AQA GCSE Combined Science: Synergy Higher Tier Paper 2 - Life and environmental sciences

Sep 5, 2026

GCSE Combined Science: Synergy Higher Tier Paper 2 assesses life and environmental sciences through structured questions using stimulus data, tables, and calculations. Students interpret reaction-time ranges, design and justify experimental methods such as investigating caffeine effects, identify sensory cell types in the eye, and evaluate results using controlled variables, medians and means. The paper also explores carbon dioxide emissions trends, requiring percentage calculations and reasoned discussion of causes and future consequences, plus digestive system content related to bile and lipid digestion.

LanguageEnglish

CategoryExam

FormatPDF

Pages36

Reading Time1 h 31 min

AccessFree to download

Reaction time and experimental design

Normal range identification

Investigating caffeine effects

Light-detecting cells in the eye

Controlling variables and comparing groups

Mean, unit conversion, and validity of repeating tests

Carbon dioxide emissions in the UK

Reasons for emission decreases

Calculating percentage contributions

Consequences of future increases

Digestive system and bile

Role of bile in lipid digestion

| Please write clearly in block capitals. | | | | | --- | --- | --- | --- | | Centre number | | Candidate number | | | Surname
Forename(s)
Candidate signature | | | | GCSE COMBINED SCIENCE: SYNERGY Higher Tier Paper 2 Life and environmental sciences H Wednesday 22 May 2019 Afternoon Time allowed: 1 hour 45 minutes Materials For this paper you must have: • a ruler • a protractor • a scientific calculator • the periodic table (enclosed) • the Physics Equations Sheet (enclosed) . Instructions • Use black ink or black ball-point pen. • Fill in the boxes at the top of this page. • Answer all questions in the spaces provided. Do not write outside the box around each page or on blank pages. • 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 100. • 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. | For Examiner’s Use | | | --- | --- | | Question | Mark | | 1 | | | 2 | | | 3 | | | 4 | | | 5 | | | 6 | | | 7 | | | 8 | | | TOTAL | | *JUN1984652H01* IB/G/Jun19/E8 8465/2H 2 There are no questions printed on this page DO NOT WRITE ON THIS PAGE ANSWER IN THE SPACES PROVIDED Do not write outside the box *02* IB/G/Jun19/8465/2H 3 | Answer all questions in the spaces provided. | | --- | |
0 1 Students in four groups measured their reaction times.
Table 1 shows the ranges of reaction times for each group.
Table 1
Group Range of reaction times in seconds (s) A 0.14 – 0.59 B 0.42 – 1.20 C 0.42 – 0.76 D 0.63 – 1.02
0 1 . 1 Which group had all their results in the normal range for reaction time?
[1 mark]
Tick (􀀹) one box.
A B C D

Question 1 continues on the next page | *03* Turn over ► IB/G/Jun19/8465/2H Do not write outside the box 4 0 1 . 2 Describe a method to investigate the effect of caffeine on reaction time. [6 marks] | | | --- | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | *04* IB/G/Jun19/8465/2H Do not write outside the box 5 A sports scientist investigated the reaction times of athletes. Figure 1 shows a light box used by the sports scientist. Figure 1 This is the method used. 1. Stand in front of the light box. 2. When a light comes on in a circle, touch the circle as quickly as possible. 3. Record the time taken, as shown on the light box display. 4. Repeat steps 2–3 another four times. 0 1 . 3 Which word describes cells in the eye that detect the light? [1 mark] Tick (􀀹) one box. Coordinators Effectors Receptors Responses Question 1 continues on the next page *05* Turn over ► IB/G/Jun19/8465/2H Do not write outside the box 6 | The scientist compared the reaction time of a male athlete and a female athlete.
0 1 . 4 Give two factors the scientist should have controlled in the investigation.
Do not refer to caffeine in your answer.
[2 marks]
1

2
Table 2 shows the results.
Table 2
Reaction time in milliseconds (ms) Male athlete Female athlete Test 1 153.6 138.2 Test 2 154.2 145.7 Test 3 150.0 149.1 Test 4 151.4 142.9 Test 5 153.9 140.6
0 1 . 5 Which test shows the median reaction time for the female athlete?
[1 mark]
Tick (􀀹) one box.
| | | --- | --- | | Test 1
Test 2
Test 3
Test 4
Test 5 | | *06* IB/G/Jun19/8465/2H Do not write outside the box 7 | 0 1 . 6 Calculate the mean reaction time for the male athlete.
Give your answer to 4 significant figures.
[2 marks]

Mean reaction time = ms
0 1 . 7 The reaction time for the female athlete in test 1 was 138.2 ms
Give this reaction time in seconds.
[1 mark]
|

FAQs

How do students determine which group’s reaction times are all in the normal range?

Students use Table 1 reaction-time ranges for each group and select the group where every result lies within the specified normal range.

Why is repeating the reaction-time test more valid than performing it only once?

Repeating helps identify anomalies, improves reproducibility, reduces the impact of errors, and can make results more precise.

What is required to address the carbon dioxide emissions questions?

Students suggest reasons for changes in emissions from paper and electricity production across years, calculate a percentage contribution for 2006, and explain possible consequences of future increases in carbon dioxide emissions.

Sep 5, 2026

Upload by Bill Black