................................................................................
..........................................................................................................................................
..........................................................................................................................................
leaves become limp .........................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..................................................................................................................................... [5]
[Total: 11]
© UCLES 2012 5090/22/M/J/12

7
4 Fig. 4.1 shows a section through a ripe fruit of a tomato plant. For
Examiner’s
Use
red, shiny epicarp
fleshy mesocarp
seed with an enzyme-resistant
covering and surrounded by ‘jelly’
Fig. 4.1
(a) Suggest and describe how seeds in this fruit may be dispersed.
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..................................................................................................................................... [5]
(b) Normal tomato plants are diploid (2n), having two sets of chromosomes in each cell.
However, some tomato plants are triploid, having three sets of chromosomes (3n) in
each cell. This can be an advantage as these plants produce larger fruits.
(i) Suggest a reason why it may be a disadvantage to have three sets of chromosomes.
............................................................................................................................. [1]
(ii) Suggest why the triploid condition is more common in plants than in animals.
..................................................................................................................................
............................................................................................................................. [2]
(c) Explain how two parents who do not have Down’s syndrome can produce a child who
has the syndrome.
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..................................................................................................................................... [3]
[Total:11]

8
5 (a) Fig. 5.1 shows the effect of temperature on the activity of enzyme E. For
Examiner’s
Use
rate of activity /
arbitrary units enzyme
E
0 20 40 60 80 100
temperature / °C
Fig. 5.1
(i) State the optimum temperature for enzyme E. ................. [1]

(ii) Suggest a possible identity for enzyme E, where it is found, and its function.
identity of enzyme E ...............................................
where it is found .......................................................................................................
function .....................................................................................................................
[3]
(b) Fig. 5.2 shows the effect of temperature on the activity of another enzyme, F.
rate of activity /
arbitrary units
enzyme
F
0 20 40 60 80 100
temperature / °C
Fig. 5.2
© UCLES 2012 5090/22/M/J/12
9
State and explain what would happen to the activity of enzyme E at the optimum For
temperature for enzyme F. Examiner’s
Use
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..................................................................................................................................... [5]
[Total: 9]

10
Section B For
Examiner’s
6 (a) Describe the structure of a seed, stating the functions of the features you mention.
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..................................................................................................................................... [7]
(b) Describe and explain the processes that occur when a seed germinates.
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..................................................................................................................................... [3]
[Total: 10]
© UCLES 2012 5090/22/M/J/12

11
7 (a) Explain what is meant by the term pyramid of numbers. For

Examiner’s
.......................................................................................................................................... Use
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..................................................................................................................................... [4]
(b) Explain the fact that energy flow is non-cyclical.
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..................................................................................................................................... [6]
[Total: 10]

12
Section C For
Examiner’s
8 (a) (i) Explain the term osmosis.
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
............................................................................................................................. [4]
(ii) Explain the ways in which active transport is different from osmosis.
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
............................................................................................................................. [4]
(b) Explain how it is possible for oxygen in the lungs to diffuse rapidly into the blood.
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..................................................................................................................................... [2]
[Total: 10]
© UCLES 2012 5090/22/M/J/12
13
9 (a) Describe the removal of excretory products from the human body. For
Examiner’s
.......................................................................................................................................... Use
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..................................................................................................................................... [8]
(b) Explain why the removal of faeces from the body is not regarded as excretion.
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..................................................................................................................................... [2]
[Total: 10]
© UCLES 2012 5090/22/M/J/12


GCE Ordinary Level
MARK SCHEME for the May/June 2012 question paper

for the guidance of teachers
5090 BIOLOGY
Mark schemes must be read in conjunction with the question papers and the report on the
examination.
• Cambridge will not enter into discussions or correspondence in connection with these mark schemes.
Cambridge is publishing the mark schemes for the May/June 2012 question papers for most IGCSE,
GCE Advanced Level and Advanced Subsidiary Level syllabuses and some Ordinary Level
syllabuses.

Abbreviations
Mark schemes will use these abbreviations:
; separates marking points

/ alternatives
R reject
A accept
AW alternative wording
underline actual word given must be used
max the maximum number of marks that can be given
+ statements on both sides of the + are needed

Section A
1 (a) (i) A pupil / aqueous humour / anterior chamber;

B cornea; [2]
(ii) dilates / gets big / enlarges / opens / gets wide / expands; [1]
(iii) Z on ciliary muscle / iris / external muscle; [1]
(b) reasonable ref. light receptors / sensitive cells / rods / cones;
not in contact with optic nerve;
no impulses;
to brain;
no picture formed / unable to see / blindness;

(R blurred vision or reduced visionary powers)
less / no nutrition for retina; [max. 3]
(c) failure to focus (all) light (rays);
blurred image AW;
any reference to the passage of light rays being impaired

(e.g. reflection / refraction / deflection / absorption / convergence);
ref. possible change in elasticity / ability to accommodate;
faded colour vision; [max. 3]
2 (a) (i) Mark as follows:

Award 2 marks for a correct answer with no working;;
Award 3 marks for a correct answer with any working;;;
Award 2 marks max. for correct working with no or wrong answer;;
Answer: 4.7(6)(%) (A 4.7 / 4.8);;
Examples of correct working are as shown below :

1600 25
/ OR 1600 × / OR 400 (;)
4 100
400
(;) [3]
8400
(ii) higher (R ref. to higher GDA); [1]

(b) more or a high amount AW fibre / roughage; [1]
(c) (i) bones;

soft / weak / deformed / bent / ref. bandy legs ; [2]
(R bent ‘legs’ – that is the effect of the knee joint.)
(Mark the first effect in a list)
(ii) C;
vitamin D / uptake of calcium / calcium used by bones AW; [max. 2]
3 (a) (i) cell wall + correct drawing (outside existing line);
(ii) nucleus + correct drawing (must be in cytoplasm);
(iii) vacuole / cytoplasm + correct drawing (if vacuole, must be larger than the nucleus.); [3]
If no marks scored through unacceptable drawings, allow max. 1 if all 3 are shown in the
correct positions – vacuole in the middle, cell wall on the outside and nucleus between.
(b) elongation of cell (R cylindrical);
loss of cell contents / or one named content (A ref. death of cell / hollow)
(R chloroplasts / dissolving of cell contents.);
loss of end walls;
addition of thickening / strengthening material / lignin; [max. 3]
(c) (stem) contains xylem;
(xylem is) thickened / strengthened / contains lignin;
provides support;
(leaf) xylem less important for support;
loss of water / transpiration;
water not replaced / doesn’t reach leaves;
cells become flaccid / lose turgor AW (R plasmolysed);
cells unable to support weight of leaf / wilts; [max. 5]

4 (a) animal dispersal (A plausible named animal);
attraction + colour / succulence / smell;
(fruit) eaten / ref. food;
time for digestive processes AW;
seeds are not digested;
pass out with faeces / egested AW;
ref. seeds discarded elsewhere; [max. 5]
(b) (i) ref. to interference with the sexual reproductive process / infertility;
meiosis / reduction division not possible;
gamete formation / seed production impaired AW; [max. 1]
(ii) (A reverse argument re. diploid animals)
many plants can reproduce asexually / propagate vegetatively;
mitosis unaffected / meiosis not involved;
triploids more hardy / survive better AW; [max. 2]
(c) chromosomes;
mutation / ref. to meiosis AW ;
gamete + one extra / 24 (chromosomes);
one extra (chromosome) / 47 + inherited / handed on; [max. 3]

(mark not awarded for saying offspring have 47 chromosomes)
5 (a) (i) 37–39 °C (A range or any temperature within the range); [1]
(ii) (If first line blank, then Max. 1 for location if correct for function)
A any human enzyme or enzyme from biotechnology ;
location (specific rather than general) correct for enzyme;
function correct for named enzyme (substrate + product); [3]

(b) denatured / destroyed;
stops working / no product made / cannot be used again;
relevant ref. active site;
substrate no longer fits / no formation enzyme-substrate complex AW;
correct use of lock and key idea;
possible effect of heat on shape of substrate molecule; [max. 5]
[Total: 50]

Section B
6 (a) testa / seed coat + protection (any qualification must be plausible);
testa / testa + water entry / gas or named gas passage;
endosperm / cotyledons / seed leaves + food storage;
cotyledons / seed leaves + first (green) leaves;
cotyledons / seed leaves + eventually used for photosynthesis;
embryo + forms (new) plant;
radicle + (young) root;
plumule + (young) shoot / stem;
micropyle + water entry;
micropyle + gas or O2 entry / CO2 exit; [max. 7]
(b) water uptake + a function (e.g. dissolution);
oxygen uptake + respiration / for energy release;
any named e.g. of energy use (cell division / active transport);
ref. mitosis / cell division + growth;
enzyme action + why it is needed; [max. 3]
7 (a) (Marking points are available on an annotated drawing)
shows the number of organisms at each (trophic) or named level ;

(R species)
width / length of band indicates the number;
number of organisms decreases towards the top of the pyramid;
correct ref. to two technical terms from the following :

producers / consumers / herbivores / carnivores / trophic level;
(R named example)
in food chain / web / ecosystem (R habitat / named e.g. of a food web);
ref. to an anomalous situation (e.g. trees / single tree); [max. 4]

(b) ref. Sun;
light (energy) to chemical energy;
absorbed by / inside plants or producers / photosynthesis;
named photosynthetic product;
food for / eaten by + animals / herbivores / consumers / decomposers;
lost as heat;
(from) respiration / ref ATP;
any *two uses of energy (for two marks);;
*Any two from: active transport, muscle contraction / movement / locomotion, e.g. of
anabolism / protein synthesis / making large molecules, temperature control, nervous
impulses, growth, cell division / mitosis / meiosis
does not pass back to producers / plants / Sun; [max. 6]
8 (a) (i) (osmosis) ref. diffusion;
of water ;
from high to low (water) molecular concentration or water potential / low to high solute
concentration.;
Ref. to partially permeable membrane AW;
passive / no energy required ;
e.g. of an application; [max. 4]
(ii) (active transport) movement of ions / molecules / substances;
against a concentration gradient;
needs living or cell membrane;
energy required;
from respiration;
e.g. of an application; [max. 4]

(b) thin walls / one cell thick + alveoli / air sacs / capillaries;
haemoglobin + oxygen absorption;
ref. relatively high concentration of oxygen in the lungs / oxygen regularly replenished / more
oxygen in the air than in the blood;
continuous movement of blood;
large surface area / alveoli have rich supply / surrounded by capillaries; [max. 2]
9 (a) toxic / poisonous materials (R harmful);
waste products + metabolism AW;

(R refs. to salts)
urea;
liver / blood + kidneys;
urine;
urethra;
sweat;
skin / (epi)dermis;
carbon dioxide;
from cells / blood + alveoli;
exhaled / breathed out / expelled or removed from lungs AW; [max. 8]
(b) undigested food;
cellulose / fibre / lignin / roughage;
not from metabolism AW; [max. 2]

BIOLOGY
Theory
Key Message
• Candidates are reminded that answers should be well structured and give precise answers to the
questions.
• The whole paper should be read before questions are attempted to ensure that an answer to one
question is not confused with another question elsewhere.
• Diagrams drawn by candidates usually gain credit only if they are annotated.
General comments
There was some work seen that was of an impressively high standard with the paper stretching the
candidates across almost the entire range of credit. Only Question 4(b) proved to be beyond the scope of
most candidates, but the very best were still able to produce relevant answers. Of the optional questions in
Section C, Question 8 was more popular than Question 9 and only a very few candidates answered both 8
and 9. However, those who answered Question 9 did just as well, and often even better, than those who
answered Question 8.
Comments on specific questions
Section A
Question 1
(a) (i) This was well answered apart from the occasional confusion with conjunctiva and iris. Candidates
appear to know the eye structure well.
(ii) This was also well answered, especially if the answer was brief and did not try to explain how the
pupil dilates.
(iii) A significant minority of candidates omitted this part altogether. The Z was often placed on the
optic nerve, the retina or the lens. As it is specifically the iris muscles that respond, a Z placed
within the pupil was not accepted.
(b) Candidates did not fully understand the impact of the detached retina on the optic nerve. Many
suggested that ‘images’ were not transferred to the brain. Even when rods and cones were
mentioned it was not in a relevant context. References to impulses not being able to pass along
the optic nerve were comparatively few, and for many, it was thought that the person may
simultaneously have blurred vision and also be unable to see at all. Often, answers were a
description of how the eye works rather than a specific attempt to answer the question.
(c) Responses were slightly better than for part (b) with many managing to identify the result as
blurred vision. As often happens, lack of attention to precision lost credit. ‘Cataracts stop light
entering the eye’ was a common inaccuracy.
Question 2
(a) (i) Many candidates scored full credit here. A variety of fully acceptable mathematical routes were
chosen, though there were several who found the calculation difficult.
(ii) Candidates had a clear understanding that hard physical work required more energy and some
went on to say how that energy would be achieved in the diet of the farmer.

12 © 2012
(b) Responses were generally excellent to this part.
(c) (i) There was some confusion between rickets and scurvy. A wide range of adjectives were used to
describe problems with the bones; most of them were appropriate apart from ‘brittle’.
(ii) Again, many candidates knew their material. Those that did not, attempted to compare the
composition of the two cereals, often suggesting iron as the most likely significant component.
Question 3
(a) This question tested knowledge of cell structure, but a significant number of candidates may not
have read the question carefully enough. Where they are told that the outer line drawn on the
diagram was the cell membrane, many then inaccurately drew their cell wall inside the membrane.
Some excellent diagrams were seen.
(b) This question was often very impressively answered, especially as it required candidates to use
their knowledge coupled with logical deduction. Most candidates gained at least partial credit
either for loss of contents and/or the lignification.
(c) Responses to this question resulted in a good range of credit awarded, making the question a good
discriminator. Some candidates lacked precision in their answers with no reference to the effect on
leaf cells. Most did not acknowledge any xylem in the leaf. Many tried to link the lack of water with
a failure to photosynthesise.
Question 4
(a) Generally, candidates used the information provided to formulate an excellent answer with the
majority being awarded high credit. However, some candidates confused seed dispersal with
pollination.
(b) (i) It was rare to see an answer that appreciated the fact that chromosomes lying in threes cannot
have their chromosome number halved during gamete formation, and/or its effect on fertility.
(ii) This was a little better answered than part (i). Credit was occasionally scored for mentioning
asexual reproduction, which is more commonly found in plants – or the fact that chromosomes in
threes would not significantly affect mitosis. Many responses referred to the 3n condition in
animals rather than in plants as was asked.
(c) Some candidates described mutation in gamete formation and provided excellent answers, but a
significant minority went down the heterozygous/carrier route complete with a genetic diagram.
Imprecise use of terminology with reference to genes and chromosomes often ended up with a loss
of credit.
Question 5
(a) (i) This question was well answered by most, although some failed to gain credit by omitting the units.
(ii) This question was extremely competently answered with the most popular enzymes being amylase
and protease. However, amylase was sometimes thought to be present and active in the stomach.
(b) The majority of candidates were able to relate the higher temperature to denaturation and to the
stopping of enzyme action. Some went on to talk about active sites and substrates not fitting. Very
few candidates referred to the lock and key hypothesis and none considered any possible change
in the substrate molecule.

13 © 2012
Section B
Question 6
(a) Some candidates did not seem to have sufficient knowledge of seeds whilst others were able to
give answers but often went on to provide detail concerning fertilization and seed development.
Some of this additional detail would have been better given in part (b), though it often was not
repeated there.
Credit was awarded for an understanding of the terms plumule, radicle, cotyledon and, for a few,
micropyle. A description of the embryo was very rarely given. Confusion between hilum and
micropyle was also noted.
(b) The most common scoring points were water uptake and enzyme action with a few references to
oxygen and respiration. Many responses went well past the limits of the question and described
seedlings photosynthesising and roots taking up water.
Question 7
(a) This question was a good discriminator with some very competent answers but others found it
difficult to accurately describe. Those that had learned their material and were confident with the
use of technical terms commonly scored at least half credit. Few realised the importance of
explaining that the width of the bars denotes the number of organisms in each trophic level. Many
thought that pyramids referred only to individual species. Centres are reminded that diagrams
drawn by candidates as part of their response usually gain credit only if they are annotated.
(b) Answers given were often inadequately structured by candidates. Some overlooked the origin of
the energy and that it would not be returned there. However, confident and knowledgeable
candidates had little difficulty in scoring full credit for this part. References to the uses of energy
were not as common as might have been expected and the misconception that organisms use
energy for or in respiration, rather than respiration releasing the energy for use, was quite common.
Energy is generally a difficult concept to understand and describe, and candidates are to be
complimented on many fine answers.
Section C
Question 8
(a) (i) This question produced well-learned answers. There was some confusion over whether it was the
water molecules or whether it was the solution that was more concentrated. Candidates who
referred to water potential avoided this problem. References to the fact that energy is not required
were made only by the better candidates.
(ii) This was well answered by candidates, but many gave the opinion that water is moved by active
transport – even when they have already accurately described osmosis. Many said that a
membrane is not required, and, of those who did mention one, few said that it needed to be living.
More precision was required when referring to a suitable example. Root hairs are not an example
until there is a statement about how they are involved in the process.
(b) This commonly scored the full credit available. All possible scoring points appeared relatively
frequently – even the reference to the fact that there is a continuous supply of blood to the alveoli,
though continual renewal of oxygen was less common.
Question 9
(a) Of those that chose to answer this option, the scores were good but one of the important points, i.e.
a reference to metabolic waste products, was usually missing. Several candidates gave an answer
that described only one excretory route – usually via the kidneys, where they gave lengthy detail on
the functioning of the kidney that scored only a limited amount of credit.
(b) This was well answered and usually gained at least half credit – even including those candidates
who, in Question 4(a) had described defecation as excretion.

14 © 2012

* 0 5 5 1 7 4 6 1 9 4 *
BIOLOGY 5090/21
Paper 2 Theory October/November 2012
1 hour 45 minutes
Section A
Section B
Section C

The number of marks is given in brackets [ ] at the end of each question or part
question.
For Examiner’s Use
Section A

CONTACT
Section C
Total

2
Section A For
Examiner’s
1 The urinary systems of a dog and of a human being are similar in structure and function.
Fig. 1.1 shows the urinary system of a dog.
C B A
Fig. 1.1
(a) (i) Name the parts A, B and C in Fig. 1.1.
A ............................................
B ............................................
C ............................................ [3]
(ii) State the function of D.
............................................................................................................................. [1]
© UCLES 2012 5090/21/O/N/12

3
(b) Fig. 1.2 shows the relationship between an alveolus and a blood capillary in the lung For
of a mammal. The arrows show the path taken by oxygen from inhaled air entering the Examiner’s
blood during gas exchange. Use
PRLVWOLQLQJ ZDOORIDOYHROXV
RIDOYHROXV
FDSLOODU\
ZDOO UHGEORRGFHOOV
Fig. 1.2
(i) Draw two arrows on Fig. 1.2 to show the path taken by most carbon dioxide leaving
the blood.
..................................................................................................................................
..................................................................................................................................
............................................................................................................................. [2]
(ii) Explain why this movement of carbon dioxide is considered to be part of excretion.
..................................................................................................................................
..................................................................................................................................
............................................................................................................................. [3]
(c) Hormones are also substances that need to be excreted from the body after they have
carried out their functions.
Explain how this is done.
..........................................................................................................................................
..........................................................................................................................................
..................................................................................................................................... [2]
[Total: 11]
© UCLES 2012 5090/21/O/N/12 [Turn over

4
2 (a) The graphs in Fig. 2.1 show the effect of changing pH on the rate of reactions controlled For
by two different enzymes found in the alimentary canal of a mammal. Examiner’s
Use
Enzyme 1 Enzyme 2
100
80
rate of 60
reaction /
arbitrary
units 40
20
0 1 2 3 4 5 6 7 8 9 10
pH
Fig. 2.1
(i) Explain what is meant by the term pH.
..................................................................................................................................
............................................................................................................................. [2]
(ii) Using the information in Fig. 2.1, state the rate of reactions controlled by Enzyme 2
at pH 7.
............................................................................................................................. [1]
(iii) Suggest in which part of the alimentary canal Enzyme 1 is likely be active.
............................................................................................................................. [1]
Give reasons for your suggestion.
..................................................................................................................................
............................................................................................................................. [2]
(b) Enzymes in the alimentary canal are involved in reactions that break down large
molecules into small molecules, for example, starch into maltose.
Give an example in another, named part of the body, where small molecules are built up
into larger ones.
named part of the body ....................................................................................................
small molecules ...............................................................................................................
larger molecules ..............................................................................................................

[3]
[Total: 9]
© UCLES 2012 5090/21/O/N/12
5
3 Atmospheric air contains oxygen and carbon dioxide. For

Examiner’s
(a) Complete table 3.1 to show the percentage of oxygen and carbon dioxide in inhaled and Use
exhaled air.
Table 3.1
% gas in air
gas
inhaled air exhaled air
oxygen
carbon dioxide
[2]
(b) (i) Explain how oxygen is used by a muscle cell.
..................................................................................................................................
..................................................................................................................................
............................................................................................................................. [3]
(ii) Explain what happens in a muscle cell when oxygen is in short supply.
..................................................................................................................................
............................................................................................................................. [2]
(c) At high altitudes, oxygen is less available than it is at low altitudes.

Suggest modifications of the circulatory and respiratory systems that might help people
that live for many years at high altitude.
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..................................................................................................................................... [3]
[Total: 10]

6
4 (a) Complete the equation to summarise the process of photosynthesis. For

Examiner’s
Use
........................
+ +
.................... .................... .................... ....................
........................
[2]
A young, green, leafy stem was placed in a clear glass beaker of water in bright light.
Fig. 4.1 shows the stem 12 hours later.
bubbles formed
on stem
Fig. 4.1
(b) (i) Suggest two places where the bubbles could have come from.
1 ...............................................................................................................................
2 .......................................................................................................................... [2]
(ii) Tests proved that the bubbles contained oxygen. Explain how they appeared on the
side of this green stem.
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
............................................................................................................................. [3]
© UCLES 2012 5090/21/O/N/12

7
(c) Explain the benefits to other organisms of having submerged water plants in a pond For
ecosystem. Examiner’s
Use
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..................................................................................................................................... [3]
[Total: 10]

8
5 Fig. 5.1 shows a palisade cell from the leaf of a flowering plant. For
Examiner’s
Use
cytoplasm
chloroplast
vacuole
cell wall
nucleus
Fig. 5.1
(a) State three ways in which this cell differs from a fungal hypha.
palisade cell fungal hypha
1. ................................................... .......................................................
....................................................... .......................................................
2. ................................................... .......................................................
....................................................... .......................................................
3. ................................................... .......................................................
....................................................... .......................................................
[3]
Fig. 5.2 shows the apparatus used to produce 5 dm3 of red wine from grape juice.
air lock
‘solution’ of
grape juice,
water,
sucrose,
yeast,
yeast nutrient.
bubbles of gas
Fig. 5.2
(b) State an equation for the chemical process by which the alcohol is produced.
..................................................................................................................................... [2]
© UCLES 2012 5090/21/O/N/12
9
(c) Suggest a suitable temperature to ensure a good yield of alcohol. For

Examiner’s
..................................................................................................................................... [1] Use
Table 5.1 shows the rate of bubble release and the concentrations of sugar and alcohol in
the grape juice over the first 10 days.
Table 5.1
time number of bubbles concentration of concentration of

/ days per hour sugar / grams per dm3 alcohol / %
1 60 200 0.0
2 40 150 0.0
3 20 100 0.0
7 2 50 0.5
10 1 30 2.0
(d) (i) State the process that was occurring from day 1–3 to produce the bubbles of gas.
............................................................................................................................. [1]
(ii) Explain why alcohol started to be produced only after several days.
..................................................................................................................................
..................................................................................................................................
............................................................................................................................. [2]
(iii) When the alcohol content reached 15%, no further bubbles were produced.
Suggest why the alcohol content could not increase further.
..................................................................................................................................
............................................................................................................................. [1]
[Total: 10]

10
Section B For
Examiner’s
6 Aphids are insects that feed by piercing the phloem of soft, young shoots. Aphids then use
their sharp, hollow mouthparts for sucking up their nutrition from the plant.
(a) Explain why phloem is more suitable for this purpose than any other plant tissue.
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..................................................................................................................................... [3]
(b) Suggest and explain the effect on the plant shoot of a large number of aphids feeding at
the same time over a period of several weeks.
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..................................................................................................................................... [7]
[Total: 10]
© UCLES 2012 5090/21/O/N/12

11
7 (a) Explain the differences between mitosis and meiosis. Your explanation should include For
references to where the processes occur and why they occur. Examiner’s
Use
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..................................................................................................................................... [5]
(b) Explain how it is possible that parents with different blood groups are able to produce
only children with blood groups different from themselves.
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..................................................................................................................................... [5]
[Total: 10]

12
Section C For
Examiner’s
8 (a) Explain what is meant by double circulation.
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..................................................................................................................................... [3]
(b) Describe the composition and the importance of plasma in the circulatory system.
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..................................................................................................................................... [7]
[Total: 10]
© UCLES 2012 5090/21/O/N/12

13
9 (a) Describe fertilisation in each of the following. For

Examiner’s
(i) a human Use
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
(ii) a flowering plant
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
............................................................................................................................. [7]
(b) Explain the disadvantages of self-fertilisation to a flowering plant.
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..................................................................................................................................... [3]
[Total: 10]
© UCLES 2012 5090/21/O/N/12

CAMBRIDGE INTERNATIONAL EXAMINATIONS

GCE Ordinary Level
MARK SCHEME for the October/November 2012 series
5090 BIOLOGY
Mark schemes should be read in conjunction with the question paper and the Principal Examiner
Report for Teachers.
Cambridge will not enter into discussions about these mark schemes.
Cambridge is publishing the mark schemes for the October/November 2012 series for most IGCSE,
GCE Advanced Level and Advanced Subsidiary Level components and some Ordinary Level
components.

Page 2 Mark Scheme Syllabus Paper
GCE O LEVEL – October/November 2012 5090 21
1 (a) (i) A kidney;

B ureter;
C urethra; [3]
(ii) D storage AW + urine; [1]
(b) (i) arrow shown leaving plasma;

arrow from moisture to alveolar air;
One arrow covering the entire journey = 1 mark [2]
(ii) removal + from body / organism;

waste;
of respiration / metabolism; [3]
(c) destroyed / broken down AW;

by liver;
products removed / reabsorbed; [max 2]
[Total: 11]
2 (a) (i) measure AW of;

acidity / alkalinity (A H+ concentration); [2]
(ii) 48 – 52 + (arbitrary) units / %; [1]
(iii) stomach; [1]

optimum AW pH of the enzyme is (approx) 2;
acidic;
due to HCl; [max 2]
(b) in liver;
glucose;
to glycogen;
A other examples muscle / aa / protein; skin / glyc + f.a. / fat etc [3]
[Total: 9]
3 (a) oxygen 19 – 21% + 14 – 16%;

carbon dioxide 0.03 – 0.045% + 3 – 4.5%; [2]
(b) (i) (aerobic) respiration;

release energy;
from glucose;
for contraction;
lactic acid +ref. oxygen debt AW;
R produce AW energy
A give AW; [max 3]
© Cambridge International Examinations 2012

(ii) anaerobic (respiration);

less energy released;
(produces) lactic acid;
(muscle) becomes fatigued / tired / ref. cramp / pain; [max 2]
(c) rapid breathing mechanism / deeper breathing;

modified lung structure or described;
more (efficient) haemoglobin;
more efficient blood supply to organs / tissues or e.g.; larger heart;
more red blood cells;
faster heart rate / faster circulation of blood; [max 3]
[Total: 10]
4 (a) left + right sides of equation correct;

both boxes correct (chlorophyll + light);
A word or balanced equations
R a mixture of words / symbols [2]
(b) (i) water;

stem / shoot / plant / stomata* / lenticels*;
A any reasonable named plant part [2]
(ii) (stem) chloroplasts / chlorophyll;

photosynthesis (occurs);
intercellular spaces AW;
diffuses;
through gaps / holes / stoma* lenticels*;
Allow 2 max for answers explaining how oxygen in soln. in water forms bubbles on stem
* allow once only [max 3]
(c) little dissolved oxygen in water;

provision of oxygen + through photosynthesis;
needed for respiration;
remove carbon dioxide;
animals use plants for food / home / shelter from predators etc; [max 3]
[Total: 10]

5 (a) one nucleus per cell in palisade v hypha – coenocytic / several nuclei;
separate cells each with wall v not separate cells;
large central vacuole v several small vacuoles;
stores starch v stores glycogen;
chloroplasts / chlorophyll present v absent;
walls are made of different materials (chitin for hypha); [max 3]
(b) C6H1206 → 2 C2H5OH + 2C02;

glucose / sucrose; → alcohol / ethanol + carbon dioxide;
A a word or chemical equation, 1 mark each side, but if chemical, must balance. [2]
(c) 25 – 40 °C; [1]
(d) (i) respiration;

R anaerobic / fermentation [1]
(ii) the oxygen has been used (up);

and no more can enter ;
the yeast starts to respire anaerobically; [max 2]
(iii) yeast has died;

depletion of substrate or named;
respiration / fermentation ceases; [max 1]
[Total: 10]
6 (a) within reach;

contains sucrose / sugar / carbohydrate;
contains amino acids;
in solution / water;
not lignified / is softer AW;
R starch / glucose / mineral ions
Ig nutrients [3]
(b) impaired growth AW / death;

amino acids used to make protein;
less / no new cytoplasm;
less sucrose or carbohydrate;
less glucose;
for use in respiration;
energy used;
for any named purpose;
may introduce viruses / disease;
damage to plant AW;
Ig wilting [max 7]
[Total: 10]

7 (a) (mitosis) chromosome number maintained / diploid AW;

identical offspring / clones;
e.g. of where it occurs – plant or animal / in bacteria;
growth / repair;
asexual reproduction;
2 new cells produced;
(meiosis) chromosome number halved / haploid AW;
in gonads / testes / ovaries / anthers;
to produce gametes / sex cells;
any gamete correctly named;
sexual reproduction;
4 new cells produced;
R growth / repair of cells [max 5]
(b) correct parental blood groups identified (AB and O, or A and B);
(in text or diagram) parents’ genotypes identified as AB and OO or AA and BB;
*correct gametes clearly identified for both parents;
*the word gametes correctly used;
genotype of offspring (AO + BO or AB) shown;
blood groups of offspring identified as Group A and B or AB;
*available with wrong genotypes, so long as they match [max 5]
[Total: 10]
8 (a) blood passes through heart twice;

lungs + to rest of body;
lower pressure in pulmonary circulation ORA;
correct ref oxygenated blood / deoxygenated blood; [max 3]
(b) water;
solvent / carries dissolved / in solution;
any two from:
for salts or ions / glucose /amino acids / vitamins / fat or fatty acids + glycerol;;
urea;
plasma or blood proteins or named;
hormones;
transport of blood cells / platelets;
heat;
carbon dioxide;
to service body cells / target organs; [max 7]
[Total: 10]

9 (a) (i) *fusion / union;

*male and female nuclei;
(in) sperms / male gametes + ova / eggs / female gametes;
oviduct / Fallopian tube;
(ii) *fusion / union;

*male and female nuclei;
in pollen grain;
delivered by / from pollen tube;
to ovule;
an indication that the ovule is in the ovary (or shown on labelled diagram);
and that female gamete is in the ovule/ovary/embryo sac (or shown on labelled
diagram);
accurate ref. to double fertilisation;
*only credit once in either (i) or (ii) fusion / union; male and female nuclei;
Ig ovum (for female gamete) [max 7]
(b) fewer or no new alleles / genes;

limited variation;
limited evolution / limited resistance to changes in the environment;
likelihood of appearance of inbred weaknesses AW / no hybrid vigour / decreased fertility
AW;
[max 3]
[Total: 10]

BIOLOGY
Paper 5090/21 5090 Biology November 2012
Theory
Key messages
It is expected that candidates will have acquired a good basic level of biological knowledge enabling them to
answer the questions. Some of the questions require analysis of data, others to recall and recount facts,
however, if the underlying biological principles are not understood, the answer becomes confused.
General comments
The majority of candidates were able to make a good start to the paper, but found some of the later
questions more challenging. It is important that the answers should be neatly written, concise and accurate
in their detail, e.g. readings from a graph or a stated temperature must always be accompanied by the
appropriate units. There were some candidates who did not study carefully the wording in the stem of the
question and hence did not actually answer the question asked. It can be helpful to candidates if they are
given accurate definitions of the major physiological processes to use for reference.
Generally the rubric was followed except in Section C where some candidates attempted both Questions 8
and 9, and did not cross out the unwanted answer. There was no evidence to suggest that the time allowed
was insufficient.
Section A
Question 1
(a) (i) The kidney was almost universally recognised and there were many correct identifications and
spellings of ureter and urethra, however, there was some confusion with the alimentary canal; the
urethra being identified as the rectum or anus by some candidates.
(ii) The bladder and its correct function were also well recognised although there were some who
referred only to storing waste, or faeces.
(b) (i) Two arrows were required. It was hoped that the two already on the diagram showing the oxygen
intake would suggest the response for the carbon dioxide leaving the blood. One arrow should
leave from the plasma and pass to the moisture layer, the other pass from the moisture layer to the
alveolar air. A common error was for an arrow to leave from a red blood cell.
(ii) In this part credit was lost as much by omission as by error, e.g. the waste was not always
described as being removed from the body or the waste was not designated as a product of
metabolism or respiration.
(c) Most of the candidates knew that it is the liver that deals with used hormones, although some
believed it to be the kidney. The majority did describe the break down of the hormones and that
the products are sent to the kidney for excretion.

8 © 2012
Question 2
(a) (i) This section was well done. Most candidates knew that pH referred to the acidity/alkalinity of a
medium although they did not always indicate that it gave a measure of it.
(ii) At least half of the candidates, (even otherwise good candidates), scored no credit because they
failed to give units, others read the scale incorrectly as 44 not 48 – 52 arbitrary units.
(iii) Most candidates were awarded credited for naming the stomach, although there were some who
chose mouth or duodenum. The majority of candidates scored at least partial credit in the second
part but did not always make reference to the presence of hydrochloric acid in the stomach.
(b) This proved to be the most challenging part of this question. Many candidates did not read the
question carefully and selected a part of the alimentary canal as their named body part. The most
popular correct answer was the liver, which changes glucose to glycogen, but not all candidates
knew which were the smaller molecules so glycogen being changed to glucose was a common
error. There was a confusion of spellings, with glucagon or glucogen being given for glycogen The
other examples given were protein synthesis (in muscle) and less frequently fat (in skin.)
Question 3
(a) A significant number of candidates did not know the composition of inhaled and exhaled air. Minor
differences apart, the figure for inhaled carbon dioxide caused the most problems, which were
often due to an incorrect placing of the decimal point.
(b) (i) Descriptions of aerobic respiration using oxygen, to release energy, from glucose, for muscle
contraction rarely gained full credit, mainly because the majority of candidates stated that the
energy was produced as opposed to released, which was unacceptable.
(ii) Anaerobic respiration involving the production of lactic acid was quite well known, but the fact that
this released less energy was less familiar. The muscle can become fatigued or cramp can be
experienced, but it is a temporary situation rather than a permanent weakness. There were some
references to ‘muscle pull’ which may indicate a confusion. It is safer to use standard terms.
(c) The question required the candidates to use their knowledge of the circulatory and respiratory
systems to suggest modifications which would be beneficial to people living at high altitudes. This
proved to be very challenging for some. The good candidates confidently suggested faster
heartbeat / faster blood flow / deeper breathing or modified lung structure, (although some thought
that the heart rate and blood flow should slow), and answered the question as required. There
were others who were unable to relate their knowledge to the situation and made irrelevant
suggestions, e.g. the use of oxygen masks, the planting of trees to produce more oxygen or
lifestyle changes.
Question 4
(a) The correct equation for photosynthesis was given by approximately half of the candidates.
Candidates can choose to use either a word equation or a chemical equation but a chemical
equation must balance. In most answers, the conditions in the boxes were correct gaining initial
credit, but further credit was frequently lost because the chemical equation did not balance, or due
to confusion with respiration. The equation must have been learned by many without real
understanding, since the correct words were used but were not correctly positioned.
(b) (i) Most candidates scored partial credit. Some suggested the process involved, rather than the
place, others just the air, and while any reasonable plant part was acceptable, it was difficult to
understand why, given the diagram, roots / root hairs were suggested. Some of the weaker
candidates described the appearance of the bubbles.
(ii) Candidates most often gained credit for photosynthesis and for those who had read the question
carefully and noted that the stem was green, were credited for chloroplasts / chlorophyll.
Descriptions of the passage of the oxygen out of the tissues were imprecise, except for its exit via
the stomata / lenticels.

9 © 2012
(c) The answers given were reasonable and most candidates scored at least partial credit, usually for
a food reference despite the focus of the question being on photosynthesis. To score full credit,
candidates needed to tie up the source of the oxygen, its beneficial effect in removing carbon
dioxide, and its subsequent use. Many candidates strayed from the confines of the question and
described food chains, some of which included whales or other unsuitable animals.
Question 5
(a) Candidates coped well with the requirement to complete a table and provided matching pairs or a
feature and its negative. However, the characteristics of a fungal hypha were not familiar to all.
The presence or absence of chloroplasts gained credit for almost all candidates; many thought that
the hypha did not possess cytoplasm, a nucleus, or a wall, while others made accurate references
to both cellulose and chitin. There were some candidates who made reproductive or nutritional
comparisons.
(b) There were comparatively few correct, balanced equations. More candidates attempted to use
formulae than words, and the formula of lactic acid was not secure, but the main problem was that
many did not know the answer to this question. Common errors included adding water to either
side of the equation and omitting the carbon dioxide, but including energy. Candidates may find it
easier to remember a word equation, although a chemical equation offers greater understanding,
and good candidates gave both equations.
(c) The majority of candidates made valid suggestions as to what was a suitable temperature (a range
of 25 to 40 °C. was accepted) although some were well out of range, e.g. 700 °C. Credit was lost
due to the omission of units.
(d) (i) This question was not answered well. The most common answer given was fermentation or
anaerobic respiration, perhaps because the apparatus was recognised but the information from the
data table was not considered.
(ii) There were very few references to a lack of oxygen since most candidates were working on the
basis that fermentation was already underway. It was generally thought that it took time for alcohol
production to start because the sugar concentration was too high.
(iii) Many candidates were awarded credit here, either for knowing that the yeast would be killed by the
high alcohol level or for stating that all the sugar would be used up.
Section B
Question 6
(a) Candidates who were familiar with the structure of the stem and its tissues scored credit for easy
penetration of the phloem (since the walls are softer) and ease of access due to its position on the
outside of the vascular bundle. In general, candidates know more about the xylem than the
phloem. There was lack of precision when describing the contents of the phloem; the
carbohydrate, if named, was usually glucose, any reference to the presence of amino acids was
rare as was the fact that the contents were in solution.
(b) Many candidates did not carry forward information from the first part of the question and described
events with reference to the xylem, concentrating on lack of water and wilting. Almost all answers
gained credit for reference to the stunted growth or death of the plant eventually; some realised
that the plant would be physically damaged by the activities of the aphids and that this could lead to
infection, but few candidates were able to provide the detail needed to score the remaining credit.
It was lack of nutrition due to the aphids removing the contents of the phloem that caused the
problems. In particular amino acids and their role in protein synthesis was almost ignored, while
only a few candidates described glucose being acquired from the carbohydrate to use in respiration
and release energy to carry out other vital functions. Overall, although there were some good
answers, this section yielded low credit,.

10 © 2012
Question 7
(a) This question produced some very varied responses although the requirements were clear. There
were some concise answers with all points given and full credit scored. Others, however, confused
the two processes and so could not be credited. The answers were set out in an orderly and
comparative way. Common errors included: mitosis occurs in plants and meiosis in animals;
meiosis occurs in gametes, rather than during gamete formation; meiosis was confused with
fertilisation; the chromosome number was not always correct, e.g. gametes were said to be diploid,
and it was not always clear that the haploid / diploid reference was to the chromosome number.
(b) Candidates showed that they had studied the genetics of blood groups but their accounts were
frequently not detailed or accurate enough to gain more than partial credit. It was essential to note
that the offspring produced should only be children with blood groups different from their parents.
This required a distinction to be made between a blood group and its possible genotypes, e.g. a
choice of Group A and Group B for the parents worked out well provided the genotypes were
homozygous, when all the offspring would be Group AB. However, if the parental genotypes were
AO and BO then some Group A and some Group B offspring would occur, which was not correct.
The only other acceptable parent pairing was Group O and Group AB. There was no instruction to
use a genetic diagram on this occasion but those who did benefitted if the diagram was fully
labelled with gametes correctly shown.
Section C
Question 8
(a) Almost all candidates scored credit for knowing that ‘double circulation’ referred to the passage of
blood through the heart twice in one complete circulation, but many did not give a full description of
the pulmonary and systemic circuits or make reference to the state of oxygenation of the blood.
There was no mention made of the difference in pressure between the pulmonary and systemic
circulations.
(b) There were some excellent answers but in general the response was disappointing. Candidates
knew plasma to be the liquid part of blood responsible for its circulation but, in general, did not
supply the actual details of its composition, whereas, those who stated that plasma contained water
with glucose and salts dissolved in it gained more than half of the available credit. Many
candidates also lost the focus of the question and digressed into accounts of the functions of the
cells. The answers describing the transport role of the plasma carried most of the substances
named but the transfer of heat was rarely mentioned.
Question 9
This was a low scoring question but it was the preferred option in Section C.
(a) (i) There was a general understanding of the basic requirement of fertilisation, i.e. that there should be
a fusion of male and female gametes or nuclei; candidates could gain credit for this in either (a)(i)
or (a)(ii). The question asked for a description of the process, so some background details were
needed. The candidates coped well with human fertilisation, the names of the gametes were
known and the site of fertilisation was usually correct although occasionally it was described as
happening in the uterus. The terms ovum and ovary were sometimes confused (in both parts of
this question there was some confusion between an ovum, an ovary, or an ovule).
(ii) To adequately describe fertilisation in a flowering plant requires knowledge of the flower parts
involved. Candidates knew that the pollen is male and that the ovary constitutes the female part,
and pollination was usually described. Very few diagrams or sketches were drawn to show that the
female nucleus is in the ovule which is in the ovary, and descriptions often became confused. The
most common error was to confuse the male gamete and the pollen grain. After pollination
candidates recorded the growth of a pollen tube down the style, but many stated that the pollen
grain, not just the male nucleus, passed down it to reach the ovule to effect fertilisation. A few
candidates made reference to a double fertilisation.

11 © 2012
(b) The majority of candidates thought that there would not be any, rather than only very limited,
variation due to the fact that there would be few new alleles. The good candidates understood the
effect that this would have in the long term on the vigour and evolution of the species but did not
find it easy to express their ideas. In some instances asexual reproduction was described rather
than self-fertilisation in sexual reproduction.

12 © 2012

* 1 3 3 6 0 6 6 1 8 2 *
BIOLOGY 5090/22
1 hour 45 minutes
Section A
Section B
Section C

The number of marks is given in brackets [ ] at the end of each question or part question.
For Examiner’s Use
Section A
Section B
Section C
Total

2
Section A For
Examiner’s
1 Fig. 1.1(a) shows a section through a person’s head and throat. Fig. 1.1(b) shows the same
person swallowing a bolus of food.
bolus of
C food
Fig. 1.1(a) Fig. 1.1(b)
(a) Identify structures A and B shown on Fig. 1.1(a).
A ............................................................................................
B ............................................................................................ [2]
(b) Name the process that will carry the bolus to the stomach.
..................................................................... [1]
(c) Describe and explain what happens to structure C when the person swallows the bolus.
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
...................................................................................................................................... [3]
© UCLES 2012 5090/22/O/N/12

3
(d) (i) Name a chemical process that may be taking place in the bolus. For
Examiner’s
............................................................ Use
(ii) Describe and explain your answer to (d)(i).
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
.............................................................................................................................. [4]
[Total: 10]

4
2 Species D lives in a forest. Fig. 2.1 shows what can happen, over the same period of time, if For
some members of species D migrate from the forest to a desert region. Examiner’s
Use
migration
species D continues to
to desert region
live in the forest
variation
natural selection
further variations
further natural selection
species D species D has

continues become species E
Fig. 2.1
(a) Name the two main causes of variation in organisms.
1. ................................................................
2. ................................................................ [2]
(b) Name the process involving variation and natural selection that has led to the
development of species E.
.................................................................... [1]
© UCLES 2012 5090/22/O/N/12

5
(c) Suggest how the processes of variation and natural selection may have acted to produce For
the new species E in the desert. Examiner’s
Use
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
...................................................................................................................................... [4]
(d) Members of species D are no longer able to breed successfully with members of new
species E. Suggest reasons for this.
..........................................................................................................................................
..........................................................................................................................................
...................................................................................................................................... [2]
[Total: 9]

6
3 Fig. 3.1 shows a plant and the position in which it grows in the dead leaves that collect where For
two branches of a tree join. Examiner’s
Use
thick
canopy of
leaves
roots
penetrating
dead leaves
aerial roots, green

in colour and covered
by spongy absorbent tissue dead leaves
collecting where
branches join
Fig. 3.1
(a) State two ions that the roots of the plant will absorb from the dead leaves. For each ion,
state its importance to the plant.
ion 1 ...........................................................
importance .......................................................................................................................
ion 2 ...........................................................
importance ................................................................................................................... [4]
© UCLES 2012 5090/22/O/N/12

7
(b) Explain how the ions you have mentioned in (a) are made available to the plant from the For
dead leaves. Examiner’s
Use
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
...................................................................................................................................... [4]
(c) Suggest and explain why the aerial roots of the plant are green and covered with a
spongy absorbent tissue.
green
..........................................................................................................................................
..........................................................................................................................................
covered with a spongy absorbent tissue
..........................................................................................................................................
...................................................................................................................................... [3]
[Total: 11]

8
4 Fig. 4.1 shows a person sitting on a chair with his legs crossed, watching the television. For
A friend notices that the person’s foot is making very slight regular kicking movements as Examiner’s
indicated by the arrow on Fig. 4.1. Use
Fig. 4.1
The friend times the movements with her watch and announces that the person’s heart is
beating 70 times per minute.
(a) (i) Explain how the friend was able to make this deduction.
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
.............................................................................................................................. [4]
(ii) Explain why the person’s leg kicks at a faster rate when there is an exciting
programme on the television.
..................................................................................................................................
.............................................................................................................................. [1]
© UCLES 2012 5090/22/O/N/12

9
Fig. 4.2(a) shows a chair leaning against a wall, carefully balanced and with a scale pan For
hanging from the front of the seat. Fig. 4.2(b) shows what happens when a mass is then Examiner’s
added to the scale. Use
chair swings forwards

chair resting on rear to rest on all four legs
legs and against weight
wall
added to scale pan
scale pan
suspended from added
front of chair weight
Fig. 4.2(a) Fig. 4.2(b)
A student sits in a chair, leaning against a wall as shown in Fig. 4.2(a), and remains perfectly
still.
(b) Use your knowledge of how blood moves through the circulatory system to suggest an
explanation for why, after a few minutes, the chair falls forwards similar to the chair in
Fig. 4.2(b).
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
...................................................................................................................................... [4]
[Total: 9]

10
5 The graph in Fig. 5.1 shows the concentration of nicotine in the blood of a person before, For
during and after smoking a cigarette. Examiner’s
Use
concentration
of nicotine
in the blood
/ arbitrary
units
0 10 20 30 40 50
time / minutes
start
smoking
cigarette
Fig. 5.1
(a) Use Fig. 5.1 to find the time taken for the person to smoke the cigarette.
.................................................................... [1]
(b) Suggest why the concentration of nicotine in the person’s blood was not zero before
starting to smoke the cigarette.
..........................................................................................................................................
...................................................................................................................................... [1]
(c) Name two components of the cigarette smoke, other than nicotine, that may be harmful
to the person. For each component, state the harm that it may cause.
component 1 ..............................................
harm it may cause ...........................................................................................................
..........................................................................................................................................
component 2 ..............................................
harm it may cause ...........................................................................................................
...................................................................................................................................... [4]
© UCLES 2012 5090/22/O/N/12

11
(d) Fig. 5.2 shows the blood pressure of the same person over the same time period. For
Examiner’s
Use
12
blood 11
pressure
/ kPa
10
0 10 20 30 40 50
time / minutes
Fig. 5.2
(i) Use Fig. 5.2 to describe the effects of smoking the cigarette on this person’s blood
pressure.
..................................................................................................................................
.............................................................................................................................. [2]
(ii) Suggest how smoking a cigarette resulted in this effect on blood pressure.
..................................................................................................................................
.............................................................................................................................. [1]
(iii) Suggest possible harmful effects of this change in blood pressure.
..................................................................................................................................
.............................................................................................................................. [2]
[Total: 11]

12
Section B For
Examiner’s
6 Fig. 6.1 and Fig. 6.2 show two tissues found in plants.
G J
K
H
Fig. 6.1 Fig. 6.2
Identify the tissues and describe their functions. Your descriptions should make appropriate
reference to the importance of G, H, J and K.
name of tissue in Fig. 6.1 ........................................................................................................
description ...............................................................................................................................
.................................................................................................................................................
.................................................................................................................................................
.................................................................................................................................................
.................................................................................................................................................
.................................................................................................................................................
.................................................................................................................................................
name of tissue in Fig. 6.2 ........................................................................................................
description ...............................................................................................................................
.................................................................................................................................................
.................................................................................................................................................
.................................................................................................................................................
.................................................................................................................................................
.................................................................................................................................................
.................................................................................................................................................
[Total: 10]
© UCLES 2012 5090/22/O/N/12
13
7 (a) Define the term, excretion. For

Examiner’s
.......................................................................................................................................... Use
..........................................................................................................................................
...................................................................................................................................... [3]
(b) Describe how a kidney machine carries out the functions of a kidney for a person
suffering from kidney disease.
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
...................................................................................................................................... [7]
[Total: 10]

14
Section C For
Examiner’s
Write your answer in the spaces provided.
8 (a) Explain what is meant by the lock and key hypothesis for enzyme action.
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
...................................................................................................................................... [5]
(b) Describe how enzyme action is affected by an increase in temperature.
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
...................................................................................................................................... [5]
[Total: 10]
© UCLES 2012 5090/22/O/N/12

15
9 (a) Explain what is shown by a pyramid of biomass. For

Examiner’s
.......................................................................................................................................... Use
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
...................................................................................................................................... [6]
(b) Explain how, for the same organisms, a pyramid of numbers can differ from a pyramid of
biomass.
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
...................................................................................................................................... [4]
[Total: 10]
© UCLES 2012 5090/22/O/N/12


GCE Ordinary Level
5090 BIOLOGY
components.

1 (a) A – tongue;
B – larynx/voice box; [2]
(b) peristalsis; [1]
(c) closes/covers;
trachea/windpipe/air passage/larynx/voice box/B;
helped by raising of larynx AW;
preventing the entry of food / preventing food going to lungs or respiratory system / prevents
choking AW / allows food to enter oesophagus AW; [Max 3]
(d) (i) digestion / enzymatic action / hydrolysis;
& (ii) amylase;
(from) saliva / salivary glands;
starch;
to maltose;
neutralisation / ref. pH; [Max 4]
(each marking point allowed under (i) or (ii) )
[Total: 10]

2 (a) genes / mutation / named common mutagen;
environment / habitat / named environmental factor; [2]
(b) evolution / speciation; [1]
(c) different/changed environment;
mutation(s);
variations + advantageous AW / better adapted;
survive;
reproduce / passed on;
cumulative effect / over many generations;
leading to change in phenotype / appearance / or e.g.; [Max 4]
(d) difference in genes/DNA;
difference in chromosomes;
ref to problems with fertilisation;
no sexual attraction / incompatible;
geographical separation; [Max 2]
[Total: 9]
3 (a) any 2 correct ions;;
any correct function for each ion;;
e.g.
nitrate;
protein / amino acid production / named protein / DNA;
magnesium;
chlorophyll; [Max 4]

(b) decomposition/decay/putrefaction/enzyme action;
*by bacteria;
*fungi;
of named chemical in plant leaves;
nitrification (or described); [Max 4]
(c) chlorophyll/chloroplasts + absorbs light/photosynthesis;
leaves do not receive enough light/in shade AW;
to absorb water/moisture/water vapour;
water store/retains water/dead leaves lack water; [Max 3]
[Total: 11]
4 (a) (i) pulse (beat);
in artery in leg;
increased pressure;
ref. one pulse beat/kick for every heart beat; [Max 4]
(ii) adrenaline/heart beats faster; [1]
(b) blood + legs/feet;
in veins;
no use of leg muscles ;
blood not pushed from one set of valves to the next;
increases mass/weight of the (lower) leg; [Max 4]
[Total: 9]

5 (a) 10/11 minutes; [1]
(b) smoker/has recently smoked/passive smoking; [1]
(c) Any 2 from:
carbon monoxide/CO;
affect on O2 carriage/fatty deposits in walls of bvs;
carbon dixide/CO2;
prevents loss of CO2 from blood;
tar;
carcinogenic properties/lung cancer/inhibits gaseous diffusion/damages alveolar walls [4]

or cilia;
(d) (i) increase;
followed by decrease;
reading from graph with units; [Max 2]
(ii) arterial constriction, fat deposits or diameter reduction/heart rate increases/heart pumps
harder or faster AW; [1]
(iii) prolonged raised pressure/cumulative effect;
damage to capillaries/ref. thin walls of capillaries;
any relevant effect e.g. damage to kidneys/brain/heart/blood vessels; [Max 2]
[Total: 11]

6 (Fig. 6.1)
xylem;
strengthened/lignified;
for support/keep firm or straight+ G/wall AW;
*carries water;
*ions/salts/minerals; [Max 5]
(Fig. 6.2)
palisade (mesophyll);
for photosynthesis/to make carbohydrates;
J + (cell) membrane;
partially/differentially/selectively/semi– + permeable;
controls or allows entry into/out (of cell);
water + osmosis/diffusion;
K/space + vacuole/cell sap;
ref. water potential/concentration difference;
ref. turgidity AW; [Max 5]
[Total: 10]

7 (a) removal from organism/body;
toxic/poisonous;
waste (products);
from metabolism or described; [Max 3]
(b) filters/removes substances from + blood;
using partially permeable membrane AW;
ref. dialysis fluid;
urea/nitrogenous products;
salt(s)/ions/small molecules;
toxins/poisons;
ref. relative concentrations AW;
excess water/ref. osmoregulation;
large molecules stay in blood;
such as proteins;
ref. diffusion; [Max 7]
[Total: 10]

8 (a) active site (of enzyme);
of particular/special/complementary/exact + shape;
fits substrate molecule/ref enzyme-substrate complex;
splitting or joining of substrate molecule(s)/products formed;
(the idea) molecule(s) or product released;
enzyme ready to be used again/unchanged;
ref. specificity; [Max 5]
(b) *reaction becomes faster with higher temperature;
faster movement of molecules/more collisions;
*ref. maximum/optimum;
*slows rapidly;
*stops;
(heat has) changed/destroyed (shape) of active site;
denatured/lost 3D structure;
substrate no longer fits; [Max 5]
[Total: 10]
9 (a) it is a diagram;
of traditional pyramid shape/wider at the bottom;
(showing) mass/weight;
of organisms/living things/plants + animals;
the larger the block the greater the mass;
at each trophic level;
ref. producers;
consumers/herbivores/carnivores;
in an ecosystem/food web/food chain;
shows change in mass/is relative; [Max 6]

(b) represents number;
of individual (organisms);
different organisms differ in mass;
one organism may have many others (feeding) on it;
*thus shape may be different;
not that of a pyramid;
plausible drawing; [Max 4]
[Total: 10]
[Paper Total: 80]

BIOLOGY
Theory
Key messages
answer the questions. Some of the questions require analysis of data, others to recall and recount facts,
however, if the underlying biological principles are not understood, the answer becomes confused.
General comments
There were occasions on this paper where candidates found difficulty in relating the questions to relatively
basic syllabus material. Although questions may sometimes appear in an unfamiliar form, particularly in
Section A, the answers will always be based on factual material that will have been covered whilst working
through the syllabus. Only questions that invite candidates to ‘suggest’ an answer will require a degree of
reasoned speculation which, even then, should be well within the scope of any well-prepared candidate.
Some answers were of a high standard, although it appears that an understanding of the basic principles of
evolution have not been accurately grasped, even by some candidates who otherwise showed an impressive
degree of competence.
Section A
Question 1
(a) The identity of A was more often given than that of B, however, neither was well known with
candidates sometimes giving the names of completely unrelated structures. Confusion between
the terms ‘larynx’ and ‘pharynx’ was common throughout both this part-question and in part (c).
(b) Peristalsis was well known, although ‘digestion’ was quite often suggested.
(c) Many candidates were able to give a correct explanation and understood the principle of there
being two possible pathways, one of which will be blocked by structure C. Some candidates
answered with an explanation of the peristalsis process they had named in part (b) which did not
gain credit. It was common to read that the epiglottis is a muscular structure that contracts to push
the bolus down the oesophagus.
(d) Digestion was well known and many candidates went on to name the correct enzyme and explain
the process occurring in the bolus. Some candidates incorrectly made reference to other parts of
the digestive system and the digestive processes occurring there.
Question 2
(a) Many candidates were unable to identify both causes of variation. Reference to environmental
conditions or a suitable named example was more common than reference to genes. Several
candidates stated the two forms of variation – continuous and discontinuous.
(b) Evolution was given by a significant number of candidates, however, many incorrectly made
reference to ‘mutation’. Again, references were made to continuous and discontinuous variation.

13 © 2012
(c) Many candidates gained credit in this question for identifying that a change in environment had
occurred, that better adapted organisms survived and that these reproduce. Candidates’ answers
were often not chronologically structured and the sequence of events occurring during the
processes was often unclear. It was rare to read that variation is the result of mutation, and equally
rare to see that it is the sum total of adaptations over many generations that would lead to the
development of a new species.
(d) Genetic differences between species D and E were commonly identified. However, a significant
number of candidates simply repeated the question by stating that the species ‘would no longer be
able to breed’ which did not gain credit.
Question 3
(a) Many candidates were able to correctly identify two ions and their importance. Commonly seen
errors included ‘nitrogen’ instead of ‘nitrate’ and ‘chloroplast’ instead of ‘chlorophyll’. A significant
number of candidates gave responses other than the two ions listed on the syllabus.
(b) Few candidates gained full credit in this part. It was not always realised that the dead leaves
constituted dead organic matter which is then decayed by saprotrophic organisms. The role of
bacteria and fungi in the decay of a named molecule existing in the leaf was not often identified.
Many responses incorrectly related to the uptake of ions by active transport. Nitrogen-fixing
bacteria were occasionally incorrectly identified as being responsible for the process of decay.
(c) The presence of chlorophyll / chloroplasts and the process of photosynthesis or light absorption
were commonly known, although a significant number of candidates described an adaptation
without providing an explanation. Absorption of water by spongy absorbent tissue was often
identified, however, the necessity for this in the particular situation presented to them was often
overlooked, as was the fact that the water, once absorbed, can be contained for future use within
the spongy tissue.
Question 4
(a) (i) This question proved demanding with very few candidates realising that it is a pulse beat of
increased pressure in an artery in the leg that causes the foot to kick. There were fewer problems
with realising that each kick represented one heartbeat.
(ii) Many candidates were able to state that the heart rate increases or that adrenaline is released
when watching an exciting programme.
(b) The information given in the question was intended to lead candidates towards their knowledge of
how blood is returned to the heart in veins, and that this process would be less efficient if the
student was not using their leg muscles. Unfortunately, reference to knowledge of blood moving
through the circulatory system led to many accounts of the double circulation system. Those who
thought carefully were able to identify that an increased weight in the leg due to blood entering the
leg would cause the chair to fall.
Question 5
(a) This was well answered by most candidates, the majority of whom included correct units in their
response. Common incorrect responses were 20 minutes, 40 minutes and 50 minutes.
(b) Identifying the person as being either a smoker or passive smoker was achieved by most
candidates.
(c) This was well answered by most candidates. Incorrect links between components and the harm
they cause were made by some candidates, the most notable being associated with tar which was
variously thought to line the trachea thus preventing diffusion and to cause heart disease. The
effect of carbon monoxide was particularly well known and described by a large number of
candidates.

14 © 2012
(d) This part proved more challenging. Many candidates identified that the blood pressure increased,
with fewer noting a subsequent decrease or quoting data from the graph. An incorrect belief in
part (ii) that components of the cigarette smoke itself (tar in particular) deposit on the interior of the
blood vessels leading to a decrease in diameter, was demonstrated by a proportion of candidates.
In part (iii), many were able to identify specific damage to the heart or blood vessels or a ‘stroke’ as
a possible harmful effect. Reference to capillaries was rarely seen.
Section B
Question 6
It was evident that the appearance of xylem tissue as seen in cross section through a microscope was
unfamiliar to a large number of candidates and thus the identity of the tissue in Fig. 6.1 was often incorrectly
stated. Common incorrect responses included reference to both xylem and phloem or to spongy mesophyll
cells. Candidates who referred to xylem in their response often went on to gain credit for reference to
lignification and to the transport of water and / or mineral ions.
The identity of the tissue in Fig. 6.2 was much better known and the majority of candidates gained credit for
reference to photosynthesis, for identifying the structures labelled J and K and for describing the partial
permeability of the cell membrane and its value to the cell.
Question 7
(a) A correct definition of excretion was given by the majority of candidates, many of whom gained full
credit in this part. A number of candidates demonstrated the misconception that excretion is the
removal of solid waste from the body via the anus and did not therefore gain credit for reference to
‘removal from the body’.
(b) Candidates often scored well on this part of the question and some well-organised responses were
seen. There was a tendency for some responses to take the form of a description of dialysis rather
than an answer to the question, and, as a result, some important points were overlooked.
Reference to maintenance of a concentration in the dialysis fluid the same as that found in the
blood was common, rather than that of a ‘difference’ in concentration being established of specific
components to enable diffusion to occur. There was appreciation from the majority of candidates
that blood flows through a tube constructed from a partially-permeable membrane and that
substances enter and leave the blood during this flow. The details provided of what enters and
leaves the blood, plus those of the processes involved in enabling this exchange, is what
discriminated between higher and lower-scoring candidates in this part.
Section C
Question 8
(a) The concept of the ‘lock and key’ hypothesis was generally well known by candidates, however,
some found it difficult to express their knowledge clearly in their responses. Incorrect reference to
the ‘active site’ being a component of the substrate rather than of the enzyme was not uncommon
and reference to enzyme and substrate being the ‘same’ rather than of ‘complementary’ shapes
was frequent. Candidates were, however, familiar with the concept of enzyme specificity, the
formation of an enzyme-substrate complex and the breakdown of substrates to form products and
hence often gained substantial credit in this part.
(b) This was soundly answered with the majority of candidates scoring well. It was, however,
sometimes unclear exactly which stage during the ‘increase in temperature’ they were describing.
All marking points were commonly seen, with the exception of that which required candidates to
appreciate that the fall in activity with increased temperature beyond the optimum was more rapid
than its preceding rise.

15 © 2012
Question 9
This question was very rarely the chosen, and those who chose it were often the less able candidates who
found difficulty in clearly expressing their ideas.
(a) Most commonly seen in this part were references to ‘mass’, ‘organisms’, ‘producers’, ‘consumers’
and ‘food chain’. But although the terms were used, it was far from clear whether some candidates
appreciated their full relevance to the question. The construction of a pyramid and the significance
of the blocks it contains were often not mentioned.
(b) A few candidates were able to make a valid contextual reference to ‘number’ and were able to draw
a pyramid of the correct shape. Very few of the candidates answering this part were able to
express clearly the relationship between both types of pyramid and the information which they
display.

16 © 2012

* 9 0 0 8 6 8 5 6 1 2 *
BIOLOGY 5090/21
1 hour 45 minutes
Section A
Section B
Section C

Electronic calculators may be used.

2
Section A For
Examiner’s
1 (a) Table 1.1 lists the daily requirements for some of the components in the diet of a young
child.
Table 1.1
diet component daily requirement

energy 8 MJ
fat 50 g
protein 19 g
vitamin C 25 mg
vitamin D 0.005 mg
calcium 800 mg
iron 10 mg
State two components, other than those in Table 1.1, that are required in a balanced
diet.
1. ......................................................................................................................................
2. ......................................................................................................................................
[2]
(b) Malnutrition is common in countries where there is famine.
List two problems that may contribute to famine.
1. ......................................................................................................................................
2. ......................................................................................................................................
[2]
© UCLES 2013 5090/21/M/J/13

3
(c) Fig. 1.1 shows the label from the packet of a type of food sometimes fed to young For
children suffering from severe malnutrition. Examiner’s
Use
Emergency Famine Food

92 g pack (provides 2.0 MJ)
Ready to use – does not require water or refrigeration
Contains: peanut paste, vegetable oil, powdered milk,

powdered sugar, vitamins (including C and D),
minerals (including iron and calcium)
Date of manufacture: June 2012 Use within 2 years
Fig. 1.1
(i) State three effects of malnutrition which may occur in young children.
1. ...............................................................................................................................
2. ...............................................................................................................................
3. ...............................................................................................................................
[3]
(ii) Explain how this emergency famine food helps to overcome the effects of
malnutrition.
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
.............................................................................................................................. [4]
[Total: 11]

4
2 (a) Receptors receive stimuli and convert them into electrical impulses. For
Examiner’s
Fig. 2.1 shows the pathway taken by electrical impulses in a reflex action. Complete Use
Fig. 2.1 by writing the name of the appropriate component on the dotted lines.
central
receptor nervous response
system
Fig. 2.1 [2]
(b) The brain is one part of the central nervous system. Fig. 2.2 is a diagram of the human
brain.
Fig. 2.2
Damage to the brain can sometimes occur as the result of an accident.
Name the parts of the brain labelled A and B in Fig. 2.2 and suggest a problem that may
be experienced by a person who has damage to that part of the brain.
part A .........................................................
problem caused by damage
..........................................................................................................................................
..........................................................................................................................................
part B .........................................................
problem caused by damage
..........................................................................................................................................
..........................................................................................................................................
[4]
© UCLES 2013 5090/21/M/J/13

5
(c) Scientists are able to treat people with some types of brain damage. They may do this For
by injecting the patient with cells taken from another person (donor). These cells then Examiner’s
travel to the brain where they divide and specialise to become groups of fully functioning Use
brain cells.
(i) State the type of cell division that takes place when the cells that have been injected
reach the patient’s brain.
.............................................................................................................................. [1]
(ii) State the term used to describe a group of cells that are specialised to perform a
specific function.
.............................................................................................................................. [1]
(d) Female patients were injected with cells from male donors. After a period of time, the
scientists examined brain cells from these patients and looked for groups of brain cells
containing the Y chromosome.
Explain why finding groups of brain cells containing the Y chromosome would suggest
to the scientists that the treatment may have been successful.
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
...................................................................................................................................... [3]
[Total: 11]

6
3 (a) Fig. 3.1 shows how pollination takes place in two different species of plant, species P For
and species Q. Examiner’s
Use
plant 1 plant 2
species P species Q
Key
path of pollen
Fig. 3.1
(i) Using the information in Fig. 3.1, suggest and explain how each of these species of
plant is pollinated.
species P
..................................................................................................................................
..................................................................................................................................
species Q
..................................................................................................................................
..................................................................................................................................
[4]
(ii) Suggest two ways in which a flower from a plant of species Q in Fig. 3.1 may be
adapted to increase the likelihood of pollination taking place.
1. ...............................................................................................................................
2. ...............................................................................................................................
[2]
(b) State why species Q shows more variation in its phenotype than species P.
..........................................................................................................................................
...................................................................................................................................... [1]
© UCLES 2013 5090/21/M/J/13

7
(c) Describe the events that take place in a flower after pollination until fertilisation has For
taken place. Examiner’s
Use
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
...................................................................................................................................... [3]
[Total: 10]

8
4 Fig. 4.1 shows the effect of increasing light intensity on photosynthesis in two different For
species of plants, species C and species D. Examiner’s
Use
photosynthesis in plant C
uptake
photosynthesis in plant D
uptake or
loss of CO2
from plant
0
loss
0 500 1000 1500 2000 2500

light intensity / arbitrary units
Fig. 4.1
(a) (i) Use Fig. 4.1 to find the light intensity at which the rate of respiration is equal to the
rate of photosynthesis in plant C.
.......................... arbitrary units [1]
(ii) Explain why carbon dioxide is lost from plant C at a light intensity below the value
you have stated in (a)(i).
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
.............................................................................................................................. [3]
(b) Using Fig. 4.1, suggest why plant species D is more likely than species C to grow on the
ground in a wooded area such as a tropical rain forest.
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
...................................................................................................................................... [3]
© UCLES 2013 5090/21/M/J/13

9
(c) When leaves fall from plants, they are decomposed to return nutrients to the soil. For
Examiner’s
Suggest why the rate of decomposition will be particularly high in a tropical rain forest. Use
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
...................................................................................................................................... [3]
[Total: 10]

10
5 (a) Define the term gene. For

Examiner’s
.......................................................................................................................................... Use
..........................................................................................................................................
...................................................................................................................................... [2]
(b) A gene mutation occurs when part of the DNA on a single chromosome is changed.
State two factors that may increase the rate of gene mutation.
1. ......................................................................................................................................
2. ......................................................................................................................................
[2]
© UCLES 2013 5090/21/M/J/13

11
(c) Sickle cell anaemia is caused by a gene mutation. Fig. 5.1 shows red blood cells from a For
healthy person and from a person with sickle cell anaemia. Examiner’s
Use
sBICONCAVESHAPE sCRESCENTSHAPE
sELASTIC sNON ELASTIC
sNON STICKY sSTICKY
sLIFESPANOFDAYS sLIFESPANOFTODAYS
HEALTHYPERSON PERSONWITHSICKLECELLANAEMIA
Fig. 5.1
Fig. 5.2 shows the flow of red blood cells through a blood vessel in a healthy person and
in a person with sickle cell anaemia.
healthy person person with sickle cell anaemia
Fig. 5.2
Use information from Fig. 5.1 and Fig. 5.2 to suggest why the transport of oxygen to
tissues is reduced in a person with sickle cell anaemia.
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
...................................................................................................................................... [4]
[Total: 8]
12
Section B For
Examiner’s
6 (a) The menstrual cycle is controlled by several hormones including FSH and progesterone.
Use your knowledge of the role of these hormones in the menstrual cycle to suggest
explanations for each of the following.
(i) FSH is given during fertility treatment to women who experience problems
becoming pregnant.
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
.............................................................................................................................. [3]
(ii) Progesterone is a component of the contraceptive pill.
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
.............................................................................................................................. [2]
© UCLES 2013 5090/21/M/J/13

13
(b) With reference to named substances, describe the functions of the placenta and the For
umbilical cord. Examiner’s
Use
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
...................................................................................................................................... [5]
[Total: 10]

14
7 (a) Outline factors, other than alcohol, that may increase a person’s risk of developing For
coronary heart disease. Examiner’s
Use
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
...................................................................................................................................... [4]
(b) Describe the effects of excessive consumption of alcohol on the individual and society
as a whole.
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
...................................................................................................................................... [6]
[Total: 10]
© UCLES 2013 5090/21/M/J/13

15
Section C For
Examiner’s
8 (a) Describe the function of the hepatic portal vein.
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
...................................................................................................................................... [4]
(b) With reference to named molecules, describe the functions of the liver.
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
...................................................................................................................................... [6]
[Total: 10]

16
9 (a) Malaria is a disease caused by a parasite called Plasmodium. The mosquito is the For
vector of this parasite. Examiner’s
Use
Define the terms parasite and vector.
parasite
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
vector
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
[4]
(b) Explain how the spread of malaria may be controlled. Refer to both Plasmodium and
the mosquito in your answer.
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
...................................................................................................................................... [6]
[Total: 10]


GCE Ordinary Level
MARK SCHEME for the May/June 2013 series
5090 BIOLOGY
Cambridge is publishing the mark schemes for the May/June 2013 series for most IGCSE, GCE
Advanced Level and Advanced Subsidiary Level components and some Ordinary Level components.

O LEVEL
Question Mark Scheme Mark Clarification
GREEN SPOT
1 (a) Carbohydrate;
Water;
roughage / fibre;
other named mineral / other named vitamin; [max 2]
(b) (Environmental): Accept rain if qualified to suggest that

Drought; it is below the required level for crop
Flooding; growth e.g. inadeguate rainfall
Infertile land e.g. poor soil structure;
Natural disasters e.g. earthquakes/ very severe weather; Ignore: tornadoes
(Political):
Significant increase in population;
unequal distribution / supply of food;
poverty / economic breakdown;
war / political considerations; [max 2]
122
BIOLOGY
(c) (i) Diseases:

Rickets;
Scurvy;
Kwashiorkor;
Marasmus;
beri-beri;
Symptoms: A any other relevant descriptions of
stunted growth; symptoms
low body weight /death;
weak/brittle bones;
lowers immunity;
anaemia;
bleeding membranes;
fatigue;
obesity; [max 3]
SAPNA PUBLICATIONS
PAPER 2
O LEVEL
(ii) Contains everything for a balanced diet / all nutrients in right

proportions;
GREEN SPOT
Peanut / sugar / milk + energy / respiration;
oil + correct use eg provide energy / synthesise cell membranes;
peanut paste / powdered milk + protein;
protein + for growth / new cells / new protoplasm / tissue repair /

named protein / prevents kwashiorkor;
vitamin C + wound healing / prevention of scurvy;
vitamin D + bones / teeth / prevention of rickets;
iron + for haemoglobin / blood / prevention of anaemia;
123
calcium + bones / teeth / blood clotting / prevention of rickets; [max 4]
BIOLOGY
[Total: 11]
SAPNA PUBLICATIONS
PAPER 2
O LEVEL
2 (a) Box 1: sensory / afferent neurone R nerve

Box 2: motor / efferent neurone /fibre R unspecified organs
GREEN SPOT
Box 3: effector / muscle / gland / A named effector
3 correct = 2 marks , 1 or 2 correct = 1 mark [2]
(b) (part A)
cerebrum / cerebral hemispheres / frontal lobes / fore brain;
(Problem)
loss of voluntary movement / speech difficulties /
change in sensory perception / / learning difficulty / memory loss / Require the effect of the damage.
change in emotional behaviour;
(part B)
Cerebellum / hind brain;
(Problem)
loss of control over movement / loss of learnt activity / Need the idea of "loss"
loss of balance / coordination; [max 4]
124
BIOLOGY
(c) (i) Mitosis; [1]
(ii) Tissue; [1]
(d) Y chromosome is only in males / female is XX;
injected cells have travelled to brain;
Replication / cell division has occurred / tissue has formed;
Cells present after time period; [max 3]
[Total: 11]
SAPNA PUBLICATIONS
PAPER 2
O LEVEL
3 (a) (i) (species P) * accept once only in either P or Q

self / insect / wind ;
GREEN SPOT
(pollen) from anther to stigma*;
of same flower;
(species Q)
Cross;
(by) insect (pollination); Accept plausibly named insect eg
(pollen) from anther to stigma*; bee, wasp
of different plant; [max 4]
(ii) brightly coloured petals;

large petals;
scent;
nectar;
sticky pollen or stigma; [max 2]
(b) Cross pollination / has 2 parents / ref genes / alleles; [1] Accept "exchange of traits"
125
BIOLOGY
(c) pollen tube;
grows / digests + down style;
to ovule / embryo sac / micropyle;
male + female gametes /egg / nuclei fuse; [max 3]
[Total: 10]
SAPNA PUBLICATIONS
PAPER 2
O LEVEL
4 (a) (i) 500; 1
GREEN SPOT
(ii) respiration produces CO2;
faster than it is used in photosynthesis;
(light intensity) below compensation point (or described) / too low for
photosynthesis . [max 3]
(b) Forest has: shade / low light levels;
Plant D uptakes more carbon dioxide at lower light levels;
Plant D requires less energy to survive / has lower respiration rate;
Plant D "saturates" at a lower light level / levels / can't make use of

high light levels;
126
correct use of figures e.g. After 850au increasing light level does not
BIOLOGY
result in any increase in phs in plant D. [max 3]
(c) large amount of detritus / leaf litter / organic material available;
ref / bacteria / fungi;
ref. warm;
moist / damp (conditions);
ref. increased + enzyme action. [max 3]
[Total: 10]
SAPNA PUBLICATIONS
PAPER 2
O LEVEL
5 (a) unit of inheritance / give characteristics / traits; Accept contains hereditary information
GREEN SPOT
section of DNA;
can be copied;
(each) specifies production of one A/W protein / polypeptide; [max 2]
(b) radiation;
chemicals;
faulty cell division; [max 2]
(c) reduction in surface area / volume ;
so less haemoglobin;
127
less AW oxygen + carriage / absorption / in blood (cell);
BIOLOGY
loss of elasticity + more difficult to move through blood vessels;
sticky + may clump together / clot;
(causing) blockage of blood vessel;
reduction of blood flow (to tissue); [max 4]
[Total: 8]
SAPNA PUBLICATIONS
PAPER 2
O LEVEL
6 (a) (i) (FSH) stimulates follicle to develop / egg to develop /

helps to increase numbers of eggs released;
GREEN SPOT
(FSH) stimulates secretion / release of oestrogen;
oestrogen stimulates secretion / release of LH;
LH stimulates ovulation / release of egg; [max 3]
(ii) (progesterone) prevents / inhibits secretion of FSH;
follicle does not develop / egg unable to mature

/ prevents ovulation A/W;
fertilisation / pregnancy does not occur; [max 2]
(b) prevent mixing of maternal and fetal blood;
128
allow exchange A/W of substances between maternal and fetal blood;
BIOLOGY
dissolved;
named nutrient;
named gas;
named excretory product; Accept nitrogenous waste
antibodies / hormones; [max 5]
[Total: 10]
SAPNA PUBLICATIONS
PAPER 2
O LEVEL
7 (a) ref to high fat diet;

obesity / overweight ;
GREEN SPOT
high blood pressure;
ref to cholesterol / saturated fatty acids / animal fats + in diet / blood;
smoking;
lack of exercise;
genetic / inherited / family history (of heart disease);
age / time factor;
stress;
diabetes; [max 4]
(b) Effect on individual:

depressant / lowers blood pressure;
reduced reaction times/ poor muscular co-ordination AW ; Accept inability to take decisions AW
risk taking / delusions A/W;
liver damage; A refs to smell / poor personal
129
hygiene , low self esteem, lose friends
BIOLOGY
tolerance to alcohol / increased dosage required; etc.
addiction / dependence;
cost (to individual) financial / social;
Effect on Society : e.g. reduced income / physical harm

anti social behaviour towards family A/W or example;
e.g. stealing / wanton damage etc
anti social behaviour towards community A/W or example;
financial cost to community; e.g. cost of damage / "welfare" for

family / "rehabilitation cost of the
ref to drink driving; [max 6] individual"
[Total: 10]
SAPNA PUBLICATIONS
PAPER 2
O LEVEL
8 (a) carries / transports + food molecules / named example;
GREEN SPOT
dissolved / in solution / digested;
from small intestine;
to liver;
in blood; [max 4]
(b) breakdown + amino acids / deamination;
into urea;
and a carbohydrate;
(converts) glucose + to glycogen (A. reverse);
130
ref. storage (of glycogen);
BIOLOGY
ref. drugs / toxins / alcohol;
ref. hormones (A. named hormone);
ref. storage of iron / vitamins or named;
breaks down haemoglobin / red blood cells;
synthesises bile;
Produces ( plasma )proteins; [max 6]
[Total: 10]
SAPNA PUBLICATIONS
PAPER 2
O LEVEL
9 (a) parasite:
(an organism) that grows / feeds on or in; Reject "lives off"
GREEN SPOT
another organism/host;
harms its host;
vector: [max 4]
(an animal that) transmits a pathogen / named ;
from one host A/W to another;
(b) take an anti-malaria drug ; A correct named drug e.g. Quinine,

(control of mosquito vector) [1] Paludrin, Larium, Malarone
kill the mosquito ;
mosquito coils ; A named pesticide e.g. DDT
insecticides ;
long lasting chemical sprays ;
screens / nets (bed) ;
repellent spray / DEET on skin ;
clothing + to cover skin / prevent bites ;
131
sterile males
BIOLOGY
Modify environment
draining marshes / covering water containers etc a/w.;
oil on surface of water ;
introduce fish to feed on larvae / pupae;
Introduction of Bacillus to kill larvae / [max 5] Accept any refs to removing
standing water
[Total: 10]
SAPNA PUBLICATIONS
PAPER 2
BIOLOGY
Cambridge General Certificate of Education Ordinary Level
Theory
Key Messages
Specific examples should be included in candidates’ responses to illustrate points.
In Section A questions, information is often provided to augment the candidates’ own biological knowledge.
It is important to read this information carefully and then to use it in the answer.
When a named item is required, a suitable biological or scientific name should be given.
Candidates who continue an answer on a different page are recommended to note this for the Examiner.
General Comments
Most candidates presented their work clearly and tailored the length of the answers to the space provided.
Most candidates attempted all of the questions, and, contrary to the rubric instructions, a few attempted both
Questions 8 and 9. There were some excellent answers and with many candidates showing a good
understanding of basic biological principles.
Section A
Question 1
(a) The majority of candidates listed components from two separate groups of food.
(b) Credit was awarded for specific examples of long term effects which would lead to famine. For
example, references to drought, flooding, and rapid population growth all gained credit, but just
stating “rain” or “soil” did not.
(c) (i) The signs of malnutrition were well known as were the names of diseases associated with the
condition.
(ii) For this response, candidates should have linked the nutrients provided in the emergency famine
food with their role in the body. An answer which scored well was: “The emergency food contains
protein from the powdered milk that helps in the repair and growth of tissues. Iron is also present
to help in the production of blood and the vegetable oil will give energy.”
Question 2
(a) It was not uncommon to find parts mentioned that bore little relationship to the reflex arc.
(b) The candidates who identified the parts of the brain were also able to describe a problem which
may result from damage to each of the parts. Those who stated a function performed by a healthy
brain were not credited.
(c) (i) Many candidates correctly recognised mitotic cell division.
(ii) The definition of a tissue was less well known.

7 © 2013
(d) The best responses stated that the Y chromosome would only be found in male cells, and hence its
presence in a female indicated that the donor cells had travelled to the brain and successfully
reproduced. Weaker candidates only recognised the importance of the Y chromosomes and did
not make any further comments.
Question 3
(a) (i) Many candidates gave excellent answers and described the types of pollination. Candidates who
described the pollination between flowers of species Q, rather than the different plants as shown in
the diagram, did not gain any credit.
(ii) This question was well answered.
(b) This was very well answered. Many responses referred to cross pollination and the need for two
parents.
(c) Only a few good answers were seen, e.g. “The pollen grain starts to develop a pollen tube and the
enzymes digest a path through the style. The tube grows towards the ovule and enters through the
micropyle. The male and the female nuclei fuse.” Many candidates had a poor understanding of
the anatomy of the gynaecium as well as confusing the terms ovum, ovary and ovule.”
Question 4
(a) (i) Strong candidates selected the point where the uptake and loss of carbon dioxide was zero. The
weaker candidates incorrectly chose the point of maximum uptake of carbon dioxide.
(ii) References were required to both respiration producing carbon dioxide and the light levels being
too low for a high rate of photosynthesis. From this the conclusion could be drawn that more
carbon dioxide was produced than was used.
(b) Good candidates made references to the shade in a forest or to the lower light levels present and
observed that species D saturated at a lower light level. Credit was given to candidates who
quoted figures from the graph to substantiate their points.
(c) Good responses indicated how the requirements for decomposition were readily available as there
would be a large amount of leaf litter, warm and damp conditions and also bacteria and fungi
present. The weaker candidates did not link the factors with an increase in decomposition.
Question 5
(a) Candidates were required to give a definition of the word “gene”. Many weaker candidates are
confused about the relationship between DNA, gene, allele and chromosomes.
(b) The good candidates stated two different factors. Those who gave two examples of chemicals
were awarded only minimal credit.
(c) The good responses showed that the candidate had used information provided in the question and
their own knowledge to explain why there was a reduction in oxygen taken to the tissues.
Candidates were expected to recognise and to use the word “capillary” in their answers rather than
describing the “passageway”. The weaker candidates tended to state an obvious factor but did not
link this to the reason why it would reduce oxygen transport. It was not often appreciated that the
crescent shape of the red blood cells reduces the surface area and thus reduces the rate of uptake
of oxygen by the cell.
Section B
Question 6
(a) (i) Candidates need to improve their understanding of the roles of the hormones at the various stages
of the menstrual cycle.
(ii) Although many candidates stated that progesterone prevented pregnancy, few suggested that this
would result in stopping the release of the ovum.

8 © 2013
(b) Some excellent answers were seen with the candidates describing the functions of the placenta
and umbilical cord. Substances should be named using biological terms, e.g. glucose, urea, amino
acids. Names such as food or gases were not credited. Many weaker candidates omitted to
mention that blood was involved as the transport medium.
Question 7
(a) Good answers were given to this part of the question.
(b) Candidates who scored highly gave responses, with clear and precise examples, to both parts of
the question. Comments such as “alcohol affects the liver” did not score, whereas “alcohol
damages the liver” did, because the candidate should state what the effect is. Many answers were
vague and full of generalisations e.g. “alcohol causes problems in the community”. Such
statements do not score until a specific example is given.
Section C
Question 8
(a) There were some excellent responses, although a few candidates confused this with the hepatic or
renal vein.
(b) Again candidates who used clear and precise examples did well. The candidates who confined
their answers to the role of the liver in glucose regulation were not credited. Credit could only be
given for functions of named biological molecules.
Question 9
(a) Weaker candidates tended to choose this question but they found it difficult to give clear definitions
particularly of a vector.
(b) Control of the mosquito, both in the adult and larval form, was well described, as were the
measures to prevent bites.
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9 © 2013

* 4 3 1 4 5 4 5 2 4 4 *
BIOLOGY 5090/22
1 hour 45 minutes
Section A
Section B
Section C


2
Section A For
Examiner’s
1 Fig. 1.1 shows a vertical section through a pair of guard cells and some other cells on the
lower surface of a leaf.
Fig. 1.1
(a) (i) Name the type of cell labelled A on Fig. 1.1. ....................................................... [1]
(ii) Draw an arrow on Fig. 1.1 to show the position of the stoma. [1]
(b) Fig. 1.1 shows the guard cells as they appear at 1300 hours. In the space below, draw a
diagram to show the guard cells, in surface view, as they would appear at 0100 hours.
On your diagram, draw and label the structural features of one of the guard cells.
[4]
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3
(c) Explain the advantage to the plant of the difference in the guard cells at 1300 hours and For
at 0100 hours. Examiner’s
Use
1300 hours .......................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
0100 hours .......................................................................................................................
..........................................................................................................................................
...................................................................................................................................... [5]
[Total: 11]

4
2 In 1822, a man, Alexis Bidagan, suffered an injury from a gun fired at close range. The injury For
was in the form of a hole about 10 cm in diameter, penetrating both his chest and stomach Examiner’s
walls, below his diaphragm. When the wound healed, the edge of the hole in his stomach Use
sealed itself with the edge of the hole in his chest wall. Fig. 2.1 shows the position of the
opening that remained to Alexis’s stomach until he died 58 years later.
position of
the injury
Fig. 2.1
(a) Name two organs, other than the stomach, that would have been exposed to infection
through the hole before the wound healed.
1 ..........................................................................
2 .......................................................................... [2]
(b) Suggest why there would have been less chance of the inside of his stomach suffering
from an infection than other organs.
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
...................................................................................................................................... [3]
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5
(c) If the wound had extended above his diaphragm, explain why Alexis would have For
experienced some breathing difficulties until the wound healed. Examiner’s
Use
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
...................................................................................................................................... [5]
[Total: 10]

6
3 Lupins are leguminous plants. Fig. 3.1 shows a lupin plant with nodules on its roots. For
Examiner’s
Use
nodules
Fig. 3.1
(a) (i) State the type of microorganism found in the nodules. ........................................ [1]
(ii) Explain the role of these microorganisms in the nitrogen cycle.
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
.............................................................................................................................. [3]
(b) Commercially produced lupins have flower spikes that are larger and with a greater
variety of colours than wild lupins.
Suggest how these changes have come about.
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
...................................................................................................................................... [5]
(c) Wild lupins growing at very high altitudes are much smaller than other varieties. Suggest
two factors that may be responsible for this.
1 .......................................................................................................................................
2 ................................................................................................................................... [2]
[Total: 11]
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7
4 Fig. 4.1 shows part of the circulatory system, and some of the structures associated with For
organ B. Examiner’s
Use
C
blood blood
ORGAN blood blood
HEART LUNGS
B D E
F to
bladder
Fig. 4.1
(a) Name organ B in Fig. 4.1 .................................................. [1]
(b) (i) Name blood vessels C and E in Fig. 4.1.
C ..................................................................
E .................................................................. [2]
(ii) Name the chambers of the heart, in the order in which blood passes through them
from D to E in Fig. 4.1.
............................................................ ............................................................ [2]
(c) Complete Table 4.1 to show four differences between the contents of F and the blood
vessel, C, in a healthy person.
Table 4.1
difference C F
[4]
[Total: 9]

8
5 Fig. 5.1 shows a fermenter used for the large-scale production of antibiotics by For
microorganisms. Examiner’s
Use
motor gases
H out
water out
pH and
temperature
sensors
stirring
paddles
J
water in
G
product
out
Fig. 5.1
(a) State the term for the manufacture of antibiotics using a fermenter.
...................................................................................................................................... [1]
(b) State the purpose of the water which enters the fermenter at G.
...................................................................................................................................... [1]
(c) Explain the importance of controlling the pH and temperature of the contents of the
fermenter.
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..................................................................................................................................... [2]
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9
(d) Describe the function of part H and part J. For

Examiner’s
part H ............................................................................................................................... Use
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
part J ...............................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
...................................................................................................................................... [5]
[Total: 9]

10
Section B For
Examiner’s
Answer all questions in this section. Use
6 (a) Crops can be grown under controlled conditions in large buildings.
Describe and explain how such buildings can provide the conditions needed for
maximum crop production.
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
...................................................................................................................................... [7]
(b) Suggest why seeds from crops grown in this way may produce fewer offspring and only
small variations compared with crops grown naturally.
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
...................................................................................................................................... [3]
[Total: 10]
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11
7 (a) List the components of a balanced diet. State one use of each component. For
Examiner’s
.......................................................................................................................................... Use
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
...................................................................................................................................... [6]
(b) Explain how this diet should be modified for each of the following people:
(i) a person with diabetes
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
.............................................................................................................................. [2]
(ii) a person with a history of heart problems.
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
.............................................................................................................................. [2]
[Total: 10]

12
Section C For
Examiner’s
8 (a) Define the term hormone.
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
...................................................................................................................................... [3]
(b) State where male hormones and female hormones are produced in mammals and
describe their roles in reproduction.
male hormones ................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
female hormones .............................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
...................................................................................................................................... [7]
[Total: 10]
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13
9 (a) Describe the structure and functions of capillaries in the circulatory system. For
Examiner’s
.......................................................................................................................................... Use
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
...................................................................................................................................... [5]
(b) Describe the functions of each of the following:
(i) white blood cells
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
.............................................................................................................................. [3]
(ii) platelets.
.................................................................................................................................
..................................................................................................................................
..................................................................................................................................
.............................................................................................................................. [2]
[Total: 10]
© UCLES 2013 5090/22/M/J/13


GCE Ordinary Level
5090 BIOLOGY

O LEVEL

/ alternatives
GREEN SPOT
() contents of brackets are not required but should be implied
R reject
A accept (for answers correctly cued by the question, or guidance for examiners)
AW alternative wording (where responses vary more than usual)
AVP alternative valid point (where a greater than usual variety of responses is expected)
ORA or reverse argument
underline actual word underlined must be used by candidate (grammatical variants excepted)
max indicates the maximum number of marks that can be given
+ statements on both sides of the + are needed for that mark
Expected Answer Mark Clarification
1 (a) (i) epidermal / epidermis; 1
149
(ii) arrow shown clearly pointing to / or passing through stoma; 1 A arrow head on either end
BIOLOGY
(b) stoma shown clearly more closed than in Fig. 1.1; 1 R any view other than surface view
any 3 correctly identified and labelled features from: Max 3

nucleus;
vacuole / cell sap;
cytoplasm;
chloroplast;
cell wall;
cell membrane; Ignore mitochondrion / ribosome
vacuolar membrane / tonoplast;
SAPNA PUBLICATIONS
PAPER 2
O LEVEL
(c) Correct ref. to photosynthesis anywhere in (c);

(1300 hrs) *allows CO2 to enter;
GREEN SPOT
*allows O2 to be released;
(* allow ONE for ref. gaseous exchange);
ref. to water loss / transpiration + cooling / bringing water or ions or R water loss for temperature regulation /
minerals (to the leaf ) / from the soil; control
(0100 hrs) prevents / reduces / stops + transpiration / loss of water;
correct ref. wilting;
O2 entry + for respiration; Max 5
[Total: 11]
150
BIOLOGY
SAPNA PUBLICATIONS
PAPER 2
O LEVEL
2 (a) any 2 from: *credit (small intestine) once only.

#
duodenum / small intestine*;
#
GREEN SPOT
ileum / small intestine*;
#
colon / large intestine;
(# OR intestine for one mark)
kidney;
pancreas;
liver;
gall bladder;
spleen;
named blood vessel; Max 2
(b) bacteria / virus / fungus / microoganism / pathogen; Ignore germs

(stomach contents) acid(ic) / ref. HCl;
(and/or) enzyme / protease;
destroys / kills / ref. wrong pH for growth (of microorganism or
colony implied);
Max 3
151
BIOLOGY
(c) chest / thorax no longer airtight;

ref. intercostal muscles (damage or action);
diaphragm (damage or action);
correct volume / pressure reference;
air drawn in / out through hole;
lungs / alveoli damaged or infected;
insufficient / less air or oxygen in lungs / not properly inflated; Max 5
[Total: 10]
SAPNA PUBLICATIONS
PAPER 2
O LEVEL
3 (a) (i) bacteria / Rhizobium; 1
GREEN SPOT
(ii) nitrogen from the air / atmosphere; R first two marks with incorrect bacteria
converts / changes / fixes; R oxidised
(into) ammonium ions / salts / compounds; R ammonia
(into) amino acids / proteins; Max 3
(b) artificial selection / selective breeding;

over many years / generations / repetition;
selecting plants with largest flower spikes;
and most colourful flowers;
cross (breeding/ pollinating/ fertilising) / hybridisation; Ignore refs self- R if between species
genetic engineering; 5
(c) any two from:

temperature; R any reference to ‘high’ AW for first 5
oxygen; points
carbon dioxide; Ignore light
152
water; Ignore any additional (numbered) lines
BIOLOGY
soil fertility / lack of nutrients / nutrition;

different genetic makeup / mutation;
wind; Max 2
[Total: 11]
SAPNA PUBLICATIONS
PAPER 2
O LEVEL
4 (a) kidney; 1
GREEN SPOT
(b) (i) C – renal artery / aorta; No e.c.f. in this instance
E – pulmonary artery; 2
(ii) right atrium/auricle; right ventricle; 2
(c) Ignore refs. to O2 / CO2 waste products

C F
blood + urine;
(a named) cells / platelets / + no cells / platelets / plasma;

plasma
protein/antibodies + none;
/ amino acids / fats
lower urea concentration / higher urea concentration;
153
BIOLOGY
glucose + no glucose;
fewer salts / ions / less water / more / salts or ions / water; Ignore minerals
more hormones / vitamins / fewer hormones / vitamins;

Max 4
[Total: 9]
SAPNA PUBLICATIONS
PAPER 2
O LEVEL
5 (a) biotechnology / fermentation / culturing; 1
GREEN SPOT
(b) to control / lower / the temperature; 1 A maintain
(c) enzymes;
prevention of denaturation / destruction / prevents death of fungus /
microorganism / bacterium;
optimum / best / better / + for growth / reproduction;
high(er) yield; 2
(d) any ref. sterile;

(H) for introduction of microorganism or named;
and food / nutrients / culture medium;
e.g. amino acids / protein / carbohydrates or named;
(J) for introduction of air / oxygen;
bubbles / large surface area (as O2 passes through grille) / sparger; Ignore refs to stirring
for respiration; Max 5
154
[Total: 9]
BIOLOGY
SAPNA PUBLICATIONS
PAPER 2
O LEVEL
6 (a) 1. addition / availability of carbon dioxide;

2. controlled / optimum AW temperature (or any reasonable stated
GREEN SPOT
temperature);
3. ref. light (intensity);
4. ref. blinds during day / artificial lights (at night time);
5. keep well supplied with water / ref. irrigation / humidity control;
6. addition of fertiliser / any named ion / pH control / hydroponic Ignore refs. to O2
techniques ;
7. nitrate + protein manufacture / magnesium + chlorophyll
production;
8. photosynthesis (A anywhere relevant); A any named ion + function
9. growth; R chloroplasts
10. maximum rate / day and night / 24 hrs per day ; Must be ref. P/S or growth
11. pest control;
12. protection from (adverse) climatic factors or any named AW; Max 7
(b) isolation from other varieties of the species; R isolation from other species
limited genetic variation;
155
can pollinate only with plants in the building / cannot cross pollinate A fertilisation for pollination
BIOLOGY
with plants outside;

exclusion from agents of pollination / wind / insects;
seeds less viable; Max 3
[Total: 10]
SAPNA PUBLICATIONS
PAPER 2
O LEVEL
7 (a) 1. protein + for growth / repair / production of protoplasm or Ignore refs. energy
antibodies or enzymes or hormones;
GREEN SPOT
2. carbohydrates (ignore names) + for energy; do not penalise for refs to energy
3. fats + for energy / insulation / solvent (e.g. for some vitamins); production
4. named mineral / ion + function*;
5. named vitamin + function*; *Disallow if function is incorrect for
6. fibre / roughage + effective digestive transit AW; named component.
7. water + solvent / other correct use; Max 6
(b) (i) (diabetic) reduced carbohydrate / sugar or named ; Ignore ref. fats
digestion / breakdown to glucose;
lack of insulin / cells do not take up glucose / no glucose to glycogen;
high blood sugar / glucose; Max 2
(ii) (heart patient) reduced fat; R no fat

animal/saturated (fat); Ignore refs. to cholesterol
deposition on / in artery / atheroma / atherosclerosis; Deposition may be of cholesterol
of heart / coronary;
156
increased blood pressure; Max 2 Ignore refs. to heart attack
BIOLOGY
[Total: 10]
SAPNA PUBLICATIONS
PAPER 2
O LEVEL
8 (a) a chemical ;
released into / carried by the blood;
GREEN SPOT
to affect a target organ;
destroyed in the liver; Max 3
(b) 1. (male)testosterone androgens + testes;

2. for sperm / male gamete production;
3. 2ndry sexual characteristics (or one named); (male) Max 2
4. (female) oestrogen + ovary;
5. development / release of an ovum / egg ;
6. 2ndry sexual characteristics (or one named); A production
7. repairs uterus lining / inhibits production of FSH; Function must be linked to correct
8. progesterone + produced in ovary/ corpus luteum / placenta; hormone
9. maintenance of uterus lining;
10. inhibition of ovulation AW; Ignore refs. uterine wall (x2)
11. LH / luteinising hormone + from pituitary;
12. triggers ovulation / development of corpus luteum;
13. FSH / follicle stimulating hormone + from pituitary; Max 7 (female) Max 5
157
BIOLOGY
[Total: 10]
SAPNA PUBLICATIONS
PAPER 2
O LEVEL
9 (a) 1. join arteries to veins;

2. walls + thin / one-cell thick / elastic; (Ignore ‘They are one cell thick’)
GREEN SPOT
3. allow passage of (tissue) fluid / plasma / permeable;
4. microscopic / pass easily between cells / large surface area /
narrow lumen;
5. pressure reduction (along capillary);
6. ref. diffusion;
7. to / from + cells / tissues;
8. any 2 of the following:

(may be carried, passed in / out)
glucose,
amino acids,
oxygen,
CO2 ,
hormones,
urea,
158
ions / salts, Max 5
BIOLOGY
(b) (i) (WBCs) phagocytes / phagocytosis or described ;

antibodies / antitoxins;
ref. bacteria / viruses / dead cells / pathogens / microorganisms / Ignore germs
microbes;
immune response / rejection AW; Max 3 A ref. immune system / immunity
(ii) (platelets) plug damaged vessels;

fibrinogen;
to fibrin; R fibres
clotting;
ref. antithrombin / prothrombin / thrombin / thromboplastin /
thrombokinase; Max 2
[Total: 10]
SAPNA PUBLICATIONS
PAPER 2
BIOLOGY
5090 Biology June 2013
Paper 5090/22 Principal Examiner Report for Teachers
A2 Structured Questions
Key Messages
Section A of this paper requires candidates to make deductions and suggestions after reading and
understanding situations that might not always be familiar to them. Candidates will not be expected to use
knowledge outside the syllabus. There was evidence that candidates were sometimes trying to look beyond
the syllabus in order to produce relevant answers, thereby overlooking some straightforward and
comparatively fundamental facts.
General Comments
Some of the work seen was of a very high standard, but there were some areas where candidates found
difficulty in producing factual material that was scientifically accurate, or correctly related to the question
asked. It was also not uncommon for candidates to appreciate the thrust of the question, but then fail to
supply sufficient information to score full credit. Credit is quite often awarded for important basic information
that some candidates may feel is too obvious to be worthy of mention.
Section A
Question 1
(a) (i) There was some confusion between epidermis and epithelium, and also misidentification of the
epidermis as mesophyll. ‘Plant cell’ was a fairly common but insufficiently precise answer.
(ii) Apart from those who mistook a guard cell for the stoma, this rarely presented a problem.
(b) The instruction to draw guard cells ‘in surface view’ created some problems. It was common to see
the cross-sectional view shown in Fig. 1.1 repeated, but with the guard cells touching. Such a
representation was still able to earn some credit for labelling.
(c) Some candidates may not have been familiar with the 24-hour clock, as the stoma at 1300 hours
was sometimes described as closed, while that at 0100 hours was thought to be open. Gaseous
exchange was regularly mentioned, but gases were not always identified, and nor was their
direction of movement.
Question 2
(a) Most candidates offered two abdominal organs, but lungs were a common inaccuracy.
(b) Those who thought of the presence and effect of HCl scored well, but others described the tough
muscular walls of the stomach providing resistance to infection – or even to the penetration of the
bullet.
(c) The fact that the hole would provide a subsidiary entrance and exit for air into and out of the thorax
was a concept that was appreciated by only a very few candidates. Most answers were restricted
to possible damage to the lungs or to the muscles responsible for the action of breathing.

10 © 2013
Question 3
(a) (i) Apart from a few who believed that the nodules contain fungi, this part was well answered.
(ii) This part revealed a considerable degree of confusion over the activities of the nodule bacteria.
Many believed that they were involved in decomposition. Many gave a fairly detailed account of all
the bacteria involved in the nitrogen cycle, with no indication as to which of the facts mentioned
related to the bacteria located in the nodules.
(b) Artificial selection was often mentioned, as (inaccurately) was natural selection. Genetic
engineering was also often considered. However, it was commonly suggested that cross-
pollination would occur between other species of plants. Few mentioned that the process needs to
be repeated over several generations.
(c) Most candidates managed to find two factors that might be responsible for the smaller plants
growing at altitude, with temperature, soil fertility and carbon dioxide being the most popular.
Question 4
(a) Apart from a few suggestions that it might be the liver, candidates were able to correctly identify
organ B as a kidney.
(b) (i) It usually followed that a correct identification of organ B led to correct identification of the blood
vessels. There was some confusion over arteries and veins.
(ii) A few candidates confused the left with the right side of the heart, while others mentioned all four
chambers of the heart, for which no credit could be awarded.
(c) Many candidates were not able to state whether or not a particular chemical was present. Several
thought that there was no urea in blood, but better candidates were able to reason their way to
earn full credit. In questions of this type, it is usually expected that there will be matching
statements in each pair of boxes.
Question 5
(a) The majority opted for ‘fermentation’, and duly gained credit. The alternative (biotechnology) did
not appear as often as might have been expected.
(b) Many did not appreciate that the water shown flowing towards the fermenter at G never actually
enters it, although many appeared to believe that it did. This was an example of taking care to
carefully read both the question and the information given before attempting to answer.
(c) Those who made the link between the references to pH/temperature and enzymes quickly obtained
the available credit. Those who realised only that unsuitable pH and temperature could kill the
microorganisms were less well rewarded.
(d) Several failed to look carefully at Fig. 5.1, which might have prevented suggestions that H is used
to introduce air. The need to introduce microorganisms (through H) was often overlooked,
although many mentioned the need for sterilisation.
Section B
Question 6
(a) Most answers included sound information on how each of the conditions mentioned is controlled
and thus modified to provide optimum conditions for photosynthesis, growth and therefore
maximum crop production. The points least regularly made were those that were in addition to the
requirements for photosynthesis, namely the provision of blinds to reduce excess entry of light,
artificial light that can maintain optimum conditions for 24 hours per day and that the building
provides shelter from adverse climatic conditions. Several candidates referred to the exclusion of
pests, but did not continue the point to discuss the advantage of an enclosed space when it comes
to treating pest infestations. A significant number of candidates believed that putting the plants in a
building ‘created the greenhouse effect’.

11 © 2013
(b) Mention of seeds in the question led a significant number to talk about seed dispersal, and
overlook the importance of pollination being restricted only to the plants in the building, and even
then, in the absence of pollinating agents. Credit was often lost because of reference to being
unable to pollinate with other species rather than with other varieties of the same species.
Question 7
(a) This question offered the candidates the opportunity to display their knowledge of a balanced diet
and the uses of each component. Many extremely sound answers were given. It was also a
question that rewarded accurately-learnt facts, and several failed to do themselves justice in this
area. There was confusion between the functions of vitamins C and D. Carbohydrates were often
said to be used in respiration, but the objective of that use, energy release, was sometimes
overlooked. Nevertheless, full credit was often awarded.
(b) (i) Although the link between carbohydrate intake and the concentration of glucose in the blood was
surprisingly often missed, many candidates found two relevant points to make and thus score full
credit for the section.
(ii) Again, full credit was often awarded, but the most common area of error was either to omit
reference to which type of blood vessel significantly suffers from atheroma, or to specify the wrong
type of blood vessel.
Section C
Question 8
(a) The definition of a hormone had been faithfully learnt by most of the candidates. It was common to
see mention of destruction in the liver omitted, but this did not prevent full credit being scored. The
most significant error was from those who chose to describe an example of a specific hormone,
thus failing to provide a definition.
(b) This is an area of the syllabus that candidates are always likely to find a little difficult to learn, and
express accurately. Those who had mastered the topic were able to score highly. However, many
showed confusion over the female hormones, where they are produced, and what functions they
perform. Oestrogen and progesterone were often treated as if they were one hormone, and many
answers were given combining their origin and functions, which consequently failed to gain credit.
Question 9
(a) A minority of candidates wrote about the circulatory system in general rather than capillaries in
particular. Many made the common error of saying that capillaries are one cell thick (rather than
that being a property of the capillary walls). It was rare to see mention of the concept of a
decrease in blood pressure as blood passes along capillaries and only slightly more common to
see mention of the permeability of capillary walls or the passage of plasma/tissue fluid through
them. Otherwise, all points were scored and the section was generally well answered.
(b) That white blood cells are part of the immune system was a point made only by the better
candidates, but it was not uncommon for candidates to use the terms ‘lymphocytes’ (a word that
does not appear in the syllabus) and ‘phagocytes’, and then confuse their functions.
(c) It was commonly known that platelets are involved in the process of blood clotting, but sometimes
descriptions of how clotting occurs were very inaccurate. Candidates’ use of terms and processes,
again not mentioned in the syllabus, quite often gave rise to inaccuracies.

12 © 2013

* 1 8 9 7 2 6 8 1 2 8 *
BIOLOGY 5090/21
1 hour 45 minutes
Section A
Section B
Section C


2
Section A For
Examiner’s
1 Fig. 1.1(a) and Fig. 1.1(b) show a section through the skin of a person at two different body
temperatures.
Key
direction of
blood flow
Fig. 1.1(a) Fig. 1.1(b)
(a) On Fig. 1.1(a), identify and label each of the following.
(i) a sweat gland

(ii) a temperature receptor. [2]
(b) (i) State what has happened to the body temperature to cause the changes shown in
Fig. 1.1(b) compared with Fig. 1.1(a).
.............................................................................................................................. [1]
(ii) State two reasons for the answer you have given in (b)(i).
1 ...............................................................................................................................
2 ........................................................................................................................... [2]
© UCLES 2013 5090/21/O/N/13

3
(c) (i) On Fig. 1.1(a), label and name the type of blood vessel that constricts when the For
body temperature falls. [2] Examiner’s
Use
(ii) Explain the effects caused by constriction of the blood vessel you have named in
(c)(i).
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
.............................................................................................................................. [4]
[Total: 11]

4
2 (a) Muscles that move bones at joints are arranged in pairs. For
Examiner’s
(i) State the term used to describe such a pair of muscles. Use
..................................................................... [1]
(ii) Explain why muscles are arranged in this way.
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
.............................................................................................................................. [3]
(iii) Name a muscle in the human body that is not arranged as one of a pair.
.............................................................................................................................. [1]
(b) Name two different types of joint found in the arm. For each joint, state exactly where in
the arm it is found.
1 type of joint ........................................ where found ........................................
2 type of joint ........................................ where found ........................................ [2]
© UCLES 2013 5090/21/O/N/13

5
Fig. 2.2(a) shows an X-ray of the shoulder joint. Fig. 2.2(b) shows an X-ray of a shoulder with For
an artificial replacement joint. Examiner’s
Use
Fig. 2.2(a) Fig. 2.2(b)
(c) Using evidence from Fig. 2.2(a) and Fig. 2.2(b), suggest why the type of replacement
joint shown in Fig. 2.2(b) is known as a ‘Reverse Shoulder Replacement’.
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
...................................................................................................................................... [3]
[Total: 10]

6
3 (a) Name two constituents of a diet that are absorbed without digestion. For each For
constituent, name the part of the alimentary canal in which it is absorbed. Examiner’s
Use
constituent 1 ........................................ absorbed in ........................................
constituent 2 ........................................ absorbed in ........................................ [2]
(b) Suggest a constituent of a healthy diet that is never absorbed. ................................... [1]
(c) Fig. 3.1 is a diagrammatic representation of the small intestine containing three types
of food molecule, a fat, a carbohydrate and a protein, before they have been digested.
Fig. 3.1 also shows a lacteal and a capillary. The different features in Fig. 3.1 have not
been drawn to the same scale.
lacteal small intestine blood capillary
Fig. 3.1
On Fig. 3.1, draw and label the molecules as they would appear after they have been
digested and then absorbed by the lacteal and by the capillary. [4]
© UCLES 2013 5090/21/O/N/13

7
(d) Some absorbed molecules travel directly to the liver. For

Examiner’s
(i) Name three of these molecules. Use
molecule 1 .......................................................................
molecule 2 .......................................................................
molecule 3 ....................................................................... [3]
(ii) Explain how these molecules are carried to the liver.
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
.............................................................................................................................. [2]
[Total: 12]

8
4 Fig. 4.1 shows a field near an industrial site. For

Examiner’s
Use
Fig. 4.1
(a) State two products released from the factory into the air, that form part of the carbon
cycle.
1 .......................................................................................................................................
2 ................................................................................................................................... [2]
(b) Suggest the part played by the trees and the grass in the recycling of water.
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
...................................................................................................................................... [3]
© UCLES 2013 5090/21/O/N/13

9
(c) Suggest how the cow and the factory are involved in returning nitrates to the soil. For
Examiner’s
the cow ............................................................................................................................. Use
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
the factory .........................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
...................................................................................................................................... [4]
[Total: 9]

10
5 Fig. 5.1 shows a graph drawn by a student of the rate of photosynthesis in a plant exposed to For
the same concentration of carbon dioxide at two different temperatures. Examiner’s
Use
°C
t 30
idea
x
rate of
n dio
bo curve A
photosynthesis r dioxide
ca arbon
% c
13 3%
0.1
0.
Fig. 5.1
(a) (i) Name one limiting factor, other than carbon dioxide and temperature, that affects
the rate of photosynthesis.
.............................................................................................................................. [1]
(ii) Suggest a likely temperature for curve A. Give an explanation for your answer.
likely temperature .........................................
explanation ................................................................................................................
..................................................................................................................................
.............................................................................................................................. [3]
(b) The student failed to label the horizontal (x) axis of the graph. Suggest a suitable label
for this axis and explain your suggestion.
label for x axis ...................................................................................................................
explanation .......................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
...................................................................................................................................... [4]
[Total: 8]
© UCLES 2013 5090/21/O/N/13

11
Section B For
Examiner’s
6 (a) Describe the functions of xylem in a plant.
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
...................................................................................................................................... [3]
(b) Explain how starch and protein stored in the roots of a plant during the day can be used
in the growth of a shoot during the night.
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
...................................................................................................................................... [7]
[Total: 10]

12
7 (a) Explain the importance of active transport in plants and in humans. For
Examiner’s
in plants ............................................................................................................................ Use
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
in humans .........................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
...................................................................................................................................... [4]
(b) (i) Explain what is meant by the term diffusion.
..................................................................................................................................
.............................................................................................................................. [2]
(ii) Explain why respiration depends on the process of diffusion.
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
.............................................................................................................................. [4]
[Total: 10]
© UCLES 2013 5090/21/O/N/13

13
Section C For
Examiner’s
8 (a) Explain the importance of meiosis in sexual reproduction.
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
...................................................................................................................................... [4]
(b) Fruits and seeds may be dispersed by the wind.
Describe the features of a named wind-dispersed fruit or seed and explain the
importance of these features in the process of dispersal.
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
...................................................................................................................................... [6]
[Total: 10]

14
9 (a) Describe how pyramids of numbers differ from pyramids of biomass. For
Examiner’s
.......................................................................................................................................... Use
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
...................................................................................................................................... [3]
(b) Describe the ways in which energy is gained and lost between members of a food chain.
energy gained ...................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
energy lost ........................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
...................................................................................................................................... [7]
[Total: 10]
© UCLES 2013 5090/21/O/N/13


GCE Ordinary Level
5090 BIOLOGY
components.

O LEVEL
Question Mark Scheme Mark Clarification
GREEN SPOT
1 (a) (i) label line must touch the sweat gland; A label on gland or duct
[1] A (i) = gland
(ii) label line must touch some part of receptor under (ii) = temp receptor
Malpighian layer; [1]
(b) (i) (temperature / it) increases / rises; [1] R cooler / decreases OWTTE
(ii) In either order: R veins

sweat;
wider blood vessels / capillaries / more blood;
[2]
177
(c) (i) arteriole; A Artery
the upper horizontal blood vessel labelled; [2] (the word – ignore what is labelled)
BIOLOGY
(ignore name given to it)
(ii) less blood (flows);

to capillaries ( R capillaries constrict)
to sweat glands;
blood carries heat / less heat carried
less heat lost by skin / radiation ; A less heat lost by blood
less sweat produced;
ref to latent heat of vaporisation;
[max 4]
[Total 11]
SAPNA PUBLICATIONS
PAPER 2
O LEVEL
2 (a) (i) antagonistic; [1]
GREEN SPOT
(ii) one muscle contracts; A for max 1 muscles can contract
while the other relaxes; + relax
muscles can only contract / only pull / never push;
one muscle causes a change, the other restores the A oppose one another
position AW; e.g. so the action can be reversed. [max 3]
(iii) ciliary muscle / sphincter muscle or any named / heart /

diaphragm; [1]
(b) In either order : A any correct, the two listed are

hinge + elbow / position described; on the syllabus
ball and socket + shoulder / position described; [2]
(c) ball + on scapula / shoulder blade;

socket + on humerus
normally the other way round / the reverse of normal; [3]
178
BIOLOGY
[Total 10]
SAPNA PUBLICATIONS
PAPER 2
O LEVEL
3 (a) water + any part of the alimentary canal after the

oesophagus;
GREEN SPOT
ions / minerals / named + ileum; A small intestine for ileum
vitamins / named + ileum / colon [max 2]
glucose + ileum
(b) fibre / roughage / cellulose / fruits / seeds / tomato skins A any suitable named plant part
/ maize pericarps; [1]
(c) products drawn in correct absorptive vessel – I any diagrams in the intestine
All correct = 2 marks 2 correct = 1 mark ;; R any products drawn in both
capillaries and lacteals
all molecules totally digested ;
2 products correctly named ; All bonds must be broken – a
[max 4] minimum of 3 products of each
type required.
(d) (i) amino acids;
179
glucose/ other named monosaccharide;
BIOLOGY
vitamins / named;
ions / salts / minerals / named;
water;
[max 3]
(ii) in solution;
in blood / plasma;
by (hepatic) portal vein;
[max 2]
[Total 12]
SAPNA PUBLICATIONS
PAPER 2
O LEVEL
4 (a) Carbon dioxide / CO2;

carbon monoxide / CO;
GREEN SPOT
soot / particulates / carbon;
[max 2]
(b) water present in soil; A ground, ref to water table

absorbed by root;
ref xylem;
lost to atmosphere + from leaves / aerial parts
or ref to evaporation / transpiration / diffusion ;
released / produced from respiration (or described); A forms clouds AW + water vapour
released
[max 3]
(c) (the cow) A other named nitrogen excretory

excretion; products. I urine
urea;
180
ref to faeces ;
BIOLOGY
decomposition
ref to nitrification;
(max.3)
A forms ammonia , nitrite, nitrate
(the factory) I names of bacteria
oxides of nitrogen or named; R refs to denitrification and
dissolved (in rainwater) / ref to acid rain ; nitrogen fixation
[max 4]
[Total 9]
SAPNA PUBLICATIONS
PAPER 2
O LEVEL
5 (a) (i) light / chlorophyll / water; [1]
GREEN SPOT
(ii) any temperature with units between 15oC and 29oC; [1]
any 2 from:
ref. to enzymes;
work slower at lower temps / below optimum
ref to less kinetic energy / collisions AW; A reduces the rate
plant has slower (metabolic) rate AW;
[max 2] A slower rate of photosynthesis
(b) light intensity AW;

stomata open / allow CO2 to enter;
supplies light energy for photosynthesis;
plants do not photosynthesise in the dark;
increase in light increases photosynthesis (rate);
181
[4]
BIOLOGY
[Total 8]
SAPNA PUBLICATIONS
PAPER 2
O LEVEL
6 (a) support / rigidity;

lignin;
GREEN SPOT
conduct/transport of water;
ions / minerals / salts;
ref to narrow/hollow/continuous / lumen; R transport of amino acids /
from roots(hair) + ref to any aerial part of plant; sugars
[max 3]
(b) ref enzyme / named enzyme;

action of enzyme ;
named product of enzyme action;
ref to solubility of product A amino acids / glucose / sugar
diffusion(from storage cells to phloem or vice –versa);
to phloem;
sucrose/amino acids (moved up phloem) ;
ref translocation/transport up stem;
182
no photosynthesis at night ;
BIOLOGY
(energy) released during respiration;

sugar provides energy for growth;
amino acids make proteins;
to make new cytoplasm / cells;
[max 7] R produced
[Total 10]
SAPNA PUBLICATIONS
PAPER 2
O LEVEL
7 (a) *ref. to against concentration gradient; A a description *credit once only, under plants or
humans,
GREEN SPOT
(plants) any 2 from:
minerals / ions / salts;
from soil;
via root hairs;
(humans) any 2 from:

glucose;
from gut;
via villi ; [max 4]
(b) (i) movement of molecules / particles / ions;

high concentration to low; [2]
(ii) ref. crossing a membrane ; A ref to entering named plant or

thin; animal cell
oxygen in (to cell) ;
183
glucose in (to cell) ; Allow 1 mark for O2 in + Co2 out -
BIOLOGY
carbon dioxide out (of cell) ; if only refer to gases in the lungs.
[max 4]
[Total 10]
SAPNA PUBLICATIONS
PAPER 2
O LEVEL
8 (a) cell division;

ref. to chromosomes;
GREEN SPOT
diploid to haploid; A halving of chromosome
gamete formation/ named gametes; number
all gametes genetically different;
fertilisation restores chromosome number / AW;
leads to variation in population; [max 4]
(b) name of fruit / seed (not linked to following marks);

Accept * points for descriptions
structural feature of fruit/seed that is a wind-dispersal of pollen for max 3
adaptation;
ref. large surface area / buoyancy;
*wind removes fruit / seed from parent plant;
*seed relatively light in mass; [max 6]
184
BIOLOGY
*to delay descent of seed AW; e.g. floats for long time /
increases air resistance
spread over large area / prevent overcrowding /
competition ;
[Total 10]
SAPNA PUBLICATIONS
PAPER 2
O LEVEL
9 (a) ref. to an ecosystem / food chain / web; A on a diagram with all trophic
levels credibly named.
GREEN SPOT
total number v. total mass of organisms (at each trophic
level);
biomass pyramids usually pyramid-shaped; A clear diagrams with correct

[max 3] shape
numbers pyramids variable in shape
A clear diagrams with non-
pyramid of numbers takes no account of size/mass of pyramidal shape
organism) AW;
(b) (energy gained)

by photosynthesis in plants / producers;
from (sun)light;
correct ref. light energy + chemical energy;
eaten by animals;
named food molecule consumed AW;
185
BIOLOGY
(energy lost)
as heat;
electrical / nerve impulses;
growth / reproduction;
movement / muscle contraction;
excretion; [max 7]
[Total 10]
SAPNA PUBLICATIONS
PAPER 2
BIOLOGY
Theory
Key Messages
The candidates who score high marks are those who have a good retention and understanding of biological
knowledge. They read the questions carefully and adapt their knowledge to answer the question which has
been set.
General Comments
Most candidates presented their work clearly and they tailored the length of their answers to the space
provided. Candidates who continue an answer on a different page are recommended to note this for the
Examiner.
As this is a knowledge-based subject, candidates who have not learnt the basic definitions and principles are
unable to achieve high grades. Each question is usually based around a specific topic, but the focus of each
sub-question may be different. Candidates should read each part of the question very carefully. For
example, in Question 1 most of the question was concerned with a rise in body temperature, but in 1 (c) the
question asked related to the effects of a fall in body temperature. Some candidates did not reflect this in
their answers.
Section A
The questions in Section A are designed to test the interpretive skills of the candidates. They are required
to use and adapt the biological knowledge gained during the course to answer the questions.
Question 1
(a) Candidates were expected to use clear label lines to identify the specific structures. Those who
chose to label the sweat duct or nerve fibre did not receive credit.
(b) (i) The majority of answers recognised that there had been a rise in temperature.
(ii) Many candidates gained credit by recognising that sweat had been lost. Less common was a clear
reference to the increased size of the blood vessel.
(c) (i) The naming and identification of the arteriole were not commonly seen. Many chose to name and
label the capillary instead.
(ii) Good answers were those that included an effect and then its result. For example “constriction
limits the blood flow to the skin, so less heat is carried by the blood and so less heat is lost from the
skin by radiation”.
Question 2
(a) (i) The technical term, antagonistic, was asked for and the majority of candidates gave this answer.
(ii) Many mentioned the contraction and relaxation of the opposing muscles, but only a few stated that
the muscles can only contact so the opposing muscle was needed to restore the bone to its original
position.

7 © 2013
(iii) Heart muscle was the usual answer. Candidates who gave examples containing multiple muscles,
e.g. tongue, did not receive credit.
(b) Most candidates gave correct answers for the arm joints and gained maximum credit. The few who
suggested the knee as an example of a hinge joint were not rewarded.
(c) An excellent answer was seen for this part-question: “In this joint the ball is on the humerus and the
socket on the shoulder, but in the artificial one the ball is attached to where the socket was, that is
the shoulder and the socket is attached to the humerus. The “ball and socket” have been
reversed.”
Question 3
(a) This question was well answered.
(b) Most candidates correctly gave fibre or roughage as their answer.
(c) The candidates who gained maximum credit showed an excellent understanding of digestion. The
bonds holding the units were broken, the amino acids, glucose, fatty acids and glycerol were drawn
in the correct vessel and the basic breakdown products were clearly labelled.
(d) (i) This was also well answered by most candidates, but those who included undigested food
molecules and fatty acids could not be credited.
(ii) Most candidates were able to gain maximum credit by mentioning that products were carried in the
blood of the hepatic portal vein. Very few mentioned that these molecules are soluble, so they
dissolve and are carried in solution.
Question 4
(a) The expected answers were carbon monoxide, carbon dioxide or soot (carbon). Those who
answered by referring to nitrogen containing compounds or water were not credited.
(b) The candidates who answered well realised that the question required references to both the
absorption of water from the soil and its subsequent loss to the atmosphere. A good answer was
“Trees absorb water from the soil by osmosis through the root hairs. Water travels in the xylem to
the leaves and escapes through the stoma by transpiration”. Candidates who addressed only one
part of the cycle could not achieve maximum credit.
(c) There is still confusion between excretion and egestion so that urea is frequently lost in the faeces.
Few candidates mentioned that decomposition of the faeces occurred or that urea could be broken
down. In the factory, waste products from combustion would include some oxides of nitrogen
which would react with water to produce acid rain.
Question 5
(a) (i) Most candidates answered correctly.

o
(ii) Most suggested a suitable temperature and gave the units ( C). Candidates found it hard to
express a reasoned explanation. A good answer was: “At a lower temperature the enzymes in the
leaves are less active and so the rate of the enzyme controlled reaction is slowed down. So the
rate of photosynthesis is slower.”
(b) As the experiments were performed at two different carbon dioxide concentrations and
temperatures, the X axis should be labelled light intensity. The good answers made reference to
light energy being needed for photosynthesis, and by looking at the graph stating that the increase
in light intensity increased the rate of photosynthesis until a plateau was reached.
Section B
Questions 6 and 7 require a more straightforward recall of information learnt during the course.

8 © 2013
Question 6
(a) The function of the xylem is well known and most candidates gained maximum credit. The answer:
“the function of the xylem is to transport water and ions from the root to the leaves of the plant” is
succinct and gained maximum credit. References to lignin providing support were equally valid.
(b) Had this question been asked with reference to storage and use in a human the candidates would
have answered well. In a plant the principles are exactly the same. The insoluble food must be
made soluble, then transported to where it is required. Once there, specific examples of the
molecules’ use in growth should be given. An excellent answer was: “At night no photosynthesis
occurs. The starch and protein stored in the roots are then converted to sucrose and amino acids,
respectively and transported to the shoot through the phloem vessel. The molecules diffuse into
the growing cells. The sugar is used in respiration to provide the energy for growth. The amino
acids are used to make proteins for the new cells”.
Question 7
(a) Some good answers to a straightforward question. Most candidates made the point that the uptake
was against the concentration gradient. The answers for uptake in plants were good, although
references to glucose in humans were not so common.
(b) (i) This was well answered by nearly all the candidates.
(ii) Confusion between breathing and respiration caused many candidates to fail to gain credit. As
respiration occurs within the cells the answers should have reflected this. An excellent answer
was: “Glucose and oxygen pass through the cell membrane by diffusion from the blood. The waste
product of respiration, carbon dioxide, leaves the body as it diffuses from the blood into the alveoli.”
Section C
Candidates are expected to answer only one question in this section. No additional credit is given to those
who attempt both questions.
Question 8
(a) This question required the candidates to define meiosis and then explain why it is important.
Several candidates gave very good answers, for example: “meiosis is a reduction cell division,
halving chromosome number from diploid to haploid. Meiosis is used in the formation of gametes
which will fuse to form a diploid cell. This allows there to be genetic variation in the offspring as the
chromosomes are obtained from different parents.”
(b) Some candidates still confuse pollen, seeds and fruits, so in this answer the descriptions of pollen
dispersal were not credited. The good answers were those which stated adaptations and then
explained why they were advantageous, for example “the seeds have wings which increase their
surface area which increases their air resistance so they are blown far away from the parent plant.
This reduces the competition between the parent plant and the new seedlings”
Question 9
(a) In this question candidates found it difficult to express their ideas clearly. Often well-labelled
diagrams would assist and would enable the candidate to show the possible difference in shape of
the pyramids. The concept that the pyramids referred to the total organisms at each trophic level
was not often stated.
(b) This was not well answered. Most candidates did not start their descriptions with light energy and
photosynthesis or with a reference to animals obtaining their energy by eating plants. Examples of
the ways in which energy was lost were few and far between. An excellent answer was: “Energy is
gained from the sun by light to produce glucose which can help to form amino acids and proteins.
The animals eat this and in turn these can be eaten by another animal. Energy can be lost when
urea is excreted, during locomotion and as heat energy. It is also needed for active transport of
ions and in reproduction.”

9 © 2013

* 9 7 5 3 7 5 7 8 1 0 *
BIOLOGY 5090/22
1 hour 45 minutes
Section A
Section B
Section C


2
Section A For
Examiner’s
1 Fig. 1.1 shows a demonstration related to blood circulation.
Both fingers are pressed firmly

on blood vessel A.
Both fingers remain pressing on the blood

vessel. The finger on the left is then drawn
along the blood vessel and stops when
it reaches B. It is then removed and
C replaced at C.
The finger on the right continues to

press firmly on the blood vessel. The
finger on the left is then pushed
gently but firmly towards B which
D increases in size.
Fig. 1.1
(a) (i) Name the type of blood vessel labelled A in Fig. 1.1.
..................................................................... [1]
(ii) Name the structure leading to the effect shown in this blood vessel at position B.
..................................................................... [1]
© UCLES 2013 5090/22/O/N/13

3
(b) In the space below, draw a longitudinal section (cut along its length) through the blood For
vessel as it appears at position B. Examiner’s
Use
[2]
(c) Suggest why, at the end of the demonstration, the blood vessel is no longer visible
between positions B and D.
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
...................................................................................................................................... [4]
(d) Suggest why a rod was repeatedly gripped tightly before carrying out this demonstration.
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
...................................................................................................................................... [2]
[Total: 10]

4
2 Fig. 2.1 shows how an alcoholic drink is produced in some countries. For
Examiner’s
then spat water container Use
into a container added
left in open
crushed and boiled air for
tubers chewed for several
several minutes days
cassava
plant
sediment
root tubers
crushed and
boiled drink
ready for
consumption
Fig. 2.1
(a) The root tubers of the cassava plant store starch. After removal from the plant, the
tubers are crushed and boiled.
Suggest the effect that crushing and boiling will have on the cells of the tubers.
..........................................................................................................................................
...................................................................................................................................... [2]
(b) After they have been crushed and boiled, the cassava tubers are chewed for several
minutes.
Explain what happens to the starch during this time.
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
...................................................................................................................................... [3]
© UCLES 2013 5090/22/O/N/13

5
(c) (i) Name the process that must occur in the container to produce alcohol and, in the For
space below, give an equation for this process. Examiner’s
Use
process ..............................................................
equation
[3]
(ii) Name the type of organism, whose spores are found in soil and floating in the air,
that will bring about the production of alcohol.
................................................... [1]
(d) Suggest why the sediment in the bottom of the container increases in quantity as the
container is left to stand for several days.
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
...................................................................................................................................... [2]
[Total: 11]

6
3 Fig. 3.1 shows six different animal and plant cells. For
Examiner’s
Use
cell 1 ................... cell 2 ...................
cell 3 ...................
E
cell 4 ................... cell 5 ................... cell 6 ...................
Fig. 3.1
(a) (i) Name cells 4 and 5. Write your answers below.
cell 4 .............................................................
cell 5 ............................................................. [2]
(ii) Describe the function of structure D in cell 4.
..................................................................................................................................
.............................................................................................................................. [3]
© UCLES 2013 5090/22/O/N/13

7
(b) You are now required to identify each cell by letter, following a series of instructions. For
Examiner’s
When you have identified each cell, write the appropriate letter beneath the identified Use
cell in Fig. 3.1, in the space provided.
Cell E has already been identified for you.
Select a cell in Fig. 3.1, then ask yourself the following questions.
Q1 Does the cell have a cell wall?

if it does, go to Q2
if it does not, go to Q3
Q2 Does the cell have chloroplasts?

if it does not, then it is cell E
Q3 Does the cell have a nucleus?

if it does not, then it is cell F
Q4 Does the cell show more than 5 chloroplasts?

if it does, it is cell G
if it does not, then it is cell H
Q5 Does the nucleus occupy more than half of the cell’s cytoplasm?
if it does, it is cell J
if it does not, then it is cell K
When you have completed this process for the cell you selected, repeat the process for
another cell, and continue until all cells have been identified by letter. [5]
[Total: 10]

8
4 Fig. 4.1 shows a large jar in which plants are growing. For
Examiner’s
tightly-fitting cork Use
clear glass jar
moist, unsterilised
soil
Fig. 4.1
This jar provides an environment in which plants can live for many months without adding
water or removing the tightly-fitting cork to allow air to enter.
(a) State the reason for placing the jar where it can receive a supply of sunlight.
...................................................................................................................................... [1]
(b) Suggest why the plants in the jar show only very limited growth compared with similar
plants growing under natural conditions.
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
...................................................................................................................................... [3]
(c) The cork prevents atmospheric air from entering the jar. Explain how the plants are able
to remain alive without a continuous supply of fresh air.
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
...................................................................................................................................... [4]
© UCLES 2013 5090/22/O/N/13

9
(d) Explain why no water needs to be added to the jar. For

Examiner’s
.......................................................................................................................................... Use
..........................................................................................................................................
..........................................................................................................................................
...................................................................................................................................... [3]
[Total: 11]

10
5 Fig. 5.1(a) shows several members of the same species of small mammal. Some of these For
have white fur and some have black fur. They live in a region with very light-coloured soil. Examiner’s
Use
Fig. 5.1(b) shows the effect of predation by a hawk (a carnivorous bird) after several years.
representative sample several years

of small mammals later
light-coloured soil
Fig. 5.1(a) Fig. 5.1(b)
(a) State the term for groups of animals and plants of different species linked together in a
feeding relationship in the same environment.
................................................... [1]
(b) Explain what has happened to the small mammal population in the time between
Fig. 5.1(a) and Fig. 5.1(b).
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
...................................................................................................................................... [3]
(c) A change in agricultural practice caused the soil to become slightly darker.
(i) Suggest two genetic changes that might occur in this population of small mammals.
1 ................................................................................................................................
2 ............................................................................................................................ [2]
(ii) Explain how these genetic changes might help these small mammals to survive
such an environmental change.
..................................................................................................................................
.............................................................................................................................. [2]
[Total: 8]
© UCLES 2013 5090/22/O/N/13

11
Section B For
Examiner’s
6 (a) State the similarities between sweating and transpiration.
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
...................................................................................................................................... [3]
(b) Describe the differences between sweating and transpiration.
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
...................................................................................................................................... [7]
[Total: 10]

12
7 (a) Explain why the lungs are considered to be organs of excretion. For
Examiner’s
.......................................................................................................................................... Use
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
...................................................................................................................................... [3]
(b) Describe how the kidneys maintain blood at a constant concentration.
Explain the importance of this function.
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
...................................................................................................................................... [7]
[Total: 10]
© UCLES 2013 5090/22/O/N/13

13
Section C For
Examiner’s
8 (a) Describe the part played by an ovule in the reproduction of a plant.
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
...................................................................................................................................... [4]
(b) State the products of an ovary in a woman and describe the roles of each of these
products.
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
...................................................................................................................................... [6]
[Total: 10]

14
9 (a) Describe the methods by which the spread of human immunodeficiency virus (HIV) may For
be controlled. Examiner’s
Use
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
...................................................................................................................................... [4]
(b) Describe the control of malaria in terms of the measures taken against its vector. Explain
the effect of each measure on the vector.
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
...................................................................................................................................... [6]
[Total: 10]
© UCLES 2013 5090/22/O/N/13


GCE Ordinary Level
5090 BIOLOGY
components.

1 (a) (i) vein; [1]
(ii) valve; [1]
(b) a valve shown with flaps touching;
vessel widest at correct side of valve + walls shown both before and after valve; [2]
(c) (vein) empty / no blood flowing through;
blood has been pushed out of (vein);
* blood cannot flow back (due to valve / from B);
* finger on the right / at D + prevents blood flowing;
walls of vein thin thus not visible beneath skin AW; [max 4]
(d) muscle + contraction(s);
increase blood pressure;
increases circulation / blood flow / helps fill (vein) with blood; [2]
[Total 10]

2 (a) damage / breaks AW (cells / tuber);
ref. cell wall / membrane;
releasing (cell) contents / starch;
kills cells / denatures enzymes / stops metabolic reactions; [max 2]
(b) amylase / carbohydrase;
digests / breaks down / hydrolyses + starch;
(to) maltose; [3]
(c) (i) fermentation / anaerobic respiration; [1]
left hand side of equation

glucose / C6H12O6;
right hand side of equation

2C2H5OH + 2CO2 / alcohol/ethanol + carbon dioxide; [2]
(ii) fungus / yeast ; [1]
(d) yeast (cells) + reproduce / increase in number / multiply;
(sediment contains) yeast (cells) / bacteria / chewed tuber AW
yeast (cells) dead + sugar / food used up / alcohol is toxic AW; [max 2]
[Total 11]

3 (a) (i) (cell 4) - root hair;
(cell 5) - sperm(atozoon) / male gamete; [2]
(ii) (root hair) increases surface area;
(for) absorption / movement (A correct named method of molecular transport) into AW;
minerals / ions / salts (or named);
water;
oxygen;
(cell wall) gives mechanical support / allows turgor; [max 3]
(b) cell 1 (RBC) – F;
cell 2 (WBC) – K;
cell 3 (palisade) – G;
cell 5 (sperm) – J;
cell 6 (spongy) – H ; [5]
[Total 10]

4 (a) for photosynthesis / to make food/carbohydrate/starch/ glucose/sugar; [1]
(b) * limited nitrates / nitrates not topped up;
limited protein production;
* limited magnesium + for chlorophyll;
limited carbon dioxide ;
limited photosynthesis / limited production of food/ carbohydrate/starch/glucose/sugar;
limited space / volume / area; [max 3]
(c) ref. respiration + photosynthesis (occurring in jar);
respiration + releases CO2;
CO2 + used for photosynthesis;
photosynthesis + releases O2;
O2 + used for respiration;
ref. microorganisms / bacteria / fungi / decomposers + in soil; [max 4]
(d) water from leaves/transpiration AW / water from soil evaporates;
respiration + produces/releases water;
*returned to soil / condenses;
*absorbed AW / used by plants; [max 3]
[Total 11]

5 (a) food web / food chain / ecosystem / community; [1]
(b) natural selection;
white animals better suited to environment AW;
white not removed/eaten / black removed/eaten AW;
(more) white reproduce / (less) black reproduce;
ref. allele / gene + inherited / passed on;
white become more common / black become less common; [max 3]
(c) (i) gene mutation;
chromosome mutation;
codominance; [max 2]
(ii) better adapted (to new condition) / example of better adaptation;
protection against hawk/predator / less eaten; [max 2]
[Total 8]

6 (a) loss of water;
involves evaporation / as vapour;
to the atmosphere / surroundings;
cooling effect;
through pores AW;
in epidermis;
both affected by temp / humidity / wind (speed); [max 3]
(b) (Accept reverse arguments where relevant)
occurs in animals;
sweating ref. (loss of) urea / ions / salts / minerals;
under nervous control;
ref. homeostasis / determined by body temperature;
(sweat) glands / ducts;
sweat extracted from blood;
(from) skin;
transpiration from leaves / stems;
(helps to) bring ions up stem/xylem / to leaves/cells;
(helps to) bring water up stem/xylem / to leaves/cells;
consequence of stomata open for photosynthesis; [max 7]
[Total 10]

7 (a) CO2 / water;
from body AW;
waste product / toxic material;
respiration;
metabolic (process); [max 3]
(b) homeostasis / osmoregulation;
salts / ions / minerals / urea;
water;
from blood;
ref. reabsorption into blood;
in varying quantities / excess;
depending on food/water intake;
and on loss in sweating;
tissue fluid therefore at constant concentration;
water would otherwise enter or leave cells;
osmosis / diffusion;
effect on cell appearance (e.g. swell / burst / shrink);
affect on enzyme action / metabolism; [max 7]
[Total 10]

8 (a) contains female gamete / female nucleus / egg cell;
in ovary;
fertilized / fuse;
(by the) male gamete / male nucleus;
(to form) zygote / embryo;
surrounded by integuments/testa;
seed + germinates (to form new plant); [max 4]
(b) produces haploid;
ovum / egg;
fertilization + ref. zygote/embryo;
oestrogen;
progesterone;
any two functions of oestrogen (e.g. devpt. of sex organs / secondary sexual characteristics /
thickening of uterus lining / stimulates production of LH);;
any two function of progesterone (maintains uterus lining / inhibits FSH / inhibits LH AW);;
[max 6]
[Total 10]

9 (a) screening blood;
being HIV tested / contact tracing;
avoidance of needle/syringe sharing;
needle exchange schemes / sterilising needles;
condoms / femidoms;
limited partners / no intercourse with prostitutes (who may have multiple partners);
abstinence;
ref. education (about how HIV is spread);
take drugs / follow treatment prescribed (to prevent spread within body); [max 4]
(b) mosquito (vector);
removal of breeding ground AW …

+
drain swamps / prevent stagnation of water AW;
kills eggs / larvae / pupae …

+
any two of add insecticide to water / oil on water / put fish/bacteria into ponds;;
bite prevention …
+
any two of sleep under nets / screens on windows / wear long-sleeved clothes /
insect repellent;;
discourage (mosquito) …
+
any two of insect repellent / paint walls white / wear light clothing;;
insecticide/pesticide / coils in houses + to kill;
release irradiated males + infertile eggs laid ; [max 6]
[Total 10]

BIOLOGY
Theory
Key messages
answer the questions. Some of the questions require analysis of data, others to recall and recount facts; if,
however, the underlying biological principles are not understood, the answer becomes confused.
General comments
A number of candidates found the start of the paper challenging, but went on to gain more credit in the
second part of Section A and in Sections B and C. It is important that the answers should be neatly written,
concise and accurate in their detail, including the correct use of biological terminology in context where
appropriate. There were some candidates who did not study carefully the wording in the stem of the
question and hence did not actually answer the question asked. It can be helpful to candidates if they are
given accurate definitions of the major physiological processes to use for reference.
Generally the rubric was followed except in Section C where some candidates attempted both Questions 8
and 9, and did not cross out the unwanted answer. There was no evidence to suggest that the time allowed
was insufficient.
Section A
Question 1
(a) (i) This question was answered correctly by many candidates. The most common incorrect answer
was “artery”.
(ii) Few candidates were able to correctly deduce that a valve was responsible. A common incorrect
answer was “blood clotting”.
(b) Few candidates gained full credit in this part of the question. Those who did correctly draw valve
flaps sometimes did not draw them touching. A significant number of candidates did not draw a
diagram in LS and often the conventions for correct drawing of biological diagrams were not
followed. A proportion of candidates did not attempt this part of the question.
(c) Many candidates correctly identified that there would be no blood flow in the vessel. Those who
were able to go on to describe the reasons for this often went on to gain maximum credit for this
part of the question. There was confusion in some answers regarding the direction of blood flow
and the relevant roles of the fingers and valves present. A number of candidates referred to the
blood vessel as an artery, rather than a vein, and thus were unable to gain maximum credit.
(d) Answers often included irrelevant information and many candidates did not appreciate the increase
in blood flow caused by the rod being repeatedly gripped. Several candidates made incorrect
reference to muscles in the blood vessel walls while others thought that gripping the rod would
reduce the blood flow, leading presumably to their answer to part (a).

10 © 2013
Question 2
(a) Many answers were based on the effect on the tuber rather than the cells. There was significant
misuse of biological terminology such as “denatured cells” and “killing cell walls”.
(b) This part of the question was well answered by most candidates; a proportion, however, referred to
“conversion” rather than the more specific “breakdown” or “digestion” of the substrate.
(c) (i) Many candidates correctly stated “fermentation” or “anaerobic respiration”, although some referred
to “aerobic respiration” or simply “respiration” and thus did not gain full credit. Many candidates
also provided a correct equation. Some candidates named incorrect reactants and/or products
(usually oxygen or water) and thereby limiting their success on this question. Other incorrect
responses included the mixing of words and symbols within the same equation.
(ii) The majority of candidates correctly identified fungus or yeast. The most common incorrect answer
was “bacteria”.
(d) Few candidates gained maximum credit. The nature of a ‘sediment’ appeared to be not well known
by many candidates, whose answers most commonly referred to the production of an increased
amount of alcohol.
Question 3
(a) (i) The identity of both cells was well known by the majority of candidates.
(ii) Many candidates correctly understood the increased surface area provided by the cell’s shape for
the absorption of water and mineral ions. A number of candidates made incorrect reference to the
absorption of water by active transport, which did not gain credit.
(b) This part of the question was well answered with all cells being correctly identified using the key by
a significant number of candidates. Cells 2 and 5 were sometimes confused and therefore
identified and J and K instead of K and J respectively.
Question 4
(a) The large majority of candidates correctly named photosynthesis and so scored the mark available.
(b) Many candidates made reference to the idea of a factor being “limited” with this most commonly
being linked to space, carbon dioxide or minerals. Lack of correct supporting detail meant that few
candidates went on to gain credit for the role of named mineral ions on the plant.
(c) Many candidates scored well on this part question, although credit was limited without reference
being made to either or both photosynthesis and respiration.
(d) The concept of “recycling” water within the jar appeared to be well understood by a significant
number of candidates. The details of this, in particular the production of water during respiration,
were much less commonly included in answers.
Question 5
(a) The majority of candidates were able to gain credit on this question.
(b) Many candidates wrote lengthy answers to this part question that did not always gain much credit.
The concept of natural selection appeared to be understood by a significant number although the
term itself was less commonly used. The most commonly awarded marking points were those
associated with camouflage and the effect of predation on population numbers. There was some
incorrect use of the term species, evident where candidates referred to the different coloured
varieties being different species.
(c) (i) Many candidates answered in terms of phenotype rather than in terms of changes in genotype and
therefore did not gain credit in this part of the question.

11 © 2013
(ii) Many candidates were able to identify that a change in phenotype would be the result of the
change in (c)(i) having occurred. A significant number of candidates repeated one of the two
original phenotypes identified in the question, however. The concept of a changed phenotype
being an advantage in terms of protection against predation was correctly seen in many answers.
Section B
Question 6
(a) Many candidates made correct reference to the loss of water and to the cooling effect generated.
Reference to the epidermis was rarely seen in even very good candidate answers.
(b) Candidates whose answers compared the two processes directly point by point tended to gain
more credit than those who wrote separately about each process. A number of candidates
demonstrated an incorrect understanding that sweating only occurs during exercise. There was
confusion in some candidate’s answers about which process occurs in animals, and which in
plants.
Question 7
(a) There were many excellent answers to this part question; a number of candidates confused the
process of respiration with that of ventilation, however.
(b) Overall, the standard of responses to this question was found by Examiners to be disappointing.
Answers tended to be generalized and lacking in correct detail, for example reference to “pure” or
“clean” blood was sometimes seen. Many candidates incorrectly referred, sometimes at length, to
“glucose” and occasionally to “amino acids”, for which there was no credit. The term
“osmoregulation” was occasionally seen in candidate answers. The terms “homeostasis” and
“tissue fluid” were rarely seen by Examiners.
Section C
Question 8 was the much less frequently answered optional question in Section C
Question 8
(a) There was significant evidence from candidate answers of teaching beyond the syllabus, which led
them to provide answers that were often confused and hence gained little credit. Many candidates
were unclear as to the nature of the male gamete and there was confusion evident between words
beginning with the letter ‘o’ such as ovule, ovum, ova and ovary.
(b) Many candidates wrote answers that did not directly address the question asked and hence often
failed to gain significant credit. A significant number of candidates wrote long descriptions of the
female reproductive system or of each hormone involved in the menstrual cycle. Few candidates
restricted their answer to the correct statements that would go on to gain them maximum credit. As
in part (a) of this question, there was often confusion and a lack of clarity when attempting to use
correct biological terminology in an appropriate context.
Question 9 was the much more frequently answered optional question in Section C and was the optional
question on which candidates tended to gain more credit.
Question 9
(a) Many candidates had been well prepared to answer this part question and went on to gain
maximum credit. A significant number of candidates, however, responded with answers that
demonstrated a significant lack of knowledge and a wide range of misconceptions regarding the
prevention of HIV spread. These included the avoidance of sharing of clothes and food with an
infected person and the use of the contraceptive pill. A not insignificant number of candidates
wrote incorrectly that the mosquito was a vector of HIV.
(b) The overall standard of answers to this part question was generally disappointing, with a significant
number of candidates performing poorly. Many candidates did not name the ‘mosquito’ as the
vector of malaria, thereby failing to score what had been intended as easy credit. Large numbers

12 © 2013
of candidates provided correct details concerning preventative measures taken against the vector
but did not explain the effect of each named measure on the vector as was required by the
question. As a result, many candidates did not, unfortunately, gain credit for some correct
information included as part of their answer.

13 © 2013
Cambridge International Examinations

Cambridge Ordinary Level
* 6 0 9 0 9 8 5 6 3 2 *
BIOLOGY 5090/21
1 hour 45 minutes
You may use an HB pencil for any diagrams or graphs.
Do not use staples, paper clips, glue or correction fluid.
Section A
Section B
Section C


2
Section A
Answer all the questions in this section.
1 Fig. 1.1 shows a sample of human blood seen using a microscope.
B C
Fig. 1.1
(a) (i) Name the type of cell labelled A in Fig. 1.1. State the function of this type of cell.
type of cell .................................................................
function
...........................................................................................................................................
[2]
(ii) Use your knowledge of the structure of this type of cell to suggest why the cell labelled A
in Fig. 1.1 appears to be more lightly coloured at its centre than at its edge.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[3]
© UCLES 2014 5090/21/M/J/14

3
(b) (i) Name the type of cells labelled B and C in Fig. 1.1.
B ............................................................... C ............................................................... [1]
(ii) Some diseases can cause a person to have fewer of cells B and C in the blood. Use your
knowledge of how cells B and C carry out their functions to suggest a problem this may
cause for a person. Give an explanation for your answer.
problem
...........................................................................................................................................
explanation
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
[4]
[Total: 10]

4
2 Fig. 2.1 shows the mean distance that molecules must travel during gas exchange between air in
the lungs and blood in the circulatory system in birds and mammals.
This distance is known as the thickness of the blood-gas barrier.
0.6
0.4
mean thickness
of blood-gas
barrier / µm
0.2
0.0
birds mammals
Fig. 2.1
(a) Name two gases that cross the blood-gas barrier during gas exchange.
1. ...................................................................
2. ................................................................... [1]
(b) (i) Use information from Fig. 2.1 to compare the thickness of the blood-gas barrier in birds
and mammals.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[2]
(ii) Explain how the difference in thickness of the blood-gas barrier suggests that movement
of a bird by flying requires more energy than movement by a mammal on land.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[3]
[Total: 6]
© UCLES 2014 5090/21/M/J/14

5
3 Fig. 3.1 shows some parts of the human alimentary canal and associated organs.
oesophagus
stomach
stomach wall where

an ulcer may develop
duodenum
Fig. 3.1
(a) Name and describe the process that moves food down the oesophagus to the stomach.
name of process ....................................................
description of process ................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
[4]
(b) A sore can develop on the wall of the stomach. This sore is called an ulcer, which can cause
a person pain. The pain may be relieved by taking a drug that reduces the amount of acid
produced by the cells in the stomach wall.
Suggest and explain how the processes taking place in the stomach may be affected in a
person taking this drug.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[4]
6
(c) Infection with a type of bacterium in a person’s stomach can increase the likelihood of an
ulcer developing.
(i) Name a type of drug that may be taken to treat bacterial infection.
.................................................................. [1]
(ii) Suggest and explain what problems may occur if a person stops the treatment before all
the bacteria are killed.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[3]
[Total: 12]
© UCLES 2014 5090/21/M/J/14

8
4 Fig. 4.1 shows a type of plant cell.
Fig. 4.1
(a) (i) Name the type of cell shown in Fig. 4.1.
...................................................................... [1]
(ii) Describe how water is taken up from the soil into the cytoplasm of the cell shown in Fig.
4.1.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[3]
(b) The cell shown in Fig. 4.1 also takes up ions from the soil. Fig. 4.2 shows the relationship
between the rate of ion uptake and the concentration of oxygen in the soil surrounding the
cell.
X Y Z
rate of ion uptake
oxygen concentration in soil
Fig. 4.2
© UCLES 2014 5090/21/M/J/14

9
(i) Using Fig. 4.2, describe the effect of increasing oxygen concentration in the soil on the
rate of ion uptake.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[2]
(ii) Suggest how most ions are taken up during section X and section Y on Fig. 4.2. Give an
explanation for your answers.
process during section X ............................................................
process during section Y ............................................................
explanation
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
[5]
(iii) Suggest a reason for the shape of the graph during section Z on Fig. 4.2.
...........................................................................................................................................
.......................................................................................................................................[1]
[Total: 12]

10
5 Fig. 5.1 shows a food chain.
tree caterpillar bird
Fig. 5.1
(a) (i) Name the trophic level of each of the following organisms in the food chain shown in
Fig. 5.1.
tree ..........................................................................
caterpillar.................................................................. [2]
(ii) In the space below, draw a pyramid of biomass for the food chain shown in Fig. 5.1. Label
each of the trophic levels.
[2]
(iii) Describe how the pyramid of numbers for the food chain shown in Fig. 5.1 would differ
from the pyramid of biomass. Give an explanation for your answer.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[2]
© UCLES 2014 5090/21/M/J/14

11
(b) Some farmers keep animals that they will sell for people to eat. Suggest why these farmers
may restrict the activity of these animals and keep the surrounding temperature close to the
body temperature of the animals.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[4]
[Total: 10]

12
Section B
6 (a) Define the term homeostasis.
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[2]
(b) Use the concept of control by negative feedback to explain what would happen in each of the
following situations.
(i) A person goes outside wearing only short trousers and a short-sleeved shirt on a day
when the air temperature is below 10 °C.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[4]
(ii) A person drinks an excessive volume of water.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[4]
[Total: 10]
© UCLES 2014 5090/21/M/J/14
13
7 (a) Compare the processes of mitosis and meiosis.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[4]
(b) Use your knowledge of how sex is inherited to explain which parent determines the sex of a
child.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[6]
[Total: 10]

14
Section C
Answer either question 8 or question 9
8 (a) Explain how humans are dependent upon the process of photosynthesis.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[6]
(b) State and explain the appearance of a plant that lacks each of the following ions.
magnesium
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
nitrate
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
[4]
[Total: 10]
© UCLES 2014 5090/21/M/J/14
15
9 (a) Outline the role of a named type of microorganism in the production of each of the following
products.
bread
type of microorganism ..........................................................................
role ............................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
yoghurt
type of microorganism ..........................................................................
role ............................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
[4]
(b) Describe and explain how a fermenter is used to produce the antibiotic penicillin from a
named microorganism.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[6]
[Total: 10]
© UCLES 2014 5090/21/M/J/14

GCE Ordinary Level
5090 BIOLOGY

O LEVEL
Section A
GREEN SPOT
Question Expected Answer Mark Guidance
1 (a) (i) red (blood cell) ; [2]
absorb / carry / transport oxygen / transport CO2 ; R carry substances

Ig contain haemoglobin
(ii) thinner in middle / ref. biconcave ; [3]
ref. haemoglobin ;
more (haemoglobin) at edges than at centre ;
light more easily able to pass through centre ;
lack of nucleus ;
232
BIOLOGY
(b) (i) B – white blood cell (phagocyte) [1]

C – white blood cell (lymphocyte) ;
SAPNA PUBLICATIONS
PAPER 2
O LEVEL
(b) (ii) problem:

reduced immunity / immune response / less able to fight infection / kill [1] A named diseases R leukaemia
GREEN SPOT
microorganisms or pathogens / more likely to suffer (infectious) A bacteria / virus / fungi Ig germs
disease* ;
explanation: [3] Max. 3 for explanations.

ref. phagocytosis ;
ref. antibody production ;
microorganisms / pathogens/bacteria/viruses / remain in blood / body / not

destroyed ;
more likely to succumb to (infectious) disease* AW ; * accept once only in either place
Total [10]
233
BIOLOGY
SAPNA PUBLICATIONS
PAPER 2
O LEVEL
GREEN SPOT
2 (a) carbon dioxide + oxygen ; [1] A CO2 and O2
(b) (i) thicker in mammals / ora ; [2]
by 2.5 times / use of comparative figures ; A 0.2 µm and 0.5 µm
(ii) (thinner barrier) results in faster/greater gas exchange / diffusion ; [3]
more oxygen supplied / more carbon dioxide removed ;
ref. (aerobic) respiration ;
ref. increased (respiration) ;
ref. muscles ;
234
Total [6]
BIOLOGY
SAPNA PUBLICATIONS
PAPER 2
O LEVEL
GREEN SPOT
3 (a) peristalsis ; [4]
muscles ;
circular ;
contract ;
behind food ;
longitudinal ;
relax + ref to food ;
pushing (bolus / AW) ;
235
wave action / rhythmic ;
BIOLOGY
(b) less digestion ; [4]
of protein ;
ref. protease / pepsin ;
(enzyme) no / reduced activity ; A work best in acid conditions
(stomach) change in pH (if direction stated must be R drug neutralises the acid
correct) / acidity / less acid ;
ref. fewer microorganisms / bacteria / pathogens killed ;
SAPNA PUBLICATIONS
PAPER 2
O LEVEL
(c) (i) antibiotic ; [1] A named antibiotic, e.g. metronidazole,

tetracycline
GREEN SPOT
(ii) ref. resistant (bacteria) ; [3] R ref. immunity
can multiply / reproduce/increase in number (again) ;
pain / symptoms can recur / ulcer continues to grow AW ;
ref. unable to kill / remove resistant bacteria using same

antibiotic / bacteria tolerant / AW ;
Total [12]
236
BIOLOGY
SAPNA PUBLICATIONS
PAPER 2
O LEVEL
GREEN SPOT
4 (a) (i) root + hair / epidermis ; [1]
(ii) osmosis / diffusion ; [3] R active transport
high water conc. to low(er) water conc. / down water potential

gradient / hypotonic to hypertonic ;
through / across partially permeable (AW) ;
membrane ;
(b) (i) (at Y) (initial) increase in O2 concentration leads to increase in uptake ; [2]
(at X or Z) (further) increase in O2 concentration leads to no increase in

uptake ;
237
(ii) process during section X: diffusion ; [5]
BIOLOGY
process during section Y: active transport / active uptake ;
explanation: Max. 3 for explanations.

(during) X / diffusion + passive / not energy-requiring ;
(during) Y / active transport + requires energy ;
(energy for active transport from) respiration ; Ig against concentration gradient
respiration requires oxygen ;
(iii) rate of (ion) uptake dependent on another / other factor(s) / named factor 1
e.g. temperature / ref. other limiting factor ;
Total [12]
SAPNA PUBLICATIONS
PAPER 2
O LEVEL
GREEN SPOT
5 (a) (i) tree: producer / 1st / 1 ; [2]
caterpillar: (primary / 1st order) consumer / herbivore / 2nd / 2 ;
(ii) correct shape ; [2]
correctly labelled with names of organisms / trophic levels ;
(iii) base (of pyramid) narrower / correct shape drawn ; [2] A labelled on diagram
ref. relative numbers of consumers ;
one tree ;
(b) Accept reverse arguments for marking points. [4] Ig ref to predators / disease
238
less energy required ;
BIOLOGY
to raise body temperature / keep body warm /

thermoregulation ;
ref. movement ;
ref. less muscle activity/use ;

Ig ref. energy production
ref. respiration ;
more energy available + increase biomass/grow ;

animals grow faster AW
(farmer) increased productivity / profit / lower feeding costs /
(consumer) lower cost to buy ;
Total [10]
SAPNA PUBLICATIONS
PAPER 2
O LEVEL
Section B
GREEN SPOT
6 (a) maintenance of / constant ; [2] A regulating / control
internal environment / conditions within the body ; Ig specific examples
(b) (i) low temperature detected ; [4]
by receptors / sensors on skin ;
brain ; A hypothalamus
any two corrective mechanisms from

shivering / hairs raised / sweating reduced/stopped /
vasoconstriction of blood vessels (R of capillaries) ;;
239
temperature rises again ;
BIOLOGY
(ii) (colon) water absorbed into blood ; [4]
rise / excess (in water content of blood) detected ; A ref. hypothalamus A correct ref. to ADH
excess water excreted / removed / more urine produced AW ;
by kidney ; A nephron
correct ref. ureter / bladder / urethra in correct context ;
Total [10]
SAPNA PUBLICATIONS
PAPER 2
O LEVEL
GREEN SPOT
7 (a) Mitosis Meiosis [4] All points must be comparative to gain credit.
2 daughter cells 4 daughter cells

haploid diploid
chromosome number chromosome number
maintained halved
occurs in all organs / body occurs in gamete producing
cells organs / named
produces body cells / used in produces gametes / named
growth
ref. asexual reproduction ref. sexual reproduction
no genetic variation in genetic variation in offspring
offspring AW AW
240
BIOLOGY
(b) Father ; [1]
Max 5 from the following: [5]

father is XY / contains Y chromosomes ; A marks in Punnett Square
mother is XX / does not contain Y chromosomes ;
father produces sperm with either X or Y (chromosomes) ;
mother produces eggs only with X (chromosomes) ;
sex depends on which sperm fertilises the egg ;
1:1 male : female in offspring / AW ;
Total [10]
SAPNA PUBLICATIONS
PAPER 2
O LEVEL
Section C
GREEN SPOT
8 (a) animals cannot manufacture own food / not producers / AW ; [6]
(photosynthesis) converts light energy into chemical energy ;
(in the form of) carbohydrate (A named carbohydrate) ; A as equation
correct ref. to another dietary component ;
ref. carbon cycle / carbon in CO2 made available to humans ; A ref. to food chains
(humans) eat food / AW ; A depend on food produced by plants
digested ;
241
assimilated / built up to form other chemicals (in humans) ;
BIOLOGY
provides energy (to humans) ;
ref. human respiration ;
requires O2 + from photosynthesis ;
CO2 used in photosynthesis + removal from atmosphere ;
ref. farming + livelihood/profit / commercial use of plant A e.g. wood for housing, medicines, etc.
products ;
SAPNA PUBLICATIONS
PAPER 2
O LEVEL
(b) magnesium: [4]

yellow + leaves / stunted growth ; A description of stunted growth
GREEN SPOT
chlorophyll production ;
nitrate:
EITHER * reason must match appearance to score both
stunted growth ; marks
protein synthesis*;
A ref. to amino acids, etc.
OR
yellow + leaves ;
chlorophyll production*;
Total [10]
242
BIOLOGY
SAPNA PUBLICATIONS
PAPER 2
O LEVEL
GREEN SPOT
9 (a) bread: [4]
fungus / yeast ;
fermentation / (anaerobic) respiration ;
CO2 production + dough rises / improves texture of bread ;
yoghurt:
bacteria/bacterium / Lactobacillus ;
(milk sugar / lactose) to lactic acid ;
(lactic acid) thickens / clots milk / gives sour taste ;
243
BIOLOGY
SAPNA PUBLICATIONS
PAPER 2
O LEVEL
(b) Penicillium; [6]
GREEN SPOT
sterilised + prevent contamination AW ;
substrate / nutrient medium / culture medium ;
protein / amino acids provided ;
for growth ;
carbohydrate / glucose provided ; A named carbohydrate
for respiration / ref. energy ;
supply of oxygen / air ;
ref. sparger + bubbles or ref. surface area / paddles + stirring ;
244
ref. control of temp ;
BIOLOGY
ref. control of pH ; A 25–45 °C / pH 5–8 if stated
extraction / filtration / purification / crystallisation ;
Total [10]
SAPNA PUBLICATIONS
PAPER 2
BIOLOGY
Theory
Key Messages
Candidates often have the faulty understanding that energy is produced or made during respiration.
General Comments
Some excellent candidates produced relevant and well-structured answers. These candidates answered the
questions concisely and clearly and used the additional information provided in the stem of the question to
augment their answers. Many questions ask for specific information, and any extraneous information does
not gain any credit. Most candidates tailor their answers to the spaces provided. It is helpful if those that
answer elsewhere indicate this to the Examiner.
Section A
Question 1
(a) (i) Nearly all candidates identified the red blood cells and stated their function.
(ii) Many candidates stated that the cell was thinner in the middle than at the edges. However they did
not relate this to ease of light transmission or to the lack of a nucleus.
(b) (i) The white blood cells were identified.
(ii) Answers should have referred to a reduction in immunity or to a reduced ability to fight disease.
Having stated the problem, references should have been made to phagocytosis and antibody
formation and also to the type of disease inducing micro-organisms which could be killed.
Question 2
(a) Most candidates correctly named two gases.
(b) (i) As numerical information was provided on the graph, candidates were expected to use this in their
answers. So answers such as “The blood gas barrier in mammals is thicker by 0.3 µm” or “The
blood gas barrier in mammals is more than two times thicker than in birds” were expected.
(ii) Candidates did not relate the need of the birds for high release of energy with the time taken for the
oxygen molecules to pass through a thinner barrier. Very few candidates linked the increased
need for energy with an increase in respiration to release that energy.
An excellent answer was: “Diffusion of oxygen is a pre-requisite for respiration and respiration
releases energy. The thinner the blood gas barrier the faster the diffusion of gases from one side
of the barrier to the other. The more oxygen available, the faster the rate of respiration and the
more energy is released”.

© 2014
Question 3
(a) Candidates answered this part of the question well and clearly understood the process.
(b) From the information given in the question candidates were expected to explain how the reduction
in the amount of acid would affect the digestion of proteins and mention the reduced killing of
bacteria entering the stomach.
(c) (i) Most candidates used the word “antibiotic” or gave a named example.
(ii) This part was not well answered. Most candidates suggested that the bacteria gradually built up
resistance to the drug. However candidates did not realise that the remaining bacteria could
reproduce and that the symptoms could recur.
A good answer was: “Some bacteria will be left, of these some might have undergone mutation to
provide resistance to the antibiotic. With time they reproduce and thus the number of resistant
bacteria increases, symptoms of the infection start to appear again but the antibiotic is no longer as
effective”.
Question 4
(a) (i) Correctly identified by most candidates.
(ii) The question specifically asked for the transfer of water from the soil to the cytoplasm of the root
hair. No credit was gained by candidates who described the transfer of water beyond the
cytoplasm of the root hair cell.
(b) (i) It was expected that candidates would refer to the effect of the increased oxygen uptake in both
areas “Y” and “Z” of the graph. Most candidates correctly identified the relationship at “Y”, but few
mentioned that at “Z” the ion uptake was no longer affected by an increase in oxygen.
(ii) Candidates are confused between active transport and diffusion. Few mentioned that active
transport required energy from respiration and that the increase in oxygen concentration allowed
more respiration to occur.
A good answer was “In section “X” there is a low oxygen concentration around the cell which limits
the rate at which respiration occurs and energy is released. So most of the ions are taken up by
diffusion. As oxygen increases during “Y”, the cell respires more and releases more energy for
active transport.”
(iii) Few candidates suggested that this was caused by another factor which limited the uptake of the
ions.
Question 5
(a) (i) This was usually correct.
(ii) Many candidates drew incorrect pyramids with the “caterpillar” section being the smallest of the
three.
(iii) Candidates found it difficult to explain the difference. A labelled diagram of a pyramid of numbers
would have been an acceptable answer.
(b) This question was designed to test if candidates could apply their knowledge to a new situation.
From the question the candidates must extract the information that it’s of benefit to the farmer to
keep animals warm and reduce movement. Then they need to explain why this will reduce the
amount of energy used by the animals leaving more available for growth. Economic benefits to the
farmer could be mentioned.
A good answer was “The farmers want to restrict movement so that less energy is used up in
locomotion, muscle movement etc., and more will be used for growth so that the animals can put
on a lot of weight. The temperature control will ensure the optimum temperature for growth so that
the energy from food is not used up to maintain the body temperature when it is cold.”

© 2014
Section B
Question 6
(a) As a definition of “homeostasis” was asked for, a general definition was required. Most candidates
did this, but a few gave a specific definition, for example for temperature control.
(b) (i) This question had two parts, the first was to explain how negative feedback was involved and the
second was to explain the response of the body to rectify the situation.
A good answer: “The skin temperature receptors sense that the temperature is dropping, this
causes the blood vessels at the surface of the skin to constrict and less heat is lost from the skin.
Shivering may occur in an attempt to raise the body temperature to normal.”
(ii) Again there are two parts to the question.
A good answer: “When a person drinks an excessive amount of water it is absorbed by the colon
and the blood concentration reduces. This is detected by the brain and information passed to the
kidney to absorb more water from the blood so the volume of urine increases.”
Question 7
(a) As this was a question comparing two processes it is suggested that a table format should be used.
Both sides of the comparison are required in the answer, e.g. mitosis produces genetically identical
cells whereas meiosis produces genetically different cells. Candidates tended to give only one half
of the point. Amongst the weaker candidates there is confusion between the two processes.
(b)
Many weaker candidates are confused between genes and chromosomes and between the number of
sex chromosomes within the body cells and gametes. Most candidates correctly identified that the
father determined the sex of the child.
An excellent answer: “The sex chromosomes are the X and the Y chromosomes. The female
parent has a pair of X chromosomes while the male parent has one X and one Y chromosome in
the cells in their body. During gamete formation the daughter cells which are produced always
contain the X chromosome in the female parent however in the male parent may contain the X or
the Y chromosome. Therefore the sex of the child is determined by the presence of an X or a Y
chromosome in the sperm which penetrates the egg. If it contains an X chromosome the zygote
will have a pair of X chromosomes and will be a girl, while the presence of a Y chromosome will
make the zygote a boy. Therefore the male parent determines the sex”.
Section C
Questions 8 and 9 are alternatives. Credit is gained only for one answer.
Question 8
(a) Candidates did not answer this question well. They were asked to explain how humans depended
on the process of photosynthesis so needed to consider both the products, carbohydrate and
oxygen, and also the carbon dioxide used.
A good answer: “The equation for photosynthesis is carbon dioxide + water → carbohydrate +
oxygen. Plants act as a food source for human beings. Plants absorb carbon dioxide and so
reduce global warming. Plants produce oxygen which is used in respiration by human beings. The
wood from trees is used in building furniture and boats”.
Another answer which gained credit: “Humans cannot manufacture food in their bodies but plants
can manufacture glucose and oxygen. When herbivores eat plants they obtain the glucose and
chemical energy in the plants and the humans also obtain this energy when they eat the
herbivores. Also photosynthesis takes in carbon dioxide and so reduces the concentration of
carbon dioxide in the air so there is less global warming. The waste product of photosynthesis is

© 2014
oxygen, so the process increases the oxygen concentration in the air used by humans for
respiration and energy release for metabolic processes.”
(b) This was a straight recall of information. Most candidates answered this well, gaining maximum
credit.
Question 9
(a) This was a straight recall of information.
(b) Some excellent answers were seen which explained the role of the raw materials used in the
production of penicillin by the fungus e.g. a suitable culture medium and oxygen. The need to
control the physical environment, e.g. temperature, pH and agitation, should also have been
discussed.

© 2014

* 9 2 6 7 2 0 8 1 4 9 *
BIOLOGY 5090/22
1 hour 45 minutes
Section A
Section B
Section C


You may lose marks if you do not show your working or if you do not use appropriate units.

2
Section A
1 (a) State three substances found in the urine of a healthy person.
1 ............................................................
2 ............................................................
3 ............................................................. [3]
(b) The concentration of a person’s urine can vary according to their diet.
Explain how changes in a person’s diet can affect the concentration of their urine.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[4]
(c) An investigation was carried out into the effect of diet on the rate of production of urine. Three
students each took 1.5 dm3 of a different drink A, B or C.
Fig. 1.1 shows the volume of urine released by each student over the next two and a half
hours.
1.500
drink A
cumulative 1.000 drink B

volume of
drink C
urine
released
/ dm3
0.500
0 30 60 90 120 150
time / minutes
Fig. 1.1
© UCLES 2014 5090/22/M/J/14
3
Suggest which of the three drinks it would be better to avoid on a very hot day.
Give an explanation for your answer.
drink ....................................................... [1]
explanation ................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[4]
[Total : 12]

4
2 Two students performed an experiment to illustrate inheritance. They each made a ‘spinner’ similar
to the one shown in Fig. 2.1. A result is recorded when a disc is spun and stops with one side
nearest the surface.
6-sided
cardboard
disc
aA
Aa
toothpick A
Fig. 2.1
(a) Complete Table 2.1, to show the expected results if the two students spin their discs, at the
same time, on 80 separate occasions.
Table 2.1
combination of letters on number of times each combination of

each occasion letters is recorded
A and A 20
A and a
[1]
a and a
(b) Suggest two reasons why the results they obtained may have been different from the
expected results.
...................................................................................................................................................
...............................................................................................................................................[2]
© UCLES 2014 5090/22/M/J/14

5
(c) Suggest the feature or stage in the process of inheritance represented by each of the
following:
(i) the students .......................................................................................................................
(ii) the spinning of the disc .....................................................................................................
(iii) the letters on the disc ........................................................................................................

[3]
(d) Describe how the students could modify their spinners and use them to illustrate the possible
inheritance of blood groups by children of a father who has codominant blood group alleles
and a mother who is heterozygous for blood group A.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
.............................................................................................................................................. [5]
[Total: 11]

6
3 Fig. 3.1 shows a flowering head of wheat, and individual flowers before and after opening.
flowering head
before flower
opens
individual flowers
after flower
opens
Fig. 3.1
The anthers release most of their pollen before the flower opens. The rest is released after the
flower opens.
© UCLES 2014 5090/22/M/J/14

7
(a) Name the type of pollination found in the wheat plant before the flower opens.
....................................................................... [1]
(b) (i) Using the information provided by Fig. 3.1, describe pollination in the wheat plant after
the flower opens.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[3]
(ii) Wheat pollen is relatively heavy and is released for only a few hours after the flowers
open.
Suggest two disadvantages of this.
...........................................................................................................................................
.......................................................................................................................................[2]
(c) Scientists are working to introduce genes into wheat plants to make them resistant to attack
by insect pests (greenfly) and to encourage root nodule bacteria from pea and bean plants to
live in their roots.
(i) Name the type of experimental work in which these scientists are involved.
.......................................................................... [1]
(ii) Suggest how the growth of root nodule bacteria on the roots of wheat plants could reduce
the amount of fertiliser required by a growing wheat crop.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[5]
[Total:12]
8
4 Fig. 4.1(a) shows the reproductive organs of a man and Fig. 4.1(b) shows the reproductive organs
of a woman.
H
G
J
Fig 4.1(a) Fig. 4.1(b)
(a) Complete Table 4.1, stating the names of the structures in Fig. 4.1(a) and indicating whether
they carry urine and/or sperms using yes or no as appropriate.
Table 4.1
structure identified name of structure carries urine carries sperms

by letter (yes or no) (yes or no)
F
G
H
J
[4]
(b) Indicate by drawing a line across each of the relevant parts in both Fig 4.1(a) and 4.1(b),
where a cut may be made in order to carry out a form of surgical contraception.
[2]
(c) In older men, the prostate gland tends to increase in size. Suggest an explanation for how this
may affect urination.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[2]
[Total : 8]
© UCLES 2014 5090/22/M/J/14

9
5 Cacti are plants that grow in desert conditions. Fig. 5.1 shows a type of cactus.
leaves reduced
to form spines
green, flattened
stem
Fig. 5.1
(a) (i) State two processes that would normally occur in the leaves of a plant.
1 ...................................................................
2 ................................................................... [2]
(ii) Suggest why it is an advantage for a cactus to have leaves with a small surface area.
...........................................................................................................................................
.......................................................................................................................................[2]

10
(b) Fig. 5.2 shows the surface of the stem of the cactus seen using a microscope.
Fig. 5.2
(i) Name the part labelled M on Fig. 5.2 ............................................................................[1]
(ii) Suggest why there are many of these structures on the stems of a cactus.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[2]
[Total: 7]
© UCLES 2014 5090/22/M/J/14

12
Section B
6 (a) Explain the fact that humans breathe while plants do not.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[3]
(b) Explain why the respiration rate of humans is relatively high and constant, while that of plants
may vary widely.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[7]
[Total: 10]
© UCLES 2014 5090/22/M/J/14

13
7 (a) Describe how a virus differs from a bacterium.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[6]
(b) Explain how microorganisms are involved in the recycling of materials in dead organic matter.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[4]
[Total: 10]

14
Section C
8 (a) Describe how peristalsis causes food to be moved along the alimentary canal.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[6]
(b) Explain why the heart muscle is not described as an antagonistic muscle.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[4]
[Total: 10]
© UCLES 2014 5090/22/M/J/14

15
9 (a) Explain the health risks of each of the following:
(i) a high-fat diet
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[5]
(ii) a low-protein diet
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[3]
(b) Explain why women may sometimes require iron supplements to their diet.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[2]
[Total: 10]
© UCLES 2014 5090/22/M/J/14


GCE Ordinary Level
5090 BIOLOGY

O LEVEL
Expected Answer Mark Guidance
GREEN SPOT
1 (a) 3 named substances, e.g. [3] A any other 3 correct substances, e.g. hormones,
pigments, enzymes
R sugar / glucose
water
salts / ions / named, e.g. Na+, Cl–, NH4+, Ca2+ A any three named ions for 3 marks
urea / nitrogenous waste / other named ; A any three named nitrogenous waste products for
3 marks, e.g. creatinine, uric acid
(b) more protein / ORA ; [4] Ig ref. to specific foods
correct ref. amino acids / ORA ;
broken down in / converted by liver / deamination ;
264
less water / more salts / ions N in diet / ORA ;
BIOLOGY
(urine) more concentrated / more urea in (urine) / ORA ; A ref. glucose / sugar only with ref. to diabetes
SAPNA PUBLICATIONS
PAPER 2
O LEVEL
(c) drink A ; [1]
GREEN SPOT
increases volume of / more water in N urine / produces [4] Mark independently of drink named
most / lot of / more urine ; Ig ref. heat loss in urine
water already being lost in sweat / AW ;
(sweating) more than usual ;
ref. temperature regulation / to reduce body temperature / keep

cool / AW ;
danger of dehydration / increases thirst / AW ;
Total [12]
265
BIOLOGY
SAPNA PUBLICATIONS
PAPER 2
O LEVEL
GREEN SPOT
2 (a) [1]
combination of letters number of times each
on each occasion combination of letters is
recorded
A and A 20
A and a 40
a and a 20
(b) expected are theoretical or statistical / spinning is random or [2] Ig wind / force of spin
due to chance ; A ‘it’ is random
disc poorly made / toothpick doesn’t pass through middle / AW;
266
BIOLOGY
error in counting ;
(c) (i) parents (cells) / genotypes / gonads or both named ; [3]
(ii) meiosis / reduction division / gamete (formation) / fertilisation ;
(iii) genes / alleles / chromosomes / gametes ; R genotype
SAPNA PUBLICATIONS
PAPER 2
O LEVEL
(d) Correct alleles, A, B and O (with or without I) ; [5]
GREEN SPOT
one disc with A and B and one disc with A and O ; e.c.f. with letters used in point 1
each disc with correct numbers of alleles, i.e. 3 for discs

given in question ;
representing father and mother ; R if either parent has wrong alleles
spin several / many times ;
results recorded / counted ;
Total [11]
267
BIOLOGY
SAPNA PUBLICATIONS
PAPER 2
O LEVEL
GREEN SPOT
3 (a) self (–pollination) ; [1]
(b) (i) (carried by) wind ; [3] Ig ref. to animals
pollen to stigma ;
of another (wheat) plant / flower ;
correct ref. to cross-pollination (now being possible) ;
(ii) wind can’t carry / can’t be carried far / reduced dispersal ; [2] R if ref. to seed / fruit
too much dependence on self-pollination / lack of (genetic)

variation AW ;
268
wind may not be blowing (over short time period) ;
BIOLOGY
reduces chances of pollination / fertilisation ;
SAPNA PUBLICATIONS
PAPER 2
O LEVEL
(c) (i) genetic engineering / genetic modification ; [1] Ig gene transfer / biotechnology
GREEN SPOT
(ii) (bacteria) fix / convert / change / turn ; [5]
atmospheric / soil nitrogen ;
(to) ammonium ; R ammonia
(to) nitrates ;
(to make) amino acids / proteins ;
(nitrates) absorbed / (amino acids or proteins) used by plants ;
Total [12]
269
BIOLOGY
SAPNA PUBLICATIONS
PAPER 2
O LEVEL
GREEN SPOT
4 (a) [4]
structure name of carries urine carries
1 mark per correct row ;
identified by structure (yes or no) sperms (yes
letter or no)
F ureter yes no spelling of ureter and urethra must be correct
G urethra yes yes
H rectum no no
J vas no yes
deferens /
sperm duct
(b) line drawn across sperm duct ; [2] R if more than one line drawn on each Fig.– unless
across same structure
line drawn across oviduct ; R if more than one structure cut
Ig skin cuts
270
(c) closes / restricts AW the urethra ; [2] Ig ref bladder
BIOLOGY
adverse effect on urination AW ; Ig refs to pain on urination
Total [8]
SAPNA PUBLICATIONS
PAPER 2
O LEVEL
GREEN SPOT
5 (a) (i) photosynthesis / synthesis of carbohydrate / synthesis of [2]
protein ;
transpiration / water loss / evaporation ;
respiration ;
translocation ;
osmosis / diffusion ;
gas exchange ;
(ii) lack of (available) water ; [2]
271
transpiration / evaporation / water loss N reduced ;
BIOLOGY
(b) (i) stoma(ta) / guard cell(s) ; [1]
(ii) none / fewer on leaves ; [2]
passage of O2 / CO2 / water vapour / gas exchange ; i.e. not just a CO2 / O2 / water vapour ref.
for respiration / photosynthesis / transpiration ;
Total [7]
SAPNA PUBLICATIONS
PAPER 2
O LEVEL
GREEN SPOT
6 (a) muscles in humans / no muscles in plants ; [3]
ref. intercostals / diaphragm ; (N.B. intercostal ; muscles ; will score 2 marks)
humans need to keep (constant) supply of O2 (to blood)

/ remove CO2 (from blood) / ref. higher metabolic rate / rate of
respiration in humans ;
ref. production of (some of their own) oxygen by

photosynthesis ;
lungs / no lungs ;
ref. stomata/spongy mesophyll in plants / not in humans / ref.

alveoli in humans / no alveoli in plants ;
272
BIOLOGY
SAPNA PUBLICATIONS
PAPER 2
O LEVEL
(b) (High respiration rate) [7]
GREEN SPOT
humans active / move / muscle N action (or described) / ORA ;
requires large quantities of / more N energy / ORA ;
high body temperature in humans / ORA ;
activity of enzymes / high metabolic rate / ORA ;
humans complex / named organs, e.g. brain, kidneys, heart ; R humans are larger
(Constant respiration rate)
homeostasis ;
temperature constant in humans / thermoregulation ;
273
rate dependent on external temperature in plants ;
BIOLOGY
rate dependent on stage of life cycle, e.g. germination /
growing season ;
Total [10]
SAPNA PUBLICATIONS
PAPER 2
O LEVEL
GREEN SPOT
7 (a) Viruses [6] Accept points on labelled diagrams
DNA or RNA both must be noted for mark and as
possibilities;
parasitic / disease causing AW / reproduce only in host cell ; A harmful / active only in host cell
Bacteria
contain DNA ; Ig loop / strand / RNA
saprotrophic / decomposers AW ;
ref. binary fission / asexual reproduction / mitosis ;
Comparative points
protein coat / no protein coat ; R protein wall
274
not truly living / living ; A acellular
BIOLOGY
no (cell) wall / (cell) wall ; Ig composition of the wall
no spores / forms spores ;
no cytoplasm* / cytoplasm ; *A no ribosomes / protoplasm / flagella / plasmid / cell

membrane ORA R nucleus / mitochondria
not affected by / affected by

antibiotics ; viruses less than 300 nm – bacteria c. × 50 larger
A viruses small(er) than bacteria
size comparison ;
SAPNA PUBLICATIONS
PAPER 2
O LEVEL
(b) decomposition / decay / putrefaction ; [4]
GREEN SPOT
saprotrophic ; A saprophytic
release enzymes / ref. external digestion ; A named enzyme
insoluble to soluble ;
example of macromolecule and breakdown product, e.g.

protein to amino acids ;
respiration ;
CO2 released N photosynthesis ;
water released N later use ;
275
nitrification ;
BIOLOGY
NH4+ / NO2–/ NO32– ; R ammonia / NH3
salts for plant uptake ;
Total [10]
SAPNA PUBLICATIONS
PAPER 2
O LEVEL
GREEN SPOT
8 (a) muscles ; [6] R if mention of parts outside of alimentary canal,
e.g. trachea
circular ;
contract ; R if mention of contraction of longitudinal muscles

behind food
behind food ;
longitudinal ;
relax behind food / contract in front of food ;
pushing / forcing / squeezing (bolus / AW) ; Ig moving
wave action / rhythmic ;
276
(b) its muscles work on their own ; [4]
BIOLOGY
muscle not arranged in pairs / ORA ; A ref. to one muscle
no flexor / ORA ;
no extensor / ORA ;
no muscle relaxes when it contracts / ORA ;
not attached to bones / ORA ;
does not cause movement at a joint / ORA ;
Total [10]
SAPNA PUBLICATIONS
PAPER 2
O LEVEL
GREEN SPOT
9 (a) (i) obesity ; [5]
strain on skeleton / effect on joints ;
strain on heart / pumps harder / pumps faster ;
breathing difficulties ;
risk of diabetes ;
social implications / example, e.g. bullying, clothing ;
atheroma / AW ; R ref. in veins / on arteries

Ig blood vessels
A cholesterol
high blood pressure ;
277
BIOLOGY
heart disease / heart attack / other cardiovascular condition /
AW ;
(ii) poor muscle development ; [3] Reference to a negative effect required.
stunted / poor growth ;
heart failure ;
lack of / deficiency in one named protein,

e.g. haemoglobin / antibodies / enzymes / hormones / thrombin ;
AVP, e.g. reduced / deficient RBC production / poor wound

healing / poor tissue / cell / organ repair / blood clotting /
anaemia ;
SAPNA PUBLICATIONS
PAPER 2
O LEVEL
(b) menstruation ; [2]
GREEN SPOT
loss of blood ;
haemoglobin ;
Total [10]
278
BIOLOGY
SAPNA PUBLICATIONS
PAPER 2
BIOLOGY
Theory
Key Messages
This paper revealed a high level of confusion over the processes of respiration and photosynthesis in plants
and over the difference between the terms respiration and breathing. These processes are so fundamental
to the subject that candidates are ill-advised to enter a biology examination lacking a clear knowledge of the
distinctions between these particular very important topics.
General Comments
There was a wide range of ability shown by candidates, with some candidates demonstrating a high level of
understanding of the topics tested with some considered, top-quality answers. Some questions did prove
demanding of candidates, particularly Question 6.
The number of lines given for each question is a guide to the length of the required answers. Candidates
with large handwriting are advised to reduce the size of their writing before considering the possibility of
writing on additional sheets.
Section A
Question 1
(a) A wide range of substances was allowed, and most were given. However, glucose was a common
error despite the question referring to the urine of a healthy person. Some answers overlapped
and thus failed to score more than once (e.g. ‘nitrogenous waste’ and ‘urea’).
(b) The references to diet were often sound, with candidates linking increased protein intake with
increased urea in the urine, and increased/decreased water or salt intake with the appropriate
effect on urine concentration. The stem of the question requested an explanation for these
changes and this was often lacking, thus references to amino acids and deamination were rare.
Candidates need to ensure all command terms are addressed when considering their answers.
(c) A major misconception in this question was that the drink that produced the greatest amount of
urine must contain the greatest volume of water, despite the question stating that the same volume
of drink was consumed in each case. Candidates should ensure all information in the stem of a
question is carefully read and considered.
Candidates also often felt that urination is a method that is employed to lose heat, thus overlooking
the fact that, on a very hot day, much water would be lost with sweating at a maximum. These
misunderstandings led to almost as many candidates choosing drink C as chose drink A.
Question 2
(a) Those who realised that this referred to the 1:2:1 genotypic ratio had no problems with the simple
mathematics, but it was clear that a not insignificant number did not realise this and offered wild
guesses with 20 and 20 being a common inaccurate answer.
(b) Since the exercise was related to the random nature of the results, those who suggested reasons
that would still make the results random failed to gain credit, e.g. the effect of wind or the force with
which the discs were spun and the evenness of the spinning surface.

(c) (i) Parents was a very common correct answer.
(ii) Fertilisation was often correctly mentioned.
(iii) The (individual) letters on the discs were often thought to be the genotypes rather than the genes
(or alleles), though a misunderstanding of the terminology was revealed by those who suggested
‘phenotype’.
(d) A range of quality of responses was seen in this question. Some most ably modified the letters on
their discs and covered all the relevant points. Most seemed to want to change the number of
sides on the discs which was fine if they remembered that they had to have equal ratios of letters –
but many did not. Others, surprisingly commonly, managed to produce ‘2-sided discs’, or used one
disc with all relevant alleles written on it. Only the most considered candidates thought to say that
the discs had to be spun many times and the results needed to be recorded. Less able candidates
pinned their faith on a genetic diagram, of variable accuracy, to show how blood groups are
inherited.
Question 3
(a) Although this was usually answered correctly, there were several that imagined that an agent of
pollination would be involved, thus referred to wind or insect.
(b) (i) Although many gave an accurate description of wind-pollination, there was often mention of air
rather than wind, and often no mention of another flower.
(ii) Most candidates appreciated that the pollen might not travel very far, but only a few thought to say
that the wind might not be blowing during the short period of time that the flower is open thus
reducing the chances of cross pollination and, therefore, of genetic variation in the offspring.
(c) (i) Although artificial selection may be involved at a later date, and although the work may be,
relatively loosely, biotechnological, the actual experimental work described is genetic engineering,
a fact that by far the majority of candidates realised.
(ii) This question exposed a serious lack of sound knowledge about the nitrogen cycle. Candidates
tried to involve decomposition. The wrong bacteria were named and there was a mix of nitrogen
fixation and nitrification. Root nodules were described as performing the fixing rather than the
bacteria, and ammonia rather than ammonium was often mentioned. Some candidates thought
that the bacteria were some sort of protection against diseases/pests.
Question 4
(a) Most candidates had few problems, though a significant number confused rectum and anus, whilst
several were unsure of the distinction between the terms ureter and urethra.
(b) Some were not sufficiently precise with their cuts, and extended them to include structures other
than those expected. A few others omitted the question completely.
(c) Those candidates who used Fig. 4.1 (a) to assist them were able to mention that the urethra would
be compressed and thus urination would be difficult. Again, there was confusion between ureter
and urethra, but many looked beyond the question to offer answers related to semen production.
Question 5
(a) (i) Most candidates found two accurate answers from the extensive list of possibilities.
(ii) The majority of candidates realised that there would be reduced transpiration, but often went on to
relate it to temperature or light intensity, rather than to the scarcity of available water in desert
conditions to replace that which is lost.
(b) (i) This part was answered almost universally correctly.

© 2014
(ii) It was not uncommon to read that stomata on the stems take up water for photosynthesis.
However, most were able to link gaseous exchange through stomata with an appropriate process
taking place within the stem.
Section B
Question 6
Serious misunderstandings were revealed by this question.
(a) The problem here centred on the terms ‘breathing’ and ‘respiration’ which were often considered to
be interchangeable. Plants were said to ‘get their energy from photosynthesis’. Humans were said
to ‘breathe to get energy’ or to ‘breathe but plants photosynthesise’. Many implied that diffusion
was a feature of plants but not humans, missing the fact that diffusion occurs in the alveoli. There
was the occasional passing reference to the need to supply oxygen to all cells or to remove carbon
dioxide. Rarely was there a reference to the importance of mesophyll cells during leaf respiration.
References to intercostal muscles, lungs and stomata enabled a few candidates to score well in
this part-question.
(b) Even those who showed some knowledge in (a) often struggled to make any points of substance in
this part. The following are examples of the errors made: ‘energy is made from photosynthesis’;
‘plants get light energy so there is less need for respiration’; ‘humans respire but plants
photosynthesise’;’ humans get energy from respiration but plants from photosynthesis’;’ humans
respire all the time but plants only at night/more at night / less at night’.
Many candidates did not make the link between respiration and energy release. Those that did
produced quite accurate lists of what animals need energy for, but suggested that active transport
was a uniquely botanical phenomenon. There seemed to be no understanding that animal and
plant cells had processes in common. However, references to animals requiring more energy than
plants for movement or the functioning of more complex organs were made, as were references to
plants requiring more energy at certain stages in their life cycle.
Question 7
(a) This part was generally well-answered, but it was rare to read that viruses have either DNA or
RNA, and bacteria were often said to have nuclei. It was common to see references to viruses
living in a host rather than a host cell. Otherwise, this part was handled with competence.
(b) Although this is traditionally a relatively straightforward topic, there were many who failed to give a
simple account of decomposition and fewer still who answered the part of the question that relates
to recycling. Thus there were few mentions of the use to which carbon dioxide and water are put
as they are released during decay. This was, in part, due to the fact that many did not appear to
realise that bacteria use the materials from the process of decay for their own respiration. Very few
thought to mention the importance of converting insoluble materials into soluble ones, and, as in
Question 3, ammonia rather than ammonium was mentioned. It was, perhaps, the result of having
answered Question 3, but several wrote at some length, and also with some confusion, on
nitrogen fixation and denitrification.
Section C
Question 8
(a) Candidates were able to score highly on this section, though they rarely remembered to say that
the contraction of circular muscles must be behind the food, in order to push it along. Some
referred to radial rather than longitudinal muscles, and a few forgot to mention the rhythmic or
wave-like motion of peristalsis.
(b) This question revealed some misunderstandings of how the heart works. Several believed that the
entire right side of the heart contracts to send blood to the lungs, then the left side contracts in
order to send blood to the rest of the body. There were a few, but only a very few, references to
there being no skeletal structures involved.

© 2014
Question 9
This was, by far, the more popular choice in Section C
(a) (i) Candidates were particularly comfortable with this part. All points were seen, with a reference to
social implications being the least common. There was a little confusion over the nature of
atheroma. Some thought it occurred in veins, others were non-committal, and thus went
unrewarded, with a vague mention of blood vessels. Otherwise answers were very sound.
(ii) The question asked for ‘the effects of a low-protein diet’ and not for a list of the functions of protein
in the diet. Thus some candidates did not score quite as highly as they might have done.
Nevertheless, some sound answers were seen with many gaining full credit.
(b) Few failed to make the link between iron and blood, and thus readily referred to blood loss during
menstruation. Less common was the important link made between iron and haemoglobin.

© 2014

* 6 4 1 9 1 8 8 5 3 4 *
BIOLOGY 5090/21
1 hour 45 minutes
Section A
Section B
Section C


2
Section A
1 Fig. 1.1 shows a section through a plant organ with a very small pipette (micropipette) inserted
into tissue A.
micropipette
Fig. 1.1
(a) (i) Name the plant organ shown in Fig. 1.1. ..................................................................... [1]
(ii) Name the tissue labelled A. ......................................................................................... [1]
(b) The micropipette is used to take samples from tissue A at regular intervals over a 24-hour
period. These samples are then analysed for their content. Explain how this might provide
information about the rate of photosynthesis in the plant.
..................................................................................................................................................
..................................................................................................................................................
..................................................................................................................................................
..................................................................................................................................................
..................................................................................................................................................
..................................................................................................................................................
............................................................................................................................................. [4]
© UCLES 2014 5090/21/O/N/14

3
(c) Some insects have mouthparts similar to the tube of the micropipette. Suggest reasons for
these insects using tissue A to supply their food.
..................................................................................................................................................
..................................................................................................................................................
..................................................................................................................................................
..................................................................................................................................................
..................................................................................................................................................
..................................................................................................................................................
............................................................................................................................................. [4]
[Total: 10]

4
2 Fig. 2.1 shows the digestion, absorption and assimilation of a chemical (B). It also shows the
formation of its waste product, chemical F.
carbohydrate
alimentary E liver
canal chemical stored in
B the liver
enzyme
C
hepatic
portal vein
chemical
F
chemical excreted
D via the
kidneys
Fig. 2.1
(a) Name
chemical B ..............................................................................
enzyme C ...............................................................................
chemical D .............................................................................
carbohydrate E ......................................................................
chemical F ............................................................................. [5]
(b) (i) Describe what happens to carbohydrate E before it can be used in metabolic reactions
in body cells.
..........................................................................................................................................
..........................................................................................................................................
..................................................................................................................................... [2]
© UCLES 2014 5090/21/O/N/14

5
(ii) Name the process in which the product of carbohydrate E is used within a body cell.
process ........................................................................... [1]
(iii) Describe how different types of body cells and tissues make use of this process.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...................................................................................................................................... [4]
[Total: 12]

6
3 (a) At puberty, hormones are produced that are responsible for the development of secondary
sexual characteristics.
(i) Name one secondary sexual characteristic in males.
....................................................................... [1]
(ii) Name the hormone responsible for the development of secondary sexual characteristics
in males.
....................................................................... [1]
(iii) Name the organs that produce this hormone. .............................................................. [1]
(b) Fig. 3.1 shows the concentrations in the blood of two hormones, F and G, involved in a
woman’s menstrual cycle.
H
hormone
G
hormone
concentration F
of
hormone
0 1 2 3 4
time / weeks
Fig. 3.1
(i) Name the hormones F and G.
F ...................................................................................
G .................................................................................. [2]
(ii) State what occurs at time H. ......................................................................................... [1]
© UCLES 2014 5090/21/O/N/14

7
(c) Fig. 3.2 shows the thickness of the same woman’s uterus lining over a 4-week period.
thickness
of uterus
lining
0
time
Fig. 3.2
The graph shown in Fig. 3.1 does not begin at the same time as the cycle shown in
Fig. 3.2.
Indicate on Fig. 3.2, with a line labelled J, the stage shown by line H on Fig. 3.1, and explain
your reason for choosing this point on the graph.
..................................................................................................................................................
..................................................................................................................................................
..................................................................................................................................................
..................................................................................................................................................
..................................................................................................................................................
............................................................................................................................................. [4]
[Total: 10]

8
4 Fig. 4.1 shows the effect of exercise on the concentration of oxygen in the blood and the
concentration of lactic acid in the muscles of a healthy person over a 5-minute period.
oxygen
concentration
lactic acid
0 1 2 3 4 5
time / minutes
Fig. 4.1
(a) Use Fig. 4.1 to find the time at which the person started to exercise.
............................................................................................................................................. [1]
(b) Name the process that causes the change in oxygen concentration during the first
2 minutes on Fig. 4.1.
............................................................................................................................................. [1]
(c) Suggest and explain how each of the two curves on Fig. 4.1 might be different if the person
suffered from emphysema.
..................................................................................................................................................
..................................................................................................................................................
..................................................................................................................................................
..................................................................................................................................................
..................................................................................................................................................
..................................................................................................................................................
..................................................................................................................................................
..................................................................................................................................................
..................................................................................................................................................
............................................................................................................................................. [5]
[Total: 7]
© UCLES 2014 5090/21/O/N/14

9
5 Fig. 5.1 shows a decaying tooth.
K area of
decay
Fig. 5.1
(a) Name the type of tooth shown. ........................................................................................... [1]
(b) Name two structures that are found in region K.
1 ....................................................................
2 .................................................................... [2]
(c) Explain the causes of the decay shown in Fig. 5.1.
..................................................................................................................................................
..................................................................................................................................................
..................................................................................................................................................
..................................................................................................................................................
..................................................................................................................................................
..................................................................................................................................................
............................................................................................................................................. [4]

10
(d) Two different regions were studied to see the effect of fluoridation of drinking water on the
mean number of decayed teeth in children living in those regions.
In region L, the percentage of children drinking fluoridated water gradually increased over
a 30-year period. In region M, no fluoride was added to the drinking water over the same
period.
Table 5.1 shows the mean number of decayed teeth per child in each region. It also shows
the percentage of children drinking fluoridated water in region L.
Table 5.1
region L region M
date
percentage mean number mean number
1970 28 3.9 2.1

1980 32 3.3 1.9
1990 38 2.7 1.8
2000 60 1.2 1.6
(i) State the effect of adding fluoride to the water supplies in region L.
..................................................................................................................................... [1]
(ii) Suggest three possible reasons for the results shown for children in region M.
1 ........................................................................................................................................
..........................................................................................................................................
2 ........................................................................................................................................
..........................................................................................................................................
3 ........................................................................................................................................
..........................................................................................................................................
[3]
[Total: 11]
© UCLES 2014 5090/21/O/N/14

11
Section B
6 (a) Describe the two forms of variation found within a natural population.
..................................................................................................................................................
..................................................................................................................................................
..................................................................................................................................................
..................................................................................................................................................
..................................................................................................................................................
..................................................................................................................................................
..................................................................................................................................................
..................................................................................................................................................
..................................................................................................................................................
............................................................................................................................................. [5]
(b) Explain how variation is important for the long-term survival of the species.
..................................................................................................................................................
..................................................................................................................................................
..................................................................................................................................................
..................................................................................................................................................
..................................................................................................................................................
..................................................................................................................................................
..................................................................................................................................................
..................................................................................................................................................
..................................................................................................................................................
............................................................................................................................................. [5]
[Total: 10]

12
7 Describe the similarities and differences in structure and function of root hairs and villi.
(a) similarities
..................................................................................................................................................
..................................................................................................................................................
..................................................................................................................................................
..................................................................................................................................................
..................................................................................................................................................
..................................................................................................................................................
..................................................................................................................................................
............................................................................................................................................. [4]
(b) differences
..................................................................................................................................................
..................................................................................................................................................
..................................................................................................................................................
..................................................................................................................................................
..................................................................................................................................................
..................................................................................................................................................
..................................................................................................................................................
..................................................................................................................................................
..................................................................................................................................................
..................................................................................................................................................
..................................................................................................................................................
............................................................................................................................................. [6]
[Total: 10]
© UCLES 2014 5090/21/O/N/14

13
Section C
8 (a) (i) Explain how meiosis is involved in the formation of gametes.
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..................................................................................................................................... [2]
(ii) Explain how two plants, one with red flowers and one with white flowers, can produce
seeds that will grow into plants with either red or white flowers in the ratio of 1:1.
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..................................................................................................................................... [6]
(b) Suggest how two plants, of a different species, one with red and one with white flowers, could
produce seeds that will grow into plants with pink flowers.
..................................................................................................................................................
..................................................................................................................................................
..................................................................................................................................................
..................................................................................................................................................
............................................................................................................................................. [2]
[Total: 10]
14
9 (a) Describe the path taken by a molecule of carbon dioxide, and the processes in which it is
involved, from the moment it leaves the atmosphere until it forms part of a starch molecule in
a leaf.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
.............................................................................................................................................. [7]
(b) Explain how a lack of magnesium in the soil in which a plant is growing may reduce the
formation of starch in a leaf.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
.............................................................................................................................................. [3]
[Total: 10]
© UCLES 2014 5090/21/O/N/14


5090 BIOLOGY
Cambridge is publishing the mark schemes for the October/November 2014 series for
most Cambridge IGCSE®, Cambridge International A and AS Level components and some
Cambridge O Level components.

Cambridge O Level – October/November 2014 5090 21
O LEVEL
Question Expected Answer Mark Additional Guidance
GREEN SPOT
1 (a) (i) stem ; [1]
(ii) phloem ; [1]
(b) (photosynthesis) produces glucose / sugar / starch / carbohydrates ;
changed into sucrose ;
passes down the phloem / tissue A ;
concentration (of sucrose) varies ;
highest when photosynthesis rate is highest / AW ; [max. 4]
(c) (sucrose / sugar turned to) glucose ;
298
used for respiration ;
BIOLOGY
to release energy ; R produce/make
amino acids ;
used to make protein ;
for growth / repair ; [max. 4]
[Total: 10]
SAPNA PUBLICATIONS
PAPER 2
O LEVEL
GREEN SPOT
2 (a) B = protein / (poly)peptide ;
C = protease or named* ; *A ecf for incorrect substrate
D = amino acids* ; *A ecf for incorrect substrate
E = glycogen ;
F = urea ; [5] R urine
(b) (i) broken down / converted / changed ;
(role of) glucagon / adrenaline ;
to glucose ;
299
made soluble ; [max. 2]
BIOLOGY
(ii) respiration ; [1]
SAPNA PUBLICATIONS
PAPER 2
O LEVEL
(iii) to release energy ; [1]
GREEN SPOT
any 3 from: [max. 3]
for growth ; A production of complex molecules
mitosis / meiosis / cell division ;
active transport ;
impulse production ;
temperature regulation ;
muscular activity / movement ; [Total: 4] A named example
[Total: 12]
300
BIOLOGY
SAPNA PUBLICATIONS
PAPER 2
O LEVEL
GREEN SPOT
3 (a) (i) deeper voice / hair on face or named body part / stronger A broadening of shoulders
muscles / sperm production / larger genitalia ; [1]
(ii) testosterone ; [1]
(iii) testes ; [1] A testicles / gonads
(b) (i) F – oestrogen ;
G – progesterone ; [2]
(ii) ovulation / release of egg or ovum ; [1]
(c) line drawn at 3 weeks ± 2 squares ;
uterus (lining) increasing in thickness ;
301
BIOLOGY
in preparation for receiving (fertilised) ovum / egg ; A zygote / embryo
ref. time + menstruation ; [4]
[Total: 10]
SAPNA PUBLICATIONS
PAPER 2
O LEVEL
GREEN SPOT
4 (a) 0.3–0.4 minutes ; [1] A 18–24 s
(b) aerobic respiration ; [1]
(c) O2 curve not as high at start / finish ;
O2 curve drops more quickly / ORA ;
damage to alveoli ;
less surface area for O2 absorption ; A uptake / diffusion
less O2 to blood / muscles ;
lactic acid curve rises sooner / higher / takes longer to return to normal ;
302
shorter period of aerobic / longer period anaerobic respiration ;
BIOLOGY
more lactic acid build-up ; [max. 5]
[Total: 7]
SAPNA PUBLICATIONS
PAPER 2
O LEVEL
GREEN SPOT
5 (a) Incisor / canine ; [1]
(b) blood vessels or named ;
nerves / nerve endings ; [2]
(c) sugar ;
ref. bacteria ;
(converted) to acid ;
dissolves enamel ;
teeth not cleaned / build-up of plaque / tartar ;
303
weak enamel / ref. lack of Ca / F / vit. D ; [max. 4]
BIOLOGY
(d) (i) reduction in tooth decay ; [1]
(ii) fluoride occurs naturally / addition in toothpaste ;
diet with less carbohydrate ;
better education / teeth cleaned more often ;
genetic differences / teeth less prone to acid attack ; [max. 3]
[Total: 11]
SAPNA PUBLICATIONS
PAPER 2
O LEVEL
GREEN SPOT
6 (a) continuous variation ;
gradual change / range ;
between extremes ;
genes + environment ;
discontinuous variation ;
few and distinct differences ;
controlled by genes alone ;
any correct example of one or the other correctly linked ; R if one e.g. correct, the other
[max. 5] incorrect
304
BIOLOGY
SAPNA PUBLICATIONS
PAPER 2
O LEVEL
(b) some variations are advantageous ;
GREEN SPOT
competition ;
in the organism’s habitat / environment ;
organism survives / differential survival / ORA ;
breeds / reproduces ;
passes on the advantage / beneficial gene / allele ;
over many generations / ref. time ;
continuous adaptation to the changing environment ;
evolution / natural selection / AW ;
305
changes that result from the environment not so important ; [max. 5]
BIOLOGY
[Total: 10]
SAPNA PUBLICATIONS
PAPER 2
O LEVEL
GREEN SPOT
7 (a) structural similarities:
long / elongated ;
providing large surface area ;
functional similarities:
absorption / uptake ;
active transport / diffusion ;
ions / salts / minerals / named ;
water ; [max. 4]
(b) structural differences:

cell wall / no cell wall ;
(root hair) part of one cell ;
(villi) many cells / multicellular ;
ref. absence of blood vessels / lacteals / ORA ;
AVP ;
306
BIOLOGY
functional differences:
root hairs + absorb from the soil ;
villi + absorb from the gut ;
villi + absorb amino acids ;
villi + absorb glucose ;
villi + absorb lipids / glycerol / fatty acids ; [max. 6]
[Total: 10]
SAPNA PUBLICATIONS
PAPER 2
O LEVEL
GREEN SPOT
8 (a) (i) in testes / anthers / ovaries ;
cell division ;
halving of chromosome numbers / haploid ;
so that diploid number is restored on fertilisation ; [max. 2]
(ii) one (either) colour is controlled by a dominant allele; (all points acceptable on an
annotated genetic diagram)
one by a recessive allele ;
one parent heterozygous – (or described, e.g. Rr) ;
one is homozygous recessive (or described) ;
307
correct ref. to gametes ;
BIOLOGY
gametes correctly identified for both parents ;
how gametes pair to produce offspring in 1:1 ratio ; [max. 6]
(b) mutation ;
ref to a named mutagen ;
possible co-dominance ;
ref. to heterozygous plants having pink flowers ;
ref. availability of certain ions (as in Hydrangea ) ; [max. 2]
[Total: 10]
SAPNA PUBLICATIONS
PAPER 2
O LEVEL
GREEN SPOT
9 (a) between guard cells / through stoma ;
into intercellular / air space ;
dissolving in water (film) ;
diffusion ;
through cell wall ;
of mesophyll cell (or named) ;
to chloroplast ;
during photosynthesis ;
308
links with water molecule ;
BIOLOGY
glucose + forms starch ; [max. 7]
(b) little magnesium absorbed ;
deficiency in chlorophyll ;
less light energy trapped ;
photosynthesis inhibited / limiting factor / AW ;
less glucose / starch / carbohydrate formed ; [max. 3]
[Total: 10]
SAPNA PUBLICATIONS
PAPER 2
BIOLOGY
Theory
Key Messages
Where ambiguity might arise, it is expected that biological and chemical names and processes specified in
the syllabus should be correctly spelt by the candidates.
General Comments
Some excellent scripts from well prepared candidates were submitted. Many candidates show a good
knowledge of basic information but are finding it difficult to select and marshal this, to provide a logical
argument in the longer answers. Also, merely repeating phrases from the question does not gain any credit.
Candidates should be encouraged to express the answer using their own words. Candidates should be able
to state clear and unambiguous examples of biological phenomena.
Section A
Question 1
Although the stem and phloem were correctly identified, the candidates found parts (b) and (c) to be
challenging.
(a) (i) Candidates were able to correctly identify the stem.
(ii) Some candidates confused the positions of the phloem and xylem.
(b) Answers should have referred to the contents of the phloem and related their variation to changes
in the rate of photosynthesis. A good answer was " Tissue A (the phloem) carries sugars and
amino acids. These are products of photosynthesis. The concentration shows how much the
photosynthesis varies at each time. An increase in concentration shows that the rate is faster".
(c) Candidates should have identified that sucrose and amino acids were present and shown how
these would be used by the insects. A good answer was "Insects use Tissue A for their food supply
because this is where the sugar is located. Amino acids can also be found there and they use
these for growth. The insects use the glucose for respiration to provide energy for their activities".
Question 2
(a) From the information candidates were able to identify Chemical B as a protein. Those who
misidentified it as a fat or a carbohydrate were awarded some credit if they correctly identified the
enzyme and end products for their chosen substrate. Chemical E, glycogen, is an example where
correct spelling is necessary. Variations of glucose/glycogen/glucagon were regularly seen.
(b) (i) This was answered well.
(ii) Many candidates recognised that the glucose was used in the process of respiration. Assimilation
is not a specific process, so did not gain credit.

© 2014
(iii) Examples of how the released energy is used by different cells and tissues was required, thus a
reference to muscle cells making use of the energy released by respiration when contracting, or to
nerve cells needing energy released from respiration so that nerve impulses can be passed around
the body, would have gained credit.
Question 3
Spelling of the names of the hormones was often too vague for candidates to be awarded credit.
(a) (i) Most candidates gave a correct characteristic.
(ii) Most candidates identified testosterone.
(iii) Most candidates identified the testes.
(b) (i) This was answered well.
(ii) Although many candidates correctly identified ovulation, some thought that it was the start of
menstruation.
(c) Candidates were told that the timings on the two graphs were not the same. On Fig.3.2. they
should have identified the start of menstruation and indicated that ovulation would have occurred
two weeks later. Having correctly identified the position of J, one candidate wrote "After
menstruation the uterus lining builds up again ready to receive an egg. After about 7 days from the
end of menstruation, ovulation as represented by H occurred". This was a good answer.
Question 4
(a) The candidates should have identified the start of exercise as being when the oxygen graph started
to dip.
(b) (i) In this answer it was necessary to state that aerobic respiration was occurring. Many candidates
merely answered "respiration".
(c) The good answers indicated the effect of emphysema on the structure of the alveoli and also
referred to the changes in both the oxygen and the lactic acid curve. Good answers referred to a
breakdown of the alveolar walls so less oxygen will diffuse into the blood in a given time. This
means there will be less oxygen available during exercise. The oxygen concentration will be
reduced and so lactic acid will be produced more quickly and in higher quantities.
Question 5
(a) Most candidates recognised this as an incisor or canine.
(b) Candidates rarely gained full credit. The blood vessels were mentioned, but only a few candidates
mentioned the nerves.
(c) This question was well answered. Bacteria, sugar and acids were mentioned, but there was only
the occasional reference to the effect of the acid on the enamel of the tooth.
(d) (i) Candidates found it difficult to interpret the data in the table.
The table refers to the "mean number of decayed teeth per child". Many answers referred to the
decrease in the number of children with decayed teeth, which cannot be inferred from this data.
(ii) The candidates should be reminded that all the information given in the question will be relevant to
their answers. It might be helpful to make notes around the table to clarify the information before
attempting to answer the question. The weaker candidates misinterpreted the data and stated that
fluoride was the cause of tooth decay.

© 2014
Section B
Question 6
(a) Most candidates knew that there was continuous and discontinuous variation, but found it difficult
to explain the difference. Very few mentioned the interaction of the environment and genes in the
‘continuous’ examples. An excellent answer was "Two forms of variation are continuous and
discontinuous. Discontinuous shows clear cut differences and no intermediate forms. It cannot be
changed or affected by the environment. An example is your blood group. Continuous has no clear
cut differences and shows intermediate forms of the characteristic. It is influenced by genes and
environmental conditions. An example is adult body weight."
(b) Candidates find questions about evolution and variation to be challenging. It is necessary to look at
the wording of the question and then to select appropriate arguments to illustrate their points. Many
candidates wrote about the survival of an individual, rather than the species over a long time
period. They also forgot that unless reproduction occurs the alleles cannot be passed on and there
can be no selection of advantageous alleles if the environment changes.
Question 7
(a) There were excellent answers to this question. The candidates had a clear understanding of the
similar roles of villi and root hairs.
(b) There were also excellent answers to this question, although some found it harder to express the
differences clearly. An answer gaining some credit was "The root hair cells absorb minerals from
the soil, while the villi absorb small molecules through the ileum. The root hairs have cell walls".
Had the candidate expanded their answer and mentioned which molecules were absorbed in the
ileum, or mentioned the presence of capillaries or lacteals, they would have gained full credit.
Section C
A few candidates attempt both questions in this section. They do not gain any extra credit by doing
so.
Question 8
(a) (i) Good, clear answers were seen.
(ii) The candidates who answered this question well tended to use fully annotated, well-drawn
diagrams. The examiners were looking for the correct use of biological words as well as an
explanation of the stated phenomenon.
(b) As a "suggest" question, candidates are expected to provide a possible explanation for the
appearance of pink flowers, based on their biological knowledge. Many candidates suggested that
the alleles would have equal effect in the F1 generation. Others chose mutation as their
explanation.
Question 9
(a) Some excellent descriptions were given for this question. Candidates who did not gain full credit
omitted part of the pathway from the air to the mesophyll cell, or did not incorporate the carbon
dioxide into a glucose molecule so that starch could be formed.
(b) Again some very good answers from candidates who highlighted the results of lack of magnesium
in the soil. An excellent answer was "In soils lacking magnesium the plants will not absorb enough
magnesium, so will not be able to make enough chlorophyll. So not enough light can be trapped
and little photosynthesis will take place."

© 2014

* 6 8 0 7 6 8 4 7 6 7 *
BIOLOGY 5090/22
1 hour 45 minutes
Section A
Section B
Section C



2
Section A
1 Fig. 1.1 shows a kidney and its associated structures. The arrows show the direction of flow of
fluids in these structures.
C D
to the
heart
Fig. 1.1
(a) (i) Name the structure labelled A in Fig. 1.1. ................................................................... [1]
(ii) Name the chamber of the heart through which blood in structure A last passed.
................................................................. [1]
© UCLES 2014 5090/22/O/N/14

3
(b) Table 1.1 shows the relative concentrations of various substances in structures B and C.
Complete the table to show the possible concentrations of these substances in structure D.
Table 1.1
relative concentration in structure

substance
B C D
amino acids 0.00 0.05
glucose 0.00 0.10
mineral ions 1.50 0.72
proteins 0.00 8.00
urea 2.00 0.03
[5]
(c) Explain how the relative concentrations of glucose might change in structures B, C and D in a
person with diabetes.
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.............................................................................................................................................. [3]
[Total: 10]

4
2 Fig. 2.1 shows parts of the alimentary canal that lie in the upper part of the human body.
E
F
G H
Fig. 2.1
(a) (i) Name the part labelled E. ............................................................................................ [1]
(ii) Name the process that carries food from F to G. ........................................................ [1]
(b) Suggest why the walls of part H are normally coated with mucus.
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© UCLES 2014 5090/22/O/N/14

5
(c) Sometimes, particularly when a person is lying flat, partly digested food returns into structure
E through the valve at G. This can cause discomfort known as heartburn.
(i) Suggest why heartburn is not a biologically accurate name for this condition.
..........................................................................................................................................
..................................................................................................................................... [1]
(ii) Suggest and explain why medications for this condition are often alkaline in nature.
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..................................................................................................................................... [2]
[Total: 10]

6
3 Pitcher plants, similar to the one shown in Fig. 3.1, trap insects in their pitchers and digest them to
supplement their nutritional requirements.
green leaf
pitcher A
− open to allow
insects to enter
pitcher B
− mature, but
not yet open
Fig. 3.1
Some pitcher plants attract small mammals such as bats to spend their resting hours comfortably
in the opening to their pitchers. Others attract small tree shrews by releasing a sweet, nectar-like
substance from glands on the pitcher lids, as shown in Fig. 3.2.
tree shrew lid of

pitcher with
‘nectar’ glands
Fig. 3.2
© UCLES 2014 5090/22/O/N/14

7
(a) (i) Name the process used by the pitcher plant to manufacture the nectar-like substance
before it is released.
................................................................. [1]
(ii) Describe how that substance is translocated to the glands on the pitcher lids.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...................................................................................................................................... [2]
(b) The pitcher plant that attracts the tree shrew is called the lavatory plant. These pitcher plants
that attract small mammals rarely catch and digest many insects.
Suggest and describe how these plants may benefit from the presence of tree shrews and
bats.
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.............................................................................................................................................. [5]
[Total: 8]

8
4 Fig. 4.1 is an incomplete flow chart of the process of anaerobic respiration in yeast and in muscles.
products
..............................................................
in
yeast
substrate
..................................
in
muscles
..............................................................
Fig. 4.1
(a) Complete Fig. 4.1 to show the substrate and products for anaerobic respiration in yeast and
in muscles. [4]
(b) Yeast cells may be killed by their use in food biotechnology. Explain what causes the death of
the yeast in each of the following.
(i) brewing
..........................................................................................................................................
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..................................................................................................................................... [2]
(ii) making bread
..........................................................................................................................................
..................................................................................................................................... [1]
(c) Explain why muscle cells are not killed by anaerobic respiration in a healthy person.
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............................................................................................................................................. [2]
© UCLES 2014 5090/22/O/N/14

9
(d) Suggest why anaerobic respiration does not release as much energy as aerobic respiration
for each molecule of the same substrate.
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............................................................................................................................................. [2]
[Total: 11]

10
5 There are many different drugs available to treat high blood pressure. Fig. 5.1 shows the mean
heart rates of two groups of people, J and K, over a five-year period.
From the start, and throughout the period, group K were treated with a drug called a
beta-blocker.
Group J did not take any form of medication.
90
group J
80
mean
heart rate / 70
beats per
minute
60 group K
50
0 12 24 36 48 60
time / months
Fig. 5.1
(a) (i) State the term used to describe group J. ..................................................................... [1]
(ii) Using information from Fig. 5.1, describe the effect on the heart of taking
beta-blockers.
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...................................................................................................................................... [3]
(b) On Fig. 5.1, draw a curve to show the expected effect on the mean heart rate of
Group J if, after three years, half of them started to take beta-blockers. [3]
© UCLES 2014 5090/22/O/N/14

11
(c) Some other drugs reduce blood pressure by having an effect on blood vessels. Suggest how
these drugs may cause a decrease in blood pressure.
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[Total: 11]

12
Section B
Answer all questions in this section.
6 (a) Describe the differences between an ovule, a seed and a fruit.
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............................................................................................................................................. [6]
(b) Explain how fruits or seeds may be modified for dispersal by wind.
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............................................................................................................................................. [4]
[Total: 10]
© UCLES 2014 5090/22/O/N/14

13
7 (a) Explain what is meant by the term reflex action.
..................................................................................................................................................
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............................................................................................................................................. [3]
(b) (i) Name a reflex action and explain how it is brought about.
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(ii) Explain its value to the human body.
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[Total: 10]

14
Section C
8 (a) (i) Give an example of a food chain involving four named organisms.
(ii) Draw and label a pyramid of numbers for your food chain.
[4]
(b) Explain how energy is lost along a food chain.
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[Total: 10]
© UCLES 2014 5090/22/O/N/14
15
9 (a) Explain what is meant by the term double circulation.
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(b) Explain how the heart is adapted to keep blood flowing in a double circulation.
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.............................................................................................................................................. [6]
[Total: 10]
© UCLES 2014 5090/22/O/N/14


5090 BIOLOGY
Cambridge is publishing the mark schemes for the October/November 2014 series for
most Cambridge IGCSE®, Cambridge International A and AS Level components and some

O LEVEL
GREEN SPOT
1 (a) (i) (dorsal) aorta ; [1]
(ii) left ventricle ; [1]
(b) (amino acids) 0.05 ;
(glucose) 0.10 to 0.15 ;
(mineral ions) 0.72 to 2.22 ;
(proteins) 8.00 ;
(urea) 0.03 to 2.03 ; [5]
(c) B would contain some / more / high (glucose) / C would contain

more / high (glucose) / D would contain more / high (glucose) ;
328
BIOLOGY
lack of Insulin ;
glucose would not be converted into glycogen ;
kidney unable to/doesn’t reabsorb all glucose ; [max. 3]
[Total: 10]
SAPNA PUBLICATIONS
PAPER 2
O LEVEL
GREEN SPOT
2 (a) (i) oesophagus / gullet ; [1]
(ii) peristalsis ; [1]
(b) ref. protection / barrier / prevents damage / breakdown / digestion ;
of walls ;
acid / HCl ;
ref. protease ;
walls are made of protein ;
ref. lubrication ; [max. 5]
329
(c) (i) heart not involved / no connection between E and the heart / AW ; [1]
BIOLOGY
(ii) less mucus in E ;
acid (from stomach) ;
(acid) damages the cells / walls ;
(acid) neutralised (by the medication) ; [max. 2]
[Total: 10]
SAPNA PUBLICATIONS
PAPER 2
O LEVEL
GREEN SPOT
3 (a) (i) photosynthesis ; [1]
(ii) as sucrose / sugar ;

in solution ;
via the phloem ; [max. 2]
(b) urine / nitrogenous waste / NH3 / other named ;
faeces / egested waste ;
decomposition ;
by bacteria ;
enzymes ;
330
release of nitrates / salts / ions / named ions ;
BIOLOGY
absorbed by plant / pitcher ;
used to make proteins / amino acids ;
for growth / repair ;
carbon dioxide ;
from respiration ;
for photosynthesis ;
to make glucose / carbohydrate / starch ; [max. 5]
[Total: 8]
SAPNA PUBLICATIONS
PAPER 2
O LEVEL
GREEN SPOT
4 (a) glucose / C6H12O6 (substrate) ;
(yeast) alcohol / ethanol / C2H5OH ;
(yeast) carbon dioxide / CO2 ;
(muscles) lactic acid / lactate / C3H6O3 ; [4]
(b) (i) food / glucose deficiency / AW ;
(killed) by alcohol ;
poisoned by competing organisms (e.g. bacteria) ; [max. 2]
(ii) (killed) by heat / baking / high temperature ; [1]
331
(c) lactic acid removed / broken down / converted ;
BIOLOGY
by circulation / blood / AW ;
lactic acid not toxic (at concentrations experienced) ; [max. 2]
(d) substrate / glucose not completely broken down ;
chemical energy ;
still contained within product / lactic acid / alcohol ; [max. 2]
[Total: 11]
SAPNA PUBLICATIONS
PAPER 2
O LEVEL
GREEN SPOT
5 (a) (i) control ; [1]
(ii) rate + drops / reduces / AW ;
rapidly / AW / quoted figures (85 to 62 + bpm) ;
during first 4 months ;
remains (more or less) constant ; A stays low
(constant at) 59 / 60 / 61 / 62 + bpm ; [max. 3]
(b) line / curve starts at 36 months ;
drops with similar gradient to line K ;
332
to between 70 and 74 bpm ;
BIOLOGY
levels to run parallel with the J and K ; [max. 3]
(c) arteries / arterioles ;
muscular wall ;
relax / prevent constriction ;
larger lumens / dilation / widens / AW ;
ref. reduces + deposits / atheroma / AW ;
less + resistance / friction / AW ; [max. 4]
[Total: 11]
SAPNA PUBLICATIONS
PAPER 2
O LEVEL
GREEN SPOT
(a) ovule:
in ovary ;
contains female gamete ;
ref. to haploid ; [max. 2]
seed:
ovule after fertilisation ;
ref. diploid (or with ref. fruit) ;
(grows) larger than ovule ;
stores food / ref. cotyledons ;
333
BIOLOGY
contains (rest of) embryo / radicle + plumule ;
(surrounded by) testa ;
ref. dispersal ; [max. 3]
fruit:
seed(s) + ovary (wall) / pericarp ;
[max. 1]
ref. dispersal ;
[total: 6]
SAPNA PUBLICATIONS
PAPER 2
O LEVEL
(b) dry ;
GREEN SPOT
light ;
(may be) winged / hairy / feathery / helicopter / parachute ;
large surface area ;
to allow wind to detach it from parent plant ;
to delay its descent ;
(allow it to be carried) long distance AW / away from parent plant ; [max. 4]
[Total: 10]
334
BIOLOGY
SAPNA PUBLICATIONS
PAPER 2
O LEVEL
GREEN SPOT
7 (a) fast / instant ;
automatic / involuntary / spontaneous / unconscious / AW ; A ref. to no decision involved
response / reaction ;
to a stimulus ; [max. 3]
(b) (i) named stimulus* ; * description must match

example
correct receptor / named* ;
impulse / electrical + pulse ;
sensory / afferent / receptor + motor / efferent / effector neurones, in

correct order ;
335
BIOLOGY
CNS / spinal cord* ; R brain if it directs response
correct or named effector* ;
correct action (of effector)* ; [max. 5]
(ii) automatic / innate / does not need to be learnt ;
ref. protection / aids survival / damage limitation ; A example, e.g. prevents too much
[2] light entering eye
[Total: 10]
SAPNA PUBLICATIONS
PAPER 2
O LEVEL
GREEN SPOT
8 (a) (i) starting with a producer ; I ref to the Sun
plausible food chain with 3 consumers + arrows in correct direction ;
(ii) labelled pyramid with organisms named in food chain ;
in correct order with named producer labelled at bottom ;
pyramid of correct proportions for given food chain ; [max. 4]
(b) some organisms / parts remain uneaten ;
energy lost in faeces / undigested food ;
urine / excretory products / excretion ;
336
respiration ;
BIOLOGY
energy lost as heat ;
homeostasis / named example ;
in movement / muscular contraction (or any e.g. of same) ;
in nervous impulses ;
catabolic reactions / named ;
active transport ;
ref. decomposition / decay [max. 6]
[Total: 10]
SAPNA PUBLICATIONS
PAPER 2
O LEVEL
GREEN SPOT
9 (a) blood goes through heart twice (in one complete circuit of the body) ;
circulation to / from lungs / pulmonary ;
circulation to / from (rest of) body / systemic ;
lungs + low pressure ;
body + high pressure ; [max. 4]
(b) two sides to the heart / heart completely divided ;
four chambers / two atria + two ventricles / all 4 named chambers ;
beats continually ;
337
right side / atrium + receives blood from body ;
BIOLOGY
right side / ventricles + pumps blood to lungs ;
left side / atrium receives blood from lungs ;
left side / ventricle + pumps blood to (rest of) body ;
left ventricle thicker-walled / more muscular + than right ventricle ;
ventricles thicker-walled / more muscular + than atria ;
further to pump blood / generate higher pressure ;
ref. valves + one-way flow / prevent backflow ; [max. 6]
[Total: 10]
SAPNA PUBLICATIONS
PAPER 2
BIOLOGY
Theory
Key Messages
Section A on the paper tests simple knowledge, but it also tests a candidate’s ability to select routine
information acquired from following the syllabus and then to apply it to situations that are likely to be
relatively unfamiliar. It is not expected that a candidate will be required to draw on any information that is
outside the syllabus.
It was evident, particularly in Question 7, that candidates were not reading the questions carefully before
starting their answers. To have done so would have helped them to decide what should be included in part
(a) and what should have been mentioned in part (b)(i).
General Comments
Although there was a wide range of ability shown by candidates, there were a significant number that did not
appear to understand the requirements of some of the questions since they produced a good deal of
information that was wide of the mark, often producing an answer that was a re-cast of the wording of the
question. Despite these shortcomings, some most impressive work was seen.
Section A
Question 1
(a) The accuracy of the answers to this part was often a guide to the overall quality of the script. Part
(i) was commonly misidentified as the renal artery and, sometimes, as the vena cava. The
commonest inaccuracy in part (ii) was to believe that blood is sent round the body by the right
ventricle, but a significantly large number of candidates named a blood vessel rather than a
chamber of the heart.
(b) It was difficult to determine on what some of the candidates based their calculations. Some
extremely implausible results were seen, e.g. structure D containing 16.00 or more units of protein.
Nevertheless, careful, logical thought allowed a significant number of candidates to gain full credit.
(c) The link between diabetes and its effect on the content of the structures involved was sometimes
hazy. Several confused the effects of insulin with the effects of glucagon, and, despite the
requirement to explain how the relative concentrations might vary, it was far from common to read
anything about insulin and its effects.
Question 2
(a) Both parts were usually correct, though digestion and absorption were sometimes offered as
answers to part (ii).
(b) It was rare to read that a candidate realised that the stomach walls are made of protein, and thus
would be at the mercy of gastric protease without some form of protection. When enzymes were
mentioned, they often included a reference to amylase as well. The probable effect of gastric acid
was often mentioned, though ‘corrosion’ was not a term that was an accurate description of it. It
was far from uncommon to see answers that suggested that candidates, seeing the word mucus,

© 2014
immediately thought of the respiratory tract and thus supplied information on cilia and their function
in the trachea.
(c) Both parts were correctly answered by a high percentage of candidates.
Question 3
(a) (i) The appearance of the word “nectar” in the question appeared to lead candidates down the wrong
path. The most common of the incorrect answers was ‘pollination’, though ‘nectarification’ was
surprisingly common (especially as no such word features in the syllabus).
(ii) The significance of phloem was known by many, though there were many who opted for xylem, as
well as those who, unsuccessfully, hedged their bets, suggesting both. It was evident that those
who knew that the phloem was involved tended to believe that the translocated carbohydrate is
glucose, with very few thinking to say that it needed to be in solution.
(b) It is regrettable that reference to “lavatory” and a drawing of a shrew using the pitcher as such, did
not lead candidates to a viable answer. However, in other circumstances, the release of carbon
dioxide from the shrew as a result of respiration, and its use by the plant for photosynthesis, is
knowledge that candidates usually display with confidence. On this occasion, it was rarely
mentioned, with candidates following their initial error in part (a)(i), by continuing to suggest that the
shrew was carrying out pollination. More surprising still was the suggestion that shrews and bats
would be digested by the plants, or that they would attract insects to be digested by the plants,
even though the question stated that this was unlikely.
Question 4
(a) This was usually quite well answered. However, carbon dioxide was often thought to be a waste
product of anaerobic respiration in muscles.
(b) (i) There are two specific examples of anaerobic respiration mentioned in the syllabus, yet many
seemed insufficiently familiar with the process of making alcoholic drinks to know that the
temperatures used would never be high enough to kill the yeast. Some also believed that alcohol is
acidic and that this is what kills the yeast, and that bacteria are deliberately added in order to kill
the yeast.
(ii) This was usually correct, but there were quite a few that did not seem to appreciate that it is the
high temperature employed during the process of baking that kills (not ‘denatures’) the yeast cells.
(c) Despite a correct answer to part (a), there were surprisingly few references to the fact that lactic
acid is removed by the blood to be broken down before reaching toxic levels.
(d) Although a few candidates realised that the substrate is not completely broken down in anaerobic
respiration, and thus that there is still energy within the product, most answers stated that aerobic
respiration happens in the presence of oxygen, whereas anaerobic respiration occurs in the
absence of oxygen. This is correct science, but not relevant in this instance and so not
creditworthy.
Question 5
(a) (i) Very few candidates realised that the group not taking the drug were the control group. A
description of their condition, such as “healthy” was often mentioned.
(ii) A description of the effect of taking the drug, based on the information in the graph, was expected,
and many candidates produced valid answers. However, many also spoke of the effect of beta-
blockers on blood pressure rather than on heart rate. Those who did refer to heart rate occasionally
omitted units when reading from the graph.
(b) Graphs of an almost infinite number of shapes were drawn. Many showed a decrease in rate from
time 0, even though the group did not take the medication for the first 3 years. Others did not take
into consideration the fact that if only half the group took the medication the mean rate would not
fall as far. This question demonstrated the importance of thinking very carefully about an answer
before committing pen to paper.

© 2014
(c) Relatively few realised that it is specifically the artery walls that must dilate, though many realised
that to increase the size of the lumen would reduce the blood pressure. There were many
references to the drugs being used to remove deposits from blood vessel walls, but it was rare,
indeed, to see a reference to relaxation of muscles in the artery walls.
Section B
Question 6
(a) Knowledge of the terminology used in plant reproduction was often hazy in the extreme. Although
ovules were correctly said to be in the ovary, many thought that an ovule is a gamete. Even those
who did not often believed that the entire ovule contained haploid nuclei. Seed structure, when
described, was generally well known, but seeds and fruits were sometimes confused, and
references to either being dispersed were rare. A relatively common error was to believe that an
ovule is part of human reproduction and thus accounts of ovulation were seen.
(b) This part was generally well answered. Candidates knew that wind-dispersed fruits and / or seeds
would be light in weight / mass and have some modification to increase their surface area. Few,
however, realised that this extension would help the fruit or seed to be detached by the wind from
its parent or that it would delay its descent allowing it to be carried a distance away from its parent.
Confusions with wind-pollination abounded, but were, perhaps, a little less common than in past
years.
Question 7
(a) Candidates were asked what is meant by the term reflex action. Not until part (b) were they
required to describe one. It was evident that many did not read the question before beginning and
thus described a specific example rather than restricting themselves to explaining the term.
Nevertheless, high marks were often scored, the only real problem being the distinction between
the notions of voluntary and involuntary which, perhaps, stemmed from an insecure grasp of the
meanings of those terms.
(b) (i) Many candidates provided excellent answers to this question and even included accurate detail on
synaptic junctions (not specified in the syllabus). The familiar recurrent inaccuracy, however,
involved the part played by the brain in a reflex action. Even when the action described was a
spinal reflex, many believed that the brain has a controlling role in the response. Otherwise good
answers sometimes failed to pick up credit for reference to muscle contraction being the concluding
event in their description.
(ii) Most candidates realised that reflex actions protect against possible harm, but the importance of
such an action occurring automatically, or without having to think about it and make a decision to
act, was rarely considered.
Section C
Question 8
(a) By far the majority of candidates were able to supply a sound food chain. However, some omitted
the arrows, some chains were shown starting with a top carnivore and ending with a producer, a
few could not think of four valid organisms, and there were several implausible suggestions. The
pyramid of numbers was also usually acceptable for the food chain given, though it was not
uncommon for the pyramid to be drawn upside down.
(b) Candidates often stated that energy is lost as heat along the food chain, and some realised that not
all organisms at each trophic level are eaten. Otherwise, answers often referred to the (several
times repeated) percentage of energy passing from one level to another, with no reference to how
the energy is used by organisms at each level. It was common to read that energy is used for
respiration rather than released by it, and often when energy was said to be lost in faeces it was a
repeat of the heat loss idea rather than a reference to undigested material in the faeces. When
“waste” was mentioned, there was often a failure to identify precisely which form of waste was
under consideration.

© 2014
Question 9
(a) Candidates had few problems with stating that in the double circulation blood passes through the
heart twice, whilst being sent to the lungs and then again before being sent to the rest of the body.
It was rare indeed to see a reference to the difference in pressure between the two circulations, as
mentioned in the syllabus.
(b) This part was seen by those who selected this option as an opportunity to describe the structure
and general function of the heart, when the question specifically required an explanation of how the
heart keeps blood flowing. They were still able to pick up relevant marks but, though valves were
often mentioned, it was usually a positional reference with rarely any description of the part they
played in the process. Indeed, often a mention of valves was with reference to veins and not to the
heart. Likewise, it was rare to see a reference to the importance of the differential thickness in the
walls of atria and ventricles or even the differential thickness in the walls of the ventricles. There
were a few predictable confusions between the left and right sides of the heart but, despite these
shortcomings, the better candidates were able to score highly in this part.

© 2014

* 2 3 5 8 7 7 2 8 5 3 *
BIOLOGY 5090/21
1 hour 45 minutes
Section A
Section B
Section C


2
Section A
1 Fig. 1.1 shows a vertical section through the skin in two different environmental conditions, A and
B.
skin in environmental skin in environmental

condition A condition B
Fig. 1.1
(a) On Fig. 1.1, label each of the following:
• a sweat gland
• a capillary. [2]
(b) Use the information in Fig. 1.1 to suggest how environmental condition B is different from
environmental condition A.
...................................................................................................................................................
.............................................................................................................................................. [1]
(c) (i) State two differences between the skin in environmental condition A and the skin in
environmental condition B.
1 ........................................................................................................................................
...........................................................................................................................................
2 ........................................................................................................................................
...................................................................................................................................... [2]
© UCLES 2015 5090/21/M/J/15

3
(ii) Explain the advantages to a person in environmental condition B of the two differences
you have stated in your answer to (c)(i).
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...................................................................................................................................... [3]
[Total: 8]

4
2 Table 2.1 shows the volume of blood supplied to parts of the body at rest and during strenuous
exercise.
Table 2.1
volume of blood supplied in cm3 / min

part of body during strenuous
at rest
exercise
brain 750 750
heart 250 750
skeletal muscle 1200 12500
skin 500 1900
kidneys 1100 ....................
digestive organs 1400 600
other 600 400
Total 5800 17500
(a) (i) Calculate the volume of blood that is supplied to the brain at rest as a percentage of the
total supplied to the whole body.
Show your working in the space below.
...................................................... % [2]
(ii) Name the blood vessels that supply each kidney with blood.
............................................................ [1]
(iii) Using the information in Table 2.1, calculate the volume of blood supplied to the kidneys
during strenuous exercise.
Write your answer in the space provided in Table 2.1. [1]
© UCLES 2015 5090/21/M/J/15

5
(b) Use the information in Table 2.1 to name two parts of the body that have an increased supply
of blood during strenuous exercise.
Explain the advantage to the body of increasing the supply of blood to each of the parts you
name.
name of part .........................................................
advantage ..............................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
name of part .........................................................
advantage ..............................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
.............................................................................................................................................. [4]
(c) Using the information in Table 2.1, suggest why eating immediately before exercise is not
recommended.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
.............................................................................................................................................. [2]
[Total: 10]

6
3 Fig. 3.1 shows a fetus developing in the uterus of a mother. The fluid labelled C contains cells from
the fetus.
A long, hollow needle may be used to withdraw some of the fluid into a syringe. The DNA from the
cells in this fluid can then be analysed to find the sex of the fetus and to detect mutations.
fluid C
uterus
long-needled
syringe used to
remove some of
fluid C
Fig. 3.1
(a) Name fluid C and state its function.
name of fluid .............................................................
function .....................................................................................................................................
.............................................................................................................................................. [2]
(b) (i) Label the placenta on Fig. 3.1 using a line and the letter P. [1]
(ii) State two functions of the placenta.
1 .......................................................................................................................................
...........................................................................................................................................
2 .......................................................................................................................................
...................................................................................................................................... [2]
© UCLES 2015 5090/21/M/J/15

7
(c) Fig. 3.2 shows the chromosomes found in the nucleus of one cell of a developing fetus.
Fig. 3.2
State the sex of this fetus and explain your answer.
sex ............................................................
explanation ...............................................................................................................................
.............................................................................................................................................. [2]
(d) This fetus has a mutation.
(i) Describe the mutation shown in Fig. 3.2.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...................................................................................................................................... [2]
(ii) Suggest the condition that this child could be born with as a result of this mutation.
............................................................ [1]
[Total: 10]

8
4 (a) Define the term drug.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
.............................................................................................................................................. [2]
(b) Fig. 4.1 shows some of the organs of a person that can be affected by the use of drugs.
lung
Fig. 4.1
Complete Table 4.1 by naming organs D and E and by giving one effect of each drug on the
named organ.
Table 4.1
organ label name of

drug one effect of drug
on Fig. 4.1 organ
heroin D
alcohol E
[4]
© UCLES 2015 5090/21/M/J/15

9
(c) (i) Name two toxic components of tobacco smoke.
1 ...........................................................
2 ........................................................... [2]
(ii) State the likely effect on her baby if a mother smokes tobacco throughout pregnancy.
...........................................................................................................................................
...........................................................................................................................................
...................................................................................................................................... [1]
[Total: 9]

10
5 Fig. 5.1 shows some of the interactions that take place in an aquatic ecosystem.
animal waste food
uneaten food
ammonium
ions
nitrate
ions
nitrite
Y ions Y
Fig. 5.1
(a) (i) Use the information in Fig. 5.1 to state each of the following:
the trophic level of the aquatic plant
............................................................
the trophic level of the fish
............................................................
the chemical element being cycled in this ecosystem.
............................................................ [3]
(ii) Explain one way, other than for food, that the fish may depend on the aquatic plant.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...................................................................................................................................... [2]
(b) (i) Name each of the processes represented by the letters X and Y.
process X .........................................................
process Y ......................................................... [2]
© UCLES 2015 5090/21/M/J/15

11
(ii) Name one type of microorganism that will carry out both process X and process Y.
......................................................... [1]
(iii) Explain how aquatic plants take up nitrate ions from their surroundings.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...................................................................................................................................... [3]
(c) Suggest what effect pollution by nitrogen-containing fertilisers might have on this ecosystem.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
.............................................................................................................................................. [2]
[Total: 13]

12
Section B
6 Fig. 6.1 shows a structure found in part of the alimentary canal.
Fig. 6.1
(a) Name the structure shown in Fig. 6.1 and state the part of the alimentary canal in which it is
found.
name of structure .......................................................................................................................
location in alimentary canal .................................................................................................. [2]
© UCLES 2015 5090/21/M/J/15

13
(b) Explain the ways in which this structure is adapted to enable it to carry out its function.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
.............................................................................................................................................. [8]
[Total: 10]

14
7 (a) Describe the significance of each of the following features of a dicotyledonous leaf in terms of
the process named:
(i) the distribution of chloroplasts in the process of photosynthesis
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...................................................................................................................................... [4]
(ii) stomata and mesophyll cells in the process of gas exchange.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...................................................................................................................................... [3]
(b) Transverse sections were taken from the root and stem of a dicotyledonous plant.
Describe differences in how two named tissues involved in transport are arranged in each of
these sections.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
.............................................................................................................................................. [3]
[Total: 10]
© UCLES 2015 5090/21/M/J/15

15
Section C
8 (a) Describe the external features of one named example of a wind-dispersed fruit or seed. State
the importance to the plant of this method of dispersal.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
.............................................................................................................................................. [5]
(b) State two environmental conditions that affect the germination of seeds. Describe the
importance of each condition.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
.............................................................................................................................................. [5]
[Total: 10]
16
9 (a) Describe and explain how an increase in each of the following factors surrounding a plant
affects the rate of transpiration:
• temperature
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
• light intensity
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
• humidity.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
.............................................................................................................................................. [7]
(b) Suggest the importance of transpiration to a plant.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
.............................................................................................................................................. [3]
[Total: 10]


5090 BIOLOGY
Cambridge is publishing the mark schemes for the May/June 2015 series for most
Cambridge IGCSE®, Cambridge International A and AS Level components and some

Cambridge O Level – May/June 2015 5090 21

/ alternatives
R reject
Ig ignore (for incorrect but irrelevant responses)
Question Expected answers Additional guidance Marks
1 (a) (i) sweat gland labelled ; R sweat duct [2]
capillary labelled ;
(b) warmer ; must be a comparative statement [1]
(c) (i) sweat (present in B / ORA) ; [max 2]
capillaries carry more blood (in

B / ORA) ;
capillaries wider / dilated (in B / ORA) ; Ig constrict / shrink
(ii) evaporation (of sweat) ; [max 3]
more blood near (surface of) skin ;
increased heat loss / cooling ;
allows regulation of temperature /

prevents overheating ;
[Total 8]
2 (a) (i) (750/5800) *100 ; [2]
12.9 / 13 (%) ;
(ii) renal artery ; [1]
(iii) 600 ; [1]

(b) [max 4]
heart ; [1]
skeletal muscle ; [1]
for above named parts [max 2]

ref. supply of more oxygen / glucose ;
ref. increased (aerobic) respiration /

prevent anaerobic respiration ;
remove lactic acid (for skeletal muscle

only) ;
ref. contract harder / faster ;
skin ;
increased heat loss ;
(c) less blood to digestive organs ; [max 2]
less digestion ;
less / slower absorption of products of A ref. active transport in digestive

digestion ; system
[Total 10]
3 (a) amniotic ; [2]
prevents physical harm / damage to

fetus ;
(b) (i) placenta correctly labelled ; [1]
(ii) exchange / passage in correct direction [max 2]

of
+ nutrients / named ;
+ gases / named ;
+ excretory products / named ;
+ antibodies ;
ref. prevent mixing of maternal and

fetal blood ;

(c) male ; [2]
presence of Y (chromosome) ; R gene
(d) (i) one extra chromosome / trisomy / three [2]

not two / 47 not 46 ;
position / pair 21 ;
(ii) Down’s syndrome ; [1]
[Total 10]
4 (a) externally administered ; [max 2]
substance ;
modifies / affects chemical reactions in

body ;
(b) [4]
brain ; depressant ; A named parts of brain
liver ; ref. damage ; A named, e.g. cirrhosis / liver

failure / fatty liver disease
(c) (i) nicotine ; [max 2]
tar ;
carbon monoxide ;
(ii) reduced birth weight ; A premature birth / breathing [1]

problems
[Total 9]
5 (a) (i) producer / 1st / 1 ; [3]
(primary) consumer / herbivore / 2nd / 2 ;
nitrogen / N ;
(ii) plant releases oxygen ; [max 2]
fish uses this (oxygen) for (aerobic)

respiration ;
lay eggs on weed / provides

cover / nesting ;
appropriate explanation for above

point ;

(b) (i) (X) decomposition ; Ig excretion [2]

A ammonification
(Y) nitrification ;
(ii) bacteria ; R named bacteria [1]
(iii) active transport ; [max 3]
ref. use of energy (if active transport

given) ;
diffusion ;
correct ref. concentration gradient ;
ref. roots ;
(c) eutrophication ; [max 2]
better growth of plants ;
more food for fish ;
increased decay (of plants / waste

products of fish) ;
increased numbers of bacteria ;
more oxygen used / ref. (bacteria)

respiration ;
ref. death of fish / animals ;
[Total 13]
6 (a) villus / villi ; [2]
small intestine / ileum ;

(b) increased surface area ; [max 8]
many / good supply +

capillaries / blood ;
lacteal ;
absorption ;
two marks for two correctly named

absorbed products ;;
one cell thick / thin walls ;
reduced distance / increased speed of

molecular movement AW ;
diffusion ;
active transport ;
goblet cells ;
mucus + lubricate AW ;
production / release + enzymes;

ref digestion + named products ;
[Total 10]
7 (a) (i) in palisade ; [max 4]
spongy ;
ref. more in palisade ;
none in epidermis / xylem / phloem /

vein / transparent epidermis ;
near leaf surface / (sun)light / to A exposed to

absorb more or most sunlight ;
rapid AW rate of photosynthesis ; A with ref. either distribution or

number
guard cells ;
controlling stomata ;

(ii) CO2 ; [max 3]
O2 ;
correct ref. to photosynthesis or

respiration ;
diffusion ;
(stomata):
allow water vapour out / transpiration ;
(mesophyll cells):
moist surface ;
(b) xylem + phloem ; [max 3]
around edge of stem ;
centre of root / description of

arrangement ;
many xylem (stem) + one xylem A in vascular bundles in stem

(root) ;
phloem and xylem paired in

stem / unpaired in root ;
[Total 10]
8 (a) example named ; [5]
related adaptation, e.g. wing, air A feathery, hairy

bladder, etc. ;
allows plant to colonise new areas ; A transport away from parent plant
reduces competition ;

(b) water ; [max 5]
softening testa / seed coat ;
activation of enzymes ;
solvent ;
oxygen ;
ref. respiration* ; * award only once, either for oxygen

or temperature
energy (for germination / growth)* ;
suitable temperature ;
ref. enzyme / named enzyme action ;
break down food store ;
ref. respiration* ;
energy (for germination / growth)* ;
[Total 10]
9 (a) correct ref. diffusion in any section ; [max 7]
temperature
rate increases ;
increased evaporation (of water) ;
from surface of mesophyll cells ;
ref. (diffusion) gradient* ;
ref. kinetic energy / molecules move

faster ;
light intensity
rate increases ;
more stomata open / stomata open R guard cells open

wider ;
increased surface area for water loss ;
humidity
rate decreases ;
ref. (diffusion) gradient* ; Ig water alone

(b) to bring water / salts ; A nutrients [max 3]
from roots to leaves / up the stem ;
for photosynthesis ;
cool leaf / plant ;
[Total 10]

BIOLOGY
Theory
Key Messages
Candidates should note that when questions ask for a specific number of examples, that number should not
be exceeded.
General Comments
There were some excellent answers and it was noted that many candidates showed a good understanding of
biological principles. The basic biological information was well known, although some candidates found
difficulty in applying this information to novel situations. Other candidates did not give precise examples, e.g.
reference to ‘food’ or ‘gases’ or ‘protection’ without the necessary detail. Most candidates presented their
work well but it is recommended that, for clarity, those who wish to alter their answers should cross out the
word or number and then rewrite it.
Section A
Question 1
(a) The majority of candidates correctly identified the capillary and the sweat gland. Some candidates
incorrectly labelled the sweat duct as the gland.
(b) An answer comparing environmental conditions A and B was required, so the answer ‘warm’
unqualified did not gain any credit.
(c) (i) It was expected that candidates would state two differences which were visible on the diagrams.
Most chose the presence of sweat in B and the difference in size of the capillaries.
(ii) To gain credit, candidates were asked specifically to relate the advantages to the answer they gave
in (c)(i).
Question 2
(a) (i) Candidates who incorrectly calculated their answer were given partial credit if correct working was
clearly shown.
(ii) The question asked for the name of the blood vessels supplying blood to the kidney, so ‘renal
arteries’ was the only correct answer.
(iii) This was answered correctly by many candidates.
(b) Most candidates correctly identified two parts from Table 2.1. The advantage of the increased
blood supply had to be related to either the increased supply or removal of a chemical or to the
increased rate of a process. Examples of good answers were: ‘By increasing the supply of blood to
the heart more oxygen is supplied to the heart muscles to enable them to respire more to release
energy’; or ‘When more blood runs beneath the skin surface it allows more heat to escape by
radiation’.

© 2015
(c) Many candidates identified that there was reduced blood flow to the gut, but did not go on to link
this with the effect on digestion and absorption.
Question 3
(a) Most candidates could name the amniotic fluid but lost the second mark through giving an
imprecise answer, e.g. ‘protection’, which needed further qualification.
(b) (i) Some candidates were confused and labelled the umbilical cord or the amniotic fluid instead of the
placenta.
(ii) This was well answered by many candidates.
(c) The presence of the Y chromosome was noted by many, although some candidates confused
genes and chromosomes in their explanation.
(d) (i) Reference should have been made to both the number and position of the chromosome. An
example of a good answer was: ‘Chromosome 21 does not appear paired, there are three different
chromosomes’.
(ii) This was correctly answered by most candidates.
Question 4
(a) A good definition was given by most candidates, although a few simply stated that drugs were
‘illegal substances’.
(b) The organs were nearly always correctly identified. The effect of heroin on the brain was rarely
correctly stated.
(c) (i) This question was well answered.
(ii) Most candidates referred to a lower birth weight. Other correct effects on a young baby were
credited, but references to effects on an adult were not.
Question 5
(a) (i) Most candidates answered the trophic levels correctly and knew that the element being cycled was
nitrogen.
(ii) An answer such as ‘The fish benefits from the dissolved oxygen’ did not score the second mark as
there was no explanation of why the oxygen was required. Candidates who referred to ‘production
of energy’ rather than ‘release of energy’ did not score the second mark.
(b) (i) Decomposition was usually correct for process X, but answers for process Y were very varied and
covered all aspects of the nitrogen cycle.
(ii) Most candidates answered this question correctly.
(iii) Some good answers were seen such as: ‘They do this by active transport. The nitrate ions are
absorbed into the root hairs of the plants against the concentration gradient’.
(c) This was well answered. A good response was ‘Algae will multiply rapidly on the surface of the
water. This blocks light from reaching the aquatic plants. The aquatic plants will die and so the fish
will also die through lack of oxygen’.
Section B
Question 6
(a) (i) Most candidates correctly identified the villus and its position in the alimentary canal.

© 2015
(b) Some excellent answers were seen with the candidates describing both the adaptations and their
relevance to efficient functioning of the system. Examples of good sentences used in the answer
were: ‘The villi increase the surface area of the gut for absorption of digested food. Many capillaries
are in this structure to transport glucose and amino acids to the liver. The villi have thin walls for the
easy diffusion of dissolved substances’.
Question 7
(a) (i) Candidates found this question challenging. Good answers should have contained references to
the position and relative numbers of chloroplasts within the tissues of a dicotyledonous leaf, and
linked this to the benefits for photosynthesis. An example of a good answer was: ‘There are more
chloroplasts in the palisade layer than the spongy mesophyll. The palisade cells are found on the
upper side of the leaf which enables the chloroplasts to capture more light energy’.
(ii) Many candidates made reference to the stomata, but ignored the mesophyll cells. Reference
should have been made to the mesophyll’s large surface area or moist surface to enhance gas
exchange to gain full credit.
(b) Candidates found it very difficult to describe the distribution of the xylem and phloem in words.
Those who drew accurate, labelled diagrams gained credit. Some candidates’ diagrams lost marks
as the tissues were not labelled and they omitted to say which was a root and which a stem. Most
candidates gained a mark for naming the two tissues ‘xylem’ and ‘phloem’.
Section C
A few candidates answered both questions in this section. They do not gain any benefit from doing so and
should be reminded to answer either question 8 or question 9, as stated on the front of the question paper
and at the start of Section C.
Question 8
(a) It was expected that the external features of the fruit or seed would be appropriate for the named
example chosen. Examples from around the world were equally acceptable, e.g. Tridax or
Jacaranda. An example of a good answer was: ‘The sycamore seeds have two wing-like structures
which reduce the speed at which the sycamore seed falls. This enables it to be directed by the
wind away from the parent plant towards a place where it can thrive, without excess competition
from the parent for nutrients and water’.
(b) Two environmental conditions were required and some candidates gave more than two. The
‘importance in germination’ needed to relate to the environmental conditions stated.
Question 9
(a) Candidates answered the temperature and humidity sections very well. For an increase in light
intensity, many stated that the light increase would equate to a rise in temperature but did not
mention the change in guard cells or size of the stomatal pores.
(c) Candidates found it difficult to tailor their knowledge to answer this question, and so generally did
not score well.

© 2015

* 2 6 0 6 8 0 9 3 5 9 *
BIOLOGY 5090/22
1 hour 45 minutes
Section A
Section B
Section C


2
Section A
1 Fig. 1.1 shows the effect of temperature on the rate at which yeast cells in a nutrient solution
produce bubbles of a gas.
50
40
number 30
of bubbles
produced
in two
minutes 20
10
0
0 10 20 30 40 50 60 70
temperature / °C
Fig. 1.1
(a) Name each of the following:
• the gas released
...................................................................................................................................................
• the metabolic process that releases it
...................................................................................................................................................
• the essential chemical constituents of the nutrient solution.
................................................................ and ................................................................ [3]
© UCLES 2015 5090/22/M/J/15

3
(b) Use Fig. 1.1 to find the optimum temperature for the metabolic process.
.................................................... [1]
(c) Explain the shape of the curve after 60 oC.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
.............................................................................................................................................. [3]
(d) Explain what would happen to the rate at which bubbles of the gas are produced by the yeast
if the temperature of the solution is then gradually reduced from 65 oC to 45 oC.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
.............................................................................................................................................. [2]
[Total: 9]

4
2 Fig. 2.1 shows a plant called the ghost plant and a magnified diagram of its flower. It is called a
ghost plant because it is often completely white in colour. Cells of the ghost plant do not contain
chloroplasts.
small, white,
scale-like leaves
Fig. 2.1
(a) From the appearance of the flower, suggest how it is pollinated. Give a reason for your answer.
how the flower is pollinated ....................................................
reason .......................................................................................................................................
.............................................................................................................................................. [2]
Question 2 continues on page 6
© UCLES 2015 5090/22/M/J/15

6
(b) The ghost plant has an unusual feeding relationship with an underground fungus and with a
nearby tree, as shown in Fig. 2.2 (opposite).
(i) From the information given in Fig. 2.2, name the producer.
...................................................................................................................................... [1]
(ii) The flow of nutrients in the feeding relationship is shown by the arrow on Fig. 2.2.
Suggest three nutrients that flow from the tree to the ghost plant.
1 ..............................................................
2 ..............................................................
3 .............................................................. [3]
(c) Suggest why the leaves of the ghost plant do not possess stomata or large intercellular
spaces.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
.............................................................................................................................................. [5]
[Total: 11]
© UCLES 2015 5090/22/M/J/15

7
part of fungus
root of part of
ghost plant tree root
flow of nutrients from tree to ghost plant
Fig. 2.2

8
3 Fig. 3.1 shows the blood supply to cells in the liver.
liver cell
capillary
C D
Fig. 3.1
(a) (i) Name the cells labelled C and D in Fig. 3.1.
C ..............................................................
D .............................................................. [2]
(ii) The arrow in Fig. 3.1 shows the movement of substances from the liver cells into the
capillary.
Name three substances that move in the direction shown.
1 ..............................................................
2 ..............................................................
3 .............................................................. [3]
(b) (i) Describe the effect of adrenaline on liver cells.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...................................................................................................................................... [2]
(ii) State a situation in which this might occur.
...................................................................................................................................... [1]
© UCLES 2015 5090/22/M/J/15

9
(c) Sometimes the liver is unable to remove glucose from the blood. This condition is called
diabetes.
(i) State two symptoms of this condition.
1 ........................................................................................................................................
2 ................................................................................................................................... [2]
(ii) State how this condition is treated.
...........................................................................................................................................
...................................................................................................................................... [1]
[Total: 11]

10
4 The dominant allele for the ability to smell the scent of a particular flower is represented by A. The
recessive allele, which does not allow a person to smell the scent of the flower, is represented by
a.
(a) Using these letters, indicate each of the following:
(i) the genotype of a woman who is unable to smell the flower
............................. [1]
(ii) the possible alleles found in the gametes of a woman who can smell the flower.
............................. and ............................. [2]
(b) Fig. 4.1 represents some alleles on part of the sex chromosomes of a woman and of a man.
allele B
an
allele
woman man
Fig. 4.1
In the space below, draw these alleles as they might appear in a sperm cell that carries the Y
chromosome.
[2]
© UCLES 2015 5090/22/M/J/15

11
(c) Fig. 4.2 shows how the alleles on one of the chromosomes might appear in a cell taken from
somewhere else in the man’s body. Allele B shows a mutation.
allele B
Fig. 4.2
Suggest two possible causes of the mutation.
1 ................................................................................................................................................
2 .............................................................. ............................................................................. [2]
(d) Mutated alleles such as that shown in Fig. 4.2 are usually recessive.
Use your knowledge of genetics to explain why society discourages marriage between
closely-related people.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
.............................................................................................................................................. [3]
[Total: 10]

12
5 Table 5.1 shows the mean daily water intake and loss by a person.
Table 5.1
water intake / dm3 water loss / dm3
faeces 0.10
drinks 1.50 sweat 0.52
food 0.75 urine 1.50
exhaled air ……..
Total 2.25 Total 2.50
(a) (i) Using the information in Table 5.1, calculate the daily loss of water in exhaled air.
........................................................... [1]
(ii) Explain why exhaled air contains water.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...................................................................................................................................... [2]
(b) Explain why, even though 2.25 dm3 of water are taken in through the mouth, the faeces
contain only 0.10 dm3 of water.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
.............................................................................................................................................. [3]
(c) Explain the importance of water in urine.
...................................................................................................................................................
...................................................................................................................................................
.............................................................................................................................................. [2]
(d) The difference between water intake and water loss by a person is accounted for by water
produced by a metabolic process in the body. Name this metabolic process.
.............................................................................................................................................. [1]
[Total: 9]
© UCLES 2015 5090/22/M/J/15
13
Section B
6 (a) For a named fruit or seed, describe how it is adapted for animal dispersal.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
.............................................................................................................................................. [4]
(b) A student planted seeds from different types of plant in the same area of soil.
(i) Suggest why some of the seeds did not germinate.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...................................................................................................................................... [2]
(ii) Explain why several of the seedlings were unable to survive after a few weeks.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...................................................................................................................................... [4]
[Total: 10]

14
7 (a) Describe each of the following processes:
(i) active transport
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...................................................................................................................................... [4]
(ii) osmosis.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...................................................................................................................................... [3]
(b) Explain what happens to a red blood cell when it is placed in pure water.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
.............................................................................................................................................. [3]
[Total: 10]
© UCLES 2015 5090/22/M/J/15

15
Section C
8 (a) Outline the role of microorganisms in the production of yoghurt.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
.............................................................................................................................................. [6]
(b) Explain how a slice of bread, if left exposed to the air, decomposes due to the growth of fungi.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
.............................................................................................................................................. [4]
[Total: 10]

16
9 Syphilis and HIV are both spread by sexual contact.
(a) Describe the cause and symptoms of syphilis.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
.............................................................................................................................................. [6]
(b) State how syphilis is treated.
...................................................................................................................................................
.............................................................................................................................................. [1]
(c) Discuss how the spread of HIV may be controlled.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
.............................................................................................................................................. [3]
[Total: 10]


5090 BIOLOGY
Cambridge is publishing the mark schemes for the May/June 2015 series for most


/ alternatives
R reject
1 (a) carbon dioxide / CO2 ; [3]
respiration / fermentation ;
any two for one mark:

sugar OR carbohydrates OR A two named mineral ions for 1 mark
named / water / protein OR amino
acids / oxygen / lipids OR fats / mineral
ions OR named ;
(b) any temperature in range 56 – 58 oC ; [1]
(c) 1. rate decreases + zero / stops ; 1. A number of bubbles per (two) [max 3]
minutes(s)
2. enzymes ; 2. R denaturing of yeast / killing of

enzymes
3. denatured ;
4. references to active site / lock and

key hypothesis ;
5. yeast dies / destroyed / killed ;
(d) 1. rate remains at zero / stays the 1. A no gas production / no bubbles [max 2]
same / no change / no effect ;
2. denaturing is permanent / enzymes 2. A active site still changed

still denatured ;
3. death of yeast ;
[Total 9]

2 (a) [max 2]
how the flower is pollinated:
insect / self ; [1]
reason (insect): [max 1]

1. stigma / carpel + enclosed ;
2. anthers / stamens + enclosed ; 2. A not pendulous
3. anthers / stamens + small ;
4. white colour may attract (insects) ;
reason (self):
5. anthers and stigma close ;
6. white / not brightly coloured +

doesn’t attract (insects);
(b) (i) tree ; [1]
(ii) Ig water [3]

carbohydrate / sucrose / glucose /
sugar ;
amino acids ; R protein
mineral / ions / salts / nitrate ; A phosphate / potassium

Ig magnesium
(c) 1. no chlorophyll ; 1. Ig chloroplasts [max 5]
2. no photosynthesis ;
3. carbohydrates obtained from other

organism / cannot make
carbohydrates ;
4. no CO2 requirement ;
5. reduced need for gas diffusion /

gas exchange ;
6. ref. reduced / no transpiration /

description ;
[Total 11]
3 (a) (i) C – RBC / erythrocyte ; [2]
D – WBC / phagocyte / polymorph / A polymorph / neutrophil

neutrophil ;

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2.
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3.
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elea
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arrried
d in
n
blloo
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creeas
sess bloood glu
g cose
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ht / flig
f ht / friigh
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ed) ; [1
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(ii) 1. in
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2.
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(d) A reverse argument throughout [max 3]

A mutated as being equiv. to
recessive throughout
1. parents with normal
phenotype / appear normal / do not
have mutational condition ;
2. heterozygotes / carriers of
recessive allele ;
3. greater chance (correctly

qualified) ; 5. Ig genetic disease
4. children + inheriting 2 recessive

alleles / being homozygous ;
5. suffering from mutational

condition ;
[Total 10]
5 (a) (i) 0.38 + dm3 ; [1]
(ii) evaporation / water vapour ; [2]
from (moist lining of) alveoli / lungs ; Ig other named parts of breathing
system
(b) 1. water is absorbed + blood ; [max 3]
2. (from) ileum / small intestine /

colon / large intestine ;
3. ref need to prevent water loss /

importance of water in body (e.g.
solvent / transport) ;
4. water lost by other methods / ref. to

any named other method of water
loss ;
(c) water is a solvent / dissolves ; [2]
any one named solute ; A salts
(d) respiration ; if qualified must be aerobic [1]
[Total 9]

6 (a) 1. name of fruit or seed ; 1. must fit the description if one is [max 4]
given
2. adaptation that brings animal and 2. e.g. taste, colour, hooks, etc.
plant into contact ;
3. how fruit or seed as carried away ; 3. e.g. internally, in intestine,

eaten, attached to fur
4. how fruit or seed is discarded by 4. e.g. defaecation, scratched off /

animal ; falls off / spat out
5. ref to distance from parent

plant / another location ;
(b) (i) 1. seeds not viable / dormant / AW ; [max 2]
2. temperature not suitable ;
3. (amount of) water ;
4. some of the seeds may require

light ;
5. pH ;
(ii) 1. ref. to competition ; 1. A overcrowding [max 4]
2. accept two from (for) light / 2. Ig refs to too much Ig CO2 and
nutrients / water ;; O2
4. ref. unsuitable temperature / pH ;
5. diseases ;
6. eaten (by herbivores / insects /

pests) / damage by animals ;
7. toxins in soil ;
[Total 10]

7 (a) (i) 1. requires energy ; [max 4]
2. from respiration 2. R produced from respiration
3. movement of ions / molecules /

substances / particles ;
4. (through) living / cell membrane ; 4. Ig partially permeable
5. against concentration gradient /

described ;
6. correct example, e.g. mineral ions 6. A intestine for ileum

and root hair cells / glucose and
ileum
(ii) 1. water ; [max 3]
2. down (water) concentration / water

potential gradient ;
3. partially permeable membrane ;
4. by diffusion ;
5. passive / energy not required ;
(b) 1. water uptake ; 1. Ig osmosis [max 3]
2. ref. water potential higher outside

of cell / ref. concentration gradient ;
3. increase in volume / cell swells ; 3. Ig turgidity
4. membrane cannot withstand 4. A no cell wall

pressure ;
5. cell bursts ; 5. A haemolysis
[Total 10]

8 (a) 1. bacteria (or named e.g. [max 6]

Lactobacillus) ;
2. milk ;
3. incubation / 32 – 50 °C ;
4. reproduction of bacteria ;
5. ref. to enzymes / lactase ;
6. sugar / lactose ;
7. to lactic acid ;
8. coagulation / curdling of + milk /

protein / casein ;
9. imparts texture / flavour ;
(b) 1. spores ; [max 4]
2. produce hyphae / mycelium ;
3. enzymes ;
4. ref. suitable temperature ;
5. external digestion / description of ; 5. A saprotrophic / saprophytic
6. of starch ;
7. of protein ;
8. soluble / diffusible OR named ; 8. A simple sugars
9. ref. (fungal) respiration ; 9. Ig refs to anaerobic
[Total 10]

9 (a) 1. bacterium / spirochaete / [max 6]

Treponema ;
2. ulceration / chancre / sore + on

contact part of body ;
3. swollen lymph glands ;
4. rash / description ;
5. flu-like symptoms / examples ; 5. raised temperature / fever /

headache / sore throat
6. weight loss ;
7. hair loss ;
8. numbness / paralysis / loss of

coordination ;
9. stroke ;
10. dementia ;
11. blindness ;
12. deafness ;
13. heart disease ;
(b) antibiotic / named antibiotic ; [1]

(c) 1. drugs (antiretrovirals / ARVs) can [max 3]

contain the disease ;
2. stick to one partner / avoid casual

sex ;
3. abstinence ;
4. barrier contraception AW ; 4. Ig contraception unqual
5. screen blood ;
6. don’t share / sterilise + needles /

razors / surgical equipment /
toothbrushes ;
7. HIV testing / contact tracing ;
8. education ;
[Total 10]

BIOLOGY
Theory
General Comments.
Candidates found Questions 4, 6 and 8(b) to be the most challenging.
More candidates chose to do Question 9 over 8. The quality of the answers to the optional questions was
higher than in previous years.
The standard of English and legibility of the writing was good in most cases. Careful analysis of the question
prior to answering was not obvious in some cases. Few found it necessary to use additional sheets and
managed to complete the responses in the spaces provided. A few candidates tried to squeeze sentences
between lines often making them illegible.
The time available seemed adequate, as there was no evidence to the contrary.
Section A
Question 1
(a) Glucose was often named but a product rather than a substrate was frequently paired incorrectly.
Yeast was also seen, despite the question requesting a chemical constituent.
(b) The majority gave a correct temperature and with units. A few gave 38.5, having read off the y-axis.
(c) The most common error was to describe the line rather than to explain its shape and so failing to
refer to rate. The word ‘denatured‘ was frequently used incorrectly, with yeast being denatured and
the enzyme being killed. The former was more popular.
(d) The answers were split 50:50 with those that clearly understood that the situation was irreversible
and those that thought yeast cells could be resurrected.
Question 2
(a) The full range of possible pollination methods was seen. A significant number of candidates gave
‘wind’ as their response and also described features that were not shown in the diagram .
(b) (i) The most common incorrect answer was ‘tree roots’.
(ii) Some candidates appeared not to have read the question carefully, as they gave ‘water’ and not a
nutrient as their response.
(c) The common mark point to be missed was the CHO obtained from the other organisms or the fact
that they cannot make CHO. Many candidates understood the point but referred only to ‘food’.

Question 3
(a) (i) This part was answered.
(ii) The most popular trio of substances named were CO2, urea and glucose.
(b) (i) Candidates described the glycogen to glucose conversion but generally ignored references to
adrenaline stimulating glucagon.
(ii) A wide variety of acceptable situations were provided.
(c) (i) A large number of candidates knew the signs and symptoms of diabetes, with a few stating obesity
and clearly confusing causes with symptoms.
(ii) This was well answered.
Question 4
(a) (i) Most candidates understood the term genotype.
(ii) Some candidates appeared to not read the question carefully. Having asked for alleles in the
gametes, candidates should have realised they would be haploid. The majority incorrectly gave the
possible genotypes of a woman who can smell the flower.
(b) A range of answers were provided to this question. Some candiates copied the diagram from
above either for both sexes or for just the male but then failed to label the Y chromosome. Of those
that did manage the rectangle and diamond, very few shaded one.
(c) Radiation was the most common correct answer; few just said chemicals.
(d) Candidates found this question challenging and many responses did ot address the question.
There was some clear misunderstanding of the term dominant, with such expressions as ‘recessive
alleles in the parents becoming dominant in the children.’ There was also the confusion between
gene mutation and chromosome mutation, leading to Down’s Syndrome.
Question 5
Throughout this question about water and its role in the body, there was continual confusion between the
role of sweat in temperature regulation and the role of urine in excretion. Comments like ‘urine contains all
the sweat in the body’ and ‘urine helps us lose heat from the body’ were often seen.
(a) (i) This was often mathematically correct but lacking units.
(ii) Candidates found this question challenging. Very few answers included the idea that the water
came from the alveoli and would evaporate. Most thought it was there because it had been inhaled.
There were some who thought that ventilation was a form of temperature or water control.
(b) Many candidates scored highly here but the water being absorbed into the blood was very rarely
seen.
(c) Most candidates missed the point of water being a solvent, but often named a solute. Some were
clear that it would be painful to excrete without the water but could not quite make the leap to
solvent or dissolving.
(d) Respiration mark was almost always given but a few excretion comments were incorrectly made.

© 2015
Section B
Question 6
(a) Occasionally pollination was confused with fruit and seed dispersal. Some responses gave a mix
and match approach, naming one edible fruit but then going onto talk about hook and clinging to
fur. There was the misuse of the term excretion, when referring to faeces.
(b) (i) Candidates tended to know the conditions for germination, although often gave vague comments
about soil/environmental conditions. Too many thought that they would not grow because of lack of
nutrients. A few recognised they may be in dormancy.
(ii) A large number of answers were about seeds instead of seedlings. Many candiates recognised
there would be overcrowding and so competition for light, nutrients and water but few mentioned
other means of meeting their demise. Candidates would be well advised to always consider
possible answers in their widest respect.
Question 7
Generally the whole of this question was well answered by candidates.
(a) (i) The definition of active transport was well known, although a few talked about from ‘low to high
concentration’ but then followed it with ‘down a concentration gradient’. Candidates would be well
advised to avoid tautology and so not make such a mistake. The need for a cell/living membrane
was rarely seen.
(ii) The definition of osmosis was also well known. There was the occasional mistake where the
candidate included movement of other substances.
(b) A number of scientific inaccuracies were seen with red blood cells having vacuoles. Candidates
would be well advised to check back with the question once they have completed their response.
Section C
Question 8
About a third of the candidate made this choice.
(a) This was well answered. Candidates understood that bacteria and milk makes yoghurt but rarely
mentioned the need for incubation at a suitable temperature. Lactose to lactic acid was given
frequently and lead to the coagulation of the protein. Many candidates knew the species names of
the bacteria involved, suggesting the topic is taught in detail.
(b) The colonisation of a slice of bread by fungi proved more difficult and yet similar questions on
decomposition have appeared on recent papers. The idea of spores and of digestion of the starch
were rare but a few though that turning green was an important fact. The question was asking
candidates to draw from different parts of the specification and they appear to find this difficult.
Some ‘mental flexibility’ exercises would be helpful when preparing for the paper.
Question 9
Candidates answered this question well.
(a) Many candidates knew this well. They were familiar with the name of the bacterium and also that
the symptoms came in different stages, although the latter was not a requirement of the answer.
‘Spores/pores’ often appeared instead of sores. Some did know the word ‘chancre’ but then did not
add ‘on contact part of body’. There were also vague descriptions of skin spots, instead of rash or
the disease affecting brain/heart without giving the symptoms. A few were confused with ‘the
cause’ and went on to talk about unprotected sex and promiscuous behaviour.
(b) Almost universally correct, with just a few confusing antibiotics with antibodies.

© 2015
(c) This was a well answered question. Some responses included ineffective contraceptives.
Abstinence was rarely mentioned, while sex with prostitutes figured frequently. Occasionally a
candidate failed to use the negative i.e.not have sex with many people etc.

© 2015

* 1 9 0 0 0 7 6 2 9 4 *
BIOLOGY 5090/21
1 hour 45 minutes
Section A
Section B
Section C


2
Section A
1 Fig. 1.1 shows a plant cell before and after being placed in a concentrated salt solution.
before after
Fig. 1.1
(a) With reference to named parts of the cell, describe changes in the appearance of the cell
after being placed in the concentrated salt solution.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
.............................................................................................................................................. [3]
(b) Explain how the changes you have described in (a) have occurred.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
.............................................................................................................................................. [3]
[Total: 6]
© UCLES 2015 5090/21/O/N/15

3
2 Fig. 2.1 shows a vertical section through a human heart viewed from the front.
Two chambers, X and Y, are labelled.
X Y
Fig. 2.1
(a) Use Fig. 2.1, and your knowledge of the circulatory system, to complete Table 2.1.
Table 2.1
name of blood vessel carrying

chamber name of chamber
blood from chamber
[4]

4
(b) Fig. 2.2(a) shows how the mean blood pressure changes as blood flows through different
types of blood vessel after leaving the heart.
mean blood diameter of

pressure blood vessel
/ arbitrary / arbitrary
units units
arteries capillaries veins arteries capillaries veins

type of blood vessel type of blood vessel
Fig. 2.2(a) Fig. 2.2(b)
(i) Draw a line on Fig. 2.2(b) to show how the diameters of the vessels that blood flows
through vary.
[2]
(ii) Use the line you have drawn on Fig. 2.2(b), and your biological knowledge, to explain
why the mean blood pressure is higher in an artery than in a vein.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...................................................................................................................................... [4]
© UCLES 2015 5090/21/O/N/15

5
(c) Fig. 2.3 shows blood returning to the heart at low pressure through a vein in a leg.
E
direction
of blood
flow back
to heart
Fig. 2.3
Name part D in Fig. 2.3.
Explain how this part enables blood to return to the heart.
(i) name of part D .........................................................
function ..............................................................................................................................
...........................................................................................................................................
...................................................................................................................................... [2]
(ii) Suggest how the parts labelled E in Fig. 2.3 help blood to return to the heart.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...................................................................................................................................... [2]
[Total: 14]

6
3 (a) Fig. 3.1 shows the distribution of blood groups in the population of a country.
50
45
40
percentage of 35
population
30
with each
blood group 25
(%) 20
15
10
5
0
A B AB O
blood group
Fig. 3.1
(i) State the type of variation shown in Fig. 3.1.
............................................................ [1]
(ii) Give a reason for your answer to part (a)(i).
...........................................................................................................................................
...................................................................................................................................... [1]
(iii) The population of this country is approximately 63 million people. Use the information in
Fig. 3.1 to calculate the approximate number of people in the country that have blood
group B.
Show your working in the space below.
........................................................... [2]
© UCLES 2015 5090/21/O/N/15

7
(b) Table 3.1 shows the distribution of blood groups in the populations of four countries.
Table 3.1
percentage of population with each blood group (%)

country
A B AB O
S 23 38 10 29
T 42 10 4 44
U 26 18 ............... 52
V 36 14 4 46
(i) Calculate the percentage of the population of country U that has blood group AB.
Write your answer in the space provided in Table 3.1. [1]
(ii) Suggest why the percentage of the population with each blood group varies between the
countries listed.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...................................................................................................................................... [2]
(c) Suggest why it might be necessary to know a person’s blood group.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
.............................................................................................................................................. [2]

8
(d) A child’s mother has blood group AB and the child’s father has blood group O.
Draw a ring around each possible genotype and blood group of the child.
genotypes IAIA IAIo IBIB IB Io IAIB IoIo
blood groups A B AB O
You may use the space below to work out your answer.
[2]
[Total: 11]
© UCLES 2015 5090/21/O/N/15

9
4 (a) Fig. 4.1 shows changes in the thickness of the uterus lining and in the concentration of
progesterone in the blood during the menstrual cycle.
thickness of
uterus lining
concentration of
progesterone in
the blood
0 7 14 21 28
time / days
menstruation
begins
Fig. 4.1
(i) Use Fig. 4.1 to state the time at which each of the following occurs:
the uterus lining reaches maximum thickness
........................................................
the concentration of progesterone begins to increase.
........................................................ [2]
(ii) Draw a ring around the day from Fig. 4.1 on which ovulation is most likely to occur.
day 0 day 7 day 14 day 21 day 28
[1]
(iii) Explain how it can be concluded from Fig. 4.1 that the person did not become pregnant
during the 28 days shown, even though ovulation occurred.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...................................................................................................................................... [2]

10
(b) The menstrual cycle is controlled by hormones. Name two hormones, other than
progesterone, that control the menstrual cycle. State one role of each hormone.
name of hormone
…………………………………………………
role in the menstrual cycle
...................................................................................................................................................
...................................................................................................................................................
name of hormone
…………………………………………………
role in the menstrual cycle
...................................................................................................................................................
.............................................................................................................................................. [4]
[Total: 9]
© UCLES 2015 5090/21/O/N/15

11
5 Fig. 5.1 shows a plant growing in an area of well-watered soil.
Fig. 5.1
(a) The plant was held by the stem and pulled from the ground before being re-planted in another
area of well-watered soil.
It was observed that the plant wilted for several days after being re-planted and then recovered
its original appearance.
Suggest an explanation for this observation.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
.............................................................................................................................................. [4]

12
(b) Photosynthesis takes place in the leaves of the plant.
Complete the equation below for photosynthesis using either words or symbols.
.......................... + .......................... .......................... + Glucose

(C6H12O6)
[1]
(c) Fig. 5.2 shows one leaf taken from the plant and the appearance of part of the lower side of
the leaf when viewed using a microscope.
Fig. 5.2
(i) Name the parts labelled P, Q and R in Fig. 5.2.
P .........................................................
Q .........................................................
R ......................................................... [3]
(ii) Suggest how the upper surface of the same leaf would appear different from the lower
surface shown in Fig. 5.2 when viewed using a microscope. Explain the reason for this
difference.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...................................................................................................................................... [2]
[Total: 10]
© UCLES 2015 5090/21/O/N/15

13
Section B
6 (a) Explain why most foods must be digested.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
.............................................................................................................................................. [3]
(b) Describe the digestion of fats.
You should include reference to the following in your answer:
• named regions of the alimentary canal and associated organs

• named chemicals, including the end products of fat digestion.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
.............................................................................................................................................. [7]
[Total: 10]
14
7 (a) A person looks up from focusing on a near object to focus on an object further away.
Describe how changes that take place in named components of the person’s eye produce a
focused image of the distant object.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
.............................................................................................................................................. [6]
(b) Suggest why these changes that take place in the eye are controlled by the nervous system,
rather than by a hormone.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
.............................................................................................................................................. [4]
[Total: 10]
© UCLES 2015 5090/21/O/N/15

15
Section C
8 Name the components of human blood and explain how each component carries out its function.
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
................................................................................................................................................... [10]
[Total: 10]

16
9 (a) Define the term excretion.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
.............................................................................................................................................. [3]
(b) Explain how a kidney machine carries out the functions of a kidney for a person with kidney
disease.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
.............................................................................................................................................. [7]
[Total: 10]


5090 BIOLOGY
Cambridge is publishing the mark schemes for the October/November 2015 series for most

O LEVEL
Question Expected Answer Mark Additional guidance
GREEN SPOT
1 (a) (cell) membrane / cytoplasm / nucleus ;
pulled / moved away from (cell) wall / plasmolysed ;
vacuole ;
reduced in size / smaller / AW ; [max. 3]
(b) ref. direction of water potential / concentration gradient / AW ;
(movement of) water out of cells ;
ref. partial permeability AW of (cell) membrane ; [max. 3]
416
[Total: 6]
BIOLOGY
SAPNA PUBLICATIONS
PAPER 2
O LEVEL
GREEN SPOT
2 (a) X
right ventricle ;
pulmonary artery ;
Y
left ventricle ;
aorta ; [4]
(b) (i) line decreases (lowest at capillaries) followed by increase ;
vein diameter drawn to be higher than artery ; [2]
(ii) ref. heart / ventricle + pump / source of pressure ;
417
pressure relates to distance from heart / pump ; A arteries take blood from / are
BIOLOGY
close to heart
resistance / friction ;
narrow lumen (in artery) ; ORA for vein
thick / muscular / elastic walls (in artery) ;
generation of tissue fluid in capillaries ; [max. 4]
(c) (i) valve ;
prevents backflow of blood / allows flow in one direction only ; [2]
SAPNA PUBLICATIONS
PAPER 2
O LEVEL
(ii) muscle(s) ;
GREEN SPOT
contract ;
put pressure + wall of vein / blood in vein ; [max. 2]
[Total: 14]
418
BIOLOGY
SAPNA PUBLICATIONS
PAPER 2
O LEVEL
GREEN SPOT
3 (a) (i) discontinuous ; [1]
(ii) no intermediate values / distinct / separate categories ; [1]
(iii) (63 / 100) × 10 ;
6.3 million / 6 300 000 / 6.3 × 106 ; [2] award 2 marks for correct
answer alone
(b) (i) 4 (%) ; [1]
(ii) ref. alleles / genes ;
each person has two (for blood group) ;
different (allele / gene) frequency in different populations ;
419
BIOLOGY
ref. inbreeding (of separate groups) AW ; [max. 2] A example of inbreeding e.g.

geographical isolation / culture
(c) blood transfusion / tissue (A blood donor) / organ transplant ; A if ref. is to donor or recipient
clotting with ref. to blood / prevent rejection ; A ORA
to check paternity ;
[max. 2]
(d) I AI o + I BI o ;
A+B; [2]
[Total: 11]
SAPNA PUBLICATIONS
PAPER 2
O LEVEL
GREEN SPOT
4 (a) (i) 11 / 12 day(s) ; A 11th or 12th day
13 / 14 day(s) ; [2]
(ii) day 14 ; [1]
(iii) progesterone (concentration) falls / not maintained ;
ref. figure day 24 – 28 ;
progesterone needed to maintain lining / pregnancy ; [max. 2]
(b) FSH ; [1]

development of follicle / maturation / release of egg / ovum ;
stimulates production of oestrogen ; [max. 1]
420
oestrogen ; [1] A oestradiol for oestrogen
BIOLOGY
repairs / builds up / thickens / develops uterus lining ; throughout

maturation of egg / ovum ;
inhibits production of FSH ;
stimulates production of LH ; [max. 1]
LH ; [1]
ovulation / release of egg / ovum ; [1]
[max. 4]
[Total: 9]
SAPNA PUBLICATIONS
PAPER 2
O LEVEL

5 (a) wilting:
GREEN SPOT
root hairs removed / roots damaged ;
stem / xylem damaged ;
less water absorbed ; R no water absorbed
plant loses water / transpires ;
cells lose water / cells become flaccid ; allow max.3 marks for wilting
answers
recovery:
root (hairs) regrow ;
(more) water absorbed ;
421
cells gain water again / become turgid ; [max. 4]
BIOLOGY
(b) carbon dioxide + water → oxygen ; [1] accept words or chemical

formulae or a correctly balanced
symbol equation
I light / chlorophyll
(c) (i) P = (lower) epidermal cell / epidermis / epidermal layer ;
Q = guard cell ;
R = stoma / stomata ; [3]

(ii) fewer / no stomata / guard cells ;
reduce / stop water loss / transpiration ;
(appears) shiny / bright / ref. to cuticle ; [max. 2]

[Total: 10]
SAPNA PUBLICATIONS
PAPER 2
O LEVEL
GREEN SPOT
6 (a) molecules large + must be converted to smaller ;
insoluble + need to be converted to soluble / non-diffusible to

diffusible AW ;
to be absorbed ;
from (small) intestine / ileum ; A across intestine wall / into villi
into blood / capillaries / lymph / lacteals ; [max. 3]
(b) bile from + liver / gall bladder / bile duct ;
ref. emulsification ;
increased surface area ;
422
BIOLOGY
ref. provision of optimum pH / alkaline conditions ;
small intestine / duodenum ;
lipase ;
from pancreas ;
fatty acids ;
glycerol ; [max. 7]
[Total: 10]
SAPNA PUBLICATIONS
PAPER 2
O LEVEL
GREEN SPOT
7 (a) ciliary muscles ;
relax ;
suspensory ligaments ;
tighten / become taut / pulled AW ;
increased tension / pull on lens ;
lens long + thin / flatter / less fat / convex ;
light refracted / bent (by lens) ; R bent more
(light) converges / (produces image) on retina / fovea ; [max. 6]
423
(b) nervous system quicker AW / hormones slower ;
BIOLOGY
example of relevant situation ;
electrical / impulses ;
via neurones / nerve cells ;
hormones are chemical ;
carried / transported via blood ; [max. 4]
[Total: 10]
SAPNA PUBLICATIONS
PAPER 2
O LEVEL
GREEN SPOT
8 1 red blood cells + transport / absorb / carry oxygen AW ; A any three components named
for 1 mark max. if no marks
2 no nucleus / biconcave / ‘doughnut’ shape AW + increased awarded for lack of
surface area ; accompanying explanations
3 (oxy)haemoglobin ;
4 ref. (oxygen) diffusion into tissues / red blood cells ;
5 white blood cells / named + immunity / immune

system / destroy pathogens / bacteria / viruses / named I germs / foreign bodies
pathogen ;
6 phagocytes / phagocytosis ;
424
7 antibodies / anti-toxins ;
BIOLOGY
8 ref. tissue rejection ;
9 plasma + transport / carry ;
10 dissolved / in solution ;
11 two named chemicals transported ; A urea, CO2 , vitamins, etc.
12 heat transported ;
13 platelets + blood clotting / plug hole ;
14 fibrinogen + to fibrin ; [max 10]
[Total: 10]
SAPNA PUBLICATIONS
PAPER 2
O LEVEL
GREEN SPOT
9 (a) removal from organism / body ;
toxic / poisonous ;
waste (products) ;
from metabolism ; [max. 3]
(b) 1 blood from patient to machine / returned to patient ;
2 using partially permeable membrane / tubes AW ;
3 ref. dialysis fluid ;
4 ref. relative concentrations AW ;
425
5 filters / removes substances from + blood / unwanted
BIOLOGY
out / wanted in ;
6 by diffusion ;
7 urea / nitrogenous products / toxins / poisons ;
8 salt(s) / ions / small molecules ;
9 excess water / ref. osmoregulation ;
10 large molecules / proteins stay in blood ;
11 practical aspect e.g. bubble

trap / repetition / frequency / duration of procedure / dialysis
fluid frequently changed / temperature ref / counter flow ; [max. 7]
[Total: 10]
SAPNA PUBLICATIONS
PAPER 2
BIOLOGY
5090 Biology November 2015
Theory
Key Messages
• Questions are designed to test discrete parts of a topic. Candidates should read the question carefully
so that they include only the relevant information.
• Candidates should remember that a “suggest” question requires them to analyse the question and then
to tailor their biological knowledge to provide an appropriate answer.
General Comments
There were some excellent answers from candidates showing a clear understanding of basic biological
principles. However, in some questions some candidates had difficulty in applying this understanding to new
situations.
Section A
Question 1
(a) This question was well answered by candidates with good descriptions provided.
(b) Answers referring to water concentrations or water potentials are equally acceptable. Some
candidates referred to the movement of the salt solution which did not gain any credit.
Question 2
(a) The parts of the heart were well known. Weaker candidates confused the right and the left sides.
(b) (i) Most candidates were able to indicate that the diameter of the arteries would decrease as the
capillary beds were reached and that this would be followed by a gradual increase in the size of the
veins as the blood neared the heart.
(ii) This question was generally well answered. References to the heart as the pump or source of the
pressure, and the relationship between the distance from the pump and the resulting pressure were
needed in this answer.
(c) (i) Many candidates correctly identified the semi-lunar valves and knew their function in the veins.
(ii) The candidates who identified structures E as muscles usually stated that they could contract. The
effect of the contraction in causing squeezing of the vein and helping to move the blood upwards
was not often seen. Some candidates incorrectly identified E as bones.

© 2015
Question 3
(a) (i) About half of all candidates were able to identify that blood groups are an example of discontinuous
variation.
(ii) Many candidates found it challenging to explain why the variation was discontinuous. Answers
such as “the blood groups are discrete” or “there are no inbetween groups” or “a person has either
one blood group or another” were all acceptable.
(iii) Most candidates either said that there were 6 300 000 or 6.3 million. Those candidates who
answered 6.3 with no units given could not gain full credit.
(b) (i) Most candidates correctly calculated the missing percentage.
(ii) This was generally well answered. Candidates mentioned that the variation reflected the alleles of
the original settlers in the country. As no definitive information was given, candidates also
speculated about the countries, e.g. that they were islands or contained mainly people from a
single ethnic group.
(c) Most candidates gained some credit for this question, usually for a reference to blood transfusions.
Full credit was awarded where there was reference to other factors such as tissue rejection,
paternity cases, the necessity to include the information on some official forms, forensic
investigations etc. Some candidates gave examples of genetically linked diseases which were not
relevant to this question.
(d) This was well answered. The most common error was to identify the genotypes of the parents and
not the children.
Question 4
(a) (i) Candidates were generally able to answer this question correctly. It was necessary for the units to
be stated (in this case, the day) for full credit.
(ii) This was usually answered correctly.
(iii) Candidates were instructed to use information from Fig. 4.1. consequently answers from some
candidates such as “no intercourse took place” were not credited.
(b) The majority of candidates answered this question well, although only roles in the menstrual cycle
were given credit. For example, references to oestrogen and its role in the development of
secondary sexual characteristics were not relevant.
Question 5
(a) This question was only well answered by the strongest candidates. Candidates should have
identified that the root hairs would be damaged when the plant was pulled from the ground and that
there would be a time lag before new root hair cells grew and became functional. Many candidates
erroneously thought that the plant would need time to adjust to the new unfamiliar soil environment.
(b) Most candidates were able to complete the equation correctly.
(c) (i) Most candidates identified the parts correctly, although some misnamed the epidermal cell.
(ii) Although this was answered well by some candidates, many stated that there would be fewer or no
stomata on the upper surface. The explanation should have referred to why there are fewer here,
rather than giving and explanation of why more are on the lower surface.
Question 6
(a) Only the strongest candidates were able to explain why digestion was necessary with the majority
of candidates finding this question challenging.

© 2015
(b) There were some excellent answers that gained full credit. Most candidates carefully read and then
included the required references. There was some confusion among weaker candidates over the
role of bile. Also, there was the implication in many answers that all the digestion occurs in the
stomach.
Question 7
(a) This question was well answered by many candidates who named the structures and clearly
explained how they changed. Some candidates used half of their answer to state the position of the
components when looking at a near object which was not necessary.
(b) This question was generally well answered.
Question 8
Most candidates were able to list the main components of the blood and then explain the functions
of each component. The answers for the red and white cells were very good. For plasma, few
candidates said that many of the molecules were carried in solution and included the role of
transporting heat around the body.
Question 9
(a) There were some excellent definitions of excretion.
(b) Candidates were familiar with the functions of the kidney machine and there were some very clear
accounts which showed good understanding.

© 2015

* 0 4 8 4 9 4 0 1 5 8 *
BIOLOGY 5090/22
1 hour 45 minutes
Section A
Section B
Section C


2
Section A
1 Fig. 1.1 shows a carpel of a flower with two pollen grains on top.
pollen grain pollen grain

A B
Fig. 1.1
(a) Name each of the following:
(i) the process that has brought the pollen grains to the carpel
.......................................................................................................................................[1]
(ii) the part of the carpel to which the pollen grains are attached.
.......................................................................................................................................[1]
(b) On Fig. 1.1, draw a line to show the route taken by the pollen tube up to the point at which
male and female gametes fuse. [3]
(c) Name each of the following:
(i) a part of the carpel where the nuclei are all diploid
.......................................................................................................................................[1]
(ii) a part of the carpel that contains haploid nuclei.
.......................................................................................................................................[1]
© UCLES 2015 5090/22/O/N/15

3
(d) Suggest why pollen grain A has not developed a pollen tube.
...................................................................................................................................................
...............................................................................................................................................[1]
[Total: 8]

4
2 Fig. 2.1 shows a sloth. The sloth is a mammal that lives in the trees of the South American
rainforests.
Fig. 2.1
Sloths have the following features:
• They are extremely slow moving.

• Some tear leaves from trees using their lips and the teeth at the back of their mouths.
• They have no front teeth.
• They climb down the tree to deposit their faeces in a hole they dig near the foot of the tree.
• They lose over a quarter of their body weight when they defaecate, which may be once every
6–8 days.
• Their fur is often green since it contains single-celled, plant-like organisms (algae).
• Their fur also contains blood-sucking mosquitoes and many small animals such as adult
moths that feed on the algae and on the hair of the sloth.
• Moths lay their eggs in the faeces of the sloth on which the moth larvae feed.
• The major predators of the sloth are jungle cats and the harpy eagle.
(a) The structure and functions of the regions of the sloth’s alimentary canal are generally similar
to those of a human.
(i) Suggest which type of front teeth are likely to be absent in the mouth of the sloth.
.......................................................................................................................................[1]
(ii) One region of the sloth’s alimentary canal is proportionally much larger than the same
part in humans. Suggest which part and give a reason for your answer.
part ....................................................................................................................................
reason ...............................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[2]
© UCLES 2015 5090/22/O/N/15

5
(b) Complete the food web in Fig. 2.2 to show the feeding relationships of the organisms
mentioned on page 4.
tree
Fig. 2.2
[4]
(c) Suggest and explain an advantage to the sloths of each of the following:
(i) the algae that live in their fur
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[2]
(ii) burying their faeces at the foot of the trees in which they live.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[3]
[Total: 12]

6
3 Fig. 3.1 shows blood pressure changes as blood flows through part of the circulatory system,
beginning at the right atrium, travelling to the lungs, and ending in the pulmonary vein.
blood
pressure
right C D E pulmonary vein

atrium
region of circulatory system
Fig. 3.1
(a) State which chamber of the heart is represented by C. Explain your answer.
chamber C ................................................................................................................................
explanation ...............................................................................................................................
...............................................................................................................................................[2]
(b) Explain the reasons for the regular changes in blood pressure in region D.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[2]
© UCLES 2015 5090/22/O/N/15

7
(c) Important chemical changes occur in the blood as it passes through region E.
(i) Identify region E.
.......................................................................................................................................[1]
(ii) Describe and explain the chemical changes that occur.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[3]
(d) Describe and explain how the shape of a graph drawn to show blood pressure changes as
blood flows from the heart to the rest of the body and back again would differ from Fig. 3.1.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[3]
[Total: 11]

8
4 Fig. 4.1 shows a section through the leaf of a plant.
air space
Fig. 4.1
(a) State the letters that identify each of the following:
(i) the region containing cells with the greatest number of chloroplasts
.......................................................................................................................................[1]
(ii) two regions that contain cells with no chloroplasts.
................................................................. and .............................................................[1]
(b) Explain why Fig. 4.1 shows the leaf during daylight hours.
...................................................................................................................................................
...............................................................................................................................................[1]
© UCLES 2015 5090/22/O/N/15

9
(c) (i) Identify the tissues labelled H and I.
H ........................................................................................................................................
I .....................................................................................................................................[2]
(ii) Describe the functions of these two tissues.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[4]
(d) Name a gas that gradually increases in concentration in the air space during the hours of
darkness. Give an explanation for your answer.
gas ............................................................................................................................................
explanation ...............................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[3]
[Total: 12]

10
5 Fig. 5.1 shows some human activities that have an effect on the environment.
town forest
R
T
S R
Fig. 5.1
(a) Name two gases, other than carbon dioxide, released at R that are harmful to the environment.
For each gas, state the harm that it causes.
gas 1 .........................................................................................................................................
harm caused .............................................................................................................................
...................................................................................................................................................
gas 2 .........................................................................................................................................
harm caused .............................................................................................................................
...............................................................................................................................................[4]
(b) Explain how recycling could prevent the damage caused to the environment at S and T.
at S ...........................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
at T ............................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[3]
[Total: 7]
© UCLES 2015 5090/22/O/N/15

11
Section B
6 (a) Describe the digestive processes that take place in the mouth (buccal) cavity of a human.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[6]
(b) Explain how food moves from the mouth (buccal) cavity to the stomach.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[4]
[Total: 10]
12
7 (a) (i) Explain how wilting occurs in a plant.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[4]
(ii) Explain why mature plants do not wilt as much as newly-transplanted seedlings, even
when both are exposed to similar conditions.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[3]
(b) Suggest an explanation for what would happen to a plant if it is accidentally ‘watered’ with a
concentrated salt solution.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[3]
[Total: 10]
© UCLES 2015 5090/22/O/N/15

13
Section C
8 (a) Describe how a bacterial cell differs from a typical animal cell.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[3]
(b) Describe the role of bacteria in nitrogen fixation.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[3]
(c) Describe the part played by bacteria after a river has been polluted by sewage.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[4]
[Total: 10]
14
9 (a) Outline the processes of mitosis and meiosis, including references to where they occur.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[7]
(b) Describe the advantages of asexual reproduction in plants with reference to a named
commercially important application.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[3]
[Total: 10]
© UCLES 2015 5090/22/O/N/15


5090 BIOLOGY

O LEVEL
GREEN SPOT
1 (a) (i) pollination ; [1] I insect / wind / cross / self
(ii) stigma ; [1]
(b) line (continuing) down style ;
entering micropyle ;
touching / entering embryo sac ; [3]
(c) (i) stigma / style / ovary wall ; [1]
(ii) ovary / ovule / embryo sac / ovum / ova / egg (cell) / gamete ; [1]
(d) from a different species / type / kind of plant ;
444
ref. chemicals on stigma unsuitable ; A e.g. wrong sugar concentration,
BIOLOGY
toxic chemical
couldn’t germinate / not viable / infertile AW ;
not there long enough / grain immature / wrong enzymes ; [max 1]
[Total: 8]
SAPNA PUBLICATIONS
PAPER 2
O LEVEL
GREEN SPOT
2 (a) (i) incisors / canines ; [1]
(ii) rectum / colon / large intestine ; max 1 mark if function does not
stores faeces / infrequent defaecation AW ; match structure
OR
stomach ;
storing food (ref. defaecation every 6-8 days) ;
OR
ileum / small intestine ;
slower digestion ; [2]
(b) top: harpy / eagle + (jungle) cat + mosquito ; in any order

middle: sloth (left) + moth (right) ;
bottom: (tree) + algae ;
any 4 arrow heads correct ; [4]
445
(c) (i) camouflage / less easily seen ; I insulation, source of nutrition
BIOLOGY
so not eaten / escape predators (or named) AW ;

slow moving / cannot escape quickly ; [max 2]
(ii) faeces decay / decompose / broken down / act as fertiliser ;

ions / CO2 / salts (or named) / nutrients / minerals ;
absorbed by tree / plant ;
used by tree (e.g. growth) ;
provides food / habitat for sloth ;
to hide faeces from predators ; [max 3]
[Total: 12]
SAPNA PUBLICATIONS
PAPER 2
O LEVEL
GREEN SPOT
3 (a) right ventricle ; A pressure increases with incorrect
blood flows from right atrium to right ventricle / pressure increases ; [2] chamber for 1 mark
(b) increases when heart / ventricle + contracts / pumps ; A for 1 mark : ref. heart beat / pulse
decreases when heart / ventricle + relaxes / doesn’t pump ; [2]
(c) (i) capillaries / lung /alveoli / air sac / venule ; [1]
(ii) CO2 lost * ; *OR A gas exchange for 1 mark

O2 gained / oxygenated * ;
haemoglobin / oxyhaemoglobin ;
change in pH / less acidic ;
ref. to diffusion gradient / concentration gradient ; [max 3]
(d) wider variations in pressure AW ; I increasing pressure

pressure high(er) AW ;
446
left ventricle wall large / thick / more muscular ;
BIOLOGY
blood has further to travel / takes longer ;

more or many fluctuations / undulations AW ; [max 3]
[Total: 11]
SAPNA PUBLICATIONS
PAPER 2
O LEVEL
GREEN SPOT
4 (a) (i) L; [1]
(ii) any 2 from : G , H , I ; [1] M incorrect as doesn’t contain cells
(b) stomata / J / guard cells open ORA ; [1]
(c) (i) H – xylem ;

I – phloem ; [2]
(ii) (H) carries water ;

minerals / salts / ions ;
(provides) support ;
(I) carries sucrose / sugar ;

amino acids ;
447
to / from leaf (phloem only) / rest of plant / through plant ; [max 4]
BIOLOGY
(d) carbon dioxide ; gas stated must be CO2

from respiration ; OR water vapour
OR
water vapour ; 2 marks for explanation
from transpiration (stream) ;
cannot escape / stomata or guard cells closed ; [3]
[Total:12]
SAPNA PUBLICATIONS
PAPER 2
O LEVEL
GREEN SPOT
5 (a) any 2 from :
oxides of sulfur ; I CFCs, hydrocarbons (methane),

acid rain ; ozone, chlorine
OR
oxides of nitrogen ; R harm caused if gas incorrect
acid rain / greenhouse gas / ref. global warming ; A plausible harm caused if no gas
OR named
carbon monoxide ;
effect on O2 carriage by blood AW / greenhouse gas /
ref. global warming ;
breathing difficulties (related to any correct gas) ; [max 4]
(b) (S)
recycling of water AW ; max 2 marks available for either S
448
sewage treatment / water treatment / use as fertliliser / use in an or T
BIOLOGY
anaerobic digester ;
reduce amount of pollutants entering water ;
prevention of disease / eutrophication / death of or harm to organisms ;
(T)
recycling of paper / tree-based products ;
prevents deforestation ;
prevents named consequence of deforestation e.g. soil erosion,
flooding ;
fewer harmful emissions / less air pollution ; [max 3]
[Total: 7]
SAPNA PUBLICATIONS
PAPER 2
O LEVEL
GREEN SPOT
6 (a) any named tooth ;
cut / tear food * ; *A chew / masticate / bite / break
crush / grind / smash food * ; up alone for one mark
ref. saliva(ry) ; R crush / cut + molecules
moistening / lubricating / softening ;
ref. action of tongue ;
ref. to (optimum) pH ;
(salivary) amylase ;
acts on starch ;
changing it to maltose ; A reducing sugar
ref. terms mechanical / chemical + digestion ; [max 6]
(b) ref. swallowing ;

peristalsis ;
oesophagus / gullet ;
wave of / rhythmic contraction AW ;
449
of circular muscles ; I references to longitudinal
BIOLOGY
behind / pushing + food / bolus ;

[max 4]
[Total: 10]
SAPNA PUBLICATIONS
PAPER 2
O LEVEL
GREEN SPOT
7 (a) (i) water lost / plant dehydrated ;
by transpiration / evaporation / through stomata ;
faster than it is gained ;
cells / tissues lose turgor / become flaccid / plasmolysed AW ;
no longer support plant ;
any condition leading to wilting ; A lack of water, low humidity, high
light intensity, high temperature,
[max 4] wind
(ii) (mature plant)

root system undamaged ORA ;
ref. root hairs ;
water uptake sufficient for plant ORA ; I ref. more / less water uptake
plant cells / tissues turgid ORA ;
xylem supports older plants / ref. lignin ; [max 3]
450
(b) plant / leaves will wilt ;
BIOLOGY
water lost ;
from cells / tissues ;
by osmosis / diffusion ;
lower water potential in soil water / ref. correct water potential gradient
AW ; [max 3]
[Total: 10]
SAPNA PUBLICATIONS
PAPER 2
O LEVEL
GREEN SPOT
8 (a) bacterial cell has cell wall ; A reverse argument throughout
no (true) nucleus ;
ref. different arrangement of DNA eg plasmid ;
(may) have flagella ; I tail
capable of independent existence ;
size reference e.g. bacterial cells smaller ;
bacteria produce spores ;
bacteria have slime capsules / no mitochondria / smaller ribosomes ; [max 3]
(b) conversion of nitrogen ; I fixation of nitrogen as mentioned

to ammonium / amino acids ; in question
free-living (bacteria) or named (Azotobacter) ;
in root nodules / named bacteria (Rhizobium) ;
451
leguminous plant / named plant ; [max 3]
BIOLOGY
(c) decomposition / breakdown / decay ; A dead plants / dead algae

of organic matter / faeces / urea ;
using up O2 / aerobic / dissolved oxygen decreases ;
for respiration ;
resulting in lack of O2 / anaerobic conditions ;
ref. eutrophication ; [max 4]
[Total: 10]
SAPNA PUBLICATIONS
PAPER 2
O LEVEL
GREEN SPOT
9 (a) both cell division ; max 4 marks for mitosis or meiosis
(mitosis)
in body cells or named ; A in zygote
for growth / repair / replacement ; I growth / repair within a cell
chromosome number retained AW ;
ref. asexual reproduction / single parent ;
produces copy / identical / similar ;
produces two cells ;
(meiosis)
in ovaries* / ovule ; * OR A gonads for one mark
testes* / anthers ;
ref. gamete / sex cell production ;
chromosome number halved / cells become haploid ;
sexual reproduction ; I fertilisation
452
genetically different ;
BIOLOGY
produces four cells ; [max 7]
(b) name of correct organism / crop / technique ; [1] A cutting, micro-propagation,

tubers, bulbs, layering, runners
always an exact / similar copy ;
known characteristics / flavour AW ;
more certain outcome / can be conducted in controlled conditions;
not reliant on pollination (agent) ;
only one parent needed ;
quick(er) ;
less expensive / greater profit / higher yield / more offspring ; [max 2]
[3]
[Total: 10]
SAPNA PUBLICATIONS
PAPER 2
BIOLOGY
Paper 5090/22
Theory
Key Messages
Candidates should always read the questions and think carefully about what they have read before
attempting the questions. In Question 3, a good deal of helpful information was present in the graph which
could have been used to produce accurate answers. Likewise Fig. 5.1 provided information which would
have assisted candidates with their answers.
General Comments
Candidates were generally able to display a pleasing degree of competence in the syllabus topics covered
by this year’s paper and the credit awarded covered almost the entire available range. The areas that posed
the greatest challenges were the interpretation of the graph in Question 3, the effect of transplanting
seedlings and an understanding of nitrogen fixation.
Section A
Question 1
(a) (i) Pollination was usually correctly mentioned, though a few opted for fertilisation.
(ii) This was usually correctly answered. A few candidates confused the stigma with either the style or
the anther.
(b) Some suggested routes began in the middle of the style, and a significant number terminated in the
funicle. The stronger candidates correctly took it through the micropyle to enter the embryo sac.
(c) (i) The question asked for the part of the carpel where the nuclei are all diploid. Ovary was not
acceptable, while ovary wall was correct.
(ii) Most candidates selected a correct answer from a fairly extensive list of possibilities.
(d) The commonest correct response was “from a different species”’, and this was the intended answer
as the pollen grains are of different external appearance. A large number speculatively suggested
that only one pollen grain was able to germinate, and that had already happened.
Question 2
(a) (i) Generally, answers were accurate; very occasionally, molars or pre-molars were suggested.
(ii) The clear majority realised that food needed to be stored in the alimentary canal, and were able to
make a reasonable suggestion of which part that might be. A wide latitude of reasonable
suggestions was accepted, but the commonest incorrect answer was mouth.
(b) The strongest candidates thought of supplying arrows to show the direction of energy flow. A
number of candidates supplied the names of organisms none of which featured in the account of
the sloth’s trophic associates.

© 2015
(c) (i) The provision of camouflage to protect the sloth from predators was regularly mentioned. Some
ingenious suggestions were also made for the advantage of having green algae in the fur
(protecting the fur from the sun, providing food for moths)
(ii) Several felt that burying faeces at the foot of the tree proclaimed ownership of that tree, but most
realised the value to the tree, and subsequently to the sloth, of the faeces as a fertiliser.
Question 3
The graph was clearly explained on the paper, and candidates were assisted by the identification of the parts
of the graph that related to the right atrium and the pulmonary vein. The interpretation of the information
presented proved to be a challenge.
(a) Right ventricle was regularly seen, and many candidates realised that this was the answer as the
right atrium supplies blood to the right ventricle. However, those that gave reasons related to blood
pressure rarely indicated that it is within the ventricle that blood pressure shows the marked
increase indicated on the graph.
(b) The fluctuations in pressure as blood passes along the pulmonary artery were rarely linked to the
contractions and relaxations of the right ventricle. More commonly they were thought to be caused
by breathing in and out. This suggests that these candidates were thinking about a graph on air
pressure in the lungs during breathing.
(c) (i) Candidates usually correctly identified region E as the lungs.
(ii) Describing the changes – namely the loss of carbon dioxide and the gaining of oxygen by the
blood, were quite common. However, few candidates explained those changes, thus there were
few references to the action of haemoglobin or to the importance of diffusion gradients.
(d) In considering the blood pressure changes, candidates might have realised that, since the walls of
the left ventricle are stronger than the walls of the right ventricle, then blood will be under higher
pressure in the systemic circulation, and that this is necessary as the blood has much further to
travel. There were occasional references to these points. Few appreciated that the greater
(systolic) pressure would lead to wider pressure fluctuations in the arteries.
Question 4
(a) (i) Some thought that the upper epidermis would contain the greatest number of chloroplasts. The
vast majority opted correctly for the palisade mesophyll.
(ii) In the main, this was well answered. The spongy mesophyll was thought by a significant number
not to contain chloroplasts.
(b) Candidates must read the question carefully and think about the information given. Many noticed
the open stoma and referred to it. It was common to read that the leaf was shown in the daylight
hours “ because it was photosynthesising”.
(c) (i) A small proportion of candidates confused the position of xylem and phloem.
(ii) The functions of the two tissues was less well known than their positions in a leaf. Sometimes the
xylem was said to carry water while the phloem carries mineral ions, and sometimes the phloem
carried glucose or, too vaguely, “food”.
(d) Reference to the increased concentration of carbon dioxide in the air space being partly the result
of the stoma being closed was not often mentioned. Oxygen from photosynthesis was given as an
answer and respiration was often said to begin as it gets dark, this was not awarded credit.

© 2015
Question 5
(a) Methane and CFCs were quite regularly suggested, but sulfur dioxide, oxides of nitrogen and
carbon monoxide were the common correct answers. Nitrogen was a common incorrect answer.
(b) (at S) References to the filtration of water and the treatment of sewage, while not uncommon, were
not as common as references to reducing the pollution in the river and the harm to aquatic wildlife.
Mention was often made of “recycling sewage” but a fuller explanation was required.
(c) (at T) Planting new trees was thought by candidates to be a form of recycling, and thus references
to the recycling of paper and wooden objects were less common than expected.
Section B
Question 6
(a) Digestion in the mouth had been well learnt. Some candidates gave an account of the digestion of
all classes of food stuff, but those who restricted their answers to starch usually gained most credit.
The job of named teeth was not well described, many thought that teeth reduce the size of food
molecules and some omitted to mention teeth at all. The functions of the tongue, of saliva and of
salivary amylase were very well known.
(b) Some answers referred only to muscles “causing” food to be moved along, stronger answers
referred specifically the contraction of circular muscles pushing food along. The idea that peristalsis
is a wavelike contraction of muscles was quite often missed.
Question 7
(a) (i) It was generally known that the loss of water by transpiration, and the inability to replace it was the
cause of wilting. Few candidates appeared to realise that it is the loss of pressure within cells that
is responsible for a lack of support for the plant. Some thought that a lack of nutrients in the soil
was responsible for the condition.
(ii) Few candidates realised that this process would damage the root hairs or have any effect on the
root system at all. Many thought that older plants were able to store water and few mentioned that
older plants gain some of their support from the xylem.
(b) This part was competently handled by most of the candidates. However some thought that the
plant would absorb the salt by active transport (and sometimes by osmosis).
Section C
Question 8
(a) There were few references to the size difference between animal cells and bacterial cells.
Otherwise, most of the marking points were seen, and full credit was reasonably common.
(b) There were few accurate accounts of nitrogen fixation. Most commonly, candidates gave an
account of decomposition or of nitrification. That nitrogen is converted (into something) was
awarded credit. There were few references to bacteria in leguminous root nodules and hardly any
to free-living nitrogen fixers.
(c) A description of the effect of bacteria decomposing organic matter in the sewage – and the
consequences of that were expected, however, most answers followed the route in which ions from
sewage increased algal growth. Some candidates became side-tracked with reference to algae
blocking out sunlight. However, those that went on to talk of the algae dying and bacteria
decomposing them, using up oxygen for aerobic respiration gained most credit.
Question 9
(a) This part was generally well answered. However, some candidates need to clarify their
understanding of the processes; the words haploid and diploid appeared in answers, but their
relevance to the processes being described were not clearly understood. In some cases there

© 2015
was the belief that meiosis occurs in gametes rather than during their production, and, for some, a
description of meiosis was much nearer to a description of fertilisation.
(b) Candidates were successful in describing the advantages of asexual reproduction, however, they
also needed to give ‘a named example’ of the process in order to secure full credit for this part-
question.

© 2015

* 9 0 7 6 7 5 4 8 0 4 *
BIOLOGY 5090/21
1 hour 45 minutes
Section A
Section B
Section C


2
Section A
1 Fig. 1.1 shows a plant with a magnified transverse section (TS) of the root and an incomplete,
magnified transverse section (TS) of the stem.
incomplete, magnified
transverse section (TS)
of stem
magnified
transverse section (TS)
of root
Fig. 1.1
(a) The transverse section of the root in Fig. 1.1 shows the distribution of xylem and phloem
tissue.
(i) Using a labelling line and the letter X, show, on Fig. 1.1, the location of the xylem tissue
in the transverse section (TS) of the root. [1]
(ii) Complete the transverse section (TS) of the stem in Fig. 1.1 to show the distribution of
xylem and phloem tissue. [2]
(iii) Using a label line and the letter P, show the location of the phloem tissue that you have
drawn. [1]
© UCLES 2016 5090/21/M/J/16

3
(b) State the functions of phloem tissue.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
.............................................................................................................................................. [3]
[Total: 7]

4
2 Dry mass is the mass of all chemicals, excluding water, present in an organism.
Fig. 2.1 shows the stages of germination of a seed. Fig. 2.1 also shows the changes in dry mass of
the plant during these stages of germination.
stage A stage B stage C
change in
0
dry mass time
Fig. 2.1
(a) Name the parts labelled D and E in Fig. 2.1.
D …………………………………………………..
E ………………………………………………….. [2]
© UCLES 2016 5090/21/M/J/16

5
(b) Describe and explain the changes in dry mass shown during each of the stages A, B and C in
Fig. 2.1.
stage A .....................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
stage B .....................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
stage C .....................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
.............................................................................................................................................. [6]
(c) Water is needed for germination of seeds.
State two other conditions needed for germination. Explain why each condition is needed.
condition ...................................................................................................................................
explanation ...............................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
condition ...................................................................................................................................
explanation ...............................................................................................................................
...................................................................................................................................................
.............................................................................................................................................. [4]
[Total: 12]

6
3 Digestion in the human alimentary canal is carried out by the action of enzymes. Each food group
is the substrate for a specific enzyme.
(a) Fig. 3.1 shows diagrams that each represent the action of a specific enzyme to break down a
substrate into one or more end products.
Diagram F in Fig. 3.1 has been completed for you.
Complete diagrams G and H in Fig. 3.1.
diagram F
name of enzyme
protease
...........................................
small intestine
where enzyme acts ...........................................
protein amino acids
....................... .......................
substrate end product
diagram G
name of enzyme ...........................................

starch maltose
....................... .......................
substrate end product
diagram H
name of enzyme
lipase
...........................................
....................... .......................
substrate
.......................
end products
Fig. 3.1
[6]
© UCLES 2016 5090/21/M/J/16

7
(b) Amino acids are the end products of protein digestion. Describe what happens to these amino
acids from the point of digestion until they reach the liver.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
.............................................................................................................................................. [4]
[Total: 10]

8
4 Fig. 4.1 shows the stages in the process of genetic engineering to produce the hormone insulin.
human cell bacterium
DNA thread
DNA plasmid
stage K
isolated DNA with isolated
insulin gene plasmids
bacterial enzyme
cuts the plasmid
isolated
insulin gene
insulin gene inserted into
the plasmid
stage L
transformed plasmid
inserted into bacterium to
form transformed bacterium
reproduction of the bacterium
stage M
stage N production of insulin
Fig. 4.1
(a) (i) Describe how the location and organisation of genetic material in the human cell shown
in stage K of Fig. 4.1 is different from that in the bacterial cell shown.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...................................................................................................................................... [3]
© UCLES 2016 5090/21/M/J/16

9
(ii) Use your knowledge of bacterial cells to name two structures that the transformed
plasmid must pass through to form a transformed bacterium in stage L of Fig. 4.1.
……………………………….………… and ………………………………….….. [2]
(iii) State the type of reproduction that takes place in stage M of Fig. 4.1. Use your knowledge
of the process of cell division to explain why it is important that this type of reproduction
occurs.
type of reproduction ..........................................................................................................
explanation ........................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...................................................................................................................................... [3]
(iv) Name the condition in humans that is treated using insulin produced by the bacteria in
stage N of Fig. 4.1.
.......................................................................... [1]
(v) Stage N of Fig. 4.1 may take place in a container similar to that used in the large-scale
production of antibiotics.
State the name of this type of container.
.......................................................................... [1]
(b) Genetic engineering can also be used to produce crop plants for humans to eat.
Discuss the potential advantages and dangers of using genetic engineering to produce crop
plants for humans to eat.
advantages ...............................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
dangers .....................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
.............................................................................................................................................. [4]
[Total: 14]

10
5 Malaria is a disease caused by a parasite that is transmitted from one person to another by a
vector.
(a) Name the vector of the parasite that causes malaria.
.............................................................................................................................................. [1]
(b) (i) Spread of the vector may be controlled by using an insecticide.
State two other ways of controlling the spread of the vector.
1 ........................................................................................................................................
...........................................................................................................................................
2 ........................................................................................................................................
...................................................................................................................................... [2]
(ii) Resistance to the insecticide can appear in the vector population.
Describe how the process of natural selection may bring about resistance of the vector
to insecticide.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...................................................................................................................................... [4]
[Total: 7]
© UCLES 2016 5090/21/M/J/16

11
Section B
6 Enzyme Q is active in the human alimentary canal. Fig. 6.1 shows the effect of pH on the rate of
reaction of enzyme Q.
100
80
60
rate of reaction
/ arbitrary units
40
20
0
0 1 2 3 4 5
pH
Fig. 6.1
(a) (i) Use the information in Fig. 6.1 to name the region of the alimentary canal where enzyme
Q is active.
………………………………………………….. [1]
(ii) Use your knowledge of the ‘lock and key’ hypothesis of enzyme action to explain why
enzyme Q is active only in this region of the alimentary canal and not in any other region.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...................................................................................................................................... [6]
12
(b) All enzymes contain carbon. List three other chemical elements that must be present in each
molecule of an enzyme.
1 ........................................................................................................................................
2 ........................................................................................................................................
3 ................................................................................................................................... [3]
[Total: 10]
© UCLES 2016 5090/21/M/J/16

13
7 (a) Describe how the nitrogen cycle makes nitrogen in the air available for both plant and animal
protein.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
.............................................................................................................................................. [5]
(b) Nitrogen can also be made available in the form of nitrogen-containing fertilisers. Describe
the possible effects of using nitrogen-containing fertilisers on each of the following:
the production of crops by farmers,
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
the environment.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
.............................................................................................................................................. [5]
[Total: 10]

14
Section C
8 The brain is one component of the nervous system.
(a) State two other components of the nervous system.
1 ................................................................................................................................................
2 ............................................................................................................................................[2]
(b) Fig. 8.1 shows the human brain.
U
S
Fig. 8.1
© UCLES 2016 5090/21/M/J/16

15
Name and describe the functions of parts R, S, T and U, labelled in Fig. 8.1, in terms of
coordinating and regulating bodily functions.
R ......................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
S ......................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
T ......................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
U ......................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
.............................................................................................................................................. [8]
[Total: 10]

16
9 (a) Define the term drug.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
.............................................................................................................................................. [3]
(b) (i) Describe the effects on health of smoking tobacco. In your answer, make reference to the
effects of named toxic components of tobacco smoke.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...................................................................................................................................... [5]
(ii) Suggest why many people regard smoking tobacco as no longer socially acceptable.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...................................................................................................................................... [2]
[Total: 10]


BIOLOGY 5090/21
MARK SCHEME
Maximum Mark: 80
Published
This mark scheme is published as an aid to teachers and candidates, to indicate the requirements of the
examination. It shows the basis on which Examiners were instructed to award marks. It does not indicate the
details of the discussions that took place at an Examiners’ meeting before marking began, which would have
considered the acceptability of alternative answers.
Mark schemes should be read in conjunction with the question paper and the Principal Examiner Report for
Teachers.
Cambridge is publishing the mark schemes for the May/June 2016 series for most Cambridge IGCSE®,
Cambridge International A and AS Level components and some Cambridge O Level components.


/ alternatives
R reject
Question Expected Answer Additional Guidance Mark
1 (a) (i) Label line X on xylem on [1]

transverse section of root ;
(ii) vascular bundle drawn towards [max 2]

outside of transverse section of
stem ;
vascular bundle divided into two

sections ;
three or more vascular bundles

drawn ;
(iii) label line P drawn in correct [1]

location (outer side of vascular
bundle) ;
(b) translocation ; [max 3]
transport ;
dissolved / in solution ;
sugar(s) / sucrose / products of

photosynthesis ;
amino acids ;
reference from source + to

sink / leaves to roots AW ;
[Total: 7]

2 (a) radicle / root ; [2]
testa / seed coat ;
(b) stage A: maximum 3 marks for A / B and [max 6]

maximum 3 marks for C
decreases ;
stage B:
decreases ;
explanation for A / B:
food store used ;
reference to respiration ;
reference to enzyme / named

enzyme action ;
stage C:
increases ;
explanation for C:
reference to photosynthesis ;
reference to production of
named food compound ;
reference to more cells

made / tissue growth ;
(c) oxygen ; [max 4]
reference to respiration ;
energy + for growth ;
suitable / correct temperature ;
reference to enzyme ;
breaks down food store AW ;
[Total: 12]

3 (a) diagram G: [6]

amylase ;
mouth / small
intestine / duodenum ;
diagram H:
small intestine / duodenum ;
fat / lipid / oil ;
fatty acid (s) ;
glycerol ;
(b) reference to [max 4]

absorption / diffusion ;
villi ;
capillary ;
blood / plasma ;
reference to hepatic portal vein ;
[Total: 10]

4 (a) (i) in nucleus (human) / within [max 3]

nuclear membrane ORA ;
in cytoplasm (bacteria) ;
thread + plasmid(s) (bacteria) ;
correct reference to
chromosomes AW ;
genes / chromosomes paired

(human) ;
(ii) (cell) wall ; [2]
(cell) membrane ;
(iii) type: [3]

asexual / binary fission / mitosis ;
explanation:
genetically + identical (cells
produced)
OR clones ;
all capable of producing A to produce insulin in large

insulin / same product ; quantities / to produce a large number of
bacteria / produce bacteria quickly
(iv) diabetes ; [1]
(v) fermenter ; A bioreactor [1]

(b) potential advantages: Max 3 marks for each of advantages / [4]

increased yield / more dangers.
profitable / grow quicker / reduce
famine AW ;
able to grow in environmental

extremes / grow in new areas ;
more predictable results than

selective breeding / more certain
;
able to transfer (beneficial)

genes / features between species
;
nutritionally improved / visually

improved / desirable outcome
e.g. uniform shape ;
disease / pest resistance ;
potential dangers:
risk of genetic spread to other
species ;
may be patented / costs too

much ;
possible (unknown) risk to health

of other species ;
possible (unknown) risk to genes

of other species ;
[Total: 14]

5 (a) mosquito / Anopheles ; [1]
(b) (i) drain swamps / prevent [max 2]

stagnation of water AW ;
add oil on water ;
reference to biological
control / fish or bacteria into
ponds ;
release irradiated males ;
(ii) (resistant) reproduce ; A ORA for each marking point [max 4]
reference to (resistant)
allele / gene ;
inherited / passed on ;
reference to repetition over

many generations ;
(resistant) become more

common ;
reference to evolution ;
[Total: 7]

6 (a) (i) stomach ; [1]
(ii) enzyme and substrate are lock [max 6]

and key ;
reference to optimum
pH / (hydrochloric) acid (in
stomach) ;
active site ;
complementary AW ;
substrate ;
if pH changes / alkaline ;
enzyme denatured / changes

shape AW ;
(substrate) no longer fits ;
(b) hydrogen ; [3]
oxygen ;
nitrogen ;
[Total: 10]

7 (a) fix / convert / change / turn [max 5]

(nitrogen in air) ;
reference to lightning ;
reference to bacteria ;
legumes (peas / beans) / root

nodules ;
to ammonium ;
to nitrates ;
(nitrates) absorbed + by plants ;
reference to amino acids (in

either plants or animals) ;
plants + eaten by animals ;
protein digested (in animals) ;
(b) production of crops: [max 5]
increases / increased yield ;
(due to) improved growth ;
increased profit / AW ;
environment:
reference to positive effect on

environment e.g. more
photosynthesis reduces
CO2 / increases O2 / more wild
plants for insects ;
growth of weeds ;
leaching (into water sources)

AW ;
eutrophication or process
described ;
death of aquatic life ;
possible contamination / pollution

of (drinking) water ;
[Total: 10]

8 (a) spinal cord ; [2]
nerves / neurones ;
named receptor / sense organ ;
(b) R + medulla ; A functions only if linked to correct [max 8]

named part of the brain
control of heart
rate / breathing / involuntary
actions ;
relay of impulses between brain

and spinal cord ;
S + pituitary gland ;
secretes / releases hormone(s) ;
example of named hormone e.g. TSH released which stimulates the

released + correct function ; thyroid gland to secrete thyroxine.
T + cerebrum / cerebral
hemispheres ;
voluntary movement or example

of ;
thought / memory / any other

acceptable function ;
U + cerebellum ;
coordination of movement ;
maintenance of
posture / balance ;
[Total: 10]

9 (a) externally administered ; [max 3]
substance / chemical ;
(that) modifies / affects

/ changes ;
(the) chemical reactions (in the

body) ;
(b) (i) nicotine ; [max 5]
addictive ;
carbon monoxide ;
reduced oxygen carrying

capacity of blood ;
reference to underweight babies

AW ;
tar ;
cough / emphysema / bronchitis ;
explanation of mechanism of
one of the above e.g. cilia
damaged / alveoli
damaged / mucous lining
blocked by tar ;
correctly named cancer (e.g.

lung / throat) ;
reference to cardiovascular
disease / increases blood
pressure ;

(ii) passive smoking or described [max 2]

e.g. effect on
asthmatics / concerns around
smoking near children / pregnant
mothers ;
reference to unpleasant
odour / clothes smell ;
reference to high cost ;
[Total: 10]

BIOLOGY
Theory
Key messages
Candidates are advised to follow the instructions carefully. For example if two examples are asked for, then
three should not be given.
General comments
Many candidates have an excellent recall of the factual information in the syllabus. The next step is to apply
this knowledge to unfamiliar scenarios or diagrams. These questions will always be based on the knowledge
acquired by the candidates whilst studying the syllabus. General statements do not always gain credit.
Where possible, candidates should not state that something ‘has an effect’ on something else without
clarifying what the effect is.
Section A
Question 1
This question was well answered.
(a) Candidates followed the instructions and most correctly labelled the xylem tissue. Several vascular
bundles were shown in the correct position and the phloem cells identified.
(b) Named examples of the molecules translocated, e.g. sucrose and amino acids, should be used
rather than a general term such as ‘nutrients’. Mention should be made that these molecules are
transported in solution.
Question 2
(a) The name testa was not as well known as the radicle.
(b) In this most challenging part of the question, the change, as an increase or decrease in dry mass,
should have been stated for each stage and then an explanation offered for the observed result.
Descriptions of visual changes were not credited and neither were references to the amount of
water present. For stages A and B, candidates needed to explain that respiration used up the
stored food in growth leading to a loss of mass, and that in stage C photosynthesis increased the
food available hence the increase in mass.
(c) In this part the word ‘temperature’ did not gain credit. It should be qualified to suggest that a
suitable temperature for germination is present. Credit was also given to candidates who gave a
numerical temperature range within which germination might occur.
Question 3
This question was well answered by most candidates.
(a) Many candidates gained full credit here.

© 2016
(b) Many clear and logical answers were seen which scored well. Those candidates who described
protein digestion were not awarded any credit.
Question 4
The recall elements of this question were well answered, but candidates found 4(a)(i) and 4(b) to be
challenging.
(a) (i) This was a question which required the candidates to interpret diagrams and to apply their
knowledge. Few mentioned that in humans the DNA was contained within the nucleus on paired
chromosomes.
(ii) This part was well answered.
(iii) Some candidates stated that the cells produced would be genetically similar, rather than genetically
identical. Few candidates then continued to say that the insulin produced would also be identical
from all of the bacteria.
(iv) This part was well answered.
(v) Fermenters or bioreactors were credited.
(b) Specific examples and arguments are required to gain credit in these questions. Vague
statements, such as “they are harmful” or “it can cause problems” were not acceptable.
Question 5
Part (b)(ii) was the most challenging for candidates.
(a) This part was well answered.
(b) (i) This was well answered by those who read the question carefully, and stated methods to control
the malarial vector i.e. the mosquito.
(ii) Some excellent answers were seen which gained full credit, but some candidates thought that
exposure to the insecticide gradually builds up the resistance within the mosquito and it then
becomes immune, so sentences such as “When the insecticide is used again, it will not affect
them” were often seen.
Section B
Question 6
This question was well answered.
(a) (i) Most candidates correctly identified the stomach.
(ii) Well prepared candidates gave excellent answers. Some omitted to state that the pH in other
regions of the alimentary canal would be different. Those who did not read the question carefully
and described the effect of changing temperature on the reaction found it difficult to score many
marks.
(b) This was very well answered.

© 2016
Question 7
This question was well answered by most candidates.
(a) This question required understanding of the nitrogen cycle and food chains. There were many
good answers, but most candidates omitted to mention amino acids and that the plants needed to
be eaten.
(b) This was well answered, especially the section on the environment.
Section C
Question 8
Candidates who chose this question had a good knowledge of the functions of the brain.
(a) Most candidates achieved full credit, although some were confused and gave examples of
endocrine glands.
(b) This was very well answered by many, although there was some confusion between the cerebrum
and the cerebellum. This was another question where qualified statements were required. For
example, “It helps in movement” would not be credited for either cerebrum or cerebellum, but “it is
concerned with voluntary movements” or “it is concerned with co-ordinating balance while moving”
would achieve credit.
Question 9
Candidates who chose this question answered Question 9(a) and 9(b)(i) very well but found
Question 9(b)(ii) more challenging.
(a) Most candidates gave a good definition of a drug.
(b) (i) Candidates named the toxic components and usually associated the effects with the components.
(ii) Candidates tended to make vague statements rather than make specific points, e.g. “It is
dangerous for children”.

© 2016

* 6 3 8 3 0 0 8 6 9 5 *
BIOLOGY 5090/22
1 hour 45 minutes
Section A
Section B
Section C


2
Section A
1 The grape plant has many flowers clustered together on each flowering head. Fig. 1.1 shows the
structure of one mature grape flower.
Fig. 1.1
(a) (i) Name two parts, normally found in other flowers, that are missing from this mature
flower.
1 ..............................................................
2 .............................................................. [2]
(ii) Suggest the type of pollination found in the grape plant and give a reason for your choice.
type of pollination ..............................................................................................................
reason ................................................................................................................................
.......................................................................................................................................[2]
© UCLES 2016 5090/22/M/J/16

3
(b) Fig. 1.2 shows a section through a fruit that develops from the same flower.
juicy pericarp
Fig. 1.2
(i) Name the structure labelled A in Fig. 1.2. .................................................. [1]
(ii) Suggest how part A is dispersed and give reasons for your answer.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[3]

4
(c) The outer skin of the ripe grape fruit is covered by a powdery microorganism that is responsible
for converting grape juice into wine (a drink that contains alcohol).
(i) Suggest the identity of this microorganism .................................................. [1]
(ii) Explain how this microorganism is involved in making wine.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[3]
[Total: 12]
© UCLES 2016 5090/22/M/J/16

5
2 Fig. 2.1 shows a fetus developing inside its mother.
E
F
Fig. 2.1
(a) Complete Table 2.1, using letters from Fig. 2.1, to identify each of the following:
Table 2.1
letter
a structure that contains urea released by the fetus

...............
a region that contains cells, almost all of which could be used for determining
the sex of the fetus ...............
a structure that is used to expel the fetus at birth

...............
a temporary structure that would have been expelled during menstruation if
pregnancy had not occurred ...............
[4]

6
(b) Every day, babies are born suffering from severe withdrawal symptoms as a result of their
mothers taking drugs during pregnancy.
(i) Name a drug which the mother may have taken during pregnancy that might cause these
withdrawal symptoms.
............................................................................................. [1]
(ii) Suggest how drugs taken by the mother have been able to affect her developing fetus.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[4]
[Total: 9]
© UCLES 2016 5090/22/M/J/16

7
3 Table 3.1 is a list of some of the constituents of a healthy human diet.
Table 3.1
constituent
carbohydrates
fats
proteins
mineral salts
fibre / roughage
(a) State one of these constituents that
(i) does not require digestion, ............................................................................................[1]
(ii) is the body’s main storage substance. ...........................................................................[1]
(b) Name two dietary constituents that are missing from the list in Table 3.1 and for each state
two reasons for its importance in the diet.
constituent: ...............................................................................................................................
1 ................................................................................................................................................
...................................................................................................................................................
2 ................................................................................................................................................
...................................................................................................................................................
constituent: ...............................................................................................................................
1 ................................................................................................................................................
...................................................................................................................................................
2 ................................................................................................................................................
...............................................................................................................................................[6]
(c) The chimpanzee is an animal whose metabolism is very similar to that of a human, but one
type of chimpanzee lacks the gene responsible for the manufacture of amylase.
Suggest how this will affect the diet of this type of chimpanzee.
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[2]
[Total: 10]
8
4 Fig. 4.1 shows the leaves of the same plant during daylight and during the hours of darkness.
in daylight in darkness
Fig. 4.1(a) Fig. 4.1(b)
(a) Name a process that takes place in the plant in Fig. 4.1(a) only during daylight and explain
how the leaves help this process.
process ....................................................................................
explanation ................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[3]
(b) The folding of the leaves at night, as seen in Fig. 4.1(b), is called a sleep movement.
Suggest and explain the effect of these sleep movements on the loss of water from one of
these plants.
effect ........................................................................................
explanation ................................................................................................................................
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© UCLES 2016 5090/22/M/J/16

9
(c) Fig. 4.2 shows the uptake and loss of oxygen by a leaf during a 24-hour period.
+
uptake
uptake or
loss of 0
oxygen
loss
–
midnight 0400 0800 noon 1600 2000 midnight
time / hours
Fig. 4.2
Explain what is happening in the leaf at the following times:
(i) between 1800 hours and 2000 hours
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.......................................................................................................................................[2]
(ii) after 2200 hours.
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[Total: 11]

10
5 Table 5.1 shows a number of processes that occur in the lungs and thorax (chest cavity).
Table 5.1
process involved ✓
diffusion into red blood cells
diffusion into the alveoli
the diaphragm contracts
the diaphragm relaxes
the external intercostal muscles contract
the internal intercostal muscles relax
the ribs rise
the ribs fall
pressure in the thorax increases
pressure in the thorax decreases
(a) Carbon dioxide arrives at the lungs in capillaries. Place a tick (✓) in each box against a process
involved in removing carbon dioxide from the blood and expelling it to the atmosphere. [4]
(b) Table 5.2 shows the percentage of oxygen in inspired and expired air of three people, J, K
and L.
Table 5.2
% of oxygen in % of oxygen in
person
inspired air expired air
J 20.5 15.0
K 20.5 16.5
L 20.5 18.5
Describe the differences shown in Table 5.2 and suggest reasons for them.
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[Total: 8]
© UCLES 2016 5090/22/M/J/16
11
Section B
6 (a) Describe the differences in structure and function between a cell wall and a cell membrane.
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(b) Explain, with examples, the relationship between cells, tissues and organs.
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[Total: 10]
12
7 (a) Seeds require certain conditions before they will germinate. List these conditions and, for
each condition you mention, suggest how it is important in the process of germination.
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(b) Explain how a seed obtains its food store from its parent plant.
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[Total: 10]
© UCLES 2016 5090/22/M/J/16

13
Section C
8 (a) Describe the industrial manufacture of single cell protein.
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(b) Suggest problems of using viruses in biotechnology.
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[Total: 10]
14
9 (a) With reference to the inheritance of blood groups, explain what is meant by each of the
following terms:
(i) dominance
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...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[3]
(ii) codominance.
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...........................................................................................................................................
.......................................................................................................................................[3]
(b) Explain the difference between the number of chromosomes in a gamete and in a body cell.
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[Total: 10]
© UCLES 2016 5090/22/M/J/16

BIOLOGY 5090/22
MARK SCHEME
Maximum Mark: 80
Published
Teachers.
Cambridge International A and AS Level components and some Cambridge O Level components.


/ alternatives
R reject
1 (a) (i) sepals / calyx ;

petals / corolla ;
nectaries ; [max 2]
(ii) type of pollination: self / wind ; [1]
reason for wind: exposed / large +

stamens / anthers ;
reason for self: position of anthers

relative to stigma / carpel ;
reason for either : no petals / nectaries

to attract insects ; [max 1]
(b) (i) seed / cotyledon ; [1]
(ii) bird / animal / herbivore ;
sweet / sugary / coloured

(skin) / juicy / succulent / taste / smell ;
eaten / consumed / food ;
spits out or drops / undigested / passes R reference to excretion

out with faeces ;
at a distance from parent

plant / elsewhere AW ; [max 3]
(c) (i) yeast / fungus ; R bacterium [1]

(ii) sugar (or named) / correct formula ;
fermenter/ fermentation / anaerobic A sugar is broken down in the

respiration (or description of) ; absence of oxygen
reference to suitable
temperature / warmth ;
reference to enzymes ; [max 3]
[Total 12]
2 (a) C/D/E ;
C/D ;
F;
E; [4]
(b) (i) heroin / alcohol / nicotine / named

addictive drug ; [1]
(ii) Ig reference to named drug /

substance (e.g. CO, tar)
mother’s blood ;
diffusion ;
across or through placenta ;
fetus / baby / embryo + blood ;
umbilical cord / umbilical vein ; R umbilical artery [max 4]
[Total 9]
3 (a) (i) mineral salts / fibre / roughage ; [1]
(ii) fat / lipid ; [1]

(b) constituent: water ; [1]
reasons for importance:

solvent /
constituent of urine /
reference to chemical reactions /
constituent cells OR cyto-, proto-
plasm OR blood /
temperature regulator OR sweating /
transporter /
osmoregulator AW /
prevents dehydration /
lubrication /
prevents constipation ;; [max 2]
constituent: (named) vitamin ; [1]
reasons for importance:

prevent deficiency disease AW /
reference to correct specified benefit
of any vitamin ;; [max 2]
(c) little or no starch in diet / cannot digest

starch AW ;
relies on sugar or named sugar AW ;
(needs to) eat fruit / animals / fewer
plants ;
may rely on fat / protein (for energy) ; [max 2]
[Total 10]
4 (a) process: photosynthesis ; [1]
explanation:
1. leaves flat ;
2. face the sun / horizontal ;
3. large / maximum / increased +
surface area ;
4. (for) trapping / absorbing
/ converting + light (energy) ;
5. (for) CO2 absorption / reference to
stomata ;
6. presence of chlorophyll
/ chloroplasts ;
7. reference to transparent cuticle
/ epidermis / thin leaves ;
8. reference to intercellular
spaces / mesophyll cells ;
9. reference to veins to bring
water / take away products ; [max 2]

(b) effect: reduces (transpiration) ; [1]

Ig wilting
explanation:
stomata ;
(mostly) on lower surface ;
any two of: humidity build up / reduced

diffusion gradient / reduced
evaporation (rate) / reduced surface
area / (stomata / guard cells) close ;;
protection from breeze / wind ; [max 3]
(c) (i) reduced light levels ;
photosynthesis slowing down ;
less O2 produced / lost AW ;
stomata closing / closed AW ; [max 2]

(ii) reference to darkness / low light

intensity ;
photosynthesis stops ;
O2 used / absorbed / gained / uptake

AW ;
(for) respiration ; [max 2]
[Total 11]
5 (a) diffusion into the alveoli (box 2) ;

the diaphragm relaxes (box 4) ;
the ribs fall (box 8) ;
pressure in the thorax increases
(box 9) ; [4]
(b) 1. any stated difference between

inspired and expired % O2 ;
2. O2 used in respiration ;
3. Person J – the most / more (than
normal) O2 absorbed / used ;
4. Person J - active / taking
exercise / athlete / pregnant / high
respiratory rate / high blood cell or
red blood cell count AW ;
5. Person K – moderate
activity / normal ;
6. Person L – low O2
absorption / use ;
7. Person L – (named) lung A any disease that would restrict O2
disease / anaemia / uptake
smoker / inactive / sleeping / elderly
/ dying / low respiratory
rate / reference to low red blood
cell count / carboxyhaemoglobin ; [4]
[Total 8]

6 (a) structure:
1. cell wall thick / cell membrane thin
;
2. cellulose in cell wall ;
3. fat / protein in cell membrane ;
4. cell wall surrounds OR protects
cell membrane ORA ;
function:
5. wall permeable + membrane
semi-permeable AW ;
6. cell wall no control / cell
membrane has control over what
enters cell ;
7. cell wall involved in
turgor / support / protection / shape
/ prevents bursting ;
8. osmosis (only) through
membrane ;
9. active transport (only) through
membrane ; [max 6]
(b) 1. (cell) the unit of life AW ;

2. tissues are made up of cells AW ;
3. cells in tissues have
common / specific function ;
4. organs are made up of tissues
AW ;
5. working / combining together ; [max 3]
6. one example each of a named A for tissue examples including:
cell identified as such + a named blood, muscle, nervous, epithelial,
organ identified as such ; connective, xylem, phloem, palisade,
epidermis
A for organ examples including:
muscle, heart, leaf, flower, root, stem [1]
[Total 10]

7 (a) Each importance must be linked to a

condition in order to score credit.
1. oxygen ;
2. for respiration / energy release ;
3. growth / mitosis / cell division ;
4. water ;
5. solvent / reference to chemical
reaction / transport ;
6. to rupture / break / soften testa
(seed coat) ;
7. reference to temperature qualified

e.g. suitable / warm ;
8. for enzyme action ;
9. digestion AW + of food / named
food (stores) ;
10. seed must be viable / alive / no
longer dormant ; [max 6]
(b) 1. amino acids / sucrose or sugar ;

2. as a result of photosynthesis ;
3. in or from leaves / source / storage
organ of parent – or parent clearly
implied ;
4. in solution ;
5. translocated / in phloem ;
6. in veins / vascular bundles ;
7. functional reference to
cotyledon / endosperm OR sink ; [max 4]
[Total 10]

8 (a) 1. sterilised / aseptic technique ;

2. fermenter ;
3. bacterium / fungus / algae /
named example ;
4. substrate / cultured medium or
named / broth / any two
chemicals in the medium ;
5. oxygen / air ;
6. bubbles / sparger / aerator /
paddle / stirrer AW ;
7. temperature
regulation / control / cooling
jacket ;
8. pH ref ;
9. optimum or best for growth or
reproduction of organism ;
10. filtration / collection / harvesting /
separating (the product) ;
11. name / use of product e.g.
mycoprotein / meat
substitute / cattle feed ; [max 8]
(b) 1. size reference / extremely small

AW ;
2. reproduce only in living A named viral disease
cells / pathogenic AW / parasitic ;
3. specific ;
4. may need to separate them from
living tissue / difficult to isolate ; [max 2]
[Total 10]
9 (a) (i) 1. allele(s) ;

2. responsible for a
character(istic) / trait ;
3. only one needs to be
present / reference to
heterozygote AW ;
4. for the character to appear / be
expressed (in phenotype) AW ;
5. e.g. I AI O + group A / I BI O + group A A, B, O instead of I A, I B, I O
B / I AI B + dominant to I O ; [max 3]
(ii) 1. two alleles ;

2. neither being recessive / (equally)
dominant ;
3. both have an effect / are
expressed / phenotype
intermediate ;
4. reference to heterozygote AW ;
5. I AI B / AB ; [max 3]

(b) 1. number of chromosomes in a A sex cell = gamete / one named

gamete is half those in a somatic gamete
or body cell ORA / one versus two
sets of chromosomes ;
2. correct use of the terms haploid +
diploid ;
3. 46 v. 23 ;
4. gametes / haploid cells are the
result of meiosis / reduction
division ;
5. somatic / body cells occur
in / produced by mitosis ;
6. (diploid) number restored + at
fertilisation ;
7. each parent has equal share in
genotype of offspring AW ; [max 4]
[Total 10]

BIOLOGY
Theory
Key messages
Some questions required candidates to adapt knowledge they have gained and apply it to an unfamiliar
situation, and there were occasions where good factual accounts were given on this paper. However, these
were often not answers to the questions set. Questions 2(b)(ii), 7(b) and, to a lesser extent, Question 4(b)
exemplify this point. Greater care needs to be taken to avoid reproducing learned information; rather, this
information should be used to address the question as set.
General comments
Many candidates showed a good level of knowledge and understanding. Marks were spread across the
entire mark range, with some papers scoring very highly.
Section A
Question 1
(a) (i) This question was generally well answered, with most candidates gaining full credit.
‘Stigma’ was amongst the more popular of the incorrect answers.
(ii) This was reasonably well answered, with most candidates gaining some credit. Some candidates
incorrectly named features (e.g. feathery stigma) which were not apparent in Fig. 1.1. A relatively
small number of candidates made incorrect reference to cross-pollination.
(b) (i) A large majority of candidates correctly named structure A.
(ii) Most candidates gave full and accurate answers and achieved full credit. A small number were
confused about insect pollination and so referred to insects in their answer.
(c) (i) The majority of candidates successfully named the organism involved. The most common
incorrect answer given was to suggest that the organism would be a bacterium.
(ii) Most candidates made correct reference to anaerobic respiration or fermentation. Sugar was
sometimes stated, but references to enzymes and a suitable temperature were rare.
Question 2
(a) Whilst most candidates gained some credit here, full credit was rarely seen. The amnion was often
thought to be responsible for birth and the spongy lining to the uterus and the muscular wall were
often confused.
(b) (i) Most candidates were successful here, although reference to smoking and cigarettes was often
seen.
(ii) A very large majority of candidates failed to show understanding of the requirements of this
question and gave long and detailed, often correct, descriptions of the effects on the fetus (and
sometimes on the mother) of smoking, and included descriptions of tar and carbon monoxide, with

© 2016
quite often no mention of nicotine. The effect of drugs on the embryo were often given rather than
a description of the mechanism of entry into the fetus. As a result, such answers often gained no
credit. A number believed that the mother’s blood crosses the placenta.
Question 3
(a) (i) A large majority of candidates were able to give the correct constituent.
(ii) Although generally well answered, common errors included carbohydrates (often given) and
proteins (less often seen).
(b) Many candidates gave full and correct answers, thereby scoring full credit. A significant number of
candidates incorrectly named a mineral, e.g. calcium, and then gave an accurate account of the
importance of the named mineral, not appreciating that mineral ions were covered in the table.
(c) Candidates who correctly mentioned the role of amylase in the digestion of starch often then failed
to mention the need for some other constituent to provide the required energy. A significantly large
number of candidates incorrectly referred to the digestion of carbohydrates rather than starch and
sometimes did not appear to understand the difference between them. Many attempted to
describe the effect on the animal itself (e.g. lack of energy) rather than on the diet of the animal.
Question 4
(a) This part was very well answered. A large majority of candidates gained full credit. A small
number correctly named photosynthesis, but then failed to link photosynthesis with the role of the
leaf in their explanation.
(b) Stronger candidates gained full credit here. The standard of answer among the remainder was
variable. Many candidates appeared not to consider carefully the information given in the question,
and, based on the appearance of the plant, gave answers related to wilting.
(c) (i)(ii) It was fairly common for candidates to be confused by the appearance of the graph and by the
terminology used here. Many failed to realise the oxygen was still being lost during the time
specified in question (i), seeming to believe that a rise in the graph indicated an increase in uptake.
Many candidates struggled to show understanding of the relative diurnal roles of photosynthesis
and respiration and how they interact. A common misconception was that they are mutually
exclusive and that one starts as the other ends (and vice versa). Some candidates made a
confused reference to ‘light dependent’ and ‘light independent’ stages of photosynthesis; a level of
detail that goes well beyond syllabus requirements.
Question 5
(a) Stronger candidates were able to gain full credit here. However, neither of the intercostal muscle
actions mentioned is involved in the process of exhalation, but it was common for candidates to
believe that they were. Several candidates placed ticks in a large number of the boxes, thereby
reducing their potential score.
(b) This question was only moderately well answered. Whilst most candidates realised that individual
K was ‘normal’ i.e. a control, many misidentified the significance of individuals J and L, with a
relatively small but significant number believing that L was the most active, and J the least active of
the three individuals. That respiration was the process responsible for the statistics was regularly
overlooked.
Section B
Question 6
In general, both parts (a) and (b) of this question were well answered.
(a) Most candidates demonstrated a sound understanding of the relative structure and function of cell
walls and membranes. In particular, the role of the cell wall in the maintenance of turgor and its
consequences was well understood. Common errors included confusion concerning permeability,

© 2016
partial permeability and non-permeability, and the application of these terms to walls and
membranes. Only the most proficient candidates made reference to both ‘osmosis’ and to ‘active
transport’ with reference to the cell membrane.
(b) The distinctions, as well as the connections between cells, tissues and organs were well known.
However, many omitted to provide examples of each, or gave two examples, omitting a third.
Question 7
(a) The majority of candidates provided correct and detailed answers, achieving full credit or
approaching this. It would appear that this part of the syllabus is well understood. One relatively
common failing was simply to refer to ‘temperature’ rather than to give a correctly qualified
reference.
(b) A large majority of candidates gained only little credit here. Many answers were characterised by
detailed, often correct, descriptions of fertilisation and the formation of endosperm or cotyledon;
others were detailed, often correct descriptions of the breakdown and subsequent fate of materials
stored in the endosperm or cotyledon during seedling growth. In neither case were these answers
relevant to the question asked and thus failed to gain any credit. Further failings were to describe
the original source of storage materials in the parent plant, and also to confuse photosynthesis in
the seedling as part of the process of germination.
Section C
Question 8
This question was the less popular Section C choice. It was, however, often well answered with a majority of
candidates performing well. Part (b) proved more challenging than (a) for the majority of candidates.
(a) Most candidates gave full, detailed, and correct answers thereby scoring well. A small number of
candidates provided answers which were based on an incorrect substance, e.g. the manufacture of
insulin or antibiotics which precluded credit for several of the marking points. However, such
answers usually contained sufficient correct details of the process to allow them to gain a degree of
credit.
(b) The majority of candidates gained credit for a reference to viruses causing harm. Apart from the
occasional mention of the inconvenience caused by the size of viruses, no other valid points were
usually made.
Question 9
In general, the standard of answers to this question was good.
(a) (i)(ii) These parts were quite well answered with a majority of candidates gaining some credit. Amongst
candidates scoring less well, confusion was often apparent between alleles, genes and
chromosomes. Some candidates gave answers which were not based upon blood groups but
some other feature, e.g. height, hair colour etc. It was common to read that one blood group,
rather than an allele responsible for it, is dominant over another. There were often genetic
diagrams drawn, but, as they were usually lacking in explanation or a description of relevance, they
failed to score.
(b) Stronger candidates usually gained full credit here. Others often showed confusion between:
haploid and diploid; meiosis and mitosis; chromosomes and chromosome pairs. A very common
error, even among stronger candidates, was the mistaken belief that gametes divide by meiosis
(rather than that they are the result of meiotic division of diploid cells).

© 2016

* 2 0 1 1 8 4 4 8 6 2 *
BIOLOGY 5090/21
1 hour 45 minutes
Section A
Section B
Section C


2
Section A
1 Fig. 1.1 shows a model that a student made to represent the human breathing system.
clay drinking straw
rubber band
balloon
rigid plastic cup

rubber band
rubber sheet
Fig. 1.1
(a) State the part of the model shown in Fig. 1.1 that represents each of the following structures.
the trachea ................................................................................................................................
the diaphragm ...................................................................................................................... [2]
(b) Describe how this model does not accurately represent the human breathing system.
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© UCLES 2016 5090/21/O/N/16

3
(c) (i) The model can be used to demonstrate the action of breathing.
Describe what the student must do to the model to demonstrate the action of breathing in.
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...................................................................................................................................... [2]
(ii) State what the student would observe as the model is used to demonstrate the action of
breathing in.
...........................................................................................................................................
...................................................................................................................................... [1]
(iii) The model becomes damaged by a hole being made in the side of the rigid plastic cup.
Describe and explain how this damage will change what the student would observe as
the model is used to demonstrate the action of breathing in.
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[Total: 12]

4
2 Fig. 2.1 shows a magnified pollen grain from each of two plant species, A and B.
magnification ×830 magnification ×200
pollen grain from plant species A pollen grain from plant species B
Fig. 2.1
(a) (i) Use the information in Fig. 2.1 and your biological knowledge to describe three
differences between the pollen grains from species A and species B.
Write your answers in Table 2.1.
Table 2.1
pollen grain from species A pollen grain from species B
[3]
© UCLES 2016 5090/21/O/N/16

5
(ii) Cross-pollination takes place in both species A and species B.
Describe what is meant by the term cross-pollination.
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...........................................................................................................................................
...................................................................................................................................... [3]
(iii) Using the information provided by Fig. 2.1, describe how cross-pollination is most likely
to occur in species A and in species B.
species A
...........................................................................................................................................
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species B
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6
(b) Fig. 2.2 is a photograph of the flowers of species A.
Fig. 2.2
List two features that would be present in the flowers of species B that are not present in
those of species A.
1 ................................................................................................................................................
2 ........................................................................................................................................... [2]
[Total: 11]
© UCLES 2016 5090/21/O/N/16

7
3 Fig. 3.1a is a diagram of the human skeleton. Fig. 3.1b is an X-ray that shows damage to part of a
person’s skeleton.
Fig. 3.1a Fig. 3.1b
(a) (i) Draw the letter X on Fig. 3.1a to show the location of the damage to the person’s skeleton
that is shown in Fig. 3.1b.
[1]
(ii) Describe the damage to the person’s skeleton shown in Fig. 3.1b.
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8
(b) Fig. 3.2 shows the arrangement of bones and muscles in part of a person’s body.
Fig. 3.2
(i) Name the muscle labelled B in Fig. 3.2.
………………………………………………….. [1]
(ii) Draw an arrow on Fig. 3.2 to show the direction of movement that will be caused when
the muscle labelled B contracts.
[1]
(iii) When the muscle labelled B contracts, the muscle labelled A relaxes. State the term that
refers to a pair of muscles that act in this way.
…………………………………………………. [1]
(c) Fig. 3.3 shows the approximate percentage of body mass that is due to the skeleton in birds
and in humans.
15
approximate
percentage of 10
body mass due
to the skeleton
0
birds humans
Fig. 3.3
© UCLES 2016 5090/21/O/N/16

9
(i) Use the information in Fig. 3.3 to compare the approximate percentage of body mass
that is due to the skeleton in birds and in humans.
...........................................................................................................................................
...................................................................................................................................... [1]
(ii) One reason for this difference is that the bones of a bird contain air spaces. These air
spaces are connected to the lungs of the bird.
The blood of birds contains more haemoglobin per unit volume than that of humans.
Suggest how these adaptations, and that shown in Fig. 3.3, help a bird to move by flying.
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[Total: 11]

10
4 Table 4.1a shows some of the recommended dietary allowances for a child under the age of six
months.
Table 4.1b shows part of the composition of bottle milk that may be fed to a child under the age of
six months.
Table 4.1a Table 4.1b
recommended amount per

component
dietary allowance component 100 cm3 of
bottle milk
energy 2770 kJ
energy 277 kJ
protein 13 g
fat 3.6 g
vitamin C 30 mg
carbohydrate 7.3 g
iron 6 mg
protein 1.3 g
vitamin C 3.0 mg
iron 0.6 mg
(a) (i) Calculate the volume of bottle milk that a child under the age of six months should be
fed each day to obtain the recommended dietary allowance of each component listed in
Table 4.1a.
You may use the space below to work out your answer.
........................................................... [2]
(ii) State and explain the health risks to a child who is fed less bottle milk each day than the
volume you have calculated.
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© UCLES 2016 5090/21/O/N/16
11
(b) (i) Many mothers choose to feed their child breast milk rather than bottle milk.
Describe some advantages of breast milk compared with bottle milk.
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...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
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(ii) Suggest one reason why a mother may choose to feed her child bottle milk.
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...................................................................................................................................... [1]
[Total: 11]
5 Complete the paragraph below by writing the most appropriate word in each of the spaces.
A ……………………….……. includes a long molecule of DNA that is divided into
sections called genes. Genes may be copied and passed on to the next generation.
Each gene may have two or more alternative forms called ……………….……………. . One of
these forms may be ………………….…………. and the other recessive. A change in the structure
of a gene or in the number of chromosomes is called a ……………………….……. . Chemicals
and ………………………….…. may increase the rate at which these changes take place.
[5]
[Total: 5]

12
Section B
6 Syphilis is an infectious disease.
(a) Describe how syphilis is transmitted.
...................................................................................................................................................
...................................................................................................................................................
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.............................................................................................................................................. [3]
(b) Describe the symptoms, signs and effects of syphilis.
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.............................................................................................................................................. [4]
(c) Describe the treatment of syphilis and suggest why it is not possible to treat the infection that
leads to AIDS in the same way.
...................................................................................................................................................
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.............................................................................................................................................. [3]
[Total: 10]
© UCLES 2016 5090/21/O/N/16
13
7 (a) Define the term hormone.
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.............................................................................................................................................. [3]
(b) (i) State the role of the hormone insulin in controlling blood sugar concentration.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...................................................................................................................................... [3]
(ii) Name the condition caused if a person is unable to produce sufficient amounts of the
hormone insulin.
Describe the signs of the condition that you have named, and its treatment.
name of condition
………………………………………………….
description of signs and treatment
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...................................................................................................................................... [4]
[Total: 10]

14
Section C
8 (a) Describe the double circulation of blood in the human circulatory system and the different
functions of the two circuits.
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.............................................................................................................................................. [6]
(b) Describe the structure of a capillary and the transfer of a named material between capillaries
and tissue fluid.
...................................................................................................................................................
...................................................................................................................................................
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...................................................................................................................................................
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.............................................................................................................................................. [4]
[Total: 10]
© UCLES 2016 5090/21/O/N/16
15
9 (a) Discuss reasons for the conservation of species with reference to the management of
fisheries.
...................................................................................................................................................
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...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
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.............................................................................................................................................. [4]
(b) Describe the consequences of deforestation.
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.............................................................................................................................................. [6]
[Total: 10]
© UCLES 2016 5090/21/O/N/16

04/18/2019


BIOLOGY 5090/21
MARK SCHEME
Maximum Mark: 80
Published
Teachers.
Cambridge IGCSE®, Cambridge International A and AS Level components and some Cambridge O Level
components.

O LEVEL
Question Answer Mark Guidance
GREEN SPOT
1(a) (drinking) straw ; 2
(rubber) sheet ;
1(b) only one lung / balloon ; 4 A ORA for all marking points in an answer referring to the
human breathing system rather than to the model
reference to ribs ;
reference to intercostal muscles ;
rigid plastic cup doesn't move ;
no bronchi / bronchioles ;
no alveoli / blood vessels / capillaries ;
532
BIOLOGY
no cilia / mucus ;
lung / balloon not attached to cup / thorax wall ;
rubber sheet doesn’t move independently / not

muscular / pulled down below diaphragm position / flat
at rest, not domed ;
1(c)(i) (move) rubber sheet ; 2 R blowing down straw
down ;
1(c)(ii) balloon + inflates / expands / gets bigger AW ; 1
SAPNA PUBLICATIONS
PAPER 2
O LEVEL
GREEN SPOT
1(c)(iii) (balloon) no longer inflates ; 3
air allowed to pass through hole ;
pressure in cup not reduced ;
less / no air (moving) through straw ;
Total: 12
2(a)(i) A small + B large / A smaller / B larger ; 3
533
BIOLOGY
A smooth + B spikes AW ;
A wind dispersal / B animal dispersal ;
A light / B heavy ;
2(a)(ii) transfer / movement + of pollen ; 3
from anther ; A stamen / pollen sac
to stigma ;
of another plant (of same species) ; R another species
SAPNA PUBLICATIONS
PAPER 2
O LEVEL
GREEN SPOT
2(a)(iii) (plant species A) wind ; 3
reference to light / small / carried (by wind) ;
(plant species B) insect ;
reference to attachment (to insect) / carried (by insect)

moving between flowers ;
2(b) large (petals) ; 2
(brightly) coloured / patterned (petals) ;
anthers enclosed in flower / not hanging out / erect ;
534
scent ;
BIOLOGY
nectar ;
Total: 11
SAPNA PUBLICATIONS
PAPER 2
O LEVEL
GREEN SPOT
3(a)(i) X drawn on left / right humerus of skeleton ; 1
3(a)(ii) humerus / bone / arm ; 2
broken AW ;
3(b)(i) triceps / extensor ; 1
3(b)(ii) arrow down from above / below lower arm bones i.e. to 1
left of elbow ;
3(b)(iii) antagonistic ; 1
3(c)(i) 3 × larger + humans / 3 × smaller + birds / ratio 1:3 / ratio 1 must have correct reference to birds and / or humans
5:15 ;
535
3(c)(ii) reduced weight ; 4
BIOLOGY
fly further / faster ;
more energy efficient AW ;
more / sufficient oxygen available / carried by the

blood / in the bones ;
as oxyhaemoglobin ;
(for aerobic) respiration ;

R anaerobic (respiration)
(release) more / enough energy (for it to fly) ;
(to use for) muscle + contraction ;
Total: 11
SAPNA PUBLICATIONS
PAPER 2
O LEVEL
GREEN SPOT
4(a)(i) 1000 / 1 ; 2 A 1 litre / 1 dm3 for 2 marks
cm3 / dm3 ; A ml in place of cm3, unit must match figure for second mark
4(a)(ii) malnutrition / deficiency disease ; 4
lack of balanced diet ;
reference to low / lack of energy (intake into body) ;
(leads to) general lethargy ;
reference to lack of fat or carbohydrate (for energy) ;
reference to specified problem ; A muscle contraction / protein synthesis / cell division / active
536
transport / growth / passage of nerve impulses / maintenance
BIOLOGY
of a constant body temperature / mend or repair tissues
kwashiorkor / named symptom + lack of protein ;
scurvy / named symptom + lack of vitamin C ;
anaemia or described + lack of iron ;
SAPNA PUBLICATIONS
PAPER 2
O LEVEL
GREEN SPOT
4(b)(i) sterile / not contaminated / no additives ; 4
antibodies / hormones ;
no need to warm / at correct temperature ;
bonding between mother and child ;
better proportions of nutrients AW ;
does not cost money ;
supply / availability on demand ;
4(b)(ii) lack of awareness of the benefits ; 1
537
BIOLOGY
mother unable / chooses not to breast-feed ;
reference to advertising by bottle milk providers ;
not available to do so (e.g. at work / child in care) ;
infection / drug addiction / damaged nipples ;
mother does not produce (enough) milk ;
Total: 11
SAPNA PUBLICATIONS
PAPER 2
O LEVEL
GREEN SPOT
5 chromosome ; 5 A chromatid
allele(s) ;
dominant ;
mutation ;
radiation / named radiation / radioactivity ; A carcinogens
Total: 5
538
BIOLOGY
6(a) (caused by a) pathogen / bacteri(a)(um) ; 3
during sexual ;
contact / intercourse AW ;
mother to baby during birth ;
6(b) symptoms described ; 4 A sore / ulcer / chancre / papule /

headache / raised temp / fever / rash / lesions / hair
loss / meningitis / blindness / strokes / dementia /
loss of co-ordination
reference to effect of named organ destruction ; A e.g. heart / brain / eyes / skin
reference to effect on fetus ;
leading to death (if untreated) ;
SAPNA PUBLICATIONS
PAPER 2
O LEVEL
GREEN SPOT
6(c) (syphilis treated using) antibiotics ; 3 A penicillin / named antibiotic
AIDS / it is caused by virus / HIV ;
(virus) unaffected / destroyed by antibiotics /

bacteria only killed / treated by antibiotics ;
Total: 10
7(a) chemical (substance) ; 3 Ig named examples of hormones
539
produced by (endocrine / ductless) gland ;
BIOLOGY
(secreted) into / carried by blood ;
(effect on) target organ ;
destroyed by liver ;
7(b)(i) insulin is secreted when blood sugar / glucose is (too) 3

high / lowers blood sugar / glucose levels ;
(increased) sugar / glucose into cells ;
reference to liver / muscle (cells) ;
(converted) to glycogen ;
(glycogen) for storage / is insoluble ;
SAPNA PUBLICATIONS
PAPER 2
O LEVEL
GREEN SPOT
7(b)(ii) diabetes ; 4
increased blood sugar / glucose concentration ;
sugar / glucose in urine ; A sweet-smelling breath / urine
frequent urination ;
tired / thirsty / weight loss ;
insulin (by injection or tablet) ; R injection alone as a treatment, insulin required for mark
dietary control ;
540
Total: 10
BIOLOGY
SAPNA PUBLICATIONS
PAPER 2
O LEVEL
GREEN SPOT
8(a) through heart twice (during one circuit) AW ; 6 A heart – body – heart – lungs
circuit + to lungs / pulmonary ;
blood to become oxygenated / pick up oxygen ;
blood to lose carbon dioxide ;
circuit + to body tissues / systemic ;
to deliver oxygen / glucose (to body tissues) ;
collect carbon dioxide ;
reference to part of heart + named vessel ;
541
BIOLOGY
low pressure lungs / high pressure body ;
SAPNA PUBLICATIONS
PAPER 2
O LEVEL
GREEN SPOT
8(b) one cell thick / thin / 1µm + wall ; 4 A epithelium
small diameter of lumen / RBC single file / width of RBC

AW ;
no muscle / no elastic tissue (compared with

artery / vein) ;
leaky walls AW ;
diffusion ;
reference to named material ;
Total: 10
542
BIOLOGY
SAPNA PUBLICATIONS
PAPER 2
O LEVEL
GREEN SPOT
9(a) (to maintain) food stocks (of that species) ; 4
farming / maintaining a particular species ;
provides employment / for financial benefit AW ;
reference to maintenance of
biodiversity / interrelationship between organisms ;
reduction in over-fishing of particular species in the

wild ;
prevent extinction ;
for re-stocking natural
543
populations / sustainability / continuity of availability of
BIOLOGY
supply ;
SAPNA PUBLICATIONS
PAPER 2
O LEVEL
GREEN SPOT
9(b) fewer trees ; 6
less photosynthesis ;
less carbon dioxide absorbed / more carbon dioxide

remains in atmosphere ;
(carbon dioxide is a) greenhouse gas ; A greenhouse effect
global warming / correct named outcome of global e.g. sea levels rise / ice caps melt
warming ;
less oxygen produced (by photosynthesis) ;
destruction of habitat / species extinction ;
544
BIOLOGY
loss of soil stability / erosion / leaching ;
effect on water cycle ; e.g. desertification
adverse effect on recreation value of forest ;
effect on local human population ; e.g. loss of homes / loss of employment
medicinal value of plant species ;
Total: 10
SAPNA PUBLICATIONS
PAPER 2
BIOLOGY
Theory
Key Messages
Information, which is beyond the scope of the syllabus, is provided in questions which test the ability of the
candidates to use their knowledge to suggest answers for a given problem. This information should be used
as a guide and incorporated into candidates' answers to these questions.
General Comments
Candidates are advised to read the question carefully and to assess which biological knowledge is relevant
to the answer. No credit is given for any extra, irrelevant information. Candidates should remember that in
some answers a well-drawn and fully annotated diagram may be substituted for written text. In Section C,
only one question should be attempted.
Section A
Question 1
Most candidates did not appear to be familiar with this model.
(a) Most candidates identified the straw and the rubber sheet as corresponding to the trachea and
diaphragm. Some suggested that the rubber band represented the diaphragm.
(b) Candidates commonly stated that only one balloon was present to represent two lungs. Rarely
were the ribs mentioned and candidates did not realise that a rigid cup cannot move, unlike the
ribs.
(c) (i) The model is designed to show that increasing the volume in the chamber reduces the pressure, so
allowing air to enter the balloon. An excellent answer would explain that the student can pull the
rubber sheet downwards to demonstrate breathing in, as the balloon expands. The majority of
candidates suggested blowing down the straw to inflate the balloon, which was not credited.
(ii) Many candidates stated that the balloon would enlarge.
(iii) The answer needed to indicate that allowing air to pass through the hole does not allow the
pressure inside the cup (and so around the balloon) to be altered. The response ‘air enters
through the hole so the pressure is the same outside and in’ was therefore insufficient.
Question 2
(a) (i) Many answers gained full credit here. The differences given should be based on the information
provided in Fig. 2.1, so, for example, references to quantity of pollen produced could not be
credited. A few candidates indicated wrongly that the larger the magnification, the larger the
physical size of the pollen grain.
(ii) There were some excellent answers to this question. Some candidates stated that the transfer was
between different species of plants, which could not be credited.

© 2016
(iii) Most candidates correctly identified the method of pollination in each case.
(b) Most candidates were able to give two correct characteristics of insect pollinated flowers.
Question 3
(a) (i) The majority of candidates correctly identified the position of the break. Those who marked an ‘X’
on the photograph did not gain any credit.
(ii) Virtually all candidates answered correctly.
(b) (i) The triceps or extensor muscle was identified by most candidates.
(ii) For this answer an arrow to the left of the humerus, pointing downwards was required. A curved
arrow, under the ulna pointing towards the elbow was also acceptable.
(iii) The word ‘antagonistic’ was well known.
(c) (i) Candidates were asked to compare the percentages shown graphically so a reference to relevant
figures was required to gain credit. The figures can be expressed in different ways. So ‘the
percentage of the body mass which is skeleton is 10% more in humans than in birds’ or ‘the
percentage of body mass due to the skeleton in humans is three times that of birds’ would both be
credited.
(ii) The candidates found this question challenging. Candidates were told that the bones contained air
spaces, had more haemoglobin and were asked to relate this information to flight. To be fully
credited, many answers needed to add reference to the increase in oxygen and energy needed for
flight.
Question 4
(a) (i) For those candidates who realised that 100 cm3 of bottled milk contained 1/10th of the daily
requirements, this was a simple calculation. The majority of candidates also added the correct
units expressed either as cm3 or litres.
(ii) Some very good answers were provided. Candidates were required to state that named parts of a
balanced diet would be lacking and to describe the health consequences for the baby. For
example, lack of protein would lead to kwashiorkor or lack of iron would lead to anaemia.
(b) (i) The advantages of feeding breast milk were well known by candidates.
(ii) Many reasons were offered by the candidates, a common one being the illness of the mother.
Question 5
This was well answered, with many correctly filling in the missing words. Candidates found the last word
(radiation) the most difficult.
Section B
Question 6
(a) This was well answered by many of the candidates. Some appeared to be unfamiliar with the
disease.
(b) Many candidates scored well, but few gained full credit. Specific examples needed to be given as
requested by the question. Some candidates confused the symptoms with those of gonorrhoea.
(c) This was very well answered by many candidates, although some omitted to state that antibiotics
were not effective against viruses.

© 2016
Question 7
The candidates answered this question well.
(a) The definition of a hormone was well known.
(b) (i) Some very good answers were given here. Some candidates did not say that the blood sugar level
had to be too high (for insulin to act) and very few mentioned that the process occurred in the liver
or muscle cells.
(ii) This was very well known and candidates throughout the ability range gained full credit.
Section C
Question 8
(a) Some good answers were seen, although some candidates wrote all the information they knew
about the topic rather than ensuring they answered the question set. In this question, many of the
marks could have been awarded for a well annotated diagram. The names of the blood vessels, or
a detailed description of the functioning of the heart, were not required.
(b) Most candidates correctly named a substance which was transferred between the blood plasma
and the tissue fluid and mentioned the permeability of the wall. Many candidates stated that it was
a single cell, rather than saying that the wall of the capillary was a single cell thick.
Question 9
(a) Some good answers were seen, but weaker candidates found it difficult to relate the management
of fisheries to conservation.
(b) Some good responses were given here, although most candidates focused their answers on the
human effects. Few mentioned the effect of the reduction in photosynthesis and the consequence
of higher levels of carbon dioxide. Even fewer made any mention of the water cycle.

© 2016

* 6 6 2 4 1 9 5 2 2 5 *
BIOLOGY 5090/22
1 hour 45 minutes
Section A
Section B
Section C


2
Section A
1 Two separate strains, A and B, of the same species of microorganism are used in the making of
bread and beer (a drink that contains alcohol).
(a) (i) Name this type of microorganism ..................................................................................[1]
(ii) Name the gas released by this microorganism during the production of bread and beer.
.......................................................................................................................................[1]
(b) Fig. 1.1 shows the volume of gas released by the strains while they are being used.
NH\
VWUDLQ$
VWUDLQ%

YROXPH
RIJDV
UHOHDVHG
DUELWUDU\
XQLWV

WLPHGD\V
Fig. 1.1
(i) Fig. 1.1 shows the gas released by strain B at a temperature of 18 °C.
Draw a curve on Fig. 1.1 to show the effect on strain B of increasing the temperature by
10 °C. [3]
(ii) Name two other external factors that would change the shape of the curves shown in
Fig. 1.1.
1 ........................................................................................................................................
2 ........................................................................................................................................
[2]
© UCLES 2016 5090/22/O/N/16
3
(c) Strain A has a sweet taste and strain B has a bitter taste.
Suggest which strain is used for making bread. Give reasons for your answer.
strain used in making bread ..................................................
reasons .....................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
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...............................................................................................................................................[3]
[Total: 10]

4
2 Fig. 2.1 shows part of the flowering head of a small tree that grows in tropical rainforests.
D
C E
gas K
gas L
F
gas H
gas J
Fig. 2.1
(a) Identify the structures C, D, E and F shown on Fig. 2.1.
C ........................................................................
D ........................................................................
E ........................................................................
F ........................................................................ [4]
© UCLES 2016 5090/22/O/N/16

5
(b) (i) Structure D contains stomata similar to those found in the leaves.
H, J, K and L represent gases that pass into and out of the leaves and flowers during
daylight hours.
Identify the gases H and J.
H ........................................................................
J ......................................................................... [2]
(ii) The flowers are very pale pink in colour. Suggest the identity of gases K and L.
Give an explanation for your answer.
K ........................................................................
L ........................................................................
explanation .........................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[4]
(c) Extracts from the tree have many uses in medicine. Some of the extracts are alkaline and
have anti-bacterial properties.
Some stomach problems are caused by excess acid production.

Suggest why these tree extracts are sometimes used to treat such stomach problems.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[2]
[Total: 12]

6
3 Table 3.1 shows the percentage of smokers in a particular country and the number of deaths from
lung cancer in that country during the years 1920 to 2010.
Table 3.1
year percentage of the deaths from lung

population that cancer per 100,000
were smokers people
1920 30 100
1930 35 150
1940 45 200
1950 60 250
1960 40 550
1970 30 700
1980 25 800
1990 20 700
2000 20 525
2010 18 500
(a) (i) Name the drug in tobacco smoke responsible for addiction.
...................................................................... [1]
(ii) Name a substance in tobacco smoke known to cause cancer.
...................................................................... [1]
(iii) Name a substance in tobacco smoke that affects the carriage of respiratory gases.
...................................................................... [1]
© UCLES 2016 5090/22/O/N/16

7
(iv) Explain why a pregnant woman is advised not to smoke.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[3]
(b) Describe and explain the relationship between the number of smokers and the number of
deaths from lung cancer shown in Table 3.1.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
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...................................................................................................................................................
...............................................................................................................................................[4]
[Total: 10]

8
4 Fig. 4.1 shows a section through a heart connected to what is described as an LV Assist Device.
tube N
tube M
wire to power
source
LV Assist Device
Fig. 4.1
(a) (i) Use Fig. 4.1 to suggest why the device is called an LV Assist Device.
...........................................................................................................................................
.......................................................................................................................................[1]
(ii) Name the type of tissue through which tube M passes.
........................................................................................ [1]
(iii) Name the blood vessel into which tube N is inserted.
........................................................................................ [1]
© UCLES 2016 5090/22/O/N/16

9
(b) Draw arrows on Fig. 4.1 to show
(i) the direction of blood flow in the blood vessels that carry blood into the heart. [2]
(ii) the direction of blood flow through the LV Assist Device. [1]
(c) Name the valve that is bypassed by blood flowing through the LV Assist Device.
...............................................................................................................................................[1]
(d) Sometimes the pulmonary circulation requires artificial assistance. Suggest and describe
where, under these circumstances, an Assist Device would be fitted.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[2]
[Total: 9]

10
5 Sweet clover is a member of the pea and bean family (leguminous plants) that grows amongst
grass in fields used for cattle feed.
(a) Explain how sweet clover can improve the soil in which it grows.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[2]
(b) As sweet clover dries, fungi that grow on it produce a chemical (dicoumarol) that prevents
blood from clotting.
Suggest a protein that cattle which eat sweet clover affected by such fungi might be unable to
produce.
.................................................... [1]
(c) Dicoumarol has been used for many years as a constituent in a form of rat poison.
Fig. 5.1 shows the change in the LD50 for dicoumarol in rats from 2000 to 2015.
The LD50 is a measure of the amount of poison that will kill 50% of the rats that consume it.
LD50
/ arbitrary
units
2000 2004 2008 2012 2016

year
Fig. 5.1
© UCLES 2016 5090/22/O/N/16

11
(i) Describe the change in the LD50 for dicoumarol in rats from 2000 to 2015.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[2]
(ii) Suggest an explanation for the change you have described.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[4]
[Total: 9]

12
Section B
6 (a) As a person gets older, the lens of the eye loses its elasticity.
Describe and explain how light rays from a near object pass through the eye but may not form
a sharply focused image for an older person.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[7]
(b) Suggest how reading glasses may bring the image into focus.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[3]
[Total: 10]
© UCLES 2016 5090/22/O/N/16
13
7 (a) Describe and explain the benefits to a person of the changes that occur in the body during a
physical activity such as a 400 m running race.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[8]
(b) Explain why, after this type of physical activity, a person remains out of breath for several
minutes.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[2]
[Total: 10]
14
Section C
8 (a) Describe the similarities and differences between the absorption of ions in plants and the
uptake of glucose in humans.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[6]
(b) Explain why humans absorb amino acids but plants do not.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[4]
[Total: 10]
© UCLES 2016 5090/22/O/N/16

15
9 (a) Describe the role of the mosquito in the spread of disease.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[5]
(b) Describe the symptoms of named diseases that may result from deficiencies in a balanced
diet.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[5]
[Total: 10]
© UCLES 2016 5090/22/O/N/16


BIOLOGY 5090/22
MARK SCHEME
Maximum Mark: 80
Published
Teachers.
components.
04/18/2019

O LEVEL
GREEN SPOT
1(a)(i) yeast / fungus / Saccharomyces ; 1
1(a)(ii) carbon dioxide / CO2 ; 1
1(b)(i) starting at zero ; 3

line above that on graph at least up to (the drawn line’s) peak ;
peaking earlier (than dotted line on graph) ;
reaches same height as dotted line ;
1(b)(ii) pH ; 2
substrate (or named carbohydrate) concentration / amount ; Ig minerals / vitamins
toxins / named toxin ; A alcohol as named toxin
amount of yeast / microorganism / strain A / strain B ;
competing microorganism AW ;
pressure / (presence of ) oxygen ;
564
BIOLOGY
SAPNA PUBLICATIONS
PAPER 2
O LEVEL
GREEN SPOT
1(c) (strain A): 3 no mark awarded for strain A
1 produces high volume / amount + CO2 / gas ;

2 quick(er) process ;
3 CO2 / gas makes the dough rise AW / trapping of CO2 / trapping
of gas / improves texture ;
4 flavour suitable for bread AW ; A gives sweet taste
Total: 10
565
2(a) C – style / pistil / carpel / gynaecium ; 4
BIOLOGY
D – petal / corolla ;
E – anther / stamen / androecium ;
F – fruit / pericarp ;
2(b)(i) H – CO2 / carbon dioxide ; 2

J – O2 / oxygen / water vapour ;
SAPNA PUBLICATIONS
PAPER 2
O LEVEL
GREEN SPOT
2(b)(ii) K – O2 / oxygen ;
L – CO2 / carbon dioxide / water vapour ; 2
no chlorophyll / no chloroplasts ;
no photosynthesis ;
respiration ;
A transpiration if water vapour given for L ; 2
2(c) neutralises (stomach acid) / raises pH AW ; 2

may kill / destroy (harmful) bacteria ;
Total: 12
566
BIOLOGY
3(a)(i) nicotine ; 1
3(a)(ii) tar / named carcinogen ; 1 A any other named carcinogen in tobacco smoke
3(a)(iii) carbon monoxide / CO ; 1
3(a)(iv) 1 carbon monoxide combining with 3

haemoglobin / nicotine narrows blood vessels ;
2 decreasing O2 carriage / less O2 absorption ;
3 substances pass from mother’s blood to fetus’
blood / reference to substances across placenta ;
4 impaired development / born underweight / stunted
growth / damage to brain / stillbirth / premature birth ;
3(b) 1 both rise + until 1950 ; 4

2 people unaware of the link / education AW ;
3 1950 / 60 – 1980 + fall in smoking + continued rise in
SAPNA PUBLICATIONS
PAPER 2
O LEVEL
GREEN SPOT
deaths ;
4 cancer can take a long time to develop AW ;
5 due to passive smoking / cancer caused by other
factors ;
6 since 1980 + both falling ;
7 better diagnosis / treatment / drugs ;
8 low tar cigarettes / better filters / e-cigarettes ;
Total 10
4(a)(i) Left Ventricle / helps blood flow or pressure ; 1
567
4(a)(ii) muscle ; 1
BIOLOGY
4(a)(iii) aorta ; 1
4(b)(i) arrow in or towards heart in vena(e) cava(e) ; 2 A only one vena cava / pulmonary vein annotated
arrow towards heart in pulmonary vein(s) ; R if arrows in these vessels contradict
4(b)(ii) arrow right to left through LVAssist Device / in tube M / N ; 1 R if arrows contradict
4(c) aortic / semi-lunar ; 1
SAPNA PUBLICATIONS
PAPER 2
O LEVEL
GREEN SPOT
4(d) right ventricle ; 2
pulmonary artery ;
Total: 9
5(a) 1 bacteria (or correctly named) + roots / nodules ; 2

2 fix / convert / turn + nitrogen ;
3 ploughing / digging into soil ;
4 decay / decompose ;
5 (which produces) nitrates / nitrites / ammonium ; Ig ammonia
568
5(b) fibrinogen / fibrin ; 1 A thrombin / prothrombin / (pro)thrombokinase / factor VIII
BIOLOGY
5(c)(i) increase ; 2
no change + (from 2000) to 2002 / 3 / 4 / first 2 years / first 3
years / first four years ;
exponential or described / more quickly AW ;
5(c)(ii) 1 mutation / change / variation ; 4

2 reference to genes / DNA ;
3 resistance (to poison) / better adapted ;
4 survival ;
5 breeding / reproduction / produce offspring ;
6 natural selection / evolution ;
7 greater amount (of dicoumarol) now required to
kill / used to kill / the LD50 must be increased ;
Total: 9
SAPNA PUBLICATIONS
PAPER 2
O LEVEL
GREEN SPOT
Section B
6(a) 1 light / rays + bent / refracted / converged ; 7

following points must be related to, or imply, the idea
of light / rays (accept image) passing through:
2 cornea ;
3 pupil ;
4 aqueous / vitreous humour / bodies ;
5 lens ;
6 (lens has) less ability to change shape
AW / accommodate ;
7 (therefore lens unable to bulge) fully / enough ;
8 (lens) cannot refract sufficiently / decrease focal
length sufficiently AW ;
9 (cannot focus on the) retina / fovea / yellow spot ;
569
BIOLOGY
6(b) 1 convex (reference to spectacle lens) AW ; 3

2 (light / rays) bend / refract / converge ;
3 before entering eye / (eye) lens ;
4 compensate for thinness / lack of convexity or fatness
in eye lens ;
5 (to focus on the) retina / fovea / yellow spot ;
Total: 10
7(a) 1 adrenaline ; 8
2 glycogen to glucose ;
3 liver / muscles (in context of adrenaline effect) ;
4 boosts blood glucose / sugar levels ;
5 fast(er) heart beat ;
6 better / faster circulation ;
7 more oxygen + to muscles ;
SAPNA PUBLICATIONS
PAPER 2
O LEVEL
GREEN SPOT
8 more glucose + to muscles ;
9 faster respiration / faster metabolism / more energy
released ;
10 faster / deeper breathing ;
11 more O2 into blood ;
12 better removal of CO2 ;
13 reference to sweating / vasodilation ;
14 to cool down / lose heat / maintain body temperature ;
7(b) anaerobic respiration ; 2

lactic acid ;
removed / broken down / oxidised ;
needs oxygen / reference to oxygen debt ;
Total: 10
570
BIOLOGY
SAPNA PUBLICATIONS
PAPER 2
O LEVEL
GREEN SPOT
Section C
8(a) (similarities) max 6

1 large surface area / both elongated structures AW ;
2 active transport / require energy / against concentration
gradient ;
3 both in solution ;
4 both require a membrane ;
(differences)
5 root hairs ;
6 villi ;
7 root hairs are single-celled ;
8 villi are multicellular AW ;
9 through cell walls in plants ORA ;
571
10 ions absorbed from the soil ;
BIOLOGY
11 glucose absorbed from / in the intestines / digestive

system ;
8(b) 1 plants use nitrates ; 4

2 (and) carbohydrates / products of photosynthesis ;
3 to make their own amino acids / ORA ;
4 humans rely on proteins + from other organisms ;
5 have to be ingested / eaten / consumed ;
6 have to be digested to amino acids ;
Total: 10
SAPNA PUBLICATIONS
PAPER 2
O LEVEL
GREEN SPOT
9(a) 1 named mosquito-borne disease ; 5 A malaria, dengue, West Nile virus, chikungunya, yellow fever,
filariasis / elephantiasis, encephalitis, Zika fever
2 vector ;
3 parasite / pathogen / Plasmodium ; A bacterium / virus / protozoan / protoctist
4 female (mosquito) ;
5 bites / feeds on + infected person ;
6 picks up parasite / pathogen ;
7 (transferred) to uninfected person ;
8 sucks blood / blood meal AW ;
9 injects / transfers + parasite / pathogen ;
9(b) any named (different) disease + correct dietary deficiency ; 3
any symptom correctly linked to a disease / deficiency ; 2
572
Total: 10
BIOLOGY
SAPNA PUBLICATIONS
PAPER 2
BIOLOGY
Theory
Key messages
Candidates would be advised to read the questions more carefully to make sure they limit themselves to the
scope of the question asked, and to avoid lengthy discourses on material that is of little relevance to the
required answer.
General comments
Some scripts scored very high marks indicating that these candidates had a sound grasp of the subject
matter. However, several candidates supplied answers that were not relevant to the questions set.
It is important for candidates to realise that, although the questions may include material with which they may
not be familiar, their answers will be expected to include only material that they will have covered whilst
following the syllabus, or having followed the syllabus, might be expected reasonably to deduce.
Section A
Question 1
(a) (i) The most common incorrect answer was ‘bacteria’, otherwise ‘yeast’ (or ‘fungus’) was regularly,
and correctly, given.
(ii) This was very well answered, with most candidates gaining credit.
(b) (i) A small minority of candidates drew curves which did not start at the origin and/or were not above
the given curve for strain B. Many indicated that higher temperatures would yield a much higher
volume of carbon dioxide, and a few drew their curves above that shown for strain A rather than
strain B as required.
(ii) This was moderately well answered although relatively few candidates gained full credit.
‘Temperature’ was often suggested despite the question referring to temperature and then asking
for two other external factors. References to humidity and light were not uncommon as was the
word ‘concentration’ with no further qualification.
(c) Most candidates realised that bread rather than beer would benefit from the sweet-tasting strain,
but only the strongest responses stated that bread-making requires a high volume of carbon
dioxide released within a day rather than stretched out over a period of a week.
Question 2
(a) This section was reasonably well answered, with a majority of candidates gaining some credit.
Among the weaker responses, C was often incorrectly identified as the stigma while F was often
incorrectly identified as seed. Some candidates identified E as pollen.
(b) (i) Although generally well answered with most candidates scoring full credit, occasionally carbon
dioxide and oxygen were given the wrong way around. ‘Water vapour’ was infrequently seen.
(b) (ii) Many candidates incorrectly identified K and L, usually opting for the same answer they had given
to Question (b)(i), and therefore provided incorrect explanations. Reference to the pink colour led

several to refer to insect pollination. Stronger candidates made a correct identification and also
provided correct explanations, thereby gaining full credit. ‘Water vapour’ was again infrequently
seen.
(c) A large majority of candidates gained credit for mentioning ‘neutralisation’. Few candidates made
any reference to bacteria and, of those who did, many did not mention that they would be killed by
the extract.
Question 3
(a) (i) A large majority of candidates gained credit here.
(ii) This was reasonably well answered. Common errors included ‘carcinogen’ and confusion with
carbon monoxide.
(iii) Again, this was reasonably well answered. The most common error involved confusion with tar.
(iv) This was generally not well answered although some stronger candidates gave full and correct
answers, so gaining full credit. For the majority of candidates however, greater detail was required.
Most candidates mentioned an effect on the baby (though relatively frequent references to Down’s
syndrome and to lung cancer were incorrect). Occasional references were seen to the effect of
carbon monoxide on haemoglobin and therefore on its function. References to maternal and foetal
blood were infrequently seen.
(b) Many candidates described correct trends but did not link them to correct date ranges, resulting in
little credit being awarded. A significant number of candidates managed to gain some credit with a
reference to passive smoking but, otherwise, explanations of the trends were rarely mentioned.
Question 4
(a) (i) This was well answered with most candidates realising that LV stands for Left Ventricle, or, equally
correctly, by explaining why the object is called an ‘assist’ device. A small number of candidates
made incorrect reference to the control of blood flow.
(ii) This was poorly answered and most candidates did not give muscle as the tissue type required.
(iii) This was also poorly answered with relatively few candidates correctly naming the aorta.
(b) (i) This was only moderately well answered. Many candidates either did not show arrows at all or
showed arrows in the wrong vessels, or showed them in the correct vessels but pointing in the
wrong direction. A significant number of candidates drew correct directional arrows but positioned
them inside the atria and not in the respective vessels which supplied those atria.
(ii) A majority of candidates showed the correct direction of flow and gained credit. Of the remainder,
most showed incorrect direction and a few showed no direction.
(c) This was poorly answered with relatively few candidates naming aortic/semilunar valves. Most
candidates incorrectly named bicuspid or tricuspid valves.
(d) Very few candidates understood that the device would occupy a similar position to the one
illustrated, but in the opposite side of the heart. A wide variety of incorrect structures were named.
Question 5
(a) This part was moderately well answered with the strongest candidates giving full and correct
answers to gain full credit. However, many candidates gave vague answers which often confused
nitrogen fixing bacteria with nitrifying bacteria. Some candidates made correct reference to
decay/decomposition, thereby gaining some credit. A significant number of candidates made
simple reference to the faeces and/or urine of a cow, often incorrectly described as ‘excreta’, and
so were not successful.
(b) This was generally not well answered with few candidates able to name a correct protein.
Candidates did not appear to appreciate that dicoumarol, as stated in the question, has an effect

© 2016
on blood clotting and made a link with cattle by naming milk. Reference to platelets was a common
but inaccurate answer.
(c) (i) Most candidates gained some credit by making correct reference to an increase. Some, however,
then showed misunderstanding by making an incorrect reference to the killing of rats rather than to
the change in the LD50. Many thought that LD50 is a rat poison.
(ii) Few candidates made the link to natural selection and the evolution of a more resistant strain of
rats. The stronger responses gained full credit by giving full and correct answers. Many
candidates, however, gave vague and irrelevant answers which were often limited to a reference to
a greater amount of dicoumarol now being required to kill (the same number of) rats.
Section B
Question 6
(a) An initial error here was to talk about the ‘eye’ of a person rather than about the lens. Otherwise
this part was reasonably well answered. Many candidates described, in lengthy detail, the role of
the lens in focussing light in a young person before going on to describe the differences in an older
person. There was confusion between ‘refraction’ and ‘reflection’, and many candidates gave
descriptions, often detailed and accurate, of the mechanisms which underlie accommodation.
Unfortunately, these were not relevant to the question asked, and no credit was available for such
descriptions.
(b) Some candidates appreciated that the eye lens would require spectacles that would compensate
for its inability to become sufficiently thick. Otherwise, this part was generally well answered, with a
majority of candidates gaining reasonable credit. Common errors included reference to distant
objects.
Question 7
The response by candidates to this question was mixed. Question 7(a) was moderately well answered, but
Question 7(b) less so. Very few candidates achieved full credit.
(a) Answers here were often too verbose with points not made in a logical order. They often
contained much detail concerning anaerobic respiration, which was material required in Question
7(b). A common error was reference to the requirement for (more) energy, rather than how it is
made available. Many candidates did not link more oxygen, or more glucose to muscle(s). The
role of glucagon rather than adrenaline was often incorrectly quoted in the context of the
conversion of glycogen to glucose. However, many candidates made correct reference to faster
breathing, faster heartbeat, and also to sweat/sweating but, rather than relate this process to its
cooling effect, references were most commonly linked to the release of salts, urea and toxins. Very
many responses gave quite accurate, but irrelevant, accounts of the general benefits of exercise.
(b) The point most regularly overlooked here was the need to break down the lactic acid.
Section C
Question 8
This question was the less popular Section C choice, being answered by approximately a third of
candidates. It was generally poorly answered and resulted in limited success for the majority of candidates.
Most candidates tended to do better with Question 8(a) than Question 8(b).
(a) Most candidates provided answers which lacked sufficient detail to gain much credit here. More
usually ‘active transport’, ‘root hairs’ and ‘villi’ were given. The only other relevant points to be
mentioned with any regularity were that plants absorb ions from the soil, while humans absorb
glucose from the intestines. Confusion was seen with respect to osmosis which was occasionally
incorrectly stated as the mechanism by which ions are taken in by root hair cells together with
water.
(b) A very few stronger candidates scored well here, but a large number of candidates demonstrated a
lack of knowledge/understanding of the subject matter. There was a common misunderstanding

© 2016
that plants do not absorb amino acids because they don’t need them, and very few mentioned that
humans rely on other organisms for amino acids while plants make their own.
Question 9
This was the more popular of the Section C alternatives. In general, the standard of answers to this
question was high with most candidates achieving reasonable credit.
(a) This part was generally well answered with a majority of candidates showing fundamental
knowledge/understanding of the subject matter and thereby managing to score higher credit. An
omission was often that of a relevant named disease (particularly malaria). Many candidates did
not identify a relevant causative organism but simply referred to transfer/injection of ‘the disease’.
Many candidates did not differentiate between infected and non-infected individuals. Some
candidates made reference to the mosquito being the ‘carrier’ rather than the ‘vector’ (the syllabus
term) of disease.
(b) Again, this was generally well answered by most candidates who managed to gain high levels of
credit. Some less able candidates confused the effects of lack of calcium with lack of vitamin D,
whilst others confused vitamins C/D and the effects of their relevant deficiencies. A significant
number of candidates incorrectly based their answers upon the effects of excess dietary
components (especially carbohydrate/fat) rather than deficiencies, as required by the question.

© 2016

* 0 0 9 1 8 6 1 3 8 8 *
BIOLOGY 5090/21
1 hour 45 minutes
Section A
Section B
Section C


2
Section A
1 Spirulina is classified in the group bacteria. Spirulina is green in colour and is able to synthesise
its own food.
(a) List three characteristics of bacteria.
1 ......................................................................
2 ......................................................................
3 ...................................................................... [3]
(b) (i) Suggest the name of the chemical that gives Spirulina its green colour.
...................................................................... [1]
(ii) Write, in words or symbols, the equation for the process by which Spirulina synthesises
its own food.
................................................................ → ................................................................ [2]
(c) Spirulina can be eaten by humans.
The United Nations World Health Organization (WHO) made the following statement about
Spirulina:
‘For WHO Spirulina represents an interesting food for multiple reasons. Rich in iron and
protein, it can be given to children without any risk. We at WHO consider it to be a very
suitable food.’
Use your knowledge of animal nutrition to suggest and explain why WHO considers Spirulina
to be a ‘very suitable food’.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[4]
[Total: 10]
© UCLES 2017 5090/21/M/J/17

3
2 A potometer is used to measure water uptake by a plant. Fig. 2.1 shows the stem and flower of a
plant in a potometer. As water is taken up, the bubble moves in the direction shown.
B
C
water reservoir
water
bubble moves this bubble

way as water is taken
up by the plant
Fig. 2.1
(a) Name the parts A, B, C and D in Fig. 2.1.
A ......................................................................
B ......................................................................
C ......................................................................
D ...................................................................... [4]
(b) Describe the pathway taken by water as it moves from the potometer, through the plant stem
and into the surrounding air.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[3]

4
(c) (i) In an experiment, the bubble moved a distance of 60 mm in 10 minutes.

Calculate the average rate at which the bubble moved in mm per min.
............................................ mm per min

[1]
(ii) The experiment was repeated in an area of lower light intensity.
Predict and explain what would happen to the rate at which the bubble moved.
prediction ............................................................................................................................
...........................................................................................................................................
explanation .........................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[3]
[Total: 11]
© UCLES 2017 5090/21/M/J/17

5
3 Fig. 3.1 shows an organ, X, and its associated blood vessels P, Q and R.
from heart
to heart
X
R
P
small intestine
Fig. 3.1
Organ X is involved in the following processes:
• the metabolism of amino acids,

• the breakdown of chemical substances, including alcohol.
(a) Name organ X and each of its associated blood vessels.
organ X ......................................................................
blood vessel P ......................................................................
blood vessel Q ......................................................................
blood vessel R ...................................................................... [4]
(b) Compare the structure of the blood vessels P and R in Fig. 3.1.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[3]

6
(c) (i) Oestrogen is an example of a type of chemical substance, produced by a gland, that
alters the activity of one or more specific target organs before being destroyed by
organ X. Name this type of chemical substance.
...................................................................... [1]
(ii) With reference to oestrogen, complete Table 3.1.
Table 3.1
gland where produced
target organ
effect on target organ
[3]
[Total: 11]
© UCLES 2017 5090/21/M/J/17

7
4 Fig. 4.1 shows a Bengal tiger.
Fig. 4.1
Fur colour in the Bengal tiger is controlled by a single gene. The dominant allele of the gene
results in orange fur. A single change in this gene produces a recessive allele, which results in
white fur in tigers with the homozygous recessive genotype.
(a) (i) Define the term gene.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[3]
(ii) State the term used to describe a change in a gene.
...................................................................... [1]

8
(b) Using the letters T (orange) and t (white) to represent the alleles that control fur colour, draw
a labelled genetic diagram to show how two tigers with orange fur may give rise to offspring
with white fur.
[5]
(c) Bengal tigers have dark stripes on their fur.
Suggest why each of the following is true for the pattern of dark stripes:
it is not affected by whether the fur is orange or white
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
it is unique to each individual
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[3]
[Total: 12]
© UCLES 2017 5090/21/M/J/17

9
5 The statements E to K relate to the process of reproduction.
E produces genetically identical offspring
F produces more individuals of the same species
G involves only one parent
H involves fusion of nuclei
I requires gametes
J forms a diploid zygote
K involves only cell division by mitosis
Table 5.1 shows a comparison of sexual and asexual reproduction.
Table 5.1
sexual reproduction asexual reproduction both sexual and

only only asexual reproduction
Complete Table 5.1 by writing each letter in the correct box to match it to sexual reproduction only,
asexual reproduction only, or to both.
The first letter has been written in the correct box for you. Use each letter once only. [6]
[Total: 6]

10
Section B
6 (a) Describe the role of the cilia in the trachea.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[3]
(b) Fig. 6.1 shows components of the human gas exchange surface and an associated blood
vessel.
Fig. 6.1
© UCLES 2017 5090/21/M/J/17

11
State the characteristics, and describe the roles, of each of the components shown in Fig. 6.1.
You should make reference to named structures in your answer.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[7]
[Total: 10]

12
7 Fig. 7.1 shows bacteria growing on the surface of a dish containing nutrient jelly. Paper discs,
such as M and N, were soaked in solutions of different antibiotics and placed on top of the growing
bacteria. A clear area on the jelly indicates that bacteria in that area have been killed.
clear area
Fig. 7.1
(a) Use the information above, and your knowledge of the process of natural selection, to
describe and explain the difference in appearance of the jelly surrounding discs M and N.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[6]
© UCLES 2017 5090/21/M/J/17

13
(b) Describe how the process of artificial selection differs from that of natural selection. Include
reference to the production of one named economically important plant or animal in your
answer.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[4]
[Total: 10]

14
Section C
8 (a) With reference to named components, describe how the structure of one animal cell (for
example from fresh liver) would appear different from a plant cell (for example from an onion
epidermis).
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[4]
(b) State the relationship between structure and function for both of the following:
xylem vessels
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
red blood cells
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[6]
[Total: 10]
© UCLES 2017 5090/21/M/J/17

15
9 Compare each of the following processes:
(a) aerobic respiration and anaerobic respiration
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[3]
(b) anaerobic respiration in muscles and anaerobic respiration in yeast
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[3]
(c) diffusion and active transport
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[4]
[Total: 10]
© UCLES 2017 5090/21/M/J/17


BIOLOGY 5090/21
MARK SCHEME
Maximum Mark: 80
Published
Teachers.
Cambridge International A and AS Level and Cambridge Pre-U components, and some Cambridge O Level
components.

5090/21 Cambridge O Level – Mark Scheme May/June 2017
PUBLISHED
Question Answer Marks Guidance
O LEVEL
1(a) single-celled ; 3
no nucleus / nucleus not membrane bound ;
GREEN SPOT
no organelles ;
cell wall ;
(cell wall) not cellulose ;
cell membrane / cytoplasm ;
flagella / flagellum ;
DNA circular / loop OR plasmid / single chromosome ;
smaller than animal / plant cells OR 1–2 µm ;
1(b)(i) chlorophyll ; 1
1(b)(ii) carbon dioxide / 6CO2 + water / 6H2O ; 2

glucose / C6H12O6 + oxygen / 6O2 ;
1(c) iron + haemoglobin / red blood cells ; 4

prevent anaemia ;
protein + growth / repair ;
593
protein + (production of) enzymes / antibodies ;
BIOLOGY
carbohydrates / glucose / starch / vitamins / ions ;
reference to a component of balanced diet / dietary supplement
OR to alleviate malnutrition / famine ;
Total: 10
SAPNA PUBLICATIONS
PAPER 2
PUBLISHED
O LEVEL
2(a) (A) petal ; 4

(B) sepal ;
GREEN SPOT
(C) leaf / lamina / cuticle ;
(D) vein / midrib / vascular (tissue) OR xylem + phloem ;
2(b) xylem ; 3
to leaves / flower(s) ;
between leaf cells ;
surface of mesophyll cells ;
(leaf) air spaces ;
(through) stomata / guard cells ;
2(c)(i) 6; 1
2(c)(ii) reduces / lower(s) AW ; 3
less photosynthesis ;
less water needed ;
stomata / guard cells + open less / are closed ;
594
less diffusion ;
BIOLOGY
less evaporation / transpiration ;
Total: 11
SAPNA PUBLICATIONS
PAPER 2
PUBLISHED
O LEVEL
3(a) (X) liver ; 4

(P) hepatic vein ;
GREEN SPOT
(Q) hepatic portal vein ;
(R) hepatic artery ;
3(b) (P / vein has) wide(r) + lumen AW ; 3 ORA for all points

thin(ner) wall ;
less AW + muscle / elastic (tissue) ;
valves ;
3(c)(i) hormone ; 1
3(c)(ii) ovary ; 3
uterus ;
repairs / thickens (uterus) lining ;
Total: 11
595
BIOLOGY
SAPNA PUBLICATIONS
PAPER 2
PUBLISHED
O LEVEL
4(a)(i) section of / made of / piece of + DNA / chromosome ; 3

controls production of one protein ;
GREEN SPOT
may be copied ;
unit of inheritance / passed on to next generation ;
4(a)(ii) mutation ; 1
4(b) Tt + Tt ; 5
t+t;
tt ;
tt offspring clearly indicated as white ; A parent / offspring / gamete / genotype / phenotype
3 × labels on genetic diagram correct ;
4(c) (unaffected by fur colour)

(controlled by) different gene(s) ; 1
(unique to each individual)

alleles ; 2
596
(as a result of) mutation(s) ;
BIOLOGY
meiosis AW ;
different combinations (of alleles) ;
reference to some may be homozygous / heterozygous ;
reference to codominance ;
Total: 12
SAPNA PUBLICATIONS
PAPER 2
PUBLISHED
O LEVEL
5 (sexual only) 3 R letters in more than one box

H; Ig letters in incorrect box
GREEN SPOT
I;
J;
(asexual only) 2
(E)
G;
K;
(both) 1
F;
Total: 6
597
BIOLOGY
SAPNA PUBLICATIONS
PAPER 2
PUBLISHED
O LEVEL
6(a) move mucus ; 3

(containing) bacteria / pathogens / dust ;
GREEN SPOT
(moves) up / away from lungs AW ;
prevent infection ;
6(b) reference to diffusion ; 7
(for) O2 / CO2 + exchange AW ;
alveolus / air sac ;
one cell thick + wall ;
moist AW / mucus ;
(gases) to dissolve ;
capillary ;
one cell thick + wall ;
connect AW arteries + veins ;
598
blood + moving ;
BIOLOGY
red blood cells / erythrocytes ;

no nucleus ;
biconcave ;
contain haemoglobin ;
live for 90 / 120 days OR 3 / 4 months ;
carry oxygen ;
plasma ;
carriage of carbon dioxide ;
Total: 10
SAPNA PUBLICATIONS
PAPER 2
PUBLISHED
O LEVEL
7(a) M has clear area + N no clear area ; 6
GREEN SPOT
(for disc M)
reference to (bacteria) killed around M / not killed around N ; ORA for disc N
gene ;
mutation ;
resistant (to antibiotic) ;
(resistant) survive ;
(resistant) reproduce ;
pass on resistance to next generation / offspring ;
(for disc N)
antibiotic (solution) not strong / concentrated enough
OR incorrect antibiotic (for the bacteria) ;
7(b) named example of (artificially selected) animal / plant ; 4

reason named example is economically important ;
reference to human / farmer AW ;
599
reference to breed together / cross breed AW ;
BIOLOGY
over several generations / repeated ;
Total: 10
SAPNA PUBLICATIONS
PAPER 2
PUBLISHED
O LEVEL
8(a) reference to shape difference + plant and animal cell named ; 4
GREEN SPOT
(plant cell)
cell wall ; ORA for animal cell
nucleus pushed to outside / not towards centre ;
vacuole ;
chloroplast ;
starch grains ;
8(b) (xylem vessels) 3 each section must refer to at least one structure (S)
(S) hollow / dead ; marking point and one function (F) marking point to
(S) strengthened / lignification ; score maximum 3 marks
(S) extend from root to stem / leaves ;
(S) narrow / tubes ;
(F) conduction / transport ;
(F) capillarity ;
(F) of water ;
(F) of ions ;
600
(F) support ;
BIOLOGY
(red blood cells) 3

(S) haemoglobin ;
(S) no nucleus ;
(S) biconcave ;
(S) able to change shape AW ;
(S) increased / large + surface area ;
(F) squeeze AW through + capillaries ;
(F) absorption / transport of oxygen ;
Total: 10
SAPNA PUBLICATIONS
PAPER 2
PUBLISHED
O LEVEL
9(a) glucose + required for both ; 3 A each point only if linked to either ‘aerobic’ or
‘anaerobic’ respiration
GREEN SPOT
complete or incomplete breakdown (of glucose) ;
ref. oxygen requirement ;
amount of energy released ;
9(b) glucose + required for both ; 3 A each point only if linked to either ‘muscles or ‘yeast’
reference to oxygen debt AW ;

lactic acid ;
carbon dioxide ;
alcohol / ethanol ;
9(c) movement of particles / molecules / named molecule ; 4 A each point only if linked to either ‘diffusion’ or ‘active
concentration gradient ; transport’
membrane requirement ;
living cell requirement ;
energy requirement ;
601
(energy from) respiration ;
BIOLOGY
correct example ;
Total: 10
SAPNA PUBLICATIONS
PAPER 2
BIOLOGY
Theory
Key messages
Many candidates gave general accounts in their answers, rather than responding to the specific aspect of a
topic as required by specific questions. As a result, marks were lost. Candidates are advised to read the
question before, during and after answering it to ensure that they produce a full and relevant answer.
General comments
Some very competent work was seen from the better candidates. However, details on the hormone
oestrogen (Question 3) were often inaccurate and a significant number were unable to produce a full genetic
diagram (Question 4).
Section A
Question 1
(a) (i) It was not uncommon for answers to be given that described features that are not found in bacteria
e.g. they have a nucleus and they have no cell wall. No references to the dimensions of a bacterial
cell were seen.
(b) (i) This was usually correct, though ‘chloroplast’ was a common response (the question asked for a
chemical).
(ii) Candidates who opted to supply an equation in symbols were required to make it balance correctly.
Unfortunately many were unable to do so, whilst a few offered the equation for photosynthesis
instead.
(c) It was common to read (incorrectly) that iron is necessary for bones. Some candidates failed to
score the iron mark by saying that it was ‘for blood’ and not specifically mentioning either red blood
cells or haemoglobin.
Question 2
(a) This was a high-scoring question. The only real problem was distinguishing between sepal and
petal.
(b) Many immediately recognised that this was a question on transpiration, and thus an account of the
transpiration stream was given – beginning with the root hairs and root, that were clearly not
present in the diagram. The question asked specifically for a description of the pathway, but many,
albeit accurate, descriptions of the mechanisms governing transpiration were given. Candidates
need to read the question carefully before responding.

© 2017
(c) (i) A simple calculation that most candidates completed successfully.
(ii) The majority of candidates realised that the bubble would slow down. Most suggested that this
would be due either to a reduced rate of photosynthesis or transpiration – very rarely to both. Only
a few referred to stomata being closed or to the rate of diffusion from the leaf being slowed.
Question 3
(a) Apart from the very occasional reference to the heart or kidney, X was usually correct. However,
naming the blood vessels proved to be much more of a challenge. The hepatic vein and the hepatic
portal vein were often confused, and both renal and pulmonary blood vessels were popular
choices.
(b) The diagram should have helped candidates with this part since the blood vessels concerned were
labelled as carrying blood from the heart (R) and to the heart (P). This information did not prevent a
significant number of candidates describing their structure incorrectly.
(c) (i) Named hormones or named enzymes were relatively common, incorrect answers.
(ii) This question was rarely tackled with any real confidence or accuracy. Oestrogen was most
commonly thought to be produced by the pituitary gland. Many unlikely organs were suggested as
possible target organs (e.g. stomach), and it was not uncommon for the boxes to be left blank.
Question 4
(a) (i) References to genes being able to be copied were almost completely absent from candidates’
answers.
(ii) The vast majority gave the correct answer here.
(b) Many candidates failed to produce an accurate genetic diagram, and showed confusion over which
stages in such a diagram indicate the genotype, phenotype and gametes. However, a number of
correct diagrams were seen, with a mark sometimes being lost for failing to identify which of the
offspring would be white.
(c) This proved to be a demanding question. Only a few candidates realised that dark stripes and
colour of fur are controlled by different genes. There was then a failure by all but a very few
candidates to realise that the varying pattern of stripes could be due to allele mutations or to
different allele combinations. Many repeated the question by saying that all individuals are different,
or made a reference to continuous variation.
Question 5
This question successfully probed candidates’ knowledge of the processes of sexual and asexual
reproduction. A few had difficulty in tying the correct word to the process and this could have accounted for a
number who managed no more than a couple of marks. H (the fusion of nuclei) and J (the formation of a
diploid zygote) were the two processes that were most commonly incorrectly assigned, with a significant
number of candidates believing them to be relevant to both sexual and asexual reproduction, whilst F most
regularly appeared in this, its correct, box.
Section B
Question 6
(a) There is some confusion over the function of cilia. It was not uncommon to read that they are
involved in moving air into and out of the lungs or that they filter dust or bacteria from the air.
However, most correctly stated that they pass mucus, with bacteria, up towards the throat. ‘Germs’
is not considered to be a scientifically accurate term at this level.

© 2017
(b) The question stated that ‘you should make reference to named structures in your answer’.
However, some answers referred only to ‘it’, thus failing to indicate precisely which structures were
being described. Although the moist surface of alveoli was often mentioned, it was rare for
candidates to explain that this allowed gases to dissolve. Capillaries and alveoli were said to be
‘one cell thick’, when it is their walls that are one cell thick – not the complete structure. A few only
referred to the plasma in the capillaries. Despite these shortcomings, this was a relatively high-
scoring question.
Question 7
(a) Only the better candidates expanded the fact that the bacteria round disc N had not been killed, by
explaining that gene mutation had allowed them to survive and then breed offspring with the same
resistance. Occasionally, candidates referred to the resistance of the antibiotic indicating a slender
grasp of the principles of natural selection.
(b) This part exposed misunderstanding amongst a number of candidates who believed that vegetative
propagation, where a person selects the plants they wish to grow, is an example of artificial
selection. Some believed that genetic engineering is also an example of artificial selection.
However, many scored well, failing only to say that the process is repeated over many generations.
Section C
Question 8
(a) This part was well answered. There was the occasional confusion over cell wall and cell
membrane, and there were few references to the fact that (because of the presence of the central
vacuole) the nucleus of a plant cell is generally less central than that of an animal cell.
(b) This was answered well. Confusion between xylem and phloem was extremely rare; one possible
exception to this was the occasional reference to xylem carrying ‘food’. All functional and structural
features of xylem vessels were mentioned. As with xylem, all the structural and functional features
of red blood cells were well known and were regularly described.
Question 9
(a) General differences only were required, but it was not uncommon for full descriptions of anaerobic
respiration in yeast and in muscles to be described. By so doing, candidates did not refer to the
comparative amounts of energy that are released in aerobic and anaerobic respiration. A significant
number of candidates believe that energy is produced, rather than released, by the process of
respiration.
(b) Most candidates accurately described the differences between the two anaerobic forms of
respiration. However, it was not unusual to see references to carbon dioxide being evolved by
anaerobic respiration in muscles, and references to oxygen debt in muscles were rare.
(c) This part was, in the main, answered well, though there is the mistaken belief amongst some
candidates that water moves by active transport. That a living membrane is required for active
transport was rarely seen in candidates’ responses.

© 2017

* 5 7 6 1 7 1 1 9 8 4 *
BIOLOGY 5090/22
1 hour 45 minutes
Section A
Section B
Section C


2
Section A
1 (a) Fig. 1.1 shows the front view of a person’s chest and abdomen.
Fig. 1.1
On Fig. 1.1 draw:
• the diaphragm as it would appear immediately after breathing in,
• a circle (O) to show the position of the heart,
• a cross (X) to show the position of the liver. [3]
© UCLES 2017 5090/22/M/J/17

3
(b) Fig. 1.2 shows a person about to lift the handle of a bucket from position A to position B.
bucket handle
B
moved by
the finger
Fig. 1.2
The movement of the bucket handle, as shown, illustrates some features of the movement of
a person’s chest while breathing in.
(i) State two similarities between the movement of a person’s chest while breathing in and
the movement of the handle.
1 ....................................................................................................................................
2 ....................................................................................................................................
[2]
(ii) Explain the differences between the movement of a person’s chest and the movement
of the handle.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[5]
[Total: 10]

4
2 Four of the stages associated with human nutrition are:
absorption digestion egestion ingestion
(a) (i) State the stage in nutrition that has not been included in the list above.
.......................................................................................................................................[1]
Fig. 2.1 shows the human alimentary canal.
Fig. 2.1
(ii) On Fig. 2.1, use lines labelled A and B to indicate where egestion (A) and ingestion (B)
occur. [2]
(b) State a component of the diet that is digested in region C in Fig. 2.1, and where the products
are then absorbed into the blood.
component ................................................................................................................................
where products absorbed .........................................................................................................

[2]
© UCLES 2017 5090/22/M/J/17

5
(c) Suggest the likely effect on digestion of removing a person’s gall bladder.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[5]
[Total: 10]

6
3 Fig. 3.1 shows flowers from the same species of plant at different stages, D and E, in their
development.
actual
size
25 mm
nectary
D E
Fig. 3.1
(a) On Fig. 3.1, use lines labelled S and C to label a sepal (S) and a carpel (C). [2]
(b) The flowers are cross-pollinated by an insect. Explain why the insect must visit flower D
before visiting flower E.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[3]
(c) Suggest how flowers of this species are adapted to be pollinated by an insect such as a bee.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[4]
[Total: 9]
© UCLES 2017 5090/22/M/J/17

7
4 Table 4.1 shows the loss of water vapour by two similarly-sized potted plants, F and G, grown in
the same environment over a period of 14 hours.
Table 4.1
water vapour loss / arbitrary units

time of day / hours plant F plant G
06.00 – 08.00 1.0 5.2
08.00 – 10.00 2.0 13.8
10.00 – 12.00 5.8 14.8
12.00 – 14.00 4.8 9.2
14.00 – 16.00 3.6 6.8
16.00 – 18.00 3.0 4.4
18.00 – 20.00 2.0 1.0
(a) State the time of day at which the combined loss of water vapour from the two plants is at its
greatest.
............................................................[1]
(b) Suggest reasons for each of the following:
(i) the difference between the total amount of water vapour lost by plants F and G during
the 14-hour period,
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[3]
(ii) the change in rate of water vapour loss by plant F from 06.00 hours to 12.00 hours.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[3]

8
(c) The leaves of plant G have their lowest temperature at 12.00 hours. Suggest reasons for this.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[2]
[Total: 9]
© UCLES 2017 5090/22/M/J/17

9
5 Fig. 5.1 shows cells with some of their structures missing.
H
J
K
not to scale
Fig. 5.1
(a) On the cells in Fig. 5.1, draw and label nuclei and chloroplasts in their appropriate positions.
[4]
(b) State which cell has been produced by meiosis and name the organ in which it has been
produced.
cell ......................................................................
organ .................................................................. [2]
(c) Explain how energy plays an important part in the function of each of these cells.
cell H
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
cell J
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
cell K
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
[6]
[Total: 12]
10
Section B
6 (a) Describe the journey made by a molecule of carbon dioxide after its production by respiration
in a body cell, to the moment it enters the air in the lungs.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[7]
(b) Explain how blood is kept flowing from the foot to the heart.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[3]
[Total: 10]
© UCLES 2017 5090/22/M/J/17

11
7 (a) Fig. 7.1 shows a section through a fruit.
fruit wall
(pericarp)
stone
containing
the seed
Fig. 7.1
The seed and the fruit wall are genetically different. Explain how this difference is produced.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[4]
(b) Describe and explain the differences between wind-dispersed and animal-dispersed fruits.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[6]
[Total: 10]

12
Section C
8 This is a simple food chain:
tree → insect → bird → fox
(a) Draw and label a pyramid of biomass for this food chain.
[2]
(b) Explain why only a small proportion of the energy in the insects passes to the birds.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[4]
© UCLES 2017 5090/22/M/J/17

13
(c) The foxes are infested with fleas (small, blood-sucking insects).
Draw and label a pyramid of numbers for the complete food chain including the fleas.
[4]
[Total: 10]

14
9 (a) Explain the measures taken, excluding the use of drugs, to reduce the spread of malaria.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[6]
(b) Quinine was the only drug that was successfully used to protect against malaria until the
1920s.
Suggest why quinine has largely been replaced by more recently-discovered drugs.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[4]
[Total: 10]
© UCLES 2017 5090/22/M/J/17


BIOLOGY 5090/22
MARK SCHEME
Maximum Mark: 80
Published
Teachers.
Cambridge International A and AS Level and Cambridge Pre-U components, and some Cambridge O Level
components.

PUBLISHED
O LEVEL
1(a) 1 line starts and ends at body wall + crosses abdomen below ribs ; 3
2 circle with all or part of it touching / on the sternum ;
GREEN SPOT
3 middle of cross below diaphragm ;
1(b)(i) 1 any reference to up / rises / raised ; 2

2 out / forwards ;
3 reference to muscle ;
4 (muscle) contract(ion) ;
5 reference to (requires) energy ;
1(b)(ii) (movement of person's chest) 5
1 involuntary AW ;
2 intercostal (muscles) ;
3 (muscles) between the ribs / in the chest (wall) ;
4 (move) bone / ribs / ribcage ;
5 attached / hinged + to vertebrae / backbone / at back ;
6 *leads to increase in volume / decrease in pressure ; * A once only for either chest or handle
620
BIOLOGY
(movement of bucket handle)
7 voluntary AW ;
8 muscle in arm / finger OR reference to bicep(s) ;
9 external to / not part of + the bucket / handle ;
10 (move) metal / plastic OR reference to a single handle ;
11 attached / hinged + to bucket / at side ;
12 *does not lead to change in volume / pressure ; * A once only for either chest or handle
SAPNA PUBLICATIONS
PAPER 2
PUBLISHED
O LEVEL
2(a)(i) assimilation ; 1
GREEN SPOT
2(a)(ii) (egestion) 2
line ending / letter written below rectum + labelled ‘A' / 'egestion' ;
(ingestion)
line ending / letter written to left of or inside mouth + labelled 'B' / 'ingestion' ;
2(b) (component) protein ; 2 R amino acids

Ig any reference to fat
(where absorbed) ileum / small intestine / villi / capillaries ; A jejunum
2(c) 1 reference to bile (salts) ; 5

2 (bile) not stored ;
3 less / slower + release (of bile) ;
4 less / slower + emulsification AW ;
5 less / slower / not optimum + digestion (of fats) / (lipase) enzyme
action ;
621
6 fewer fatty acids / less glycerol + produced / absorbed ;
BIOLOGY
7 incorrect pH / more acidic / less alkaline + in small intestine / duodenum ;
SAPNA PUBLICATIONS
PAPER 2
PUBLISHED
O LEVEL
3(a) line ending either on or in sepal + labelled either 'S' or 'sepal' ; 2

line ending either on or in carpel + labelled either 'C' or 'carpel' ;
GREEN SPOT
3(b) (flower D) 3
1 anther(s) / stamen(s) ;
2 pollen + mature / produced / present / released / collected ;
3 stigma + closed / immature AW / does not receive pollen ;
(flower E)
4 stigma + open / mature / receives pollen ;

5 anthers + withered AW OR reference to no pollen produced / present /
released / to be collected ;
3(c) 1 large + petal(s) ; 4

2 reference to insect / bee landing AW on petal ;
3 colour(ful) + petal(s) ;
622
4 reference to scent / smell ;
BIOLOGY
5 reference to nectar(ies) / (nectar) guides ;

6 pollen + stick(y) / hooked (to attach to insect / bee) ;
7 insect / bee makes contact AW with anther / stigma + while collecting
nectar ;
SAPNA PUBLICATIONS
PAPER 2
PUBLISHED
O LEVEL
4(a) 10.00–12.00 / noon / midday ; 1 A any single time or range between

10.00–12.00
GREEN SPOT
4(b)(i) 1 plants may be of different species ; 3 ORA for plant F for each of marking points 2
2 plant G + more / fast(er) transpiration ; to 5
3 plant G + more / big(ger) leaves ;
4 plant G + more stomata / pores / guard cells OR stomata bigger / wider
AW ;
5 plant G + better / big(ger) root system / absorbs more water ;
6 plant G + thin(ner) (waxy) cuticle ;
4(b)(ii) 1 increased + light (intensity) ; 3

2 increased + temperature / heat ;
3 reference to wind OR increased + air movement ;
4 decreased + humidity ;
5 stomata / pores / guard cells + open /wider ;
4(c) 1 highest / fastest (rate of) / most ; 2
623
2 (evapo) transpiration / evaporation ;
BIOLOGY
3 reference to previous 4 hours / between 8:00–12:00 / from 8:00 ;

4 (evaporation) cools (plant /leaves) / removes heat / temperature falls ;
SAPNA PUBLICATIONS
PAPER 2
PUBLISHED
O LEVEL
5(a) (H) nucleus drawn in cytoplasm + labelled ; 4

(J) nucleus drawn in cytoplasm + labelled ;
GREEN SPOT
(K) nucleus drawn in cytoplasm + labelled ;
chloroplast(s) drawn only in (H) + at least one labelled ;
5(b) (cell) sperm / male gamete / (cell) K ; 2

(organ) testis / testicle / testes ;
5(c) (cell H) 6
1 traps / absorbs / needs / uses / converts + light (energy) ;

2 reference to photosynthesis OR production of
glucose / starch / carbohydrate OR into chemical energy OR cell
division / mitosis OR growth OR protein synthesis ;
(cell J)
624
3 active transport / against a concentration gradient AW ;
BIOLOGY
4 intake AW of + ions / minerals / salts ;
(cell K)
5 movement / use / action + of tail / flagellum ;
6 movement / motility / mobility / locomotion / swimming AW ;
SAPNA PUBLICATIONS
PAPER 2
PUBLISHED
O LEVEL
6(a) 1 correct reference to (CO2) diffusion ; 7

2 cytoplasm ;
GREEN SPOT
3 (across) cell membrane ;
4 tissue fluid ;
5 * capillary ; * A once only either here or below
6 plasma / (red) blood (cell) ;
7 vein / vena cava ; Ig inferior / superior vena cava
8 heart + right (side of heart) ;
9 reference to atrium / auricle + followed by ventricle ;
10 pulmonary artery / arch ;
11 * capillary ; * A once only either here or above
12 alveolus / alveoli ; Ig reference to air sac
6(b) 1 (blood is under) pressure ; 3

2 (moved) by (contraction of skeletal) muscles ;
3 reference to veins / correct named vein ;
4 reference to valves (in veins) ;
5 (valves) prevent backflow of blood AW ;
625
BIOLOGY
SAPNA PUBLICATIONS
PAPER 2
PUBLISHED
O LEVEL
7(a) (seed) 4 A maximum of three of marking points 1 to 5

(i.e. for 'seed')
GREEN SPOT
1 seed + results from fertilisation AW / sexual reproduction ;
2 (fusion / fertilisation of) gametes OR pollen nucleus + egg /ovum / ovule ;
3 reference to (gametes often) from different plants / flowers ;
4 (gametes produced by) meiosis / reduction division ;
5 combination AW of (different) genes / alleles ;
(fruit)
6 fruit (wall) + results from mitosis ;

7 reference to (genetically) identical / clones ;
7(b) (wind) (animal) 6
1 small OR large ;
2 light / buoyant OR heavy ;
626
3 wings / parachutes OR hooks / hairs ;
BIOLOGY
4 large surface area OR attachment (to animal) ;

5 large number OR small number ;
6 not coloured / dull OR colour / named colour / bright ;
7 not sweet/juicy/flesh(y)/scented OR sweet / juicy / flesh(y) / scented
;
8 reference to
food / eaten / digested ;
9 seed + enzyme resistant
/ cannot be digested / is
egested / is lost in faeces / is
thrown away ;
SAPNA PUBLICATIONS
PAPER 2
PUBLISHED
O LEVEL
8(a) standard pyramid shape with 4 levels ; 2

correctly labelled 'tree' + 'insect' + 'bird' + 'fox' ;
GREEN SPOT
8(b) 1 not all insects / not all parts of insect + eaten (by birds) ; 4
2 (therefore) energy remains in insects (not eaten) ;
3 not all parts of insect digested / some lost as faeces / egested (by
birds) ;
4 (insects) release AW energy in respiration ;
any two uses of energy (by insects) from the following:
5 (electrical) impulses ;
6 active transport ;
7 movement / muscle contraction ;
8 heat (production / loss) ;
8(c) 1 pyramid with 5 levels + 'flea' level at top ; 4 each level referred to in a marking point
2 'flea' level larger than + immediately above 'fox' level ; must be labelled to gain credit
627
3 'fox' level smaller than + immediately above 'bird' level ;
BIOLOGY
4 'bird' level smaller than + immediately above 'insect' level ;

5 'tree' level at bottom + of smallest width ;
SAPNA PUBLICATIONS
PAPER 2
PUBLISHED
O LEVEL
9(a) (to discourage insects from biting) 6
GREEN SPOT
1 insect repellent ;
2 long-(sleeved) clothes ;
3 nets on / close + doors / windows ;
4 nets + over beds / while sleeping ;
5 paint walls white ;
(to kill insects / mosquitoes)
6 insecticides / pesticides / reference to fogging / electric insect killer ;

7* mosquito coils ;
8 irradiated / sterile male mosquitoes ;
(to prevent mosquitoes laying eggs / reproducing OR to kill larvae)
9 drain ponds / remove stagnant AW water / use closed water tanks ;
628
10 (spray) oil / insecticide on ponds ;
11 stock ponds / lakes with fish ;
BIOLOGY
12 use of Bti / Bacillus thuringiensis (israelensis) ;
9(b) 1 exposure to / used for + a long time / years / decades ; 4

2 mutation ;
3 natural selection ;
4 resistance (to quinine) ;
5 (quinine) no longer as effective / recent drugs more effective ;
6 reference to plasmodium / parasite ;
7 new drugs cheaper / more easily available / fewer side effects ;
© UCLES 2017 Page 11 of 11
SAPNA PUBLICATIONS
PAPER 2
BIOLOGY
Paper 5090/22
Theory
Key messages
Many candidates read the question only sufficiently thoroughly to determine the topic being examined, but
then gave a general account of it, rather than restricting their answer to the specific aspect of that topic as
required by the question. As a result, marks were lost. Candidates are advised to read the question before,
during and after answering it to ensure that they produce a full and relevant answer. Centres are reminded
that candidates should be guided in the length of each of their responses by the number of lines provided
and by the number of marks available.
General comments
Some excellent work was seen from the more highly attaining candidates. Production of the seed and fruit
wall (Question 7) resulting in genetic differences, and questions requiring tailoring and application of
knowledge to a previously unseen context, provided more challenge for even the best candidates.
Section A
Question 1
(a) This proved to be a challenging first question even for otherwise able candidates. Whilst many
candidates drew the diaphragm in an acceptable vertical position, a significant number did not
show it joining the body wall on both sides. Few candidates were able to correctly show the
position of the heart, despite any circle drawn either on or touching the sternum being accepted by
examiners. The liver, too, was frequently shown in an incorrect location, most often above the
drawn diaphragm.
(b) (i) Correct reference to a direction of movement quite commonly enabled candidates to gain credit
here. Frequent incorrect reference to the ‘diaphragm’ was seen and did not gain credit.
Contradictory reference to both ‘up’ and ‘down’ or to both ‘out’ and ‘in’ was also frequently seen.
Centres are advised that where numbered response lines are provided, only one mark is available
per numbered line.
(b) (ii) Frequent correct reference was made to the involvement of the ribs and the intercostal muscles in
the movement of a person’s chest, and to the resulting changes in volume and pressure. Direct
comparison with the movement of the handle was less frequently seen. Incorrect reference to the
diaphragm was frequent. There was a tendency for candidates to write at length about their
knowledge of the process of breathing, rather than to relate this knowledge to the question asked.
Question 2
(a) (i) This was well answered by most candidates. The most common incorrect answer was 'excretion'.
(a) (ii) This was well answered by most candidates. It was not uncommon for A to be indicated too high
on the diagram to gain credit, as the label was in that case indicating the rectum rather than the
anus.

© 2017
(b) This was well answered by most candidates and a range of correct alternatives such as ileum,
small intestine, villi and capillaries were accepted in the second part. Incorrect reference to 'amino
acids' was seen in the first part and to the 'duodenum' in the second part.
(c) This question was a good discriminator. Credit was awarded for answering the question asked
about the effect on digestion of removing the gall bladder, rather than for providing a description of
the usual function of bile. Many candidates were able to make correct reference to 'bile' however a
much smaller proportion were able to go on to identify that bile would not be stored if the gall
bladder had been removed. Candidates who did identify this often went on to incorrectly suggest
that emulsification and/or digestion of fats would stop rather than reduce/slow as a result.
Candidates were often unclear about the significant difference between physical digestion (by bile)
and chemical digestion (by enzymes). A small number of candidates confused the gall bladder
with the urinary bladder.
Question 3
(a) This was well answered by most candidates. Correct label lines were accepted on either one or on
both diagrams. The sepal was the most commonly correctly identified part. A small number of
candidates did not gain credit for their labelling of the carpel due to the use of insufficiently clear
label lines. Examiners accepted a label line correctly drawn to any part of the carpel. Centres are
reminded that label lines should touch the part being identified by candidates.
(b) Most candidates demonstrated a good understanding of cross-pollination in the context of the
question set. Insufficient reference to named parts of the flower was seen in some responses. A
common error was for candidates to suggest that the anthers of E were not yet mature, rather than
withered post-maturity.
(c) This was very well answered by most candidates. A common error was to refer to the size and/or
colour of the 'flower' rather than to specifically that of the 'petals'. Adaptations such as the presence
of nectar, nectar guides, scent and a petal that provides a landing platform for the insect, were
known by the majority of candidates. Occasionally candidates made reference to the absence of
adaptations specific to wind-pollination. Such references did not answer the question asked, and as
such did not gain credit.
Question 4
(a) This was correctly deduced by almost all candidates.
(b) (i) This question was a good discriminator. Many candidates gave often full and correct details of the
environmental factors that influence the loss of water vapour. These factors were, however,
identified in the stem of the question as being the same for both plants. Candidates who answered
successfully were able to identify the factors relating to plants F and G that might have influenced
their respective losses of water vapour. A number of candidates quoted data provided in Fig. 4.1 in
order to identify a difference in the amount of water vapour lost by the two plants. Such data quotes
did not gain credit as the question required a suggested reason for such a difference.
(b) (ii) Reference to environmental factors such as 'light', 'temperature' and 'humidity' did not gain credit
unless in comparative terms (e.g. more light). Reference to stomata opening in response to a
named environmental factor was commonly seen and did gain credit without the need for a
comparative reference. Reference to the 'sun rising' was made by a number of candidates and was
insufficient to gain credit.
(c) This was well answered by most candidates. The concept of transpiration causing a cooling effect
for the leaves was clearly well known by many. Reference to most transpiration/water loss
occurring at 12.00 hours was also commonly made. A small number of candidates incorrectly
interpreted '12.00 hours' to be midnight and suggested that a decrease in the surrounding
temperature at that time would result in a lower temperature of the leaves.
Question 5
(a) This question successfully tested candidates' knowledge of cell structure. Many candidates were
able to correctly draw and label the position of a single nucleus in each cell, however incorrect

© 2017
positioning of the nucleus in the vacuole of cells H and J was not uncommon. Fewer candidates
were able to correctly draw and label the position of one or more chloroplasts in only cell H, with a
significant number incorrectly adding chloroplasts also to cell J. A small number of candidates did
not add any labels to the diagram, as instructed in the question, to identify the structures that they
had drawn. Such unlabelled responses did not gain credit.
(b) This was well answered by most candidates. Incorrect reference to 'sperm duct' was sometimes
made in the second part.
(c) This was well answered by many candidates. It should be noted that the question asked
specifically for an explanation of 'how energy plays an important part in the function of each cell'
rather than simply for an account of the function of each cell. For cell H a significant proportion of
candidates did not specifically make reference to 'light' energy and some made incorrect reference
to energy being used for respiration. Cell H was often sometimes incorrectly identified, for example
as a red blood cell, which therefore limited candidates’ ability to gain credit. For cell J a significant
number of candidates incorrectly linked an energy requirement to the uptake of both water and
mineral ions. For cell K most candidates gained credit for correct reference to the concept of
'movement', however many did not also make reference to action of the cell's 'tail' or 'flagellum'.
SECTION B
Question 6
(a) The majority of candidates gave very full and correctly detailed accounts, however few candidates
made reference to the cytoplasm of the origin cell. Occasionally, details of the passage through the
heart were incorrect (e.g. reference to the left side rather than the right) and sometimes such
details were omitted.
(b) Many candidates gave full accounts of the passage of blood both from the heart to the foot and
from the foot to the heart. Only the latter was required by the question. The role of veins and of
venous valves was well known by many candidates. Reference was less often made to the role of
skeletal muscles. Reference was commonly made to the blood being under pressure. It was not
always clear though whether it was the candidate's intention to imply that this pressure was
important in keeping the blood flowing specifically from the foot to the heart as required by the
question.
Question 7
(a) This question proved to be challenging for the majority of candidates. The responses of many
candidates revealed an often confused and superficial knowledge and understanding of this part of
the syllabus. There was frequent confusion between the terms 'seed' and 'fruit' and between
'meiosis' and 'mitosis'. The process of mitosis in the production of genetically identical cells in the
fruit wall was better known than the process of meiosis in the production of gametes. Many
candidates incorrectly attributed the formation of the seed to the process of meiosis. Many
candidates did not appear to realise that the fruit wall was specifically mentioned in the question,
and consequently based their answers incorrectly upon the complete fruit. Mutation and genetic
modification were concepts referred to by some candidates, neither of which were relevant to the
question asked.
(b) Most candidates gave answers which were characterised by much correct detail and many
candidates gained either full or nearly full credit. Reference to both mechanisms of animal dispersal
were commonly seen by examiners. Occasional incorrect reference to seeds being 'excreted' by an
animal was seen. Centres are reminded that inaccurate use by candidates of the term 'excretion' is
common in a number of areas of the syllabus and will not gain credit. A small proportion of
candidates made specific incorrect reference to 'pollen' in their response, which left examiners
unable to award credit for the particular mechanism of seed dispersal where this error occurred.
Centres are advised that candidates do often confuse the mechanisms of pollen transmission with
those of seed dispersal. It was sometimes the case that candidates did not make specific reference
to 'pollen' but aspects of their answers (e.g. mention of colour of leaves and/or to the presence of
nectar) suggested an element of confusion.

© 2017
SECTION C
Question 8
(a) Whilst most candidates placed the named organisms in the correct sequence, a significant number
did not draw a pyramid of the correct shape. As the question required candidates to label a pyramid
of biomass for the specific food chain provided, reference to named trophic levels (e.g. producer)
was ignored by examiners and did not gain credit.
(b) This question proved to be challenging for many candidates. As in some previous questions on this
paper, candidates often did not tailor their response to the specific question asked. Unnecessary
reference was therefore often made to energy transfer from the tree to the insect as well as from
the insect to the bird. Some candidates made incorrect reference to loss of energy in the faeces of
the insect rather than of the bird. Many candidates made incorrect reference to energy being used
in respiration rather than to it being released by respiration. Reference was often made to energy
being lost in 'metabolic processes' rather than during named processes. The processes of 'growth'
and 'mitosis' will result in an increase in biomass and will not contribute to the loss of energy
between trophic levels.
(c) This was very well answered by most candidates with many attaining full credit. The only frequently
seen error was the box for 'tree' being drawn too large. A small number of candidates provided
labels for a food chain unrelated to the question.
Question 9
(a) This was well answered by most candidates who were, almost universally, able to correctly name
several measures to be taken. Candidates did not though always link each measure with a valid
explanation as to why that measure should be taken. Such candidates did therefore not respond in
full to the question asked and were not awarded full credit. Often there was uncertainty concerning
which stage of the mosquito life cycle was the target of each individual measure. A number of
candidates made correct reference to the use of 'nets' but did not identify the location (e.g. on
doors/windows or around beds) of such netting. Such specificity was required to gain credit for that
particular measure.
(b) Many candidates were unsure of the target of the drugs used to protect against malaria. Many
candidates did not either specifically name the pathogen 'Plasmodium' or make reference to the
term 'parasite'. Incorrect reference to 'virus' or 'bacterium' was common. A significant number of
candidates made incorrect reference to the development of 'immunity' rather than 'resistance' to the
drugs, with some candidates conferring this resistance on the mosquito vector rather than on the
malarial pathogen. Correct reference to either 'mutation' or to the process of 'natural selection' was
infrequent, although reference to 'cost effectiveness' and to 'increased effectiveness' of more
recently-discovered drugs was more common.

© 2017

* 3 9 4 5 8 3 2 3 5 0 *
BIOLOGY 5090/21
1 hour 45 minutes
Section A
Section B
Section C


2
Section A
1 Fig. 1.1 shows four types of human teeth A, B, C and D.
A B C D
Fig. 1.1
Fig. 1.2 below shows the arrangement of teeth in the lower jaw of a human.
(a) Complete Fig. 1.2 to show the following for each of the two types of teeth indicated:
• the identity of each type of tooth by writing the correct letter A, B, C or D from
Fig. 1.1
• the name of each type of tooth
• one function of each type of tooth. [6]
letter from Fig. 1.1 .............................
name of type of tooth .............................
one function .................................................................
.................................................................
letter from Fig. 1.1 .............................
name of type of tooth .............................
one function ............................................
.................................................................
Fig. 1.2
© UCLES 2017 5090/21/O/N/17

3
(b) (i) State the causes of dental decay.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[2]
(ii) Describe the proper care of teeth.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[2]
[Total: 10]

4
2 Fig. 2.1 shows a section through a human kidney and its associated structures.
Fig. 2.1
(a) (i) Name the blood vessels P and Q in Fig. 2.1.
P ......................................................................
Q ...................................................................... [2]
(ii) Name the fluid R in Fig. 2.1 and describe the route taken by this fluid from leaving the
kidney to being removed from the body.
name of fluid ......................................................................................................................
route taken by fluid ............................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
[4]
© UCLES 2017 5090/21/O/N/17

5
(b) A person with kidney damage requires the process of dialysis to take place several times
each week.
Before dialysis begins, a surgical procedure is used to create a connection, called an

AV fistula, between two blood vessels in the arm.
Fig. 2.2 shows the AV fistula and the connections between the blood vessels and a kidney
machine.
from
kidney
machine
vein
to kidney artery
machine
AV fistula
Fig. 2.2
(i) Suggest why the connection made between blood vessels is called an AV fistula.
.......................................................................................................................................[1]
(ii) State one way in which blood returning from the kidney machine will differ from blood
leaving the body to enter the kidney machine.
...........................................................................................................................................
.......................................................................................................................................[1]
(c) Describe the role in dialysis of each of these components of a kidney machine:
artificial membrane
...................................................................................................................................................
...................................................................................................................................................
dialysis fluid
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
[5]
[Total: 13]
6
3 Fig. 3.1 shows the flow of energy within a biological system.
Sun
95%
lost
5%
10% 10% 10%
tree caterpillar songbird hawk
90% 90% 90%

lost lost lost
Fig. 3.1
(a) (i) Name the type of chart shown in Fig. 3.1.
...................................................................... [1]
(ii) Name one example, shown in Fig. 3.1, of each of the following types of organism.
producer .............................................................................................................................
carnivore ............................................................................................................................
[2]
(b) (i) Suggest why only 5% of the energy from the Sun passes to the tree.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[2]
(ii) Describe how energy is lost between the songbird and the hawk.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[3]
© UCLES 2017 5090/21/O/N/17

7
(c) Fig. 3.2 shows two possible uses of the same area of land to produce food.
1 hectare of land
when farmed
produces produces
or 7.5 tonnes of
0.3 tonnes of lamb wheat grain to
to produce 1200 produce 12 000
portions of meat loaves of bread
Fig. 3.2
Use the information in Fig. 3.1 and Fig. 3.2, and your own knowledge, to explain why it is
possible to feed a greater number of people if the area of land is used to farm crops rather
than to farm animals.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[5]
[Total: 13]

8
4 Fig. 4.1 shows a human cell.
cell membrane
cytoplasm containing
haemoglobin
Fig. 4.1
(a) Name and state the main function of the type of cell shown in Fig. 4.1.
name ......................................................................
function .....................................................................................................................................
...................................................................................................................................................
[2]
(b) Suggest and explain what symptoms might be experienced by a person with an unusually low
number of this type of cell.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[4]
(c) Explain what would happen to the cell shown in Fig. 4.1 if placed in pure water.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[3]
[Total: 9]
© UCLES 2017 5090/21/O/N/17

9
5 Fig. 5.1 shows the fruits of two plants, A and B. Both fruits are animal-dispersed.
fruit A fruit B
Fig. 5.1
With reference to the features shown in Fig. 5.1, describe how these fruits are dispersed.
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
......................................................................................................................................................[5]
[Total: 5]

10
Section B
6 Fig. 6.1a shows the right eye of a person before moving into an area of bright light.
Fig. 6.1a Fig. 6.1b
(a) (i) Complete Fig. 6.1b to show the appearance of the right eye of the person shortly after
moving into an area of bright light. [1]
(ii) With reference to named structures within the eye, describe the changes that take place
when a person moves into an area of bright light.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[5]
(b) Name the type of action that occurs to make the changes that you have described and
suggest why it is important that these changes take place.
type of action ......................................................................
why the changes take place .....................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
[4]
[Total: 10]
© UCLES 2017 5090/21/O/N/17

11
7 Fig. 7.1 shows a fermenter used for the production of an antibiotic.
motor
W X
water out
pH and
temperature
sensors stirring
paddles
water in
Z Y
Fig. 7.1
(a) (i) Identify what enters or leaves through each of W, X, Y and Z in Fig. 7.1.
W ......................................................................
X ......................................................................
Y ......................................................................
Z ...................................................................... [4]
(ii) Explain the importance of the substance entering through Y in the production of the
antibiotic.
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[2]

12
(b) Explain why it is important to detect and to control the pH and temperature of the contents of
the fermenter.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[3]
(c) Suggest one advantage of the motor being located outside, rather than inside, the reaction
vessel of the fermenter.
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[1]
[Total: 10]
© UCLES 2017 5090/21/O/N/17

13
Section C
8 (a) With reference to specific examples, explain how and why diet should be related to the age
and activity of an individual.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[4]
(b) Describe digestion in the human stomach.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[6]
[Total: 10]

14
9 (a) Describe how the nervous system is involved in the maintenance of a constant body
temperature.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[6]
(b) Describe the role of the hormone adrenaline and give one example of a situation in which
adrenaline may be released.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[4]
[Total: 10]
© UCLES 2017 5090/21/O/N/17

Cambridge Assessment International Education

BIOLOGY 5090/21
MARK SCHEME
Maximum Mark: 80
Published
Teachers.
Cambridge International will not enter into discussions about these mark schemes.
Cambridge International is publishing the mark schemes for the October/November 2017 series for most
components.

5090/21 Cambridge O Level – Mark Scheme October/November
PUBLISHED 2017
O LEVEL
1(a) B; 6
incisor ;
GREEN SPOT
biting / cutting / tearing / gripping ;
C;
molar ; R pre-molar
chewing / crushing / grinding ;
1(b)(i) sugar ; 2 A named sugar, Ig sweets

bacteria ;
respiration ;
acid ;
plaque ;
1(b)(ii) reference to brushing ; 2

flossing ;
fluoride ; A fluorine
reference to dental check-ups ;
648
BIOLOGY
SAPNA PUBLICATIONS
PAPER 2
PUBLISHED 2017
O LEVEL
2(a)(i) P renal artery ; 2

Q renal vein ;
GREEN SPOT
2(a)(ii) urine ; 4 R urea
ureter ;
bladder ;
urethra ;
2(b)(i) reference to artery + vein ; 1
2(b)(ii) lower pressure ; 1

less / no urea ;
reference to increase / decrease + concentration of ions AW ;
2(c) (artificial membrane) 5

partially permeable AW ;
small molecules or named + pass through (membrane) ;
649
correct reference to diffusion / osmosis ;
BIOLOGY
proteins do not pass through (membrane) ;
(dialysis fluid)
no / low urea OR removes urea ;
reference to concentration gradient ;
same glucose concentration + as normal blood ;
same ion AW concentration + as normal blood ;
SAPNA PUBLICATIONS
PAPER 2
PUBLISHED 2017
O LEVEL
3(a)(i) food chain ; 1
GREEN SPOT
3(a)(ii) tree ; 2 A named tree
songbird / hawk ;
3(b)(i) doesn’t hit leaves / tree OR intercepted by other objects ; 2

reflected (off leaves) ;
not used in photosynthesis ;
3(b)(ii) movement / flight ; 3
excretion ;
egestion / faeces ;
sound / singing ;
heat / maintaining body temp / warm blooded ;
respiration ;
hawk doesn’t eat / digest all of songbird(s) OR
songbird(s) decay(s) ;
650
3(c) more food produced ; 5 A quote from Fig. 3.2 (e.g. 12 000 loaves vs. 1200
BIOLOGY
portions of meat)
comparative data manipulation ; A 25× more mass / 10× more food products (for
wheat)
fewer levels in food chain AW ;
correct reference to herbivore / carnivore + human ;
correct reference to primary / secondary + consumer ;
less energy lost / more efficient ;
example of energy not lost (e.g. through movement) ORA ;
SAPNA PUBLICATIONS
PAPER 2
PUBLISHED 2017
O LEVEL
4(a) red blood (cell) / erythrocyte ; 2

oxygen + carriage / transport / absorption AW ;
GREEN SPOT
4(b) tiredness / fatigue / weak / dizzy / faint ; 4
inability to exercise / exert / inactive ;
breathing problems ;
reduced oxygen transport ;
reduced respiration ;
reduced energy (release) ;
irregular menstruation AW ;
4(c) low water potential / concentration inside cell ; 3

water enters ;
by osmosis / diffusion ;
cell expands ;
cell bursts ;
reference to no cell wall ;
651
BIOLOGY
SAPNA PUBLICATIONS
PAPER 2
PUBLISHED 2017
O LEVEL
5 (fruit A) 5
hooks / spikes AW ; R feathers / hairs
GREEN SPOT
on animal / fur ;
falls off / rubbed off / leaves animal AW ;
(fruit B)
edible / eaten / food ;
colour / taste / juicy / sweet ;
thrown away / discarded / faeces / egested AW ;
(for A or B)
new location / away from parent plant ;
6(a)(i) shaded circle drawn in iris + smaller than in 6.1(a) ; 1
652
6(a)(ii) iris + muscle ; 5
BIOLOGY
circular + contract ;
radial + relax ;
pupil ;
constricts AW ;
6(b) (type of action) 4

reflex / involuntary ;
(why the changes take place)

protection / prevent damage ;
reduces light (entering) ;
retina / rods / cones / photoreceptors ;
SAPNA PUBLICATIONS
PAPER 2
PUBLISHED 2017
O LEVEL
7(a)(i) (W) 4
fungus / microorganism / bacteria / nutrient /
GREEN SPOT
yeast / water ;
(X)
carbon dioxide ;
(Y)
oxygen ;
(Z)
antibiotic / named antibiotic ;
7(a)(ii) respiration ; 2
aerobic ;
reference to increased yield ;
sparger / bubbles / more surface area ;
growth ;
653
BIOLOGY
7(b) detect changes ; 3

enzymes ;
denature ;
reduce rate of reaction / product formed ;
kill microorganisms or named ;
maintain optimum / best conditions ;
7(c) heat production / temperature ; 1

ease of maintenance ;
prevents water damage to motor ;
doesn’t take up space (in fermentation vessel) AW ;
SAPNA PUBLICATIONS
PAPER 2
PUBLISHED 2017
O LEVEL
8(a) active + more energy ; 4 marks are linked in pairs

reference to carbohydrates / fats ;
GREEN SPOT
child AW + growth ;
reference to protein / calcium / vitamin D ;
(post-pubertal AW) female + iron ;

reference to menstrual loss of blood ;
old person + less growth / less active / no menstruation ;

reference to reduced need for correct named nutrient ;
8(b) muscle + wall ; 6 answer must refer to the stomach and not other
contracts / churn / mechanical digestion ; parts of the alimentary canal
acid ;
optimum AW pH ;
enzyme ;
protease / pepsin ;
654
protein(s) ;
BIOLOGY
to amino acids / (poly)peptides ;
SAPNA PUBLICATIONS
PAPER 2
PUBLISHED 2017
O LEVEL
9(a) hypothalamus ; 6
reference to detecting blood temperature ;
GREEN SPOT
receptors ;
in skin ;
detect temperature + of surroundings AW ;
impulse ;
sensory neurone ;
to central nervous system / brain / spinal cord ;
motor neurone ;
effector ;
named effector ; A muscle or named effector / sweat gland
shiver / vasoconstriction or vasodilation / sweat increase or
decrease ;
reference to negative feedback ;
9(b) correct named situation ; 4
target organ / named ;
655
BIOLOGY
(any two effects from)

glycogen to glucose / sugar ;
increased (heart) rate ; increased heart rate = 2 marks (named target organ
pupils dilate ; + effect)
dry mouth ;
breathing rate change ;
diversion of blood to muscle / from gut ;
SAPNA PUBLICATIONS
PAPER 2
BIOLOGY
Theory
Key messages
Candidates should also be aware that, though a question at first sight may appear to be examining a topic
with which they are not familiar, the answer will always be accessible to those who have followed the
syllabus. This ability to interpret an unfamiliar situation is one of the requirements of this examination.
General comments
There were very few candidates who found the paper beyond their ability. Comprehension of energy flow in
food chains and knowledge of the structure and function of the excretory system generally were not well
known by candidates.
Section A
Question 1
(a) Occasionally, the answers to the two separate parts of this question were reversed. Canines were
sometimes identified as incisors, and molars as pre-molars. Otherwise, most candidates scored
very well on this question.
(b) (i) There was some confusion between what causes tooth decay and how tooth decay may be
prevented. It was surprising how rarely bacteria were mentioned. .
(ii) There were no problems here. Brushing and flossing teeth were regularly mentioned, as was the
desirability of regular dental check-ups.
Question 2
(a) (i) Excretion appeared to be a less well known subject for many candidates. Often, the names of the
relevant blood vessels were not known. Artery and vein were often reversed, and pulmonary blood
vessels, hepatic portal vein and aorta were regularly suggested. Sometimes, artery and vein were
given the correct way round, but without the addition of ‘renal’.
(ii) There was considerable confusion between ‘urea’ and ‘urine’ with both appearing equally often.
This was often followed by a failure to appreciate the difference between the ureter and the urethra.
(b) (i) Although most candidates appreciated the reason for referring to the connection as an AV fistula,
several believed that the shapes of the letters ‘A’ and ‘V’ resembled the appearance of the blood
vessels at the point where they join.
(ii) Although a few candidates reversed the blood vessels, stating that there would be more urea in the
vein, most gave a correct answer.
(c) The fact that the artificial membrane is involved in diffusion was well known, but few thought to
mention its partial permeability.

© 2017
There were very few references to the need to regulate the concentration of some of the solutes to
equal their concentration in the blood, but many candidates, perhaps taking their cue from (b)(ii)
realised that urea would pass from the blood to the dialysis fluid.
Question 3
(a) (i) ‘Food chain’ was a common correct answer.
(ii) A producer and a carnivore were usually correctly identified, but when errors were made, it was
often to suggest that either the Sun or the caterpillars were producers.
(b) (i) There needed to be a reference to photosynthesis before the first mark was scored. The remaining
95 per cent energy was often described as being ‘lost to the environment’, but a more specific
qualifying statement was needed for the second mark.
(ii) There were some full answers here, but several candidates suggested that the hawk rather than
the songbird loses energy.
(c) This question proved to be one of the most demanding on the paper. Few candidates ventured
beyond saying that the wheat produces more food than the sheep. There was little appreciation of
the relative trophic levels of the two organisms in a food chain or web, though some candidates did
appreciate that less energy was lost in the production of carbohydrate by the wheat plant than in
production of meat by a sheep.
Question 4
(a) Most candidates correctly identified a red blood cell. However, a significant number believed that
the cell is responsible for carrying oxygen and nutrients round the body.
(b) The question asked for symptoms, but there were many candidates who identified the condition as
sickle-cell anaemia. Relatively few mentioned the effect of reduced oxygen carriage on respiration
and energy release.
(c) This question was well understood and well explained. A few candidates, however, showed some
confusion with the relevant terminology when describing the intake of water before going on to say
that this leads to plasmolysis.
Question 5
There was some confusion between dispersal and pollination, with frequent reference to insects being
involved and a belief that the diagrams showed flowers, including petals.
Section B
Question 6
(a) (i) The large majority of candidates correctly drew a pupil smaller in size than that shown in Fig. 6.1a.
(ii) Ciliary muscles were regularly mentioned, and iris muscles very rarely. More often than not,
though, there was an accurate mention of the circular muscles contracting and the radial muscles
relaxing.
(b) A few candidates mis-identified the type of action as accommodation – but usually realised that the
action had the effect of reducing the amount of light entering the eye.
Question 7
(a) (i) It would appear that a labelled diagram of a fermenter was unfamiliar to a considerable number of
candidates. This part was, quite often, left blank or some of the parts were left unanswered. The
antibiotic being harvested at Z was relatively well known, and it was appreciated by some that the
microorganism would be introduced at W and that carbon dioxide would be removed at X. Rarely
was oxygen mentioned as entering at Y. Despite antibiotic being mentioned in the question, several
referred to alcohol production.

© 2017
(ii) Few candidates provided a correct answer to this part, but occasionally, candidates recognised the
perforation at the top of the widened exit of X and were able to relate this to bubble production.
(b) Marks were frequently scored here because candidates linked temperature and pH control with
enzymes. Few however appeared to realise that it is important to keep the temperature and pH
monitored so that changes in both can be detected and thus controlled at the optimum in each
case for the enzymes involved in the process.
(c) The commonest correct response referred to the heat likely to be emitted by the motor.
Section C
Question 8
(a) Many candidates failed to relate their answers to age and activity, as required by the question.
However, the need for carbohydrates by those with an active lifestyle, the need for protein for a
growing child and, to a lesser extent, the lower requirement for named constituents in the elderly
were often correctly described.
(b) Rarely was it mentioned that churning occurs in the stomach. However this question allowed those
candidates with precise and accurate knowledge to score highly, which many did.
Question 9
(a) This was the less popular of the optional questions, but those who attempted it often scored well.
Less well known was the hypothalamus being involved in monitoring blood (core) temperature and
that control involves a negative feedback system.
(b) Less thorough answers mentioned only that adrenaline is secreted at times of fear etc., and
references to the term ‘target organ’ were rare. Most candidates were aware of the increase in
heart beat. Several believed, incorrectly, that adrenaline is produced in the pancreas which then
led to a confusion with glucagon and its effects.

© 2017

* 7 0 2 7 7 1 1 4 3 2 *
BIOLOGY 5090/22
1 hour 45 minutes
Section A
Section B
Section C


2
Section A
1 Fig. 1.1 shows stages in the development of human twins.
structure
P
child child
A B
Fig. 1.1
(a) On Fig. 1.1, label and name each of the following:
• a gamete,
• a zygote. [2]
(b) Name the part of the female reproductive system that structure P enters.
...............................................................................................................................................[1]
© UCLES 2017 5090/22/O/N/17

3
(c) If the sex chromosome in the sperm is a Y chromosome, and in the ovum (egg) is an
X chromosome, state the sex of child A and of child B. Explain your answer.
child A ........................................
child B ........................................
explanation ...............................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
[4]
(d) Explain how a woman’s body prevents further ova (eggs) from being released until the end of
her pregnancy.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[4]
[Total: 11]

4
2 Fig. 2.1 shows changes in the body temperature of a person.
body normal body

temperature temperature (37 °C)
E F
time
Fig. 2.1
(a) State the term for maintaining constant conditions, such as temperature, in the body.
...............................................................................................................................................[1]
(b) Suggest three things that could happen to account for the shape of the curve during time E.
1 ................................................................................................................................................
2 ................................................................................................................................................
3 ................................................................................................................................................
[3]
(c) Explain what is happening in the body to cause the change in body temperature at time F.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[3]
© UCLES 2017 5090/22/O/N/17

5
(d) Name each of the following:
(i) the process by which the return to a set point, as illustrated by Fig. 2.1, is achieved,
.......................................................................................................................................[1]
(ii) the part of the brain that controls this process.
.......................................................................................................................................[1]
[Total: 9]

6
3 An experiment was carried out to investigate the inheritance of flower colour.
In cross 1, a plant with blue flowers (plant G) was pollinated by another plant with blue flowers
(plant H). The resulting seeds were collected and labelled ‘batch 1’.
In cross 2, plant G was pollinated by a plant with white flowers (plant J). The resulting seeds were
collected and labelled ‘batch 2’.
All the plants were of the same species.
Fifty seeds from each of batch 1 and batch 2 were grown and the number of plants with white
flowers was counted.
The results are shown in Table 3.1.
Table 3.1
batch number of plants with white flowers

1 (from cross 1) 12
2 (from cross 2) 27
(a) Name the dominant phenotype in this experiment ...............................................................[1]
The alleles controlling flower colour in this plant are B (dominant) and b (recessive).
(b) (i) State the genotypes of
plant G ........................................
plant H ........................................
plant J ........................................ [3]
(ii) State which of these plants is heterozygous .................................................................[1]
Question 3 continues on page 7.
© UCLES 2017 5090/22/O/N/17

7
(c) In the box below, draw a genetic diagram for cross 1 (between plants G and H).
[5]
[Total: 10]

8
4 Fig. 4.1 shows the relationships between a number of organisms living together in a South
American rainforest.
nectar from an orchid the bumble bee is the only

gives male bumble bees insect strong enough to push
the necessary scent to past the coiled petal and reach
attract females the nectar
coiled petal
orchid bumble flower of nut collectors

bee Brazil nut tree harvest and sell
anthers the nuts
Brazil nut tree

grows only as an
uncultivated plant
fruit of the
in the Amazon
Brazil nut tree
rainforest
with an extremely
hard pericarp
agouti – the only animal

jaguar capable of opening the fruit.
feeds on It stores nuts (seeds) by burying
agoutis seeds (nuts) them, but often then forgets
inside fruit about them.
not to scale
Fig. 4.1
© UCLES 2017 5090/22/O/N/17

9
(a) Fig. 4.2 is an incomplete food web for these organisms. Complete Fig. 4.2 by:
• writing the name of an organism in each box,

• completing the arrows to show the flow of energy.
[4]
Fig. 4.2
(b) Name the type of seed dispersal found in the Brazil nut tree. Give a reason for your answer.
...................................................................................................................................................
...............................................................................................................................................[2]
(c) Suggest the possible effects on the community in the rainforest if the orchids were killed by
disease.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[6]
[Total: 12]

10
5 Muscles are arranged around joints in pairs. One muscle contracts to bend a limb at a joint, and
the other contracts to straighten it.
(a) (i) State the term for muscles that act in this way ..............................................................[1]
(ii) Name the muscle in your arm that contracts to move your hand away from your nose
after smelling a flower.
.......................................................................................................................................[1]
(b) Fig. 5.1 shows how muscles are arranged in the human leg and pelvis, and also shows the
leg in two different positions, R and S.
X
W
V Y
leg in position R leg in position S
Fig. 5.1
(i) Using the letters in Fig. 5.1, identify the two muscles that contract to move the leg off the
ground from position R to position S.
........................................ and ........................................ [2]
(ii) State what happens to the other muscles in Fig. 5.1 during this action.
.......................................................................................................................................[1]
© UCLES 2017 5090/22/O/N/17

11
(c) Describe how a similar arrangement of muscles in the eye helps vision in dim light.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[3]
[Total: 8]

12
Section B
6 (a) Explain why most living organisms depend on photosynthesis.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[6]
(b) Explain why increasing the light intensity in which a plant is growing does not necessarily
increase its rate of photosynthesis.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[4]
[Total: 10]
© UCLES 2017 5090/22/O/N/17

13
7 (a) Describe the causes and symptoms of each of the following:
(i) rickets,
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[4]
(ii) scurvy.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[4]
(b) Suggest why the alimentary canal does not produce any enzymes to work on vitamins.
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[2]
[Total: 10]

14
Section C
8 (a) Explain how water is taken into a plant.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[4]
(b) Suggest and explain why plants that absorb a toxic chemical from the soil that slows down
the rate of respiration, do not grow as well as those growing in toxin-free soils.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[6]
[Total: 10]
© UCLES 2017 5090/22/O/N/17

15
9 (a) Describe and explain the features of a gas exchange surface.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[4]
(b) Explain the effect of exercise on the breathing rate of a person.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[4]
(c) Living at high altitude increases the number of red blood cells in a person’s blood.
Suggest why athletes sometimes train at high altitude.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[2]
[Total: 10]
© UCLES 2017 5090/22/O/N/17


BIOLOGY 5090/22
MARK SCHEME
Maximum Mark: 80
Published
Teachers.
components.

PUBLISHED 2017
O LEVEL
1(a) gamete / egg / ovum / sperm correctly named and labelled ; 2

zygote correctly named and labelled ;
GREEN SPOT
1(b) uterus / womb / endometrium ; 1
1(c) (child A) male ; 4 A boy / son for both

(child B) male ;
(explanation)
1 zygote + X + Y ;
2 mitosis ;
3 identical + cells / twins ;
1(d) 1 yellow body / follicle / corpus luteum / ovary ; 4

2 placenta ;
3 progesterone ;
4 inhibited / less / no + FSH / LH + production / release ;
5 FSH / LH + pituitary ;
675
6 FSH + ovum / egg + maturation / development ;
BIOLOGY
7 LH + ovum / egg + release ;
SAPNA PUBLICATIONS
PAPER 2
PUBLISHED 2017
O LEVEL
2(a) homeostasis ; 1
GREEN SPOT
2(b) 1 body temperature increased ; 3
2 exercise AW ;
3 increased / high + surrounding AW temperature ;
4 increased / high + surrounding AW humidity ;
5 hot + food / drink ;
6 increased / high + metabolism / respiration ;
7 fever / illness ;
8 ovulation ;
9 wear more clothes AW ;
2(c) 1 sweat ; 3
2 evaporation ;
3 vasodilation AW ;
4 reduced + metabolism / respiration ;
5 more blood + to skin ;
6 heat loss / radiation ;
676
BIOLOGY
2(d)(i) negative feedback ; 1
2(d)(ii) hypothalamus ; 1
SAPNA PUBLICATIONS
PAPER 2
PUBLISHED 2017
O LEVEL
3(a) blue ; 1
GREEN SPOT
3(b)(i) (G) Bb / heterozygous ; 3
(H) Bb / heterozygous ;
(J) bb / homozygous + recessive ;
3(b)(ii) G+H; 1
3(c) 1 parent genotypes / gametes correct from G and H in (b)(i) ; 5

2 offspring genotypes correct for parent genotypes / gametes ;
3 offspring phenotypes correct for stated genotypes ;
4 genotype / phenotype ratio correct ;
5 correct use of the terms gamete + genotype / phenotype ;
677
BIOLOGY
SAPNA PUBLICATIONS
PAPER 2
PUBLISHED 2017
O LEVEL
4(a) Top line (LHS) humans AW / nut collectors + (RHS) jaguars ; 4 A singular or plural for all names
Middle line (LHS) bees + (RHS) agoutis ; LHS = Left Hand Side
GREEN SPOT
Lower line (LHS) orchids + (RHS) (brazil nut) tree ; RHS = Right Hand Side
4 four arrow heads drawn + all pointing upwards ; Ig contents of boxes for point 4
4(b) animal ; 2
agoutis / humans AW / nut collectors ;
4(c) 1 less nectar ; 6

2 male bees + lack scent ;
3 female bees + not attracted ;
4 less reproduction of bees ;
5 less pollination + of trees ;
6 less trees ;
7 less nut / fruit production ;
8 loss of jobs (for humans) / negative economic impact AW ;
9 less food for agoutis ;
678
10 death / reduced population + of agoutis OR agoutis seek other food ;
BIOLOGY
11 less food for jaguars ;

12 death / reduced population + of jaguars OR jaguars seek other food ;
SAPNA PUBLICATIONS
PAPER 2
PUBLISHED 2017
O LEVEL
5(a)(i) antagonistic ; 1
GREEN SPOT
5(a)(ii) triceps ; 1
5(b)(i) W; 2
Y;
5(b)(ii) relax ; 1
5(c) 1 (muscles) in iris ; 3

2 radial + contract ;
3 circular + relax ;
4 pupil + wider / dilates / expands AW ;
5 more light ;
6 retina / rods / cones / photoreceptors AW ;
679
BIOLOGY
SAPNA PUBLICATIONS
PAPER 2
PUBLISHED 2017
O LEVEL
6(a) 1 plants / leaves / producers / autotrophs ; 6
2 trap / absorb / need / use / convert AW + light ;
GREEN SPOT
3 into chemical energy OR make carbohydrate / glucose / sugar / starch ;
4 (plants / animals) eaten / food OR reference to
herbivores / carnivores / consumer ;
5 (plants / photosynthesis) uses + carbon dioxide ;

6 (plants / photosynthesis) produces + oxygen ;
7 respiration + uses glucose / uses oxygen / produces carbon dioxide ;
8 provide a habitat for other living organisms / use of plants by humans ;
6(b) 1 limiting (factor) ; 4

2 water + insufficient AW ;
3 temperature + too low / high ;
4 carbon dioxide + insufficient AW ;
5 reference to enzymes ;
6 plant cannot store / translocate + sucrose / sugar + more quickly ;
680
BIOLOGY
SAPNA PUBLICATIONS
PAPER 2
PUBLISHED 2017
O LEVEL
7(a)(i) (causes) 4
1 children ;
GREEN SPOT
2 lack / deficiency AW + calcium ;
3 lack / deficiency AW + vitamin D ;
4 lack of any reasonable named food containing calcium / vitamin D ;
5 lack of sunlight ;
(symptoms)
6 bones + soft / weak / bent / brittle / likely to fracture / do not develop
properly ;
7 teeth + soft / decay / do not develop properly AW ;
8 bowed legs ;
7(a)(ii) (causes) 4
1 lack / deficiency AW + vitamin C ;
2 lack of any reasonable named food containing vitamin C ;
(symptoms)
681
3 gums bleed ;
BIOLOGY
4 teeth loose / fall out ;

5 wound healing slow / poor ;
6 joint pain ;
7 shortness of breath ;
8 rough AW skin / weak connective tissue / damaged AW epithelium ;
7(b) 1 small / soluble / dissolved ; 2
2 not digested / not broken down / already in simplest form ;
3 diffusion ;
4 through + villi / capillary / cell membrane / partially AW permeable
membrane ;
SAPNA PUBLICATIONS
PAPER 2
PUBLISHED 2017
O LEVEL
8(a) 1 osmosis / diffusion ; 4
2 from high to low water potential OR down water potential gradient ;
GREEN SPOT
3 through + cell wall ;
4 through + membrane ;
5 root hair ;
8(b) 1 less energy + released ; 6

2 less active transport ;
3 less ions absorbed OR ions absorbed more slowly ;
4 less nitrate ions + amino acids / protein / growth ;
5 less magnesium + chlorophyll ;
6 less photosynthesis ;
7 less carbohydrate / glucose / sugar / starch (produced) ;
682
BIOLOGY
SAPNA PUBLICATIONS
PAPER 2
PUBLISHED 2017
O LEVEL
9(a) 1 thin / one cell thick / short distance ; 4

2 moist ;
GREEN SPOT
3 large surface area ;
4 permeable ;
5 maximum / more / quick / efficient + diffusion / absorption / exchange ;
6 reference to dissolving / in solution ;
9(b) 1 faster / deeper + breathing ; 4

2 more + oxygen ;
3 (oxygen) in lungs / inhaled / in blood ;
4 muscle ;
5 faster / increased + respiration / oxidation of glucose ;
6 aerobic ;
7 more energy + required / released ;
8 more + carbon dioxide removed AW ;
9 delays / prevents AW + anaerobic respiration ;
9(c) 1 less oxygen in atmosphere (at high altitude) ; 2
683
2 more + haemoglobin ;
BIOLOGY
3 oxyhaemoglobin OR more + oxygen carried / supplied ;

4 competitive advantage AW ;
SAPNA PUBLICATIONS
PAPER 2
BIOLOGY
Theory
Key messages
A feature of many but the best candidates was sometimes to read the question only sufficiently thoroughly to
ascertain the topic being examined, but then to give a general account of it, rather than to restrict their
response to the specific aspect of that topic as required by the question. Centres are reminded that
candidates should be guided in the length of each of their responses by the number of lines provided and by
the number of marks available. A number of questions required the candidate to study carefully and to
understand clearly a significant amount of information provided by the question. It was felt by Examiners that
a proportion of candidates may not have allocated sufficient time to this task prior to responding.
General comments
Some very competent work was seen from the more highly attaining candidates. The role of hormones in the
menstrual cycle in Question 1 and the concept of limiting factors in Question 6 were often less well
understood. Questions requiring tailoring and application of knowledge to a previously unfamiliar context
continued to provide more challenge for even the more highly attaining candidates.
Section A
Question 1
(a) The majority of candidates were able to correctly label and name a gamete. Fewer candidates
were able to correctly label and name a zygote, with the most common incorrect response being to
label the result of the first cell division; thereby incorrectly implying that there are two zygotes
shown.
(b) The majority of candidates identified the correct part of the female reproductive system, with the
most common incorrect responses including ‘vagina’, ‘oviduct’ and ‘ovary’.
(c) Many candidates correctly identified both children as ‘male’. This offered such candidates the
potential to gain full credit for a valid explanation, however full credit was rarely awarded.
Candidates often linked ‘XY’ to ‘male’ but did not go on to make reference to ‘zygote’. Very few
candidates made reference in their explanation to ‘mitosis’ having taken place.
(d) This question provided challenge to even the most able candidates. Many candidates correctly
identified the involvement of ‘progesterone’. The roles of LH and FSH in the menstrual cycle, and in
particular the inhibition during pregnancy of their production and the results of this, were much less
commonly known by candidates.
Question 2
(a) The majority of candidates were able to answer this correctly. There was some confusion between
‘homeostasis’ and ‘negative feedback’ evident in the responses of some candidates to this question
and to (d)(i).
(b) A significant number of candidates incorrectly stated one or more physiological responses that
would result in an increase in body temperature back to normal as a result of homeostasis. During
time E in Fig. 2.1 the body temperature is rising above normal. Such homeostatic actions are
therefore not correct in this context. Many candidates did though gain either full or part credit for

© 2017
this question for valid suggestions. Occasionally the suggestions made were closely related
alternatives (e.g. ‘exercise’ and ‘running’) and therefore did not each gain separate credit.
(c) This was well answered by the majority of candidates, with homeostatic mechanisms to result in
heat loss from the body being well known. A minority of candidates gave responses that indicated
the reverse of the actions that would take place; perhaps indicating the necessity to study closely
the information provided in the question before constructing a response. Credit was not awarded
for reference to the action of ‘erector muscles’ or to ‘hairs’ as the action of these is not considered
to be of relevance in human thermoregulation.
(d) Except for where the confusion noted in (a) between ‘homeostasis’ and ‘negative feedback’ was
seen, both (d)(i) and (d)(ii) were well answered by the majority of candidates. Examiners were
notably impressed by the almost universal knowledge by candidates of the role of the
‘hypothalamus’ in (d)(ii).
Question 3
Candidates were required to study carefully and understand clearly the information provided by the question
prior to responding. For candidates who did so, this was a question in which significant credit was gained.
(a) Many candidates did answer this question correctly. A significant proportion however answered
‘white’ or stated a letter taken from the information provided, to represent the identity of a particular
plant.
(b) (i) Candidates with a greater understanding of the relevant concepts were able to state three correct
genotypes. Some responded using incorrect letters in place of B or b to represent alleles.
(ii) Examiners gave credit for a correct response relating to each individual candidate’s response to
(b)(i). This enabled a higher number of candidates to gain credit here than would otherwise have
been the case.
(c) Again Examiners gave credit for a correct response relating to each individual candidate’s
response to (b)(i). This enabled a higher number of candidates to gain credit here than would
otherwise have been the case. The principle being examined was that of being able to correctly
draw and format a genetic diagram. Centres are guided towards the mark scheme for this question
when considering how best to advise future candidates to demonstrate these skills. In particular
correct ratios and labels to indicate the stages of the genetic diagram were unfortunately
omitted by a significant number of candidates.
Question 4
Again candidates were required to study carefully and understand clearly the significant amount of
information provided by the question prior to responding.
(a) The majority of candidates found completion of the food web from the information provided to be
challenging. There was little appreciation that the lower two boxes would represent the producers
from Fig. 4.1 with the middle and higher boxes representing successive trophic levels. A significant
number of candidates did not complete the arrows by drawing in arrow heads. Those who did
sometimes had not appreciated the correct nature of the flow of energy between successive trophic
levels.
(b) Animal dispersal was often correctly deduced, with many candidates going on to also name a
correct animal. Incorrect reference to ‘insect’ or to ‘pollination’ was sometimes seen. Such incorrect
responses further illustrate the potential for confusion by candidates between the processes of
‘pollination’ and ‘seed dispersal’ noted on previous occasions.
(c) Examiners were encouraged by the significant proportion of candidates who took the information
provided and used this to suggest possible effects on the community. Full reference was not
always made to the role of each gender of bee, or to a reduction in the instance of pollination of
Brazil nut trees. Centres are advised that responses that refer in neutral terms to an ‘effect’, without
reference to the specific nature of the effect, are unlikely to gain credit. As an example, in response
to this question the statement ‘the population of jaguars will be affected’ did not gain credit whereas
‘the population of jaguars will decrease’ did.

© 2017
Question 5
(a) Both parts of this question were generally well answered.
(b) (i) Quite frequently candidates did not correctly identify both muscles correctly. Such candidates had
perhaps not considered the change in position to have involved two distinct movements – one of
the upper leg and separately that of the lower leg; each requiring the contraction of a separate
muscle. A proportion of candidates did not use letters as instructed and therefore were unable to
gain credit.
(ii) This question was answered correctly by the large majority of candidates.
(c) Candidates were often able to correctly identify the action of both ‘radial’ and ‘circular’ muscles and
the resulting effect on the pupil and/or on the amount of light entering the eye. A significant number
of candidates incorrectly made reference to ‘ciliary muscles’ indicating confusion between the pupil
reflex and the process of accommodation. Such candidates were able to go on to gain full credit for
the question, however they gained no credit for the part of their response relating to muscle
location or action.
Section B
Question 6
(a) This question was usually very well answered with responses often full, correctly detailed and well
structured. Reference to the production of ‘food’ in the process of photosynthesis did not gain
credit, whereas specification of the nature of this food as ‘glucose’ did. Incorrect reference to
‘breathing’ rather than to ‘respiration’ was common when accounting for the production of the
carbon dioxide used in photosynthesis or for the subsequent use of the oxygen and glucose
produced.
(b) The term ‘limiting factors’ was known and stated by a significant number of candidates. Few
candidates went on to name any limiting factors other than light intensity which was stated in the
question. Those who did unfortunately did not also make reference to the named limiting factor
being in short supply; or in the case of temperature being either too low or too high. A number of
candidates incorrectly referred to light intensity becoming a limiting factor beyond when the rate of
photosynthesis no longer increases as light intensity is further increased; instead it is a limiting
factor up to when this point is reached.
Question 7
(a) Both parts of this question were generally well answered, however the majority of candidates did
not gain full credit. A proportion of candidates did not answer the question asked regarding the
causes and symptoms, instead giving details of suggested uses of the dietary components or
suggested cures for the deficiency diseases. Such information did not gain credit. There was some
incorrect transference of knowledge regarding deficiency diseases, both between those referred to
in the question and those not (e.g. kwashiorkor and anaemia).
(b) The principle of vitamins being small molecules not requiring digestion was well deduced by some
candidates. This was an example of candidates being expected to apply their knowledge, in this
case of the function of enzymes on substrate molecules in digestion, to a previously unfamiliar
context.
Section C
Question 8
This question was the least commonly answered in Section C.
(a) Many candidates were able to explain the entry of water into a plant by osmosis through the root
hairs. Fewer candidates made reference to passage through the wall and membrane of these cells.
Correct reference was often made to a water potential gradient. Some incorrect reference to the
movement of water by active transport was seen. Candidates quite often went on to provide a

© 2017
detailed account of the subsequent passage of water through the plant. Such accounts, despite
being often factually correct, were beyond the scope of the question.
(b) This question was found by the majority of candidates to be challenging. Responses often lacked
relevant detail concerning the effects of the slowed rate of respiration referred to in the question.
Responses instead often made reference to the possibility of a toxic chemical from the soil killing
the plant, without reference to a suggested mechanism by which this would occur. Candidates who
made reference to the role of ‘nitrates for growth’ or to that of ‘magnesium for chlorophyll’ often did
so without consideration of the fact that these minerals would now be in reduced quantity.
Reference to less photosynthesis was the most commonly awarded marking point.
Question 9
This question was the more commonly answered in Section C.
(a) This was well answered by the majority of candidates. The features of a gas exchange surface
were well known and the majority of candidates were able to correctly make reference to the
importance of these features. Many candidates responded with reference to the human gas
exchange surface. A minority of candidates made irrelevant reference to the mechanics of
breathing, further illustrating the potential for confusion by candidates between the processes of
‘breathing’ and ‘gas exchange’ noted on previous occasions.
(b) The majority of candidates were able to identify correctly the increased rate of breathing during
exercise. Irrelevant reference was sometimes made to the increase in heart rate during exercise. It
was common for candidates to describe anaerobic respiration but few explained how the increased
breathing rate delays or prevents this from occurring.
(c) It was common for candidates to repeat the observation that the number of red blood cells would
increase. Many went on to correctly describe how this would enable an increased transport of
oxygen and to suggest a competitive advantage to the athlete. Reference to an increased amount
of haemoglobin was less frequently seen than was anticipated by Examiners.

© 2017

* 7 2 2 1 6 7 6 9 9 2 *
BIOLOGY 5090/21
1 hour 45 minutes
Section A
Section B
Section C


2
Section A
1 The diagram shows a food web in a pond.
kingfisher
small fish frog
tadpole water beetle snail
water plant
(a) (i) Complete the table by writing the correct number of organisms for each statement about
the food web. The first number has been written for you.
statement number
the number of producers 1
the number of consumers
the number of herbivores
the number of carnivores
the number of food chains
[4]
(ii) Draw and label a pyramid of biomass for one food chain from the food web.
[2]
© UCLES 2018 5090/21/M/J/18

3
(b) The pond may become polluted by fertilisers containing nitrogen.
Explain how this pollution might affect the population of frogs in the pond.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[4]
[Total: 10]

4
2 The diagram shows a male human gamete.
nucleus
(a) (i) State the name of the male human gamete.
.............................................. [1]
The diagram below shows the male reproductive system and associated organs.
(ii) Label with a letter X on the diagram where the male gametes are produced.
[1]
(iii) The nucleus of the male gamete is different from the nuclei of other types of cell found at
location X.
State the cause of this difference and explain its importance in reproduction.
cause of difference ............................................................................................................
...........................................................................................................................................
...........................................................................................................................................
explanation ........................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
[3]
© UCLES 2018 5090/21/M/J/18

5
(b) Describe the differences in size and mobility between the male human gamete and the female
human gamete.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[2]
(c) Complete the paragraph by writing the most appropriate word in each of the spaces.
The fusion of a male human gamete and a female human gamete to form a
.................................... is called .................................... . A ball of cells is then formed that
becomes implanted in the wall of the .................................... .

[3]
[Total: 10]

6
3 The diagram shows the fruit of a plant.
(a) Suggest why this fruit is most likely to be wind-dispersed.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[3]
© UCLES 2018 5090/21/M/J/18

7
(b) An investigation was carried out to find the time taken for several of these fruits to reach the
ground when dropped from the same height. The horizontal distance travelled by each fruit in
that time was also measured.
The results of the investigation are shown in the graph.
250
200
150
distance
travelled
by fruit
/ cm
100
50
0
0 2 4 6 8 10 12 14 16
time taken for fruit to reach ground / s
(i) Describe the pattern shown by the results in the graph.
...........................................................................................................................................
.......................................................................................................................................[1]
(ii) State the number of fruits in the investigation that took between 4 and 10 seconds to
reach the ground.
............................................. [1]

8
(iii) Suggest and explain advantages to the plant of its fruits taking a longer time to reach the
ground.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[4]
(c) When a fruit of the plant reaches the ground, the process of germination to form a new plant
may take place.
State one environmental condition that affects germination and explain the importance of this
condition.
environmental condition ............................................................................................................
explanation ................................................................................................................................
...................................................................................................................................................
[2]
[Total: 11]
© UCLES 2018 5090/21/M/J/18

9
4 The diagram shows a human heart and associated blood vessels.
F A
E B
D C
(a) Complete the table to show which of the parts A to F contain oxygenated blood and which
contain deoxygenated blood.
Write each of the letters A to F in either the right or the left side of the table.
contain oxygenated blood contain deoxygenated blood
[2]
(b) (i) Complete the table below to show which of A to F are involved in the circulation of blood
to or from each of the following locations:
• the lungs,
• the body tissues.
Write each of the letters A to F in either the right or the left side of the table.
blood to or from the lungs blood to or from the body tissues
[4]

10
(ii) Compare the pressure of blood in the circulation to the body tissues and the pressure of
blood in the circulation to the lungs.
...........................................................................................................................................
.......................................................................................................................................[1]
(iii) Explain how the structure of the heart produces this difference in blood pressure.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[3]
[Total: 10]
© UCLES 2018 5090/21/M/J/18

11
5 (a) (i) Describe the main characteristics of a virus.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[3]
(ii) The human immunodeficiency virus (HIV) reproduces inside white blood cells and
destroys them.
Use your knowledge of the functions of white blood cells to suggest why the virus is
named the immunodeficiency virus.
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[2]
(b) (i) HIV causes a disease called AIDS. The virus may be transmitted during sexual
intercourse.
State two methods by which the spread of HIV by sexual intercourse may be controlled.
1 ........................................................................................................................................
...........................................................................................................................................
2 ........................................................................................................................................
...........................................................................................................................................
[2]
(ii) HIV may be transmitted in other ways.
State two ways, other than during sexual intercourse, by which HIV may be transmitted.
1 ........................................................................................................................................
...........................................................................................................................................
2 ........................................................................................................................................
...........................................................................................................................................
[2]
[Total: 9]

12
Section B
6 The diagram shows a magnified transverse section through a leaf.
Name each of J, K, L and M and explain the importance of each in the process of transpiration.
J .......................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
K .......................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
L .......................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
© UCLES 2018 5090/21/M/J/18
13
M ......................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
[10]
[Total: 10]

14
7 (a) Define the term allele.
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[2]
(b) In mice, the allele for black fur (B) is dominant to the allele for white fur (b).
Two mice with black fur were mated to produce offspring, all of which were black.
One of these black offspring was then mated with a mouse with white fur. Equal numbers of
mice with black fur and with white fur were produced.
Complete the genetic diagram to show the pattern of inheritance in each cross.
phenotypes of first parents black fur × black fur
genotypes of first parents ....................... × .......................
gametes ............. ............. ............. .............
genotypes ....................... .......................
phenotype all have black fur
phenotypes of second parents black fur × white fur
genotypes of second parents ....................... × .......................
gametes ............. ............. ............. .............
genotypes ....................... .......................
phenotypes black fur white fur

[8]
[Total: 10]
© UCLES 2018 5090/21/M/J/18
15
Section C
8 (a) Describe one example of a simple reflex action and explain the importance to the body of this
action.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[4]
(b) Describe how named components of the nervous system are involved in producing a reflex
action.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[6]
[Total: 10]

16
9 (a) Explain the concept of control by negative feedback.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[4]
(b) Describe how two named components of the skin are involved in regulating body temperature
in hot conditions.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[6]
[Total: 10]


BIOLOGY 5090/21
MARK SCHEME
Maximum Mark: 80
Published
Teachers.
Cambridge International is publishing the mark schemes for the May/June 2018 series for most
Cambridge IGCSE™, Cambridge International A and AS Level and Cambridge Pre-U components, and
some Cambridge O Level components.

PUBLISHED
O LEVEL
2(a)(i) sperm ; 1
GREEN SPOT
2(a)(ii) testis correctly labelled with X ; 1
2(a)(iii) sperm cells / gamete + meiosis OR other cells + mitosis ; 3 Marks can be awarded under cause of
difference or explanation
different allele combinations on chromosomes ;
reference to (nucleus of sperm) haploid / half number AW ;
reference to restoration of diploid / full number AW ;
(upon) fertilisation / fusion of gametes ;
2(b) male / sperm + small(er) ; 2
male / sperm + motile / mobile / can swim AW ;
705
2(c) zygote ; 3
BIOLOGY
fertilisation ;
uterus / womb ;
3(a) reference to structures on top of fruit ; 3
increases surface area ;
delays descent / wind catches beneath structures / floats AW ;
3(b)(i) time taken increases + distance travelled increases OR proportional ; 1
3(b)(ii) 6; 1
SAPNA PUBLICATIONS
PAPER 2
PUBLISHED
O LEVEL
3(b)(iii) (fruits / seeds) will travel further ; 4
GREEN SPOT
away from plant ;
away from other fruit / seeds / scattered ;
colonise other areas ;
reduced competition / prevent overcrowding ;
competition for light / water / nutrients ;
increased chance of + new plant / reproduction / germination AW ;
3(c) environmental condition 2

temperature / water / oxygen ; R air
explanation ;
706
• (temperature) reference to enzyme activity
BIOLOGY
• (water) reference to solution / softening / rupture of testa / enzyme

activity / transport
• (oxygen) reference to respiration
4(a) 2 A one or two correct letters in both boxes

contain oxygenated blood contain deoxygenated blood
for 1 mark in total
A+B+C; D+E+F;
4(b)(i) blood to or from the lungs blood to or from the body tissues 4
any two of F + B + C ; any two of A + D + E ;

three correct F + B + C ;; three correct A + D + E ;;
SAPNA PUBLICATIONS
PAPER 2
PUBLISHED
O LEVEL
4(b)(ii) higher (to the body tissues) AW ; 1
GREEN SPOT
4(b)(iii) left ventricle ; 3 ORA for right ventricle for all points
thicker AW ;
muscle ;
greater + contraction / force (applied to blood) AW ;
707
BIOLOGY
SAPNA PUBLICATIONS
PAPER 2
PUBLISHED
O LEVEL
5(a)(i) very AW small ; 3
GREEN SPOT
protein coat / capsid ;
no membrane / no cytoplasm / no nucleus / non-cellular / no organelles ;
nucleic acid / DNA / RNA ;
parasitic / (may be) pathogen(ic) / cause disease / non-living AW ;
unaffected by antibiotics ;
5(a)(ii) reference to immune / immunity (system or affected) ; 2
reference to reduced AW + antibody production ;
reference to reduced AW + phagocytic action ;
708
5(b)(i) barrier contraception / correct named contraceptive method e.g. condom ; 2 A avoid unprotected sex
BIOLOGY
abstinence ;
only one partner AW ;
reference to use of anti-retroviral drugs ;
5(b)(ii) sharing + needles / sharp objects / toothbrushes ; 2
blood transfusion / contact ;
from mother to baby / across placenta / during birth / during breast-feeding ;
SAPNA PUBLICATIONS
PAPER 2
PUBLISHED
O LEVEL
6 (J) 10 Note marking points must not be

cuticle ; transferred between the sections
GREEN SPOT
waterproof / waxy AW ;
prevents / reduces + water loss / transpiration / evaporation ;
(K)
xylem ; R ‘phloem’ for xylem
transport + water ;
from named location to named higher location ;
(L)
spongy ;
709
air / intercellular + spaces ;
BIOLOGY
water film AW ;
evaporation / water vapour ;
diffusion ;
(M)
stoma / stomata ;
guard cell ;
open / close ;
reference to water vapour + exits ;
diffusion ;
SAPNA PUBLICATIONS
PAPER 2
PUBLISHED
O LEVEL
7(a) form / version ; 2
GREEN SPOT
gene ;
reference to codes for / specifies production of + protein ;
reference to dominant / codominant / recessive ;
7(b) BB ; x Bb ; 8 Allow any order within each marking point
B+B+B+b;
BB + Bb ;
Bb (black) ; x bb (white) ;
B+b+b+b;
710
BIOLOGY
Bb + bb ;
SAPNA PUBLICATIONS
PAPER 2
PUBLISHED
O LEVEL
8(a) named stimulus / trigger for a specific reflex action ; 4
GREEN SPOT
correct named receptor for stimulus given ;
action described correct for example given ;
importance of specific action explained ;
8(b) synapse (anywhere in sequence) ; 6
impulse / electrical pulse (anywhere in sequence) ; Ig signal / message
receptor ;
detection of stimulus ;
then
sensory neurone ;
711
BIOLOGY
relay / inter(mediate) / connector neurone ;
reference to CNS / brain / spinal cord ;
then
motor neurone ;
effector / named effector ;
action of effector or described ;
SAPNA PUBLICATIONS
PAPER 2
PUBLISHED
O LEVEL
9(a) parameter / condition e.g. temperature ; 4
GREEN SPOT
change from set point / norm AW ;
detected ;
reference to communication or named method (e.g.nerve / impulse / hormone) ;
reference to control centre / coordinator / hypothalamus / brain ;
response / corrective mechanism(s) ;
reversal /correction of initial change / return to set point or norm ;
712
BIOLOGY
SAPNA PUBLICATIONS
PAPER 2
PUBLISHED
O LEVEL
9(b) any two from nerve ending / blood vessels / sweat gland / hair ;; 2
GREEN SPOT
(nerve ending) 4
detects / receptor ;
change / increase in temperature ;
impulse / (message) to brain ;
(blood vessels)
dilate ; A if with reference to capillaries
more blood to surface of skin ;
reference to capillaries ;
reference to increased radiation / heat loss ;
713
(sweat gland / duct)
BIOLOGY
secretion / release / skin surface + sweat ;
reference to evaporation ;
(hair)
lowers ;
less air trapped / loss of insulation ;
SAPNA PUBLICATIONS
PAPER 2
BIOLOGY
Paper 5090/21
Theory
Key messages
Several candidates strayed from the question and, instead of restricting themselves to specific points, gave
more general accounts of related issues. It is good practice to re-read the question while answering it to
ensure that the points being made are relevant to what the question is asking.
General comments
Some very impressive work was seen, and even those who found the paper challenging were able to display
some knowledge on almost all the questions. All candidates appeared to manage their time competently,
with no evidence of problems over completing the paper in the time available.
Section A
Question 1
(a) (i) Some candidates thought that there was only one consumer (presumably the kingfisher) and also
that there was only one food chain.
(ii) This question posed some problems to a significant number of candidates. Inverted pyramids were
quite common – either with, or without inverted labelling. So, too, were pyramids of numbers with
guesses made at the relevant comparable numbers at each trophic level.
(b) (i) The majority of candidates described eutrophication followed by decomposition and the effects of
these processes on the food supplies for the beetles and frogs. Many suggested that algal bloom
would prevent the entry of light into the pond, and also a resultant lack of oxygen, forgetting that
photosynthesising algae would produce an abundance of oxygen.
Question 2
(a) (i) This was almost universally answered correctly.
(ii) This was usually correctly answered, but it was difficult to know whether those who labelled the
epididymis were mistaken, or careless with their labelling. The prostate was the most common
incorrect answer.
(iii) Perhaps surprisingly, many thought that this question concerned the shape of the head of the
sperm rather than being about the nucleus within it. Thus, many answers referred to the pointed
head not found in other cells. A significant number gave answers that related to the inheritance of
sex rather than the fact that the sperm is haploid, so as to produce a diploid zygote at fertilisation.
(b) For some, ‘size’ was mistakenly taken to mean ‘shape’, but usually answers were correct.
(c) This was usually correctly answered but, occasionally ‘embryo’ replaced ‘fertilisation’.

© 2018
Question 3
(a) The diagram clearly shows a fruit, and the question specifically asks about its likely wind-dispersal,
but still a large number of candidates imagined it was a flower, and spoke of wind-pollination,
describing the structures as stigmas, styles or stamens. The fact that it might be light in weight
could not be deduced from the diagram.
(b) (i) Some referred to the scattering of the points on the graph, thus missing the general pattern that the
plotted points display.
(ii) This was almost universally correctly answered.
(iii) This question discriminated well. For the more able candidates, it was an opportunity to display
their accurate and detailed knowledge. Those who believed that the process was associated with
pollination struggled to make any relevant points.
(c) This was usually well-answered, but there was a significant number of candidates who believed
that light or fertile soil affects germination. Reference to light was then qualified with an explanation
of its requirement for photosynthesis – perhaps another case of not having carefully read the
question.
Question 4
(a) Although this was usually correctly answered, several candidates displayed confusion by reversing
the correct answer, thus believing that the left-hand side of the heart sends blood to the lungs, and
the right-hand side sends blood to the rest of the body tissues.
(b) (i) It might be expected that those who were successful with (a) above would probably score well on
this part. However, this was not always the case. The most unlikely combinations of letters were
offered, with sometimes 4 letters in one box and 2 in the other. It would appear that the function of
the heart is not clearly understood by as many candidates as might have been expected.
(ii) This was almost always correctly answered, but just occasionally the reverse of the correct answer
was given.
(iii) The thicker walls of the left ventricle were often mentioned, but reference to muscles was less
frequent. Several of the weaker answers referred to the thickness of the walls being necessary to
‘withstand’ the pressure in the heart.
Question 5
(a) (i) Some answers were accurate and thorough, but several candidates were clearly describing a
bacterium and those gave a list of characteristics that were, in the main, the reverse of what was
required, (e.g. the presence of cytoplasm, cell membrane and nucleus).
(ii) Many correctly described the effect of HIV on the immune system. However, few referred to the
destruction of white blood cells thus affecting phagocytosis and the production of antibodies.
Several candidates revealed a basic misunderstanding by stating that it is the virus that becomes
immune.
(b) (i) Although usually correctly answered, there was the worrying suggestion from several candidates
that any type of contraception would help – spermicides in particular being mentioned.
(ii) The sharing of needles/sharps, blood transfusions and mother to baby were commonly mentioned
as means of transmission.

© 2018
Section B
Question 6
Often, candidates’ answers related more, if not entirely, to photosynthesis than to transpiration. However,
that did not prevent them from scoring some marks for the correct identification of structures.
The most common error was then to identify the cuticle as the epidermis. Most forgot to refer to it as
waterproof, and some suggested that it was for ‘controlling’ transpiration.
The xylem was usually identified correctly, apart from the expected few who thought it was the phloem. The
functions of xylem were well known.
The importance of the air spaces in the spongy mesophyll was not often linked to diffusion, and there were
extremely few references to the walls of the spongy mesophyll cells being coated with a water film.
The functions of stomata were well-understood, but very few referred to the diffusion of water vapour through
them.
Question 7
(a) This was a relatively easy two marks for those candidates who had learnt their definition of an
allele – which was a high percentage of them, though some erroneously suggested that alleles are
found within a gene.
(b) This was straightforward for those who are comfortable with genetics. Full marks were common,
though the most frequent error was to place two letters in each of the circles representing the
gametes. Several candidates, however, did not treat the question as a standard genetic diagram,
and included numbers rather than letters in their answers.
Section C
Question 8
(a) Most candidates managed to name a stimulus and a corresponding response. Several, however,
failed to refer to a receptor and even more to the importance of the response. The question asks
for a description of one example, thus a reference to ‘protection’ alone was not considered to be
sufficient to gain credit for its importance.
(b) This was very well answered with all points regularly being mentioned. ‘Message’ rather than the
required word ‘impulse’ was quite common and, occasionally, sensory and motor neurones were
reversed.
Question 9
(a) Candidates found it difficult to express their answers to this question but, even so, the more able
showed a sound grasp of the principles of negative feedback. It was uncommon for candidates to
mention that a change in a parameter has to be detected and a description of the appropriate
response was rare. However, most candidates were able to include sufficient factual material to
score well.
(b) Nerve endings were never mentioned and, with reference to hair, the trapping of less air and thus
the loss of insulation was overlooked. However, full marks to the question were still available
without these references, and generally scores were high. The most common was the suggestion
that capillaries are capable of rising up towards the surface of the skin.

© 2018

* 8 8 9 5 0 8 6 4 0 6 *
BIOLOGY 5090/22
1 hour 45 minutes
Section A
Section B
Section C


2
Section A
1 The diagrams show the bud of an insect-pollinated flower and a magnified transverse section
through the same flower bud. The transverse section was taken at the position shown by the
dotted line.
A
stem
(a) Complete the table to show the name of each of structures A to D and to state one function of
each structure.
letter name of structure function
[8]
© UCLES 2018 5090/22/M/J/18

3
(b) The diagram shows an incomplete transverse section through the stem of this plant.
(i) Complete the diagram by drawing and labelling the positions of each of the following
tissues:
• xylem,
• phloem. [2]
(ii) State one function of xylem tissue.
...........................................................................................................................................
.......................................................................................................................................[1]
[Total: 11]

4
2 The diagram shows the human heart.
The blood vessel labelled F may become narrowed as shown.
narrowing of
blood vessel F
(a) (i) Name blood vessel F.
............................................................................................. [1]
(ii) Name the disease caused by the narrowing of this blood vessel.
............................................................................................. [1]
(iii) State three factors that may lead to the narrowing of this blood vessel.
1 ........................................................................................................................................
2 ........................................................................................................................................
3 ........................................................................................................................................
[3]
(iv) Suggest and explain how a person might be affected by the disease caused by the
narrowing of blood vessel F.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[5]
© UCLES 2018 5090/22/M/J/18

5
(b) It is possible to treat the disease caused by the narrowing of blood vessel F, by carrying out
an operation.
In the operation:
• a balloon surrounded by a metal mesh is inserted into the blood vessel and inflated,
• the balloon is then deflated and removed, leaving the metal mesh in place.
blood
vessel
balloon
hollow metal
mesh
Suggest the purpose of each of the following:
inflating the balloon,
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
leaving the hollow metal mesh in the blood vessel.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
[3]
[Total: 13]

6
3 The table shows how the thickness of the lens of the eye changes when focussing on an object at
different distances from the front of the eye.
distance from eye / cm thickness of lens / mm

10 4.0
20 3.6
30 3.2
50 2.9
100 2.7
150 2.6
200 2.6
(a) (i) Describe the pattern shown by the data in the table.
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[2]
(ii) Explain how named components of the eye change the thickness of the lens when
focussing on an object as it moves further from the front of the eye.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[4]
© UCLES 2018 5090/22/M/J/18

7
(b) As a person becomes older, the lens of the eye becomes harder and less elastic. This results
in the person seeing an image of a close object that is out of focus.
image
object
The diagram below shows how light is refracted by two types of artificial lens that may be
used to manufacture spectacles (glasses).
convex lens concave lens
Suggest and explain which type of lens would be most suitable for this older person.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[3]
[Total: 9]

8
4 The graph shows the effect on crop yield (amount harvested) of using fertilisers that contain
nitrogen.
6000
4000
crop yield
in kg / hectare
2000
0
0 50 100 150 200 250
mass of fertiliser in kg / hectare
(a) (i) Use the information in the graph to describe the effect on crop yield of using an increasing
mass of fertiliser.
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[3]
(ii) The nitrogen in the fertiliser is in the form of nitrates.
Describe how the nitrogen in the fertiliser is absorbed by crop plants and used to give an
increased yield.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[3]
(iii) Suggest and explain why a farmer may decide to use a mass of fertiliser per hectare
which is less than that needed for a maximum crop yield.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[3]
© UCLES 2018 5090/22/M/J/18
9
(b) Name one type of mineral ion, other than nitrate, that is required by a plant and state its
importance to the plant.
type of mineral ion .....................................................................................................................
importance to plant ....................................................................................................................
...................................................................................................................................................
[2]
[Total: 11]

10
5 The diagram shows a section through the human body divided into regions P, Q, R and S.
Complete the table below by matching the letters from the diagram to the statements in the table.
There may be one or more than one letter for each statement.
contains an organ which region or regions
… produces an acidic secretion R
… contains villi
… digests protein
… produces insulin
… contains bronchi
… secretes amylase
… ingests food
[6]
[Total: 6]
© UCLES 2018 5090/22/M/J/18

12
Section B
6 The diagram shows a magnified transverse section through a leaf.
Name each of T, U, V and W and explain the importance of each in the process of photosynthesis.
T .......................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
U .......................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
V .......................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
© UCLES 2018 5090/22/M/J/18

13
W ......................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
[10]
[Total: 10]

14
7 (a) Describe the cause of each of the following:
Down’s syndrome,
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
sickle cell anaemia.
...................................................................................................................................................
...................................................................................................................................................
[3]
(b) (i) Parents, one with blood group B and the other with blood group A, have a child with
blood group O.
The parents decide to have another child.
Complete the genetic diagram to show the possible blood groups for the second child of
these parents.
genotypes of parents ..................... x .....................
gametes ............. ............. ............. .............
possible genotypes of child ..................... ..................... ..................... .....................
possible blood groups of child ..................... ..................... ..................... .....................

[4]
(ii) State the probability of each of the following for the second child of these parents:
being the same sex as the first child ..................................................
having the same blood group as the first child .................................................. [2]
(iii) Name the type of inheritance shown by the alleles that produce the blood group AB.
.................................................. [1]
[Total: 10]
© UCLES 2018 5090/22/M/J/18
15
Section C
8 (a) Outline the role of a named type of microorganism in the production of each of the following
products:
yoghurt ......................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
bread ........................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
[6]
(b) Describe how a named type of microorganism can be used to produce human insulin on a
commercial scale.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[4]
[Total: 10]

16
9 (a) Explain why most foods eaten by a human must be digested.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[4]
(b) Describe, with reference to the function(s) of named substances produced, the importance of
each of the following organs in the process of digestion:
liver ...........................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
pancreas ...................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
[6]
[Total: 10]


BIOLOGY 5090/22
MARK SCHEME
Maximum Mark: 80
Published
Teachers.

PUBLISHED
O LEVEL
1(a) letter name of structure function 8
GREEN SPOT
(A) sepal / calyx ; protect ;
(B) petal / corolla ; attract / landing platform ;
(C) stamen / anther ; produces / contains AW +
pollen / male gamete / male nucleus ;
or
filament ; support anther ;

(D) ovary / carpel / pistil ; produces / contains AW +
ovum / ovule / egg / female gamete ;
or
forms AW fruit / site of fertilisation ;
733
1(b)(i) 1 one or more vascular bundles + each oval shaped + location correct ; 2
BIOLOGY
2 ‘xylem’ labelled on inside + ‘phloem’ labelled separately on outside of at

least one oval vascular bundle ;
1(b)(ii) 1 transports / carries AW + water / ions / minerals ; 1 A named ion
2 support ;
SAPNA PUBLICATIONS
PAPER 2
PUBLISHED
O LEVEL
2(a)(i) coronary artery ; 1
GREEN SPOT
2(a)(ii) coronary heart disease / heart disease / CHD / atherosclerosis / 1
cardiac disease / arteriosclerosis / angina ;
2(a)(iii) 1 fat / oil / cholesterol + diet AW ; 3
2 stress AW ; A ‘anxiety’ / ‘depression’ for point 2
3 smoking ;
4 genetics / inheritance AW ;
5 lack of exercise ;
6 old age ;
7 obesity ;
734
BIOLOGY
2(a)(iv) 1 heart attack AW / heart stops / angina AW / breathlessness ; 5
2 less blood + to body / tissues / organs or any named ;
3 less oxygen/ glucose + to body / tissues / organs or any named ;
4 less aerobic respiration or more anaerobic respiration ;
5 production of lactic acid ;
6 less ability AW + of heart to contract / pump blood ;
7 less ability AW + to carry out physical activity ;
SAPNA PUBLICATIONS
PAPER 2
PUBLISHED
O LEVEL
2(b) (inflating the balloon) 3

1 opens metal mesh AW ;
GREEN SPOT
2 push / compress + blockage / fat ;
3 widen AW + blood vessel / lumen AW ;
(leaving the hollow metal mesh in the blood vessel)

4 maintain AW + wider lumen AW ;
5 increase AW + blood flow ;
735
BIOLOGY
SAPNA PUBLICATIONS
PAPER 2
PUBLISHED
O LEVEL
3(a)(i) 1 distance from eye increases + thickness / width of lens decreases 2 A distance from eye decreases +
or thickness / width of lens increases
GREEN SPOT
inverse ;
2 up to 150 + cm or up to 2.6 + mm or then constant AW ;
3(a)(ii) 1 ciliary ; 4
2 muscles + relax ;
3 suspensory ligaments ;
4 ligaments + tighten / taut AW ;
5 lens + pulled / stretched ;
3(b) (if convex stated) no mark for convex 3
736
1 light + rays ;
BIOLOGY
2 increased / more + refraction / bending ;
3 before entering eye ;
4 converge / meet + on retina / fovea ;
5 object / image + clear / in focus ;
OR
(if concave, i.e. incorrect, or no type of lens stated)
6 reference to light rays + refraction AW + before entering eye ;
SAPNA PUBLICATIONS
PAPER 2
PUBLISHED
O LEVEL
4(a)(i) 1 no fertiliser + yield is 200 (kg / hectare crop yield) ; 3
GREEN SPOT
2 increased / more crop yield ;
3 reference to 150 (kg / hectare fertiliser) or 5600 (kg / hectare crop yield) ;
4 high fertiliser / above 150 + no increase in crop yield ;
4(a)(ii) 1 root hair ; 3
2 active transport / against concentration gradient / diffusion / down

concentration gradient ;
3 production AW of + amino acids / protein ;
4 increased AW + growth ;
4(a)(iii) 1 run-off / leaching AW ; 3
737
BIOLOGY
2 eutrophication or correct description of process ;
3 harm to animals ; A harm to named animal / ‘aquatic life’
4 high cost / expensive ;
5 possible economic return not beneficial over increased cost AW ;
SAPNA PUBLICATIONS
PAPER 2
PUBLISHED
O LEVEL
4(b) 1 (ion) 2 (importance) 2
GREEN SPOT
magnesium ; chlorophyll ;
phosphate ; DNA / RNA / membranes ; note point 2 is to be awarded only if
point 1 has been awarded credit
sulfate ; amino acids / proteins ;
calcium ; cell walls ; note importance in point 2 must be
correct for ion named in point 1
iron ; chlorophyll ;
potassium ; enzymes ;
5 contains an organ which region or regions 6
produces an acidic secretion (R)

contains villi R / S ; R incorrect letter in any box
digests protein R / S ;
738
produces insulin R;
BIOLOGY
contains bronchi Q;
secretes amylase P+R;
ingests food P;
SAPNA PUBLICATIONS
PAPER 2
PUBLISHED
O LEVEL
6 (T) 10
1 palisade ; Note marking points must not be
GREEN SPOT
transferred between the sections of
2 chloroplasts / chlorophyll ; this question
3 absorb AW + light ;
(U)
4 phloem ; R xylem in point 4
5 transport AW / translocate + sugars / sucrose / amino acids ;
6 from source to sink ORA or from named location to named location ;
(V)
7 spongy ;
739
8 air / intercellular + spaces ;
BIOLOGY
9 gas exchange / diffusion AW ; A marking points 9 and 10 under (W)
10 carbon dioxide + in or oxygen + out ;
11 chloroplasts / chlorophyll ;
12 absorb AW + light ;
(W)
13 stoma / stomata ;
14 guard cell ;
15 open / close ;
16 transpiration + supply of water ;
SAPNA PUBLICATIONS
PAPER 2
PUBLISHED
O LEVEL
7(a) 1 inherited / genetic AW ; 3
GREEN SPOT
(Down’s syndrome)
2 mutation + chromosome ;
3 reference to chromosome 21 ;
4 one extra or 3 instead of 2 or 47 not 46 or 24 not 23 in +

gamete/egg/sperm ;
(sickle cell anaemia)

5 mutation + gene ;
6 homozygous recessive / two recessive alleles ;
7(b)(i) 1 IBIO + IAIO or BO + AO ; 4 Allow any order within each marking point
2 IB + IO + IA + IO or B +O +A +O
740
or gametes correct for stated parent genotypes ;
BIOLOGY
3 IAIB + IBIO + IAIO + IOIO or AB + BO + AO + OO

or possible genotypes of child correct for stated gametes ;
4 AB + B + A + O
or possible blood groups of child correct for stated genotypes ;
7(b)(ii) (same sex) 2

50% / half / ½ / 0.5 / 2 in 4 / 1 in 2 / 1:1 ;
(same blood group)

25% / quarter / ¼ / 0.25 / 1 in 4 / 1:3 ;
7(b)(iii) codominance / codominant ; 1 R incomplete dominance
SAPNA PUBLICATIONS
PAPER 2
PUBLISHED
O LEVEL
8(a) 1 enzymes ; 6 A once for either yoghurt or bread
GREEN SPOT
(yoghurt)
2 bacteria / Lactobacillus / Streptococcus ;
3 sugar / lactose + milk ;
4 production AW + of acid or reduction in pH ;
5 thickens / curdles / coagulates / reference to taste ;
(bread)
6 fungus/ yeast / Saccharomyces ;
7 anaerobic + respiration or fermentation ;
8 production AW + carbon dioxide ;
741
9 rising ;
BIOLOGY
8(b) 1 genetic + engineering / modification ; 4
2 bacteria / fungus / named bacteria / named fungus ;
3 reference to insulin gene ;
4 from human + DNA / chromosome / genome ;
5 to bacterial / fungal + DNA / chromosome / genome / plasmid ;
6 fermenter ;
7 reproduce / multiply / divide / mitosis / binary fission ;
SAPNA PUBLICATIONS
PAPER 2
PUBLISHED
O LEVEL
9(a) 1 broken down / hydrolysed ; 4
GREEN SPOT
2 (to) small / smaller / simpler + molecules ;
3 soluble / dissolve ;
4 (to enable) absorption ;
5 (by) diffusion / active transport ;
6 into + blood / capillaries ;
7 into + lymph/ lacteal ;
8 (to enable) assimilation or named small to named large molecule ;
742
BIOLOGY
SAPNA PUBLICATIONS
PAPER 2
PUBLISHED
O LEVEL
9(b) (either liver or pancreas) 6 maximum 4 marks for liver

1 neutralisation ; maximum 4 marks for pancreas
GREEN SPOT
2 optimum AW pH for enzyme activity or avoid denaturation of enzymes ;
(liver only)
3 bile ;
4 emulsification + fats or large fat droplets into smaller droplets AW ;
5 increased surface area ;
6 lipase + production AW of fatty acids and glycerol ;
(pancreas only)
7 production / release + enzymes ;
743
8 protease / trypsin / lipase/ amylase ;
BIOLOGY
9 named substrate + named products for a correct named enzyme ;
10 production of + alkali / hydrogencarbonate / bicarbonate ;
SAPNA PUBLICATIONS
PAPER 2
BIOLOGY
Theory
Key messages
A number of candidates appear, as in previous sessions, to have read particular questions only sufficiently
thoroughly to ascertain the topic being examined; going on to give a general account of it rather than to
restrict their response to the specific aspect of that topic as required by the question. As a result, marks were
lost. Centres are reminded that candidates should be guided in the length of each of their responses by the
number of lines provided and by the number of marks available. A number of questions required the
candidate to study carefully and to understand clearly a significant amount of information provided by the
question. It was felt by Examiners that a proportion of candidates may not have allocated sufficient time to
this task prior to responding.
General comments
Some very competent work was seen from the more highly attaining candidates. The structure of
components of the leaf and their importance in photosynthesis in Question 6 was well known by many
candidates. The causes of Down’s syndrome and of sickle cell anaemia in Question 7 were often less well
understood. Questions requiring application of knowledge to a previously unseen context continued to
provide more challenge for even the more highly attaining candidates.
SECTION A
Question 1
(a) This was generally well answered. For structures A and B confusion between which were ‘sepals’
and which were ‘petals’ was the most common error, together with reference to ‘support’ rather
than to ‘protection’ for the function of structure A. The identity and function of structure C was most
often correctly deduced. Structure D was commonly incorrectly identified as the ‘stigma’ with a
consequent incorrectly deduced function. A minority of candidates incorrectly identified structures C
and D to be ‘xylem’ and ‘phloem’ respectively.
(b) (i) This was well answered by the majority of candidates. Common errors included structures drawn in
the centre of the section, labelling ‘xylem’ and ‘phloem’ in the reverse locations, and root structure
being shown instead of stem structure.
(ii) This was very well answered, with reference to ‘water’ being more common than to ‘minerals’. The
most common error was reference to ‘absorption’ rather than to ‘transport’.
Question 2
(a) (i)(ii) These parts were generally well answered, with a common error in (i) being reference to ‘artery’
with no associated name. In part (ii) Examiners ignored reference to associated terms such as
‘heart attack’ and ‘atheroma’. This enabled a larger number of candidates to gain credit for
reference to a correct term in addition to an associated term.
(iii) A significant number of candidates made insubstantial reference to a ‘high level of fat’ or to the
‘deposition of fat’ rather than to the specific factor relating to fat in the diet.
(iv) Many candidates did not make reference to a reduction in the rate of aerobic respiration or to the
production of lactic acid resulting from the process of anaerobic respiration. Centres are advised to

© 2018
teach candidates to make reference to a named type of respiration in their responses rather than
to ‘respiration’ alone.
(b) Many candidates did not appear to appreciate that the balloon opened the metal mesh and that the
mesh then pushed on the blockage, causing the lumen of the blood vessel to widen. Many
candidates suggested that the metal mesh would break up or push away the substance blocking
the vessel, rather than push it against the wall as shown in the diagram. Reference to maintenance
of a wider diameter by the mesh was only sometimes deduced by candidates. Many candidates
incorrectly referred to enabling an increased blood flow when suggesting the purpose of inflating
the balloon. Blood would not flow at all during inflation of the balloon; rather blood flow would
increase only after removal of the balloon, leaving the hollow metal mesh in the blood vessel. The
first diagram in Question 2 indicates that the blood vessel is narrowed rather than completely
blocked. It was therefore an increase in blood flow following treatment that Examiners were
looking for in candidates’ responses.
Question 3
(a) (i) This was generally well answered. A significant proportion of candidates did not make reference to
either the constant thickness of lens at the object’s furthest distance from the eye, or to a data
value to describe the point at which this constant thickness of the lens is reached. When data
values were quoted, Examiners were looking for both a value and the correct unit to award credit.
Centres are reminded to inform candidates to always include the correct unit for any data value
where appropriate.
(ii) This was generally well answered, with the majority of candidates able to correctly identify the
components of the eye resulting in the change. Many were able to go on to correctly describe the
action of these named components. A proportion of candidates unnecessarily provided detail of
both close and distant vision, rather than restricting their response to that required by the question.
Reference to the action of the ciliary ‘muscles’ rather than to the ciliary ‘body’ was required to gain
full credit. One common error was to reverse the action of correctly named components
responsible for close and distance vision. Another was to name and describe the function of
structures responsible for the candidate reflex in response to changing light intensity.
(b) Candidates who correctly identified the ‘convex’ lens as suitable often went on to give a good
explanation for this. Reference to ‘light’ alone instead of to ‘light rays’ was common and was not
awarded credit. Candidates’ use of terminology relating to the effect on the light rays was often
inconsistent. Examiners were looking for reference to ‘refraction’ by the artificial lens; followed by
further ‘refraction’ by the eye lens; leading to ‘convergence’ on the retina; resulting in a ‘focused’
image. Candidates who incorrectly identified the ‘concave’ lens as suitable rarely gave a sufficiently
detailed response to gain the one mark available in that circumstance.
Question 4
Candidates were required to study carefully and to understand clearly the information provided by the
question prior to responding. For candidates who did so this was a question in which more significant credit
was gained.
(a) (i) This was generally well answered with the majority of candidates being able to identify the key
patterns in the data. It was less common for candidates to appreciate that without fertiliser a crop
yield of 200 kg/hectare was still produced. A number of candidates read figures incorrectly from the
scale of the graph. Centres are advised to encourage candidates to draw construction lines on
graphs to assist with accuracy when reading data from them. As in Question 3, candidates were
required to quote data values in order to gain full credit. Whilst Examiners did not insist on the
presence of a correct unit for any data value on this occasion, it is important that candidates are
instructed as good practice to always include the correct unit for any data value where appropriate.
(ii) This was well answered by candidates who wrote in sufficient detail to fully describe the processes
involved in this sequence. Reference to absorption by the ‘root’ rather than by the ‘root hair’ was
common and did not gain credit. The majority of candidates made correct reference to the uptake
of nitrates by either ‘active transport’ or ‘diffusion’. Some went on to make incorrect additional
reference to ‘osmosis’, in which case credit for the correct terms was not awarded. Correct
reference to the production of ‘amino acids’ and/or ‘protein’ was common. Less common was

© 2018
reference to the resulting increased growth of the plant. The most common incorrect response was
to describe aspects of the nitrogen cycle which were not relevant to the question asked.
(iii) This was moderately well answered, with the best responses showing an appreciation of both the
negative economic and biological impacts of using a higher mass of fertiliser. Many candidates
made correct reference to the possible entry of fertilisers into rivers and streams and the
consequence of this in terms of eutrophication and a negative effect on aquatic life. Centres are
reminded that responses that refer in neutral terms to an ‘effect’, without reference to the specific
nature of the effect, are unlikely to gain credit.
(b) The majority of candidates correctly named ‘magnesium’ as the type of mineral ion. Most of these
candidates went on to correctly state the importance of this mineral ion with reference to
‘chlorophyll’. A significant number made reference only to ‘chloroplasts’, whilst others made
reference to described symptoms of chlorophyll deficiency; neither of which were sufficient to gain
credit. A small number of candidates named a correct ion other than magnesium but were, almost
without exception, unable then to state a correctly linked function for the ion named.
Question 5
This was well answered. Candidates worked hard to use their knowledge and understanding to solve the
problem posed by the question. There was confusion by a minority of candidates between the processes of
‘ingestion’ and ‘egestion’. The most common incorrect response was the omission of either region P or
region R with reference to the secretion of amylase.
SECTION B
Question 6
This was well answered by the majority of candidates, with a high number of candidates gaining full credit.
Responses were generally well written and points well sequenced.
The less well known part was U, where reference to either ‘vascular bundle’ alone or to ‘xylem’ in addition to
‘phloem’ was common and did not gain credit. Correct reference to the substance transported by U as
‘sucrose’ and/or ‘amino acids’ gained credit; with the most common incorrect reference being to the transport
of ‘glucose’. References in U to both ‘source’ and ‘sink’, or to two named locations within the plant, were not
commonly seen.
In part W many candidates did not gain credit for a correct reference to ‘transpiration’ as they did not then
link this to its role in the supply of water for the process of photosynthesis. Many candidates instead made
reference only to loss of water vapour which did not gain credit.
Candidates were assisted by the mark scheme containing correct points that may gain credit in more than
one part of the question. For example reference to ‘chloroplasts’ or ‘chlorophyll’ and the ‘absorption of light’
could gain credit in both part T and part V.
Question 7
(a) A proportion of candidates were able to provide a correct and clearly expressed response here.
There was however a lack of precision from many regarding scientific accuracy. There was also
confusion amongst many regarding correct use of terminology. In the case of Down’s syndrome,
incorrect reference to ‘genes’ or ‘alleles’ instead of to ‘chromosomes’ was common. Also common
was incorrect reference to an additional pair of chromosomes being present rather than to an
additional chromosome. The number of chromosomes in a human cell was sometimes incorrectly
stated. In the case of sickle cell anaemia, detail of the effect on red blood cells and the carriage of
oxygen was common and did not gain credit. Less common was correct reference to ‘gene
mutation’ and to the requirement for two copies of the recessive allele to be present for the
condition to be expressed.
(b) (i) This was generally well answered. A common error was the inclusion of two alleles in each
gamete. Where candidates understood less well the meaning of terms such as ‘genotype’ and
‘gamete’, credit was more limited.

© 2018
(ii) This was well answered, with responses being accepted in a variety of formats. Occasionally
candidates gave an incorrect conversion into decimal or ratio format from a correctly stated
fraction. Such responses did not gain credit. The only probability accepted by Examiners for the
‘same blood group’ was that calculated from a correctly derived genetics diagram in (b)(i).
(iii) This was well answered, with the most common incorrect responses being ‘incomplete dominance’
or ‘monohybrid’.
SECTION C
Each question was answered by an approximately equal number of candidates.
Candidates answering Question 8 commonly gained more credit than those answering Question 9.
Question 8
(a) This was well answered in both parts by the majority of candidates. Few candidates made
reference to ‘enzymes’ but all other marking points were frequently seen. Responses were typically
well sequenced and biologically accurate.
(b) This was less well answered by some candidates than (a). Examiners were surprised to see few
references to ‘genetic engineering’ or ‘genetic modification’. Incorrect reference to the insertion of
‘insulin’ rather than of the ‘insulin gene’ was common, as was incorrect reference to insertion into
the ‘bacteria’ rather than into the ‘bacterial DNA’. Use of a ‘fermenter’ and of ‘bacteria’ were both
well known, as was the importance for the bacteria to ‘reproduce’. Centres are advised that this
area of the syllabus provides a good opportunity to revise the features of bacteria; most notably
containing no nucleus being important here.
Question 9
Responses here were typically less well sequenced than those in Question 8 and did not always fully
address the questions asked.
(a) Many candidates responded in terms of the importance to the body or to the specific enzymes
required to digest particular nutrient groups. Instead the question required an explanation in more
general terms of why most foods eaten must be digested. Correct reference to ‘molecules’ was not
commonly seen, with candidates instead often referring to either ‘particles’ or ‘substances’; neither
of which was sufficiently specific to gain credit.
(b) For the liver the production of ‘bile’ was most commonly known, with some candidates able to go
on to correctly describe the importance of bile in terms of increasing surface area and to detail the
subsequent action of lipase enzyme. Instead of answering the question asked, many candidates
provided detailed descriptions of glucose/glycogen metabolism, deamination and detoxification
which did not gain credit. For the pancreas, reference to the production of ‘enzymes’, which were
also commonly correctly named, enabled many candidates to gain credit. It was common though
for the substrates and/or products of these enzymes to be incorrectly named. Many responses did
not answer the question asked and focused instead on insulin and/or glucagon production and the
respective roles of these in metabolism.

© 2018

* 0 9 2 1 9 0 5 6 0 0 *
BIOLOGY 5090/21
1 hour 45 minutes
Section A
Section B
Section C


2
Section A
1 The diagram shows the parts of a plant growing above ground.
brightly coloured
flower
plantlets fruit
(a) (i) State the type of reproduction that takes place using the flower shown in the diagram.
............................................................................................. [1]
(ii) Describe the events that must take place for the flower to develop into a fruit.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...................................................................................................................................... [5]
(b) The plant may also reproduce without using a flower, to produce new plants from plantlets.
State the type of reproduction that produces the plantlets.
............................................................................................. [1]
© UCLES 2018 5090/21/O/N/18

3
(c) Suggest the advantages to the plant of reproducing by each of the following methods:
using flowers, ............................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
using plantlets. ..........................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
[3]
[Total: 10]

5
2 The diagram shows a seed (Fig. 1) and a plant developing from this seed (Fig. 2).
Fig. 1 Fig. 2
(a) (i) Name two structures visible in Fig. 2 that are not visible in Fig. 1.
1 ..............................................
2 .............................................. [2]
(ii) Name the process represented by the arrow drawn between Fig. 1 and Fig. 2.
Describe the use of enzymes in this process.
name of process ..............................................
use of enzymes ..................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
[4]
(b) In an experiment, the growth of a plant from a seed is found to be faster as temperatures
increase up to 35 °C.
Explain how the development of a plant from a seed would be affected by a temperature
much higher than 35 °C.
...................................................................................................................................................
...................................................................................................................................................
.............................................................................................................................................. [2]
[Total: 8]

6
3 The diagram shows the arrangement of bones and muscles in the arm.
B
A
(a) (i) Name each of the following:
A ..............................................
B ..............................................
C .............................................. [3]
(ii) Identify the hinge joint on the diagram, by using a label line and the letter H. [1]
(iii) Describe how the type of movement of a ball and socket joint differs from that of a hinge
joint.
...........................................................................................................................................
...................................................................................................................................... [1]
(b) The contraction of muscle A to raise the lower part of the arm requires energy. This energy
may be provided by aerobic respiration.
(i) State the equation, in words or symbols, for aerobic respiration.
...................................................................................................................................... [2]
(ii) Explain why a person may feel pain in muscle A if the arm is raised and lowered a
number of times quickly.
...........................................................................................................................................
...........................................................................................................................................
...................................................................................................................................... [2]
© UCLES 2018 5090/21/O/N/18

7
(iii) Suggest and explain what would happen to the time taken for the person to feel pain in
muscle A if the arm was raised and lowered while holding a heavy object in the hand.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...................................................................................................................................... [3]
[Total: 12]

8
4 The diagram shows the human thorax.
rib
internal and external

intercostal muscles
diaphragm
(a) (i) Describe how each of the structures named in the diagram is involved when a person
takes a single breath in.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...................................................................................................................................... [3]
© UCLES 2018 5090/21/O/N/18

9
(ii) The diagrams below show two magnified structures, D and E, from the thorax.
mucus-
producing capillary
cell
red blood
cell
structure D structure E
Draw lines labelled D and E on the diagram of the thorax on page 8 to indicate the
positions of structure D and structure E. [2]
(b) Describe how structure is related to function for each of the following:
a capillary, .................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
a red blood cell. ........................................................................................................................
...................................................................................................................................................
.............................................................................................................................................. [5]
[Total: 10]

10
5 Fig. 1 shows cells from a plant tissue which have been mounted on a slide with distilled water and
viewed using a microscope.
Fig. 1
Fig. 2 shows cells taken from the same plant tissue when mounted on a slide with concentrated
salt solution.
P
Q
Fig. 2
(a) Explain the appearance of the cells in Fig. 2.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
.............................................................................................................................................. [4]
(b) (i) Identify structures P and Q in Fig. 2.
P ..............................................
Q .............................................. [2]
(ii) State the contents of location R in Fig. 2.
.............................................. [1]
© UCLES 2018 5090/21/O/N/18
11
(iii) The concentrations of substances in structure Q are different from those in location R.
Explain how the properties of structure P result in differences in concentrations of

substances in Q and R.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...................................................................................................................................... [3]
[Total: 10]

12
Section B
6 The diagram shows the location of several features close to a river that runs from mountains into
the ocean.
mountains
agricultural town
land
power station
burning coal
ocean
(a) Describe and explain the possible harmful effects of human activity on the environment at
each of the following locations:
the agricultural land, .................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
the power station. .....................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
.............................................................................................................................................. [6]
© UCLES 2018 5090/21/O/N/18

13
(b) Suggest ways in which people in the town could make changes to their activities in order to
reduce the harmful impact that they have on the environment.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
.............................................................................................................................................. [4]
[Total: 10]

14
7 The diagram shows a region of the alimentary canal and the associated organs.
S
diaphragm
(a) (i) Identify part S.
.............................................. [1]
(ii) Name and describe the process which moves food through part S.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...................................................................................................................................... [4]
(b) (i) Draw a ring around the correct words to complete the sentence below.
higher than the same as lower than
The pH at location U is ......................................... that at location T. [1]
© UCLES 2018 5090/21/O/N/18

15
(ii) Explain how the pH at location U results from secretions produced by organs shown in
the diagram. Name these organs.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...................................................................................................................................... [4]
[Total: 10]

16
Section C
8 (a) Describe and explain how each of the following affects enzyme activity:
pH, ............................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
temperature. .............................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
.............................................................................................................................................. [7]
(b) Name one enzyme that acts in a named part of the alimentary canal and describe the role of
this enzyme in digestion.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
.............................................................................................................................................. [3]
[Total: 10]
© UCLES 2018 5090/21/O/N/18

17
9 (a) Describe and explain how each of the following affects the rate of photosynthesis:
light intensity, ............................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
temperature. .............................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
.............................................................................................................................................. [7]
(b) Explain how animals are dependent on the process of photosynthesis.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
.............................................................................................................................................. [3]
[Total: 10]
© UCLES 2018 5090/21/O/N/18


BIOLOGY 5090/21
MARK SCHEME
Maximum Mark: 80
Published
Teachers.
Cambridge IGCSE™, Cambridge International A and AS Level components and some Cambridge O Level
components.

5090/21 Cambridge O Level – Mark Scheme October/November 2018
PUBLISHED
O LEVEL
1(a)(i) sexual ; 1
GREEN SPOT
1(a)(ii) pollen + stigma ; 5 Ig self- or cross-pollination
pollen tube ;
style ;
ovary / ovule ;
female gamete / ovum ;
fertilisation or described ;
growth of pericarp / ovary wall ;
petals fall off / stamens or stigma or style withers AW ;
1(b) asexual / vegetative ; 1
1(c) (using flowers) maximum 2 marks from 3

variation AW ;
population more likely to survive environmental change / disease ;
more widely dispersed ;
reduction of competition ;
765
BIOLOGY
(using plantlets) maximum 2 marks from

quick / only one plant needed / no other organism needed ;
supply of water / nutrition from parent plant ;
higher survival rate ;
new plants in environment to which plant is well suited AW ;
SAPNA PUBLICATIONS
PAPER 2
PUBLISHED
O LEVEL
2(a)(i) radicle / root ; 2
root hairs ;
GREEN SPOT
plumule / shoot / stem ;
leaves ;
hypocotyl ;
2(a)(ii) (name of process) 4

germination / growth ;
(use of enzymes) maximum 3 marks from

digest / breakdown / hydrolysis ;
amylase ;
starch + to maltose / glucose ;
protease ;
protein + to amino acids ;
766
lipase ;
BIOLOGY
fats + to fatty acids and glycerol ;
2(b) development AW slower / would not germinate / would not grow ; 2

denature ;
reactions / digestion / hydrolysis / breakdown + slow / don’t occur ;
SAPNA PUBLICATIONS
PAPER 2
PUBLISHED
O LEVEL
3(a)(i) (A) biceps ; 3

(B) scapula / shoulder blade ;
GREEN SPOT
(C) humerus ;
3(a)(ii) hinge joint correctly identified ; 1
3(a)(iii) rotation / more than one plane AW ; 1
3(b)(i) glucose / C6H12O6 + oxygen / 6O2 ; 2 A a mixture of words and correct symbols

carbon dioxide / 6CO2 + water / 6H2O ;
3(b)(ii) anaerobic (respiration) / lack of oxygen ; 2

lactic acid ;
3(b)(iii) (time taken) would decrease / pain quicker ; 3

more muscle activity / muscle works hard(er) ;
more energy ;
more anaerobic (respiration) ;
767
more lactic acid ;
BIOLOGY
SAPNA PUBLICATIONS
PAPER 2
PUBLISHED
O LEVEL
4(a)(i) diaphragm + contracts ; 3 Ig references to volume / pressure

diaphragm + moves down ;
GREEN SPOT
external intercostal muscles + contract ;
internal intercostal muscles + relax ;
ribs move + up / out ;
4(a)(ii) structure D correctly identified on trachea / bronchus ; 2 A any method of correct identification

structure E identified at end of a bronchiole ;
4(b) (capillary) max 3 marks from 5

wall + one cell thick ;
diffusion ;
example of named substance + in / out / through wall ;
branching / network / contacts many cells / large surface area ;
(red blood cell) max 3 marks from

biconcave AW ;
no nucleus ;
768
haemoglobin ;
BIOLOGY

oxygen in / out / carriage ;
able to squeeze through capillaries / flexible ;
SAPNA PUBLICATIONS
PAPER 2
PUBLISHED
O LEVEL
5(a) membrane or P / cytoplasm or Q / pulling away from wall ; 4

plasmolysed / plasmolysis / flaccid ;
GREEN SPOT
water potential / concentration + lower outside than inside cells ORA ;
diffusion / osmosis ;
water + out of cells ;
through + partially AW permeable membrane ;
5(b)(i) (P) membrane ; 2

(Q) cytoplasm ;
5(b)(ii) salt + water / solution ; 1
5(b)(iii) partially AW permeable ; 3

water can pass through ;
other substances (e.g. salt) + cannot pass through ;
769
BIOLOGY
SAPNA PUBLICATIONS
PAPER 2
PUBLISHED
O LEVEL
6(a) (agricultural land) max 4 marks from 6

insecticides / pesticides / fertilisers ;
GREEN SPOT
into river / ocean / water ;
eutrophication AW ;
contamination of drinking water ;
soil erosion / leaching / run-off ;
* burning + fossil fuels / named fossil fuel ; * A once only for agricultural land or power
* release of carbon dioxide / monoxide ; station
* global warming / greenhouse effect or gas ;
* death of river or marine life ;
(power station) max 4 marks from

* burning + fossil fuels / named fossil fuel ;
* release of carbon dioxide / monoxide ;
* global warming / greenhouse effect or gas ;
* death of river or marine life ;
770
release of sulfur dioxide / oxides of nitrogen ;
BIOLOGY
acid rain ;
increase in water temperature ;
6(b) reduce / recycle / re-use ; 4
max 3 marks from list of examples

glass / metal / plastic / water / fishing / use of cars or catalytic converters / Ig waste / refuse unqualified
effluent / carrier bags / greenhouse emissions / fossil fuels / oil / sewage / plant
trees / renewable energy ;
SAPNA PUBLICATIONS
PAPER 2
PUBLISHED
O LEVEL
7(a)(i) oesophagus / gullet ; 1
GREEN SPOT
7(a)(ii) peristalsis ; 4
wave of / rhythmic + contraction ;
circular muscles ; Ig longitudinal muscles
behind / pushing (food) ;
7(b)(i) higher than ; 1
7(b)(ii) liver ; 4 Ig gall bladder

bile ;
pancreas ;
pancreatic juice / secretions / hydrogencarbonate ;
bile / pancreatic juice + alkaline / high pH ; A any pH above 7
771
BIOLOGY
SAPNA PUBLICATIONS
PAPER 2
PUBLISHED
O LEVEL
8(a) (pH or temperature) 7

best / optimum / fastest ;
GREEN SPOT
rate slower both sides of the optimum ;
active site ;
change in shape ;
substrate no longer fits ;
shape of curve described ;
denaturation + pH not optimum / high temperature AW ;
(temperature only)
Increase in temperature increases rate of reaction ;
heat increases rate of molecular movement / kinetic energy ;
more collisions (at higher temperature) ;
8(b) named enzyme from alimentary canal ; 3

correct named location for action of enzyme named ;
correct named substrate + product(s) for substrate named ;
772
BIOLOGY
SAPNA PUBLICATIONS
PAPER 2
PUBLISHED
O LEVEL
9(a) (light intensity) 7

higher the light intensity the faster the rate of photosynthesis ORA ;
GREEN SPOT
limiting factor ;
up to a maximum ;
(light) absorbed AW + chlorophyll / chloroplasts ;
(temperature)
rate of photosynthesis increases with higher temperature ORA ;
limiting factor ;
faster molecular movement / more kinetic energy ;
enzymes ;
water loss at higher temperatures ;

water + photosynthesis ;
guard cells lose turgidity / closure of stomata ;
wilting ;
9(b) (animals) cannot make their own food / cannot photosynthesise AW ; 3
773
plants + eaten ;
BIOLOGY
digested ;
assimilated AW ;
respiration / release of energy ; R energy produced
use oxygen from plants ;

plants use carbon dioxide ;
SAPNA PUBLICATIONS
PAPER 2

* 4 0 3 1 9 5 2 5 2 0 *
BIOLOGY 5090/22
1 hour 45 minutes
Section A
Section B
Section C


2
Section A
1 Fig. 1 and Fig. 2 show transverse sections of two types of blood vessel.
Fig. 1 Fig. 2
(a) (i) Name the type of blood vessel shown in:
Fig. 1 .............................................
Fig. 2 ............................................. [2]
(ii) Describe the differences in the structures shown in Fig. 1 and Fig. 2 that helped you to
identify these blood vessels.
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[2]
© UCLES 2018 5090/22/O/N/18

3
(b) The diagram below is of a simplified, incomplete longitudinal section from the type of blood
vessel shown in Fig. 2. The direction of blood flow is shown.
direction of blood flow
(i) Complete the diagram by drawing one set of valves.

[2]
(ii) Describe the function of these valves.
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[2]
[Total: 8]

4
2 The diagram shows the human male reproductive organs and associated structures.
fluid from
organ G
organ F
tube H
tube E
(a) (i) Identify each of the following:
tube E .............................................
organ F .............................................
organ G .............................................
tube H ............................................. [4]
(ii) State one difference between the fluids carried by tube E and tube H.
...........................................................................................................................................
.......................................................................................................................................[1]
(b) (i) State one way in which the fluid from organ G may be different in a person with diabetes
compared to a person without diabetes.
...........................................................................................................................................
.......................................................................................................................................[1]
© UCLES 2018 5090/22/O/N/18

5
(ii) A person with diabetes may be treated with insulin produced by genetically modified
bacteria.
Outline how such genetically modified bacteria may be produced and used to
manufacture human insulin on a commercial scale.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[4]
[Total: 10]

6
3 The diagram shows a pollen grain with a pollen tube growing from it.
Pollen grains from the same type of plant were placed in sucrose solutions of different
concentrations for a fixed amount of time. After this time, the pollen grains and tubes were
examined using a microscope. The following observations were made for each concentration of
sucrose:
• the number of pollen grains that had germinated to produce a pollen tube,
• the length of each pollen tube.
The table shows the results of the investigation.
% sucrose % of pollen grains mean pollen tube

concentration germinated length / mm
1 6 0.005
2 13 0.008
4 25 0.015
8 56 0.040
10 31 0.030
20 25 0.018
40 13 0.006
(a) (i) A total of 12 pollen grains were placed in the 20% sucrose solution.
Use the information in the table to calculate the number of pollen grains that germinated
to produce a pollen tube in the 20% sucrose solution.
........................................................... [1]
(ii) Suggest why the mean pollen tube length was calculated for each sucrose concentration.
...........................................................................................................................................
.......................................................................................................................................[1]
© UCLES 2018 5090/22/O/N/18
7
(iii) Use the information in the table to suggest the optimum (best) concentration of sucrose
solution for pollen tube germination and growth.
............................................................ %
Explain how the information in the table enabled you to reach this conclusion.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
[3]
(iv) The germination of a pollen grain to form a pollen tube requires the movement of water
into the pollen grain from its surroundings.
Suggest why placing a pollen grain in a solution with a higher sucrose concentration
than in your answer to (a)(iii) may result in a lower percentage of germination.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[3]
(b) Describe the route taken by a growing pollen tube in a plant and explain its importance in
plant reproduction.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[4]
[Total: 12]

8
4 The graph shows the variation in the concentration of dissolved carbon dioxide in the water of a
pond over a period of 24 hours.
night day night
carbon
dioxide
concentration
of gas
time
(a) (i) Explain how plants that live in the water contribute to the changes in concentration of
dissolved carbon dioxide shown in the graph.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[4]
(ii) Draw a line on the graph above to show how the concentration of dissolved oxygen in
the water of the same pond is likely to change over the same period of time. [2]
© UCLES 2018 5090/22/O/N/18

9
(b) Carbon dioxide dissolves in water to form an acidic solution. The higher the concentration of
dissolved carbon dioxide, the lower the pH.
Ammonia is a toxic chemical found in ponds, that may harm fish.
The graph shows how the concentration of dissolved ammonia in the water of a pond changes
as the pH changes.
100
90
80
70
60
% ammonia 50
40
30
20
10
0
3 4 5 6 7 8 9 10 11 12
pH
Use this graph and the graph on page 8 to suggest and explain at which time of day fish that
live in the pond are most likely to be affected by the toxic effects of ammonia.
Draw a ring around the correct time of day.
time of day sunrise midday sunset
explanation ...............................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
[4]
[Total: 10]

10
5 (a) Describe the role of each of the following hormones in the menstrual cycle:
FSH, ..........................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
progesterone. ............................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
[4]
(b) The chart shows the timing and duration of events that take place during part of a menstrual
cycle.
day in cycle 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18
event in cycle
phase of cycle fertile phase
key: menstruation
ovulation
(i) Suggest why pregnancy may occur if sexual intercourse takes place several days before
ovulation.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[2]
(ii) Name the method of birth control that makes use of the information in a chart like this.
Explain how this method of birth control is used to prevent pregnancy.
name of method ...............................................
explanation .........................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
[3]
© UCLES 2018 5090/22/O/N/18

11
(iii) Suggest why the method of birth control that you have named in (b)(ii) is considered to
be unreliable.
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[1]
[Total: 10]

12
Section B
6 The graph shows how the percentage of carbon dioxide in the atmosphere has changed since the
year 1700.
0.040
0.038
0.036
% carbon dioxide
0.034
0.032
0.030
0.028
0
1700 1750 1800 1850 1900 1950 2000 2050
year
(a) Explain how human activity is likely to have contributed to the change in the percentage of
carbon dioxide.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[5]
© UCLES 2018 5090/22/O/N/18

13
(b) Describe and evaluate the effects of this change in the percentage of carbon dioxide.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[5]
[Total: 10]

14
7 Fig. 1 shows a leaf immediately after falling from a growing plant. Fig. 2 shows a leaf from the
same plant several months after falling from the plant onto the soil below.
Fig. 1 Fig. 2
(a) (i) Name the process that has taken place to cause the leaf in Fig. 2 to appear different
from that in Fig. 1.
....................................................... [1]
(ii) Explain how named types of microorganism have carried out this process.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[5]
© UCLES 2018 5090/22/O/N/18

15
(b) Explain how the plant benefits from this process taking place in the large number of leaves
that fall from the plant onto the soil below.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[4]
[Total: 10]

16
Section C
8 (a) Explain what is meant by each of the following terms and describe one example of each:
discontinuous variation, ............................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
continuous variation. .................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
[7]
(b) Name the molecule that controls production of proteins in each body cell of a human and
describe its importance in inheritance.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[3]
[Total: 10]
© UCLES 2018 5090/22/O/N/18

17
9 (a) Explain what is meant by each of the following terms and describe one example of each in
either a plant or an animal:
diffusion, ...................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
active transport. ........................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
[7]
(b) Starch is a carbohydrate stored inside plant cells.
Explain why starch is a more suitable storage substance than glucose.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[3]
[Total: 10]
© UCLES 2018 5090/22/O/N/18


BIOLOGY 5090/22
MARK SCHEME
Maximum Mark: 80
Published
Teachers.
Cambridge IGCSE™, Cambridge International A and AS Level components and some Cambridge O Level
components.

PUBLISHED
O LEVEL
1(a)(i) (Fig. 1) artery / arteriole / named artery ; 2

(Fig. 2) vein / venule / named vein ;
GREEN SPOT
1(a)(ii) reference to size / shape + lumen AW ; 2
reference to size of wall / muscle / elastic ;
1(b)(i) two structures drawn toward lumen from similar height on opposite walls ; 2
all structures drawn point upwards ;
1(b)(ii) open / close OR action of valve flaps described ; 2

prevent back-flow of blood OR blood in one direction ;
from lower regions of body ;
low pressure ;
792
2(a)(i) (E) urethra ; 4
(F) bladder ; R gall (bladder)
BIOLOGY
(G) kidney ;
(H) ureter ;
2(a)(ii) semen / seminal fluid / sperm / gametes + carried by E / not carried by H ; 1
2(b)(i) (contains) glucose ; 1
2(b)(ii) insulin gene ; 4

from + human + DNA / chromosome / genome ;
to + bacterial + DNA / chromosome / genome / plasmid ;
fermenter ; Ig fermentation
reproduce / multiply / divide / mitosis / binary fission ;
SAPNA PUBLICATIONS
PAPER 2
PUBLISHED
O LEVEL
3(a)(i) 3; 1 R 3%
GREEN SPOT
3(a)(ii) some may not germinate / some may not produce a pollen tube ; 1
accuracy / precision / reliability / validity / reduce error ;
3(a)(iii) 8; 3
highest AW + % / number ;
highest AW + length OR longest ;
3(a)(iv) water + concentration / potential ; 3

less / no + water enters OR water leaves ;
3(b) stigma ; 4
style ;
ovary / ovule / ovum / embryo sac / female gamete ;
movement of AW + male gamete / male nucleus / pollen nucleus ;
fertilisation / fusion of gametes ;
793
BIOLOGY
4(a)(i) carbon dioxide + falls / lower + during day ; 4

carbon dioxide + rises / higher + at night ;
respiration + during day and night ;

respiration + produces / releases + carbon dioxide ;
photosynthesis + during day / not at night ;

photosynthesis + uses / absorbs + carbon dioxide ;
photosynthesis faster than respiration during day ;
4(a)(ii) line starts at y-axis + spans all time axis ; 2

any line lower + then rising above + then falling below existing line ;
SAPNA PUBLICATIONS
PAPER 2
PUBLISHED
O LEVEL
4(b) midday circled ; 4
GREEN SPOT
less / low + carbon dioxide ;
pH + increases / high / above 7 OR alkali ;
more ammonia AW ;
5(a) (FSH) 4
follicle / egg / ovum + develops / matures / grows ;
ovary ;
oestrogen + production / release ;
(progesterone)
maintains AW uterus + lining / wall ;
implantation / pregnancy ;
794
stops LH/FSH + production / release ;
BIOLOGY
5(b)(i) fertile ; 2
sperm in + female / vagina / uterus / oviduct / fallopian tube ;
sperm survive + several days / until ovulation AW / until day 14 ;
5(b)(ii) (name of method) 3

natural / rhythm / calendar ;
(explanation)
have intercourse outside fertile phase / avoid intercourse in fertile phase ;
no sperm present + at same time as egg / at ovulation / on day 14 ;
no fertilisation / no fusion of gametes ;
5(b)(iii) cycles / periods AW + irregular / vary in length ; 1

fertile phase / ovulation + on different days ;
data / chart / information + not be available ;
sperm may survive for a long time AW ;
SAPNA PUBLICATIONS
PAPER 2
PUBLISHED
O LEVEL
6(a) rise in population ; 5

any named human invention requiring an energy supply ;
GREEN SPOT
burning / combustion ;
fossil fuels / coal / oil / gas ;
production / release + of carbon dioxide ;
deforestation / fewer trees / fewer plants ;
less / no + absorption / uptake / use + of carbon dioxide ;
less / no + photosynthesis ;
decomposition / decay ;
respiration ;
6(b) greenhouse + gas / effect ; 5

global warming ;
any three further marks from:

• extreme weather AW / flood / drought / storms AW / heat waves ;
• loss of + homes / habitat / life / crops / land / soil / food / income ;
795
• ice melting ;
• rise in sea levels ;
BIOLOGY
• migration ;
• invasive species more successful ;
• extinction ;
• water AW + warms / changed currents / acidified / oxygen depletion ;
• changed distribution + disease / vectors of disease (e.g. mosquito) ;
SAPNA PUBLICATIONS
PAPER 2
PUBLISHED
O LEVEL
7(a)(i) decomposition / decay / rotting ; 1
GREEN SPOT
7(a)(ii) bacteria ; 5
fungi ;
enzyme ;
digest / breakdown / hydrolysis ;
any two further marks from:

• starch + to maltose / glucose ;
• maltose + to glucose ;
• protein + to amino acids ;
• lipid + to glycerol and fatty acids ;
7(b) 1 fertiliser / fertile / nutrients ; 4
2 ions / named ion OR mineral + salts ;
3 in soil / recycled / carbon cycle / nitrogen cycle ;
4 into AW + plant / root ;
796
5 diffusion / active transport OR down / against + conc. gradient ;
6 see guidance column ; Allow for point 6 any one from:
BIOLOGY
7 carbon dioxide + produced / released ;

8 plant uses carbon dioxide for photosynthesis ;
nitrates + amino acids / protein ;
9 growth ;
magnesium + chlorophyll ;
phosphate + DNA / membranes ;
sulfate + amino acids / proteins ;
calcium + cell walls ;
iron + chlorophyll ;
potassium + enzymes ;
ammonium + amino acids / protein ;
SAPNA PUBLICATIONS
PAPER 2
PUBLISHED
O LEVEL
8(a) (discontinuous) 7
idea of few + phenotypes / categories AW OR no intermediates ;
GREEN SPOT
inherited / passed to next generation ;
genes / genetic / genotype / alleles ;
correct example (e.g. blood group, eye colour, sex, ear lobes, tongue roll) ;
bar chart / bar graph ;
(continuous)
idea of many + phenotypes / categories AW OR intermediates / range ;
genes / genetic / genotype / alleles + environment ;
any named environmental factor (e.g. diet / sunlight exposure) ;
correct example (e.g. skin colour / hair colour / height / weight) ;
normal distribution ;
8(b) DNA / deoxyribonucleic acid ; 3

chromosomes / genes / alleles ;
copied / replicated ;
passed to next generation / from parents ;
797
gametes / egg / sperm ;
BIOLOGY
SAPNA PUBLICATIONS
PAPER 2
PUBLISHED
O LEVEL
9(a) (diffusion) 7
1 movement + particles / molecules / ions ;
GREEN SPOT
2 down concentration gradient / from high to low concentration ;
3 named molecule or ion ; e.g. oxygen / carbon dioxide / glucose
4 (ONLY if point 3 awarded) context for example named in point 3 ; e.g. out of blood / into leaf / into villi
(active transport)
5 movement + particles / molecules / ions ;
6 against concentration gradient / from low to high concentration ;
7 energy ;
8 respiration ;
9 membrane / carrier proteins ;
10 named molecule or ion moved by active transport ; e.g. nitrate ion / glucose
11 (ONLY if point 10 awarded) context for example named in point 10 ; e.g. into root hair / into villi
9(b) points referring to why starch is more suitable: 3 A reverse argument for all points if
insoluble ; reference made to why glucose would be
798
molecule + large / compact / complex OR polysaccharide ; less suitable
BIOLOGY
remains inside cell / cannot cross membrane / grains ;

does not change water potential inside cell ;
prevents gain of water by cells ;
osmosis OR diffusion + water ;
FOR ONLINE DELIVERY
CONTACT
SAPNA PUBLICATIONS
PAPER 2
* 5 7 4 4 9 7 0 9 6 1 *
BIOLOGY 5090/21
1 hour 45 minutes
Write your centre number, candidate number and name on all the work you hand in.
Section A
Section B
Section C

2
Section A
1 A seal is a mammal that spends most of its time in the sea. It breathes and respires in a very
similar way to a human, but when it dives to hunt and catch fish, it is capable of staying under
water for up to 20 minutes.
The graph shows the percentage concentrations of oxygen and carbon dioxide, and the
concentration of lactic acid in a seal’s blood over a 40 minute period during which it dives to hunt
and catch fish.
80 20
60 15
percentage concentration
concentration carbon of lactic acid / mmol per dm3
of blood dioxide
gases 40 10
oxygen
20 5
lactic acid
0 0
0 10 20 30 40
time / minutes
(a) State the chemical process that is taking place in the seal’s muscles before it dives.
............................................................................................................................................. [2]
© UCLES 2019 5090/21/M/J/19

3
(b) (i) State how long after the start of the time period the seal begins its dive.
..................................................................................................................................... [1]
(ii) State the percentage of oxygen in the seal’s blood 40 minutes after the start of the time
period.
.......................................................... [1]
(c) Name the chemical process which starts to take place in the seal’s muscles during its dive
and explain how the graph supports your answer.
process .....................................................................................................................................
explanation ...............................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
[3]
(d) Suggest and explain what would happen to the concentration of lactic acid in the seal’s blood
when it returns to the surface of the sea after its dive.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
............................................................................................................................................. [3]
[Total: 10]

4
2 The diagram shows three varieties, C, D and E, of the same species of insect, and three different
leaf patterns, F, G and H, of the same species of plant on which the insect feeds.
F G H
D
C
E
(a) Suggest which variety of the insect is likely to be found in the greatest numbers in areas
where leaf pattern G of the plant is found, and explain your answer.
variety of insect ............................
explanation ...............................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
[2]
(b) Over a period of many years, as they grow, the plants lose the dots and stripes on their
leaves which become plain.
Suggest and explain what is likely to happen to the numbers of the different varieties of insect
in an area where the majority of plants are old.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
............................................................................................................................................. [4]
© UCLES 2019 5090/21/M/J/19

5
(c) Two alleles, T and t, control the body pattern of the insects.
Insects with dots (C) are homozygous dominant.
Insects with stripes (E) are homozygous recessive.
Plain insects (D) are heterozygous.
Explain why all three varieties of insect will continue to be produced even in areas where all
the plants have plain leaves.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
............................................................................................................................................. [4]
[Total: 10]

6
3 The diagram shows a seed immediately after it is planted.
(a) Name two factors that must be present for the seed to germinate.
1 ......................................................................
2 ...................................................................... [2]
(b) The bar chart shows the total mass, the mass of starch and the mass of sugar in the seed
immediately after it is planted (stage 1), and at three further stages in the development of the
seedling.
seed
content
stage 1 stage 2 stage 3 stage 4

time
key
total mass
mass of starch
mass of sugar
© UCLES 2019 5090/21/M/J/19

7
(i) State two substances, other than starch and sugar, that contribute to the total mass of
the seed at stage 1.
1 ......................................................................
2 ...................................................................... [2]
(ii) State the stage at which the seedling starts to photosynthesise, and give your reasons.
stage .............................
reasons .............................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
[3]
(c) Explain the difference in the amount of starch and sugar between stage 2 and stage 3.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
............................................................................................................................................. [3]
[Total: 10]

8
4 The diagram shows stages in the life cycle of the same plant.
0 20
mm
(a) State the number of each of the following parts of the flower shown in the diagram.
petals .................................... filaments .................................... [2]
(b) On the diagram of the flower label the ovary (the structure containing ovules). [1]
(c) For this plant, state
(i) its method of pollination and give reasons for your answer
method of pollination ......................................................................
reasons .............................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
[3]
(ii) its method of seed dispersal and give reasons for your answer.
method of seed dispersal ......................................................................
reasons .............................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
[3]
[Total: 9]
© UCLES 2019 5090/21/M/J/19
9
5 The diagram shows the position of some organs in the human body. The organs may be found in
either a male or a female, or in both.
(a) Use the letters shown to label, on the diagram, the organs that produce the following
hormones:
J – testosterone
K – insulin
L – progesterone
M – follicle stimulating hormone (FSH). [4]
(b) Explain how one of the hormones from (a) travels from the named organ that produces it to
its named target organ.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
............................................................................................................................................. [4]

10
(c) Explain how the hormones progesterone and luteinising hormone (LH) are linked in the
menstrual cycle.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
............................................................................................................................................. [3]
[Total: 11]
© UCLES 2019 5090/21/M/J/19

11
Section B
6 (a) Define osmosis and explain why osmosis is a special form of diffusion.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
............................................................................................................................................. [7]
(b) Explain the importance of active transport in the human alimentary canal.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
............................................................................................................................................. [3]
[Total: 10]

12
7 (a) Describe the removal of named toxic materials and waste products of metabolism from the
human body.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
............................................................................................................................................. [7]
(b) Explain how named waste products are removed from a plant.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
............................................................................................................................................. [3]
[Total: 10]
© UCLES 2019 5090/21/M/J/19

13
Section C
Answer either Question 8 or Question 9.
8 Describe and compare the following:
(a) gene and allele
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
............................................................................................................................................. [5]
(b) continuous variation and discontinuous variation.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
............................................................................................................................................. [5]
[Total: 10]

14
9 Describe and compare the following:
(a) antibodies and antibiotics
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
............................................................................................................................................. [5]
(b) viruses and bacteria.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
............................................................................................................................................. [5]
[Total: 10]
© UCLES 2019 5090/21/M/J/19

BIOLOGY 5090/21
MARK SCHEME
Maximum Mark: 80
Published
Teachers.
PUBLISHED
Generic Marking Principles
These general marking principles must be applied by all examiners when marking candidate answers. They should be applied alongside the
specific content of the mark scheme or generic level descriptors for a question. Each question paper and mark scheme will also comply with these
marking principles.
GENERIC MARKING PRINCIPLE 1:
Marks must be awarded in line with:
• the specific content of the mark scheme or the generic level descriptors for the question
• the specific skills defined in the mark scheme or in the generic level descriptors for the question
• the standard of response required by a candidate as exemplified by the standardisation scripts.
Marks awarded are always whole marks (not half marks, or other fractions).
Marks must be awarded positively:
• marks are awarded for correct/valid answers, as defined in the mark scheme. However, credit is given for valid answers which go beyond the
scope of the syllabus and mark scheme, referring to your Team Leader as appropriate
• marks are awarded when candidates clearly demonstrate what they know and can do
• marks are not deducted for errors
• marks are not deducted for omissions
• answers should only be judged on the quality of spelling, punctuation and grammar when these features are specifically assessed by the
question as indicated by the mark scheme. The meaning, however, should be unambiguous.
Rules must be applied consistently e.g. in situations where candidates have not followed instructions or in the application of generic level
descriptors.

PUBLISHED
Marks should be awarded using the full range of marks defined in the mark scheme for the question (however; the use of the full mark range may
be limited according to the quality of the candidate responses seen).
Marks awarded are based solely on the requirements as defined in the mark scheme. Marks should not be awarded with grade thresholds or
grade descriptors in mind.

/ alternatives
R reject
underline actual word underlined must be used by candidate

PUBLISHED
1(a) aerobic ; 2
respiration ;
1(b)(i) 20 + minutes / mins ; 1
1(b)(ii) 2; 1
1(c) anaerobic ; 3
respiration ;
lactic acid ;
produced / increases / concentration rises / not broken down AW ;
oxygen + falls AW ;
1(d) falls / decreases AW ; 3
breathe(s) AW ;
oxygen ;
breaks down lactic acid ;
2(a) C / insect with dots / spots AW ; 1
less easily seen / camouflaged / markings same as leaf / not eaten ; 1
2(b) C and E decline AW ; 4

C and E + easily seen / eaten / not camouflaged / markings different to leaves
AW ;
D + increases / breeds / reproduces ;
D + less easily seen / camouflaged / markings same as leaf / not eaten ;
hands on gene / allele(s) ;
natural selection / evolution ;

PUBLISHED
2(c) D + Tt ; 4
Tt × Tt / heterozygous + cross / mate / reproduce ;
reference to handing on both T and t alleles / gametes ;
produces TT + dots ;
tt + stripes ;
3(a) water ; 2
oxygen ;
suitable AW + temperature ;
3(b)(i) water ; 2
protein / amino acids ;
enzymes ;
mineral ions OR named ;
cellulose ;
fats / oils / lipids ;
3(b)(ii) stage 4 ; 1
starch ; 2
increases / being produced ;
3(c) sugar increases / starch decreases ; 3

starch to sugar / maltose / glucose ;
digested / broken down / hydrolysed ;
by amylase ;
for growth / respiration / energy ;

PUBLISHED
4(a) petals 4 ; 2
filaments 8 ;
4(b) ovary labelled between flower and leaf ; 1
4(c)(i) insect / cross ; 3
petals ;
attract insects ;
landing platform for insects AW ;
contact with stamens / anther / pollen / stigma ;
4(c)(ii) wind ; 3 R wind pollination
small seeds ;
large surface area / hairy AW ;
many seeds ;
5(a) one mark for each correctly labelled organ: 4
J testis ;
K pancreas ;
L ovary ;
M pituitary gland ;
5(b) (for testosterone or insulin or progesterone or FSH): 4
production organ + named hormone ;

in solution / dissolved ;
in blood / plasma ;
tissue fluid ;
target organ(s) + named for hormone selected ;

PUBLISHED
5(c) LH from the pituitary ; 3

stimulates AW + ovary ;
egg release / ovulation ;
to produce progesterone ;
for approximately two weeks ;
(progesterone) to maintain spongy lining / wall of uterus /
inhibits FSH / LH / ovulation / egg formation AW ;
6(a) movement + molecules ; 7
water ;
water potential ;
high to low ;
until concentrations equal either side / equilibrium / force applied to prevent it ;
(osmosis) partially permeable AW membrane ;
(diffusion) membrane not required ;
energy not required AW ;
6(b) absorption / uptake ; 3
by villi ;
of digested carbohydrate / glucose / amino acids / fatty acids / glycerol /
minerals / ions or salts or named ;
faster than diffusion ;
against a concentration gradient ;
to prevent wastage / egestion AW ;

PUBLISHED
7(a) carbon dioxide ; 7

by lungs / alveoli ;
lost in breath / breathing out / action any one set of muscles ; A diaphragm relaxes / moves up / domes
urea ;
drugs or one named ;
broken down hormones ;
salts / water ;
kidneys ;
urine ;
skin ;
sweat ;
7(b) carbon dioxide out ; 3

oxygen out ;
night + CO2 / day + O2 ;
out by diffusion ;
out through stomata / guard cells ;
leaf fall ;
8(a) made of DNA ; 5

part of a chromosome ;
copied / passed on / inherited / hereditary ;
one + character(istic) / trait ;
one + protein / polypeptide ;
(allele) a form / type / version of a gene ;
may be dominant / recessive / co-dominant ;

PUBLISHED
8(b) continuous 5
over a range / many phenotypes / intermediates ;
the result of interaction between genes and the environment ;
valid example (skin colour, height, weight) ;
discontinuous
very few forms / few phenotypes / no intermediates ;
the result of genes only ;
valid example (blood group, eye colour, sex) ;
inherited / passed on to next generation ;
9(a) antibodies / antibiotics cure disease / fight infections ; 5
antibodies
proteins ;
in the blood / plasma ;
produced by white blood cells / lymphocytes ;
against pathogens / antigens / named pathogen ;
antibiotics
artificial / manufactured / drugs ;
taken / swallowed / injected AW ;
often made using fungi / named example of antibiotic ;
only + to kill / used against bacteria / not against viruses ;
assist immune system AW ;

PUBLISHED
9(b) (viruses) smaller /reasonable size ref. (below 400 nm) 5 A viruses cannot be seen using light
(bacteria) larger / reasonable size ref. (above 400 nm) ; microscope ORA
virus protein coat / capsid ; ORA for each point

virus not truly living AW ;
virus not affected by antibiotics ;
bacteria have cell wall / cytoplasm / cell membrane ;
bacteria may have plasmid ;
bacteria involved in part of nitrogen / carbon cycle ;
neither has a nucleus ;

both have nucleic acid ;
both are pathogenic AW / parasitic ;

* 9 2 3 5 5 9 5 0 6 7 *
BIOLOGY 5090/22
1 hour 45 minutes
Write your centre number, candidate number and name on all the work you hand in.
Section A
Section B
Section C

2
Section A
1 Food supplements are substances that are often added to a person’s diet. These supplements
may be in the form of a tablet.
The diagram shows the label from a food supplement.
To be taken with a balanced diet.
Components:
Amylase
Cellulase
Lipase
Protease
This supplement may be taken by a person whose pancreas is not producing enough of some of
the components shown on the label.
(a) (i) State the type of chemical that the supplement contains.
.............................................. [1]
(ii) Each food group in the diet is the substrate for a specific component of the supplement.
Complete the table by writing the most appropriate word or words in each box.
component of supplement substrate end product or products
amylase
protease
lipase
[3]
(iii) Cellulase is a component of the supplement that is not usually found in the human body.
Use your knowledge of the structure of a plant cell to suggest the function of the cellulase
component of the supplement.
...........................................................................................................................................
..................................................................................................................................... [2]
© UCLES 2019 5090/22/M/J/19
3
(b) The supplement is taken in the form of a tablet that is swallowed.
Each tablet is covered in a substance that breaks down only in alkaline conditions to release
the components of the supplement.
Suggest why this covering is important if the supplement is to work effectively in the alimentary
canal.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
............................................................................................................................................. [3]
[Total: 9]

4
2 The diagram shows the structure of a type of bacterium and details of the response of the
bacterium to light.
fibres that attach to a surface and then

contract to enable the bacterium to move
light receptors
direction of direction of
A B
light movement
structures containing a
chemical similar to
chlorophyll
(a) Use information in the diagram to suggest:
(i) the sequence of events that takes place when the bacterium is provided with light from
the direction shown
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [3]
(ii) the advantage to the bacterium of responding to light in this way.
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [2]
(b) There are similarities between the functions of parts of the bacterium and the functions of
structures found in the human eye.
Suggest which structure in the human eye has a function similar to each of the following
regions of the bacterium.
A ..............................................
B ..............................................
[2]
© UCLES 2019 5090/22/M/J/19

5
(c) The type of bacterium shown in the diagram fixes nitrogen.
Describe the role of bacteria in nitrogen fixation.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
............................................................................................................................................. [2]
(d) The enzyme that these bacteria use to fix nitrogen is destroyed in the presence of oxygen.
(i) Suggest why destruction of this enzyme is likely to occur in the type of bacterium in the
diagram.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [2]
(ii) Suggest one adaptation that such bacteria may have developed to prevent the
destruction of this enzyme.
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [1]
[Total: 12]

6
3 The diagram shows the internal structure of a seed from a pea plant.
E
F
Seeds from a pea plant are non-endospermic.
(a) Identify each of parts C to F.
C ..............................................
D ..............................................
E ..............................................
F ..............................................
[4]
(b) The diagram below shows two seeds, one from each of two pea plants of the same species.
Seeds from this species of plant have either a smooth surface or a wrinkled surface.
smooth wrinkled
surface surface
The type of surface of a seed is controlled by a single gene. The allele of the gene that
gives the seed a smooth surface (R) is dominant to the allele that gives the seed a wrinkled
surface (r).
(i) Name the part of a cell that contains the genes.
.............................................. [1]
© UCLES 2019 5090/22/M/J/19

7
(ii) Define each of the following terms:
gene ..................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
dominant allele ..................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
[4]
(iii) One pea plant, H, has a homozygous genotype that develops seeds with a wrinkled
surface. Another pea plant, J, has an unknown genotype.
When these two plants were cross-pollinated, approximately half of the new plants
produced had peas with a wrinkled surface.
Complete the genetic diagram below for this cross and state the genotype of pea
plant J.
gametes of
pea plant H
............ ............
............ ............ ............

gametes of
pea plant J
............ ............ rr
genotype of pea plant J: ...............................................................

[3]
[Total: 12]

8
4 The photograph shows a species of tree frog.
Each tree frog of this species is either grey or green in colour.
The following are true for both grey and green tree frogs. They:
• eat insects
• live above the ground in vegetation
• live near water and lay their eggs in small pools
• are sometimes eaten by snakes and birds.
Grey tree frogs are more commonly found in areas where there are many trees with grey bark.
Green tree frogs are more commonly found in areas where there are many swamp and marsh
plants with green leaves.
(a) State the type of variation shown by the colour of these tree frogs.
.............................................. [1]
(b) Tree frogs eat insects which are herbivores.
(i) State the meaning of the term herbivore.
..................................................................................................................................... [1]
(ii) State the trophic level of the tree frogs.
..................................................................................................................................... [1]
(c) Use your knowledge of the process of natural selection to explain the distribution of grey and
green tree frogs in different areas.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
............................................................................................................................................. [5]
[Total: 8]
© UCLES 2019 5090/22/M/J/19
9
5 The diagram shows the carbon cycle.
K
fossil fuels
M
carbon dioxide in the living plants
atmosphere
living animals
N dead plants
and animals
(a) Name each of the processes K to N.
K ..............................................
L ..............................................
M ..............................................
N ..............................................
[4]

10
(b) The diagram shows two locations, X and Y, on the Earth.
location X
equator
location Y
The table shows the length of daylight at each location during a year.
Mar Apr May Jun Jul Aug Sep Oct Nov Dec Jan Feb
length of
daylight at medium long medium short
location X
length of
daylight at medium short medium long
location Y
The graph shows the change in carbon dioxide concentration in the atmosphere measured
during one year at location X.
386
385
384
carbon dioxide
concentration in 383
atmosphere / parts
per million 382
381
380
379
378
Mar Apr May Jun Jul Aug Sep Oct Nov Dec Jan Feb
month of year
© UCLES 2019 5090/22/M/J/19

11
(i) Suggest an explanation for the pattern of changes in the concentration of carbon dioxide
in the atmosphere shown in the graph.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [3]
(ii) Draw a line on the graph to suggest the change in carbon dioxide concentration in the
atmosphere during the year at location Y. [2]
[Total: 9]

12
Section B
6 The diagram shows the internal structure of a human heart viewed from the front and its associated
blood vessels.
blood vessel P
structure R
structure Q
Name and describe the function of each of the following:
(a) blood vessel P
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
............................................................................................................................................. [3]
(b) structure Q
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
............................................................................................................................................. [3]
(c) structure R.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
............................................................................................................................................. [4]
[Total: 10]
© UCLES 2019 5090/22/M/J/19
13
7 The nervous system coordinates body functions.
(a) (i) Name the type of coordinated response that takes place as a result of a specific stimulus,
such as the withdrawal of the hand from a hot object touching the skin.
.............................................. [1]
(ii) Outline, in the correct sequence, the functions of each named type of neurone involved
in producing this coordinated response.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [7]
(b) Suggest why damage to a person’s spinal cord may result in the person not being able to
produce coordinated responses.
...................................................................................................................................................
...................................................................................................................................................
............................................................................................................................................. [2]
[Total: 10]

14
Section C
8 (a) Name and describe each process that must take place in order to remove molecules of
carbon dioxide from the blood of a person to the air in the atmosphere.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
............................................................................................................................................. [7]
(b) Plants absorb carbon dioxide from the atmosphere.
Outline how plants make the carbon in the molecules of carbon dioxide into a food substance.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
............................................................................................................................................. [3]
[Total: 10]
© UCLES 2019 5090/22/M/J/19

15
9 (a) Describe the pathway of water molecules from the soil, through a plant and into the
atmosphere.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
............................................................................................................................................. [7]
(b) Explain how variation in one named environmental factor would lead to an increase in the
rate of water loss from a plant.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
............................................................................................................................................. [3]
[Total: 10]
© UCLES 2019 5090/22/M/J/19

BIOLOGY 5090/22
MARK SCHEME
Maximum Mark: 80
Published
Teachers.
PUBLISHED
Generic Marking Principles
These general marking principles must be applied by all examiners when marking candidate answers. They should be applied alongside the
specific content of the mark scheme or generic level descriptors for a question. Each question paper and mark scheme will also comply with these
marking principles.
Marks must be awarded in line with:
• the specific content of the mark scheme or the generic level descriptors for the question
• the specific skills defined in the mark scheme or in the generic level descriptors for the question
• the standard of response required by a candidate as exemplified by the standardisation scripts.
Marks awarded are always whole marks (not half marks, or other fractions).
Marks must be awarded positively:
• marks are awarded for correct/valid answers, as defined in the mark scheme. However, credit is given for valid answers which go beyond the
scope of the syllabus and mark scheme, referring to your Team Leader as appropriate
• marks are awarded when candidates clearly demonstrate what they know and can do
• marks are not deducted for errors
• marks are not deducted for omissions
• answers should only be judged on the quality of spelling, punctuation and grammar when these features are specifically assessed by the
question as indicated by the mark scheme. The meaning, however, should be unambiguous.
Rules must be applied consistently e.g. in situations where candidates have not followed instructions or in the application of generic level
descriptors.

PUBLISHED
Marks should be awarded using the full range of marks defined in the mark scheme for the question (however; the use of the full mark range may
be limited according to the quality of the candidate responses seen).
Marks awarded are based solely on the requirements as defined in the mark scheme. Marks should not be awarded with grade thresholds or
grade descriptors in mind.

/ alternatives
R reject
underline actual word underlined must be used by candidate

PUBLISHED
1(a)(i) enzyme(s) / protein(s) / catalyst(s) ; 1
1(a)(ii) starch + maltose / glucose ; 3

protein / polypeptide + amino acids / polypeptides / peptides / peptones ;
fat / oil / lipid / triglyceride + fatty acids and glycerol ;
1(a)(iii) break down / digest / hydrolyse ; 2

cellulose ;
1(b) stomach + acid / pH below 7.0 ; 3

tablet does not break down / contents not released + stomach ;
prevents enzyme + denaturation / destruction / inactivity ;
small intestine / duodenum + alkali / pH above 7.0 ;
tablet breaks down / contents released + small intestine / duodenum ;
optimum AW OR fastest rate AW ;
2(a)(i) 1 (light) enters / refracted AW / converged / travels through (bacterium) ; 3

2 (light) detected / absorbed / received AW + by receptors ;
3 fibres contract ;
4 movement towards light ;
5 sequence mark: if point(s) 1 / 2 appear before point(s) 3 / 4 ;
2(a)(ii) more AW + light ; 2

chlorophyll ;
photosynthesis ;
produce AW + glucose / starch / carbohydrate / sugar ;
2(b) (A) cornea / lens / aqueous humour / vitreous humour ; 2

(B) retina / photoreceptors / fovea / yellow spot / rods / cones ;
2(c) (uses) nitrogen + gas / in air / atmospheric ; 2

produce AW + ammonium ;

PUBLISHED
2(d)(i) photosynthesis ; 2
oxygen + produced / released AW ;
2(d)(ii) any suggested method of having less oxygen present ; 1

any suggested method of keeping oxygen away from enzyme ;
mutation ;
3(a) (C) testa / seed coat ; 4

(D) plumule ;
(E) radicle ;
(F) cotyledon(s) ;
3(b)(i) nucleus / chromosome(s) / DNA ; 1
3(b)(ii) gene 4
made of DNA / section of a chromosome ;
copied / passed on / inherited / hereditary ;
one AW + characteristic / trait / protein / polypeptide ;
dominant allele
version / form / type + of a gene ;
expressed AW + always / if only one copy present / by heterozygote /
over another allele ;

PUBLISHED
3(b)(iii) 1 2 3 2,3 A Rr genotypes to be written as rR
;
;
3 (genotype of J) Rr / heterozygous ;
4(a) discontinuous ; 1
4(b)(i) eat / consume / feed on + plant / producer ; 1
4(b)(ii) three / 3 / third / consumer / secondary consumer / carnivore ; 1
4(c) variation / varieties ; 5 A reverse argument for responses that refer

mutation ; to a frog in the area to which it is
camouflage AW ; less well adapted
survive / not eaten / get more food OR not seen by + predators / prey ;
reproduce / breed / offspring / population increase ;
pass on + gene / allele ;
5(a) (K) combustion / burning ; 4

(L) respiration ; (L) Ig aerobic / anaerobic
(M) photosynthesis ;
(N) decomposition / decay / rotting / respiration ; (N) Ig decomposers / bacteria / fungi

PUBLISHED
5(b)(i) award either the number marking point or the number star marking point in 3
each instance – e.g. award either 1 or 1* but do not award both
(any month from May to Sep / long days / point 3 awarded)

1 falls AW / low / lowest / more removed from air ;
2 more + leaves / foliage ;
3 more / long(er) + light / daylight ;
4 more / fast(er) + photosynthesis ;
5 carbon dioxide + used in photosynthesis ;
6 photosynthesis faster than respiration ;
(any month from Sep to May / short days / point 3* awarded)

1* rises AW / high / highest / more released into air ;
2* less + leaves / foliage ;
3* less / short(er) + light / daylight ;
4* less /slow(er) + photosynthesis ;
5* carbon dioxide + produced in respiration ;
6* respiration faster than photosynthesis ;
5(b)(ii) line drawn from y-axis to middle of grid + shows only a trough ; 2
line drawn from middle of grid to end of grid + shows only a peak ;

PUBLISHED
6(a) blood vessel P 3

pulmonary vein ;
oxygenated blood ;
from lungs / to heart / to left atrium ;
6(b) structure Q 3
left ventricle / muscle ;
pumps / contracts / pushes blood ;
high pressure ;
blood to + body / aorta ;
6(c) structure R 4
valve ;
atrioventricular / tricuspid ;
opens + blood into right ventricle ;
closes + blood into pulmonary artery / blood to lungs ;
prevent backflow AW + of blood ;
(prevents backflow) into right atrium ;

PUBLISHED
7(a)(i) reflex / involuntary ; 1
7(a)(ii) 1 impulse ; 7
2 synapse ;
3 from + receptor ;
4 sensory / afferent ;
5 relay / inter / intermediate ;
6 CNS / spinal cord ;
7 motor / efferent ;
8 to + effector ;
9 muscle / named muscle correct for withdrawal reflex ;
10 sequence mark: point(s) 3/4/5/6 must be ticked before point(s) 7/8/9 ;
7(b) impulse + not transmitted AW ; 2

effector / named effector + not activated AW ;

PUBLISHED
8(a) diffusion ; 7
down concentration gradient / from high to low concentration ;
plasma / hydrogencarbonate / HCO3- ;
capillary ;
dissolves + mucus / moist lining / water film ;
alveoli / air sac ;
exhalation / expiration / breathed out ;
intercostal muscles relax OR internal intercostal muscles contract ;
ribs + down / in / fall ;
diaphragm + relaxes / moves up / becomes domed ;
decreased volume / increased pressure ;
(out through) bronchioles / bronchi / bronchus / trachea ;
8(b) photosynthesis ; 3
reacts with + water ;
light + energy ;
produce AW + glucose / starch / carbohydrate / sugar ;
chlorophyll / chloroplasts ;

PUBLISHED
9(a) root hair ; 7

cell wall ;
membrane ;
partially AW + permeable ;
stem ;
xylem ;
leaf / mesophyll ;
water film ;
air / intercellular AW + spaces ;
out of / through + stomata / guard cells ;
transpiration / evaporation / water vapour ;
9(b) 3
factor ; variation ; explanation ;
temperature / heat high / higher AW increased AW + evaporation /

water vapour
wind / air fast / faster AW fewer water molecules

movement outside / increased concentration
gradient
light high / higher AW stomata / guard cells + open
humidity / moisture low / lower AW fewer water molecules

in air outside / increased concentration
gradient

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UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS

READ THESE INSTRUCTIONS FIRST

You are advised to spend no longer than one hour on Section A.

FOR ONLINE DELIVERY Section B

GREEN SPOT 5 SAPNA PUBLICATIONS

Write your answers in the spaces provided.

Starch is an insoluble carbohydrate stored inside plant cells.

© UCLES 2012 5090/21/M/J/12

plants after a period of growth in these conditions.

air containing air with oxygen

© UCLES 2012 5090/21/M/J/12 [Turn over

fresh fruit fruit after 14 days

© UCLES 2012 5090/21/M/J/12

(c) Fungi reproduce by asexual reproduction. For

(ii) Explain how asexual reproduction results in genetically identical offspring.

Glucose + ................................. ................................. + .................................

© UCLES 2012 5090/21/M/J/12 [Turn over

(a) State where genes are found in a cell.

(ii) State the expected ratio of phenotypes in the children.

© UCLES 2012 5090/21/M/J/12

(c) State the name of region C.

© UCLES 2012 5090/21/M/J/12 [Turn over

(i) Define the term reflex action.

function ....................................................................................................................... [2]

function ....................................................................................................................... [2]

(i) List the chemical elements that make up carbohydrates.

Write your answers in the spaces provided.

6 (a) State the function of phloem in a plant.

© UCLES 2012 5090/21/M/J/12

© UCLES 2012 5090/21/M/J/12 [Turn over

Write your answers in the spaces provided.

© UCLES 2012 5090/21/M/J/12

© UCLES 2012 5090/21/M/J/12

UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS

MARK SCHEME for the May/June 2012 question paper

GREEN SPOT 18 SAPNA PUBLICATIONS

1 (a) (i) photosynthesis; [1]

(b) correct ref. active site;

2 (a) ref. presence / absence hyphae / mycelium;

(b) decay / decomposition / rot(ting) / putrefaction; [1]

(c) (i) mitosis / mitotic /; [1]

(ii) one parent;

same / no new combination of genes / alleles; [2]

(d) oxygen / 6O2 + carbon dioxide / 6CO2 + water / 6H2O; [1]

© University of Cambridge International Examinations 2012

(e) (i) digestion / chemical breakdown qualified (increases);

correct ref. enzymes;

rate of reaction/respiration increases;

more / faster reproduction microorganism(s); [2]

(ii) (any two from)

3 (a) nucleus / chromosomes; [1]