AQA GCSE COMBINED SCIENCE: TRILOGY 8464/B/2F Biology Paper 2F Version: 1.0 Final *JUN238464B2F01* IB/M/Jun23/E6 8464/B/2F QUESTION PAPER & MARKING SCHEME/ [MERGED]

GCSE COMBINED SCIENCE: TRILOGY 8464/B/2F Biology Paper 2F Version: 1.0 Final *JUN238464B2F01* IB/M/Jun23/E6 8464/B/2F For Examiner’s Use Question Mark 1 2 3 4 5 6 7 TOTAL Friday 9 June 2023 Afternoon Time allowed: 1 hour 15 minutes Materials For this paper you must have: • a ruler • a scientific calculator. Instructions • Use black ink or black ball-point pen. • Pencil should only be used for drawing. • Fill in the boxes at the top of this page. • Answer all questions in the spaces provided. • If you need extra space for your answer(s), use the lined pages at the end of this book. Write the question number against your answer(s). • Do all rough work in this book. Cross through any work you do not want to be marked. • In all calculations, show clearly how you work out your answer. Information • The maximum mark for this paper is 70. • The marks for questions are shown in brackets. • You are expected to use a calculator where appropriate. • You are reminded of the need for good English and clear presentation in your answers. Please write clearly in block capitals. Centre number Candidate number Surname Forename(s) Candidate signature I declare this is my own work. GCSE COMBINED SCIENCE: TRILOGY Foundation Tier Biology Paper 2F F 2 *02* IB/M/Jun23/8464/B/2F 0 1 Figure 1 shows a place where peat is being removed from a peat bog. Figure 1 0 1 . 1 Why is peat removed from peat bogs? [1 mark] Tick () one box. To increase biodiversity To produce garden compost To protect rare habitats Do not write outside the box 3 *03* Turn over ► IB/M/Jun23/8464/B/2F Do not write outside the 0 1 box . 2 Peat can decay. Name one type of organism that causes decay. [1 mark] 0 1 . 3 Complete the sentences. Choose answers from the box. [2 marks] carbon dioxide nitrogen oxygen sulfur dioxide The organisms that cause decay respire. The gas used for respiration is . The gas produced by respiration is . Question 1 continues on the next page 4 *04* IB/M/Jun23/8464/B/2F Do not write outside the 0 1 box . 4 Peat bogs cover a total area of 3 700 000 km2. In 2020, 46% of peat bogs were frozen. How can the area of peat bogs that were frozen be calculated? [1 mark] Tick () one box. 3 700 000 × 46 100 46 3 700 000 × 100 3 700 000 46 × 100 0 1 . 5 The percentage of peat bogs that are frozen decreases each year. Suggest why the percentage of peat bogs that are frozen is decreasing. [1 mark] 5 *05* Turn over ► IB/M/Jun23/8464/B/2F Do not write outside the box 8 0 1 . 6 Which two human activities decrease the area of land available for other animals and plants? [2 marks] Tick () two boxes. Building factories Recycling plastics Replanting hedgerows Reusing glass bottles Quarrying rocks Turn over for the next question 6 *06* IB/M/Jun23/8464/B/2F Do not write outside the 0 2 A student investigated the effect of either box seeing a stimulus or hearing a stimulus on reaction time. First, the student measured their reaction time to seeing a colour change. This is the method used. 1. Sit in front of a computer with a reaction timer program open. 2. Press a key on the keyboard as quickly as possible when the computer screen changes colour. 3. Record the reaction time. 4. Repeat steps 1 to 3 four more times and calculate the mean reaction time. Next, the student measured their reaction time to hearing a sound. This is the method used. 5. Sit in front of a computer with a reaction timer program open. 6. Press a key on the keyboard as quickly as possible when the computer produces a sound. 7. Record the reaction time. 8. Repeat steps 5 to 7 four more times and calculate the mean reaction time. 7 *07* Turn over ► IB/M/Jun23/8464/B/2F Do not write outside the 0 2 box . 1 Table 1 shows some variables in this investigation. Table 1 Variable Independent variable Dependent variable Control variable Distractions from background sounds Reaction time Type of stimulus Identify each variable as an independent variable, a dependent variable or a control variable. Tick () one box in each row on Table 1. [3 marks] 0 2 . 2 How could the method be improved? [1 mark] Tick () one box. Measure the reaction time with a stopwatch. Only test reaction time to seeing a colour change. Repeat both methods 10 times. Question 2 continues on the next page 8 *08* IB/M/Jun23/8464/B/2F Do not write outside the 0 2 box . 3 A shorter reaction time means the student reacted faster. The student reacted faster as each test was repeated. Suggest one reason why the student’s reactions got faster. [1 mark] Table 2 shows the results. Table 2 Method Mean reaction time in milliseconds Seeing the stimulus 350 Hearing the stimulus 220 9 *09* Turn over ► IB/M/Jun23/8464/B/2F Do not write outside the box 8 0 2 . 4 Complete Figure 2. You should: • plot the data from Table 2 as a bar chart • label each bar • label the y-axis. [2 marks] Figure 2 0 2 . 5 Compare the reaction time when seeing the stimulus with the reaction time when hearing the stimulus. [1 mark] 10 *10* IB/M/Jun23/8464/B/2F Do not write outside the 0 3 A student investigated how the distance from a river affects the number of box different plant species. Figure 3 shows a river between two fields. Figure 3 0 3 . 1 A, B and C show the positions of three transects. Where should the student position another transect for this investigation? Draw the extra transect line on Figure 3. [1 mark] 11 *11* Turn over ► IB/M/Jun23/8464/B/2F Do not write outside the 0 3 box . 2 The student recorded the number of different plant species at 1 m intervals along each transect. Which piece of equipment should be used at 1 m intervals along the transect? [1 mark] Tick () one box. Microscope Quadrat Timer Question 3 continues on the next