June 2020 QP - GCSE Combined Science: Trilogy Higher Tier Biology Paper 2H - DNA, genes, reflex actions, reaction time, biodiversity

Sep 5, 2026

GCSE Combined Science: Trilogy Higher Tier Biology Paper 2H (1 June 2020) assesses understanding of DNA and genes, including DNA structure, gene function, and the meaning of genome. It also evaluates concepts of inheritance and variation, linking DNA changes to differences between individuals. Questions extend to reflex action pathways, methods for testing reaction time, calculating mean values from data, and interpreting evidence for conclusions. The paper further examines biodiversity, including how peat bog destruction affects ecosystems and the environmental harm of peat use.

LanguageEnglish

CategoryExam

FormatPDF

Pages28

Reading Time1 h 11 min

AccessFree to download

DNA and genes

DNA molecule representation and structure

Gene coding and genome meaning

Human genome discoveries

Variation within a species

Reflex actions and reaction time

Reflex pathway to muscles

Reaction time experimental method

Tennis and reaction time data analysis

Food, habitats and biodiversity

Biodiversity definition

Uses of peat and environmental impact

| Please write clearly in block capitals. | | | | | --- | --- | --- | --- | | Centre number | | Candidate number | | | Surname
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I declare this is my own work. | | | | GCSE COMBINED SCIENCE: TRILOGY Higher Tier Biology Paper 2H H Monday 1 June 2020 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. | For Examiner’s Use | | | --- | --- | | Question | Mark | | 1 | | | 2 | | | 3 | | | 4 | | | 5 | | | 6 | | | 7 | | | TOTAL | | 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. 0 1 This question is about DNA and genes. 0 1 . 1 Which diagram represents a DNA molecule? [1 mark] Tick ( 􀀹 ) one box. 0 1 . 2 Describe the structure of a DNA molecule. [1 mark] 0 1 . 3 A gene is a small section of DNA on a chromosome. Complete the sentences. [2 marks] A gene codes for a particular sequence of . This sequence makes a specific . Do not write outside the box 0 1 . 4 What is meant by the term genome? [1 mark] 0 1 . 5 The complete human genome is now known. Which important scientific advance was made using knowledge of the human genome? [1 mark] Tick ( 􀀹 ) one box. Discovering antibiotic resistant bacteria Finding more foods to eat from tropical forests Tracing how aboriginal people spread across Australia Working out when the last ice age ended Question 1 continues on the next page outside the box | A student found six different snails of one species in his garden.
Figure 1 shows the snails.
Figure 1
| | | | | | outside box | | --- | --- | --- | --- | --- | --- | --- | | | 0 | 1 | . | 6 | All the snails are different.
What scientific term describes differences in characteristics between individuals of a species?
[1 mark]
A change in DNA has caused snail P to be very different from the other five snails.
Suggest why there might be an increasing number of snails similar to snail P in each future generation.
[2 marks]
| | | | | | | | | | | | 0 | 1 | . | 7 | | | | | | | | | | | | | | | | | | | | | | | | | | 9 | | | | | | | | | the Turn over for the next question DO NOT WRITE ON THIS PAGE ANSWER IN THE SPACES PROVIDED outside the box 0 2 Human reactions are a response to an external change. 0 2 . 1 Reflex actions help to protect the body against damage. Figure 2 shows the nervous pathway for a reflex action. Figure 2 A stimulus from the hot pan will cause the muscle in the arm to contract and move the finger away. Describe how the stimulus from the hot pan reaches the muscle in the arm. [4 marks] | | | --- | | | | | | | | | | | | | box 0 2 . 2 A student investigated whether using the right hand or the left hand had an effect on reaction time. The student only tested right-handed people. Describe a method for the student’s investigation. Include details of the test you would use for reaction time. [4 marks] | | | --- | | | | | | | | | | | | | | | | | | | | | Question 2 continues on the next page outside the box A different student carried out an investigation to see if playing tennis improved

FAQs

What is asked about DNA and genes in this paper?

Students identify diagrams of DNA, describe DNA structure, complete gene-related sentences, and explain the term genome. They also answer a question about an important advance enabled by knowledge of the human genome.

How does the paper assess reflex actions?

It requires describing how a stimulus from a hot pan reaches the muscle in the arm, using the nervous pathway for a reflex action.

What skills are tested in the reaction time and biodiversity questions?

Students design a method to test reaction time (including test details), calculate a mean reaction time value from a table, and use evidence to support or refute a conclusion. For biodiversity, students define biodiversity, give a use of peat, and explain environmental harm caused by peat use without referring to biodiversity.

Sep 5, 2026

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