Q1.

(a) Explain how the active site of an enzyme causes a high rate of reaction.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(3)

The action of the enzyme catalase is shown below.

A student investigated the effect of hydrogen peroxide concentration on the rate of this
reaction. He used catalase from potato tissue.

The student:
• put five potato chips in a flask
• added 20 cm3 of 0.5 mol dm–3 hydrogen peroxide solution to the flask
• measured the time in seconds for production of 10 cm3 of oxygen gas
• repeated this procedure with four different concentrations of hydrogen
peroxide solution.

His results are shown in the table.

Time for production

Hydrogen peroxide Rate of reaction /
of 10 cm3 of oxygen
concentration / mol dm–3 arbitrary units
gas / seconds

0.5 18

1.0 10

1.5 7

2.0 6

2.5 6

Page 1 of 70
(b) Other than those stated, give one factor the student would have controlled in his
investigation.

___________________________________________________________________

___________________________________________________________________
(1)

(c) The student gave the maximum rate of reaction a value of 1.0 arbitrary units.

Complete the table above by calculating the rate of reaction in arbitrary units at each
hydrogen peroxide concentration. Record the rates using an appropriate number of
significant figures.
(2)

(d) Plot a suitable graph of your processed data shown in the table.

(3)

(e) Suggest a change the student could make to his procedure so that 10 cm3 of oxygen
would be produced in less than 6 seconds.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(1)
(Total 10 marks)

Page 2 of 70
Q2.
Students investigated the effect of removing leaves from a plant shoot on the rate of water
uptake. Each student set up a potometer with a shoot that had eight leaves. All the shoots
came from the same plant. The potometer they used is shown in the diagram.

(a) Describe how the students would have returned the air bubble to the start of the
capillary tube in this investigation.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(1)

(b) Give two precautions the students should have taken when setting up the
potometer to obtain reliable measurements of water uptake by the plant shoot.

1. _________________________________________________________________

2. _________________________________________________________________
(2)

(c) A potometer measures the rate of water uptake rather than the rate of transpiration.
Give two reasons why the potometer does not truly measure the rate of
transpiration.

1. _________________________________________________________________

2. _________________________________________________________________
(2)

Page 3 of 70
 (d) The students’ results are shown in the table.

Number of leaves removed Mean rate of water uptake /

from the plant shoot cm3 per minute

0 0.10

2 0.08

4 0.04

6 0.02

8 0.01

Explain the relationship between the number of leaves removed from the plant shoot
and the mean rate of water uptake.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(3)
(Total 8 marks)

Q3.
A student investigated the effect of three types of disinfectant on the growth of
Lactobacillus bacteria.

During the investigation, the student:

• boiled the agar before pouring the agar plates
• transferred 0.5 cm3 of a diluted liquid culture of Lactobacillus onto each agar plate
• left some agar plates as controls
• added to other agar plates different concentrations of the disinfectants as shown in
the table in part (a).

After 2 days, she counted the number of colonies of bacteria on each agar plate.

Page 4 of 70
(a) Explain the purpose of:

boiling the agar ______________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

transferring the same volume of liquid culture onto each agar plate.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

The three disinfectants used by the student were Lysol, propan-2-ol and ammonia.

The table shows the student’s results.

Concentration Number of colonies of bacteria

of disinfectant /
arbitrary units Lysol Propan-2-ol Ammonia

0 300 300 300

5 0 290 300

10 0 195 295

15 0 0 275

20 0 0 240

The liquid culture the student transferred was diluted by 1 in 10 000 (10−4).

(b) Use information in this question to calculate how many bacteria were present in
1 cm3 of undiluted liquid culture.

Answer = ____________________
(2)

Page 5 of 70
 (c) The student concluded that the minimum concentration of propan-2-ol needed to
stop the growth of Lactobacillus was 15 units. This conclusion is incorrect.

Describe how you could obtain a more accurate estimate of the minimum
concentration of propan-2-ol needed to stop the growth of this species of bacterium.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)
(Total 6 marks)

Q4.
(a) In an investigation, two sterile agar plates were inoculated with bacteria from the
same culture. Then, using a syringe, 2 cm3 of an antibiotic solution were added to
plate 1 and 2 cm3 of sterile water were added to plate 2. The diagram shows the
plates after 24 hours.

(i) At the start of the investigation, the agar was sterilised. Explain why.

______________________________________________________________

______________________________________________________________
(1)

Page 6 of 70
 (ii) The water was added to plate 2 as a control. Explain why this control was
necessary.

______________________________________________________________

______________________________________________________________
(1)

(b) Explain why some bacteria were able to grow on plate 1.

___________________________________________________________________

___________________________________________________________________
(1)
(Total 3 marks)

Q5.
A student was provided with two agar plates. She transferred a culture of bacterium A
onto one plate and a culture of bacterium B to the second plate. She placed paper discs
containing antibiotics on the surface of the agar. She then incubated the plates for 24
hours.
The diagram shows the agar plates before and after incubation.

Page 7 of 70
 (a) The student used a pair of forceps to place the paper discs onto the surface of the
agar.
Explain why she passed the forceps through a Bunsen flame before and after each
time she used them.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

(b) Explain the appearance of the agar plates after incubation.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

(Extra space) ________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(4)
(Total 6 marks)

Q6.
(a) Name the process by which bacterial cells divide.

___________________________________________________________________
(1)

A microbiologist investigated the ability of different plant oils to kill the bacterium Listeria
monocytogenes. She cultured the bacteria on agar plates. She obtained the bacteria from
a broth culture.

Page 8 of 70
(b) Describe two aseptic techniques she would have used when transferring a sample
of broth culture on to an agar plate.
Explain why each was important.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(4)

The microbiologist tested five different plant oils at two different temperatures and
determined the minimum concentration of plant oil that killed the L. monocytogenes.

The table below shows her results.

Minimum concentration of plant

oil that killed Listeria
Plant oil monocytogenes / percentage

4 °C 35 °C

Bay 0.10 0.04

Cinnamon 0.08 0.08

Clove 0.05 0.05

Nutmeg >1.00 0.05

Thyme 0.02 0.03

(c) Which plant oil is least effective at killing L. monocytogenes at 35 °C?

___________________________________________________________________
(1)

Page 9 of 70
 L. monocytogenes is a pathogen of great concern to the food industry, especially in foods
stored in refrigeration conditions (4 °C) where, unlike most food-borne pathogens, it is
able to multiply. It has been suggested that plant oils, together with refrigeration may help
to reduce the growth of L. monocytogenes.

(d) What conclusions can be drawn about the effectiveness of using plant oils with
refrigeration to reduce food-borne infections caused by L. monocytogenes?

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(3)

(e) Plant oils are hydrophobic and can cross the cell-surface membrane of the
bacterium. The low temperature of 4 °C can slow the rate of entry of plant oils into
the cells.

Suggest how the low temperature slows the rate of entry.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(1)
(Total 10 marks)

Q7.
(a) Binding of one molecule of oxygen to haemoglobin makes it easier for a second
oxygen molecule to bind.

Explain why.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

Page 10 of 70
A haemocytometer is a special microscope slide which can be used to count the numbers
of blood cells in a sample of blood.

• The surface of the slide has many small, equal-sized squares marked on it.
• The depth of the liquid under each square is 0.1 mm
• When counting, cells that touch top or left lines are counted but cells that touch right
or bottom lines are not counted.

A doctor used a haemocytometer to determine the number of red blood cells per mm 3 in a
blood sample. He diluted the original blood sample by a factor of 200 times before putting
some on a haemocytometer.

The diagram shows the distribution of cells in a typical small square.

(b) The doctor counted the red blood cells in many small squares.
The mean number of red blood cells per small square was 7
The original blood sample was diluted by a factor of 200 times.

Calculate the number of red blood cells per mm3 in the original blood sample.
Give your answer in standard form.

Answer = ____________________ red blood cells per mm3

(2)

Page 11 of 70
(c) When counting, cells that touch top or left lines are counted but cells that touch right
or bottom lines are not counted.

Suggest two reasons for this rule.

1. _________________________________________________________________

___________________________________________________________________

___________________________________________________________________

2. _________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

The doctor also wanted to know how many white blood cells per mm3 there were in a
different sample of blood. To do this he first diluted the sample by a factor of 20 times. He
then made the white blood cells clearly visible by using a stain that makes nuclei appear
dark blue.

(d) When counting white blood cells, the doctor only diluted the blood sample by a
factor of 20 times, instead of 200 times when counting red blood cells.

Suggest why he only diluted the sample by a factor of 20 times.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(1)

(e) Explain how the stain allowed the doctor to count the white blood cells amongst all
the red blood cells.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(1)
(Total 8 marks)

Page 12 of 70
Q8.
(a) Cells lining the ileum of mammals absorb the monosaccharide glucose by
co-transport with sodium ions. Explain how.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(3)

A student set up the experiment shown in the diagram below.

The material from which Visking tubing is made is partially permeable.

After 15 minutes, the student removed samples from the liquid in the beaker and from the
liquid inside the Visking tubing. She carried out biochemical tests on these samples. She
drew the table below to record her results.

(b) Complete the table by placing a tick (✔) in each box that you expect to have shown
a positive result.

Biochemical test Liquid from beaker Liquid inside Visking tubing

Biuret reagent

Iodine in potassium
iodide

Benedict’s solution

(3)

Page 13 of 70
 (c) Justify your answers to part (b).

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(3)
(Total 9 marks)

Q9.
(a) A student used a dilution series to investigate the number of cells present in a liquid
culture of bacteria.

Describe how he made a 1 in 10 dilution and then used this to make a 1 in 1000
dilution of the original liquid culture of bacteria.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(3)

(b) Using an optical microscope, the student determined there were 15 cells in 0.004
mm3 of the 1 in 1000 dilution of the culture.

Calculate the number of cells in 1 cm3 of undiluted liquid culture.

Answer = ____________________ Number of cells

(2)

Page 14 of 70
(c) The student looked at cells in the 1 in 10 dilution during his preliminary work. He
decided not to use this dilution to determine the number of cells in the undiluted
liquid culture.

Suggest an explanation for the student’s decision.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

(d) On some farms, animals are routinely given antibiotics in their food.

Scientists investigated whether these farm animals had antibiotic-resistant bacteria

in their intestines. They tested the bacteria for resistance to two antibiotics,
tetracycline and streptomycin.

Their results are shown in the table.

Percentage of
Antibiotic antibiotic-resistant
bacteria

Tetracycline 29

Streptomycin 13

Suggest and explain one reason why bacteria resistant to tetracycline are more
common than bacteria resistant to streptomycin in these farm animals.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Page 15 of 70
 ___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

(e) In recent years, these farm animals have not been given tetracycline in their food.
Despite this, the percentage of bacteria resistant to tetracycline has remained
constant.

Suggest one reason why.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(1)
(Total 10 marks)

Q10.
Students investigated the effect of different concentrations of sodium chloride solution on
discs cut from an apple. They weighed each disc and then put one disc into each of a
range of sodium chloride solutions of different concentrations. They left the discs in the
solutions for 24 hours and then weighed them again. Their results are shown in the table.

Concentration of
Mass of disc at Mass of disc at Ratio of mass at
sodium chloride
start / g end / g start to mass at end
solution / mol dm–3

0.00 16.1 17.2 0.94

0.15 19.1 20.2 0.95

0.30 24.3 23.2 1.05

0.45 20.2 18.7 1.08

0.60 23.7 21.9

0.75 14.9 13.7 1.09

Page 16 of 70
(a) (i) Calculate the ratio of the mass at the start to the mass at the end for the disc
placed in the 0.60 mol dm–3 sodium chloride solution.

Answer ____________________
(1)

(ii) The students gave their results as a ratio. What is the advantage of giving the
results as a ratio?

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________
(2)

(iii) The students were advised that they could improve the reliability of their
results by taking additional readings at the same concentrations of sodium
chloride.

Explain how.

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________
(2)

(b) (i) The students used a graph of their results to find the sodium chloride solution
with the same water potential as the apple tissue. Describe how they did this.

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________
(2)

Page 17 of 70
 (ii) The students were advised that they could improve their graph by taking
additional readings. Explain how.

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________
(2)
(Total 9 marks)

Q11.
A student investigated the rate of transpiration from a leafy shoot. She used a potometer
to measure the rate of water uptake by the shoot. The diagram shows the potometer used
by the student.

(a) Give one environmental factor that the student should have kept constant during
this investigation.

___________________________________________________________________
(1)

(b) The student cut the shoot and put it into the potometer under water. Explain why.

___________________________________________________________________

___________________________________________________________________
(1)

Page 18 of 70
(c) The student wanted to calculate the rate of water uptake by the shoot in cm3 per
minute. What measurements did she need to make?

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

(d) The student assumed that water uptake was equivalent to the rate of transpiration.

Give two reasons why this might not be a valid assumption.

1. _________________________________________________________________

___________________________________________________________________

2. _________________________________________________________________

___________________________________________________________________
(2)

(e) The student measured the rate of water uptake three times.

(i) Suggest how the reservoir allows repeat measurements to be made.

______________________________________________________________

______________________________________________________________
(1)

(ii) Suggest why she made repeat measurements.

______________________________________________________________

______________________________________________________________
(1)
(Total 8 marks)

Page 19 of 70
Q12.
A scientist examined the structure of mustard plant leaves. He viewed temporary mounts
of leaf tissues with an optical microscope. The figure below shows a drawing of typical
results.

(a) Describe how temporary mounts are made.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

(b) Calculate the distance in micrometres between G and H on the leaf.

Answer = ____________________ µm
(2)

(c) Describe how the scientist could have used the temporary mounts of leaves to
determine the mean number of chloroplasts in mesophyll cells of a leaf.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Page 20 of 70
 ___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(3)
(Total 7 marks)

Q13.
A student investigated the stages of mitosis in a garlic root. The root tip was placed on a
microscope slide with a stain. A cover slip was placed on top and the root tip was firmly
squashed.

(a) Explain why

(i) a root tip was used;

______________________________________________________________

______________________________________________________________
(1)

(ii) a stain was used;

______________________________________________________________

______________________________________________________________
(1)

(iii) the root tip was firmly squashed.

______________________________________________________________

______________________________________________________________
(1)

(b) The student examined the cells in the garlic root tip under the microscope, and
obtained the following data.

Stage Number of cells

Interphase 872

Prophase 74

Metaphase 18

Anaphase 10

Telophase 8

Page 21 of 70
 (i) Calculate the percentage of these cells in which the chromosomes are visible
and would consist of a pair of chromatids joined together. Show your working.

Answer ____________________
(2)

(ii) A different set of results was obtained when the count was repeated on
another occasion with a different garlic root tip. Give two reasons for the
difference in results.

1. ____________________________________________________________

______________________________________________________________

2. ____________________________________________________________

______________________________________________________________
(2)
(Total 7 marks)

Q14.
A student investigated the effect of putting cylinders cut from a potato into sodium chloride
solutions of different concentration. He cut cylinders from a potato and weighed each
cylinder. He then placed each cylinder in a test tube. Each test tube contained a different
concentration of sodium chloride solution. The tubes were left overnight. He then removed
the cylinders from the solutions and reweighed them.

(a) Before reweighing, the student blotted dry the outside of each cylinder. Explain why.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

Page 22 of 70
The student repeated the experiment several times at each concentration of sodium
chloride solution. His results are shown in the graph.

(b) The student made up all the sodium chloride solutions using a 1.0 mol dm–3 sodium
chloride solution and distilled water.

Complete the table to show how he made 20 cm3 of a 0.2 mol dm–3 sodium chloride
solution.

Volume of 1.0 mol dm–3 sodium chloride solution Volume of distilled water

(1)

(c) The student calculated the percentage change in mass rather than the change in
mass. Explain the advantage of this.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

Page 23 of 70
 (d) The student carried out several repeats at each concentration of sodium chloride
solution. Explain why the repeats were important.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

(e) Use the graph to find the concentration of sodium chloride solution that has the
same water potential as the potato cylinders.

____________________ mol dm–3

(1)
(Total 8 marks)

Q15.
The cells of beetroot contain a red pigment. A student investigated the effect of
temperature on the loss of red pigment from beetroot. He put discs cut from beetroot into
tubes containing water. He maintained each tube at a different temperature. After 25
minutes, he measured the percentage of light passing through the water in each tube.

(a) The student put the same volume of water in each tube.

Explain why it was important that he controlled this experimental variable.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

(b) Describe a method the student could have used to monitor the temperature of the
water in each tube.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(1)

Page 24 of 70
The graph shows the student’s results.

(c) Draw a suitable curve on the graph above.

(1)

(d) The decrease in the percentage of light passing through the water between 25 °C
and 60 °C is caused by the release of the red pigment from cells of the beetroot.

Suggest how the increase in temperature of the water caused the release of the red
pigment.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)
(Total 6 marks)

Page 25 of 70
Q16.
(a) Give three properties of water that are important in biology.

1. _________________________________________________________________

___________________________________________________________________

2. _________________________________________________________________

___________________________________________________________________

3. _________________________________________________________________
(3)

A student investigated the effect of different concentrations of sucrose solution on “chips”

cut from a potato. Each chip had the same dimensions.

The student:
• weighed each chip at the start
• placed each chip in a separate test tube, each containing 10 cm3 of sucrose solution
at a different concentration
• left the chips in the sucrose solution for 24 hours
• dried the surface of the chips and then weighed them again.

The table shows the student’s results.

Concentration Initial mass Final mass of Ratio of final

of sucrose of chip / g chip / g mass to
solution / mol initial mass
dm−3 of chips

0.0 2.79 3.82

0.2 2.75 2.97

0.4 2.78 2.67

0.6 2.69 2.31

0.8 2.72 2.20

1.0 2.77 1.99

(b) The student produced the sucrose solutions with different concentrations from a
concentrated sucrose solution.

Name the method she would have used to produce these sucrose solutions.

Name of method _____________________________________________________

(1)

Page 26 of 70
(c) Calculate the ratio of final mass to initial mass of potato chips and plot a suitable
graph of your processed data. Express the ratios in the table in part (a) as a single
number (for example 5.26:1 would be expressed as 5.26).

(3)

(d) Explain the result for the chip in 0.8 mol dm−3 sucrose solution.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)
(Total 9 marks)

Page 27 of 70
Q17.
In an investigation into carbohydrase activity, the contents from part of the gut of a small
animal were collected. The contents were added to starch solution at pH 7 and kept in a
water bath at 25°C. At one-minute intervals, samples were removed and added to
different test tubes containing dilute iodine solution. The colour intensity of each sample
was determined. The graph shows the results.

(a) Explain the change in colour intensity.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

(b) Draw clearly labelled curves on the graph to show the expected result if the
experiment was repeated

(i) at 35 °C;

(ii) at pH 2.
(2)

(c) Explain how

(i) raising the temperature to 35 °C affects carbohydrase activity;

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

Page 28 of 70
 ______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

(ii) decreasing the pH affects carbohydrase activity.

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________
(7)
(Total 11 marks)

Page 29 of 70
Q18.
A student investigated the effect of surface area on osmosis in cubes of potato.

• He cut two cubes of potato tissue, each with sides of 35 mm in length.

• He put one cube into a concentrated sucrose solution.
• He cut the other cube into eight equal-sized smaller cubes and put them into a
sucrose solution of the same concentration as the solution used for the large cube.
• He recorded the masses of the cubes at intervals.

His results are shown in the graph.

(a) Describe the method the student would have used to obtain the results in the graph.
Start after all of the cubes of potato have been cut. Also consider variables he
should have controlled.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(3)

Page 30 of 70
 (b) The loss in mass shown in the graph is due to osmosis. The rate of osmosis
between 0 and 40 minutes is faster in B (the eight small cubes) than in A (single
large cube).

Is the rate of osmosis per mm2 per minute different between A and B during this
time?
Use appropriate calculations to support your answer.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(3)
(Total 6 marks)

Q19.
(a) A student prepared a stained squash of cells from the tip of an onion root and
observed it using an optical microscope.

During the preparation of the slide, he:

• cut the first 5 mm from the tip of an onion root and placed it on a glass slide
• covered this tip with a drop of stain solution and a cover slip
• warmed the glass slide
• pressed down firmly on the cover slip.

He identified and counted nuclei in different stages of the cell cycle.

Explain why the student:

1. used only the first 5 mm from the tip of an onion root.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Page 31 of 70
 2. pressed down firmly on the cover slip.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

Figure 1 shows the cells the student saw in one field of view. He used this field of view to
calculate the length of time these onion cells spent in anaphase of mitosis.

Figure 1

(b) Scientists have found the mean length of time spent by onion cells in anaphase of
mitosis is 105 minutes. They also found the cell cycle of cells in the onion root
shown in Figure 1 takes 1080 minutes.

32 whole cells are shown in Figure 1.

Use this information and Figure 1 to calculate the length of time the cells of this
onion root are in anaphase and then calculate the percentage difference between
your answer and the mean length of time found by the scientists.

Show your working.

Answer = ____________________ %

Page 32 of 70
 (2)

(c) Tick (✓) the name given to the division of cytoplasm during the cell cycle.

A Binary fission

B Cytokinesis

C Phagocytosis

D Segregation

(1)

(d) Describe and explain what the student should have done when counting cells to
make sure that the mitotic index he obtained for this root tip was accurate.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

(e) A scientist treated growing tips of onion roots with a chemical that stops roots
growing. After 24 hours, he prepared a stained squash of these root tips.

Figure 2 is a drawing showing the chromosomes in a single cell observed in the

squash of one of these root tips in anaphase. This cell was typical of other cells in
anaphase in these root tips.

Figure 2

Page 33 of 70
 Use all of this information to suggest how the chemical stops the growth of roots.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(3)
(Total 10 marks)

Q20.
Urease is an enzyme which hydrolyses urea to ammonia and carbon dioxide. The
ammonia produces an alkaline solution.

In an experiment, a solution of urease was placed in tubing made from a partially

permeable membrane. This tubing was put into a large test tube containing urea solution,
as shown in the diagram. A control was set up with urease solution in the tubing and water
outside.

After 5 minutes, samples were taken from inside and outside the tubing in each of the test
tubes. The samples were tested with an indicator that is yellow below pH 8.0 and blue
above pH 8.0. The results are shown in the table.

Page 34 of 70
 Tube Contents Colour with indicator after 5 minutes

Inside tubing Outside tubing Inside tubing Outside tubing

A Urease solution Urea solution Blue Yellow

B Urease solution Water Yellow Yellow

(a) Explain the result for tube A.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(3)

(b) The solutions inside and outside the tubing in tube B were tested after 30 minutes
for the presence of protein.

(i) Describe how the presence of protein in a sample of a solution could be

detected.

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________
(2)

(ii) What results of the tests for protein would you expect for tube B? In each case
explain your answer.

Inside the tubing

______________________________________________________________

______________________________________________________________

______________________________________________________________

Outside the tubing

______________________________________________________________

______________________________________________________________

______________________________________________________________
(2)

Page 35 of 70
 (c) Describe how you would carry out an investigation to find the optimum temperature
for the activity of urease.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(3)
(Total 10 marks)

Q21.
The water potential of leaf cells is affected by the water content of the soil.

Scientists grew sunflower plants. They supplied different plants with different volumes of
water.

After two days, they determined the water potential in the leaf cells by using an instrument
that gave a voltage reading.

The scientists generated a calibration curve to convert the voltage readings to water
potential.

Figure 1 shows their calibration curve.

Figure 1

(a) The scientists needed solutions of known water potential to generate their calibration
curve.

Table 1 shows how to make a sodium chloride solution with a water potential of
−1.95 MPa

Complete Table 1 by giving all headings, units and volumes required to make
20 cm3 of this sodium chloride solution.

Page 36 of 70
 Table 1

Water Concentration of Volume of

potential / sodium chloride 1 mol dm−3 sodium
MPa solution / mol dm−3 chloride solution / ________________

_________________ ___________/ ____

−1.95 0.04 _________________ ________________

(2)

Table 2 shows some of the concentrations of sodium chloride solution the scientists used
and the water potential of each solution.

Table 2

Concentration of Water potential

sodium chloride / MPa
solution / mol dm−3
0.04 −1.95
0.10 −4.87
0.12 −5.84

(b) There is a linear relationship between the water potential and the concentration of
sodium chloride solution.

Use the data in Table 2 to calculate the concentration of sodium chloride solution
with a water potential of −3.41 MPa

Answer = ___________________________ mol dm−3

(2)

In addition to determining the water potential in the leaf cells, the scientists measured the
growth of the leaves.

They recorded leaf growth as a percentage increase of the original leaf area.

Their results are shown in Figure 2.

Page 37 of 70
 Figure 2

(c) One leaf with an original area of 60 cm2 gave a voltage reading of −7 µV

Use Figure 1 and Figure 2 to calculate by how much this leaf increased in area.
Give your answer in cm2

Answer = _________________________ cm2

(2)

(d) Sunflowers are not xerophytic plants. The scientists repeated the experiment with
xerophytic plants.

Suggest and explain one way the leaf growth of xerophytic plants would be different
from the leaf growth of sunflowers in Figure 2.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

Page 38 of 70
 (e) Use your knowledge of gas exchange in leaves to explain why plants grown in soil
with very little water grow only slowly.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)
(Total 10 marks)

Q22.
Catalase is an enzyme. It catalyses the breakdown of hydrogen peroxide in the reaction:

2H2O2 → 2H2O + O2
hydrogen water oxygen
peroxide

In an investigation, samples of different substances were added to hydrogen peroxide in a

series of test tubes. The rate of reaction was measured by recording the rate at which
bubbles of oxygen were produced. A scale going from 0 for no bubbles to 5 for the
maximum rate of bubbling was used to measure this. The results are shown in the table.

Tube Substance added Rate at which bubbles of oxygen were produced

A Piece of liver 4

B Ground liver and sand 5

C Sand 0

D Piece of cooled, boiled 0

liver

(a) Explain the difference between the rate at which bubbles were produced in.

(i) tubes A and B;

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________
(2)

Page 39 of 70
 (ii) tubes A and D.

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________
(3)

(b) Explain the purpose of tube C.

___________________________________________________________________

___________________________________________________________________
(1)

(c) The graph shows the energy changes which take place during the reaction in which
hydrogen peroxide is converted to water and oxygen.

Use the graph to explain why

(i) hydrogen peroxide breaks down at a lower temperature when catalase is

present than when it is not present;

______________________________________________________________

______________________________________________________________
(1)

Page 40 of 70
 (ii) test tubes A and B became warmer when the reaction was taking place.

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________
(2)
(Total 9 marks)

Q23.
The diagram shows a carrot.

A group of students investigated the effect of sucrose concentration on the length of

cylinders cut from a carrot.

(a) The students used a cork borer to cut cylinders from the carrot. Describe how the
students should cut these cylinders to make sure that this was a fair test and would
produce reliable results.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

(b) They measured the initial length of each cylinder then placed the cylinders into test
tubes containing different concentrations of sucrose solution. Bungs were placed in
the tubes and the tubes were left overnight. Explain why the bungs were placed in
the tubes.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Page 41 of 70
 (2)

(c) The students then measured the final lengths of the carrot cylinders. Their results
are shown in the table.

Concentration of sucrose / mol dm–3

0.0 1.4

0.2 1.4

0.4 1.2

0.6 1.1

0.8 0.9

(i) The students used these results to find the concentration of sucrose that has
the same water potential as the carrot cylinders. Describe how they could
have done this.

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________
(2)

(ii) Was it important in this investigation that the carrot cylinders had the same
initial length? Explain your answer.

______________________________________________________________

______________________________________________________________

______________________________________________________________
(1)
(Total 7 marks)

Page 42 of 70
Q24.
A biochemist isolated a protease from a bacterium. He investigated the effect of
temperature on the rate of hydrolysis of a protein by this protease. He measured the mass
of protein hydrolysed in 5 minutes at each temperature.

The results are shown in the table below.

Rate of hydrolysis /
Mass of protein
Temperature / °C
hydrolysed / g
_______________

5 0.48

10 1.11

15 1.23

20 1.05

30 0.78

45 0.12

(a) Process the data in the table. Plot the processed data on the graph paper.

(4)

Page 43 of 70
(b) A student concluded from a graph of the data in the table that the bacterium lives at
15 °C.

Does the data support the student’s conclusion? Give reasons for your answer.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(4)

(c) Suggest two variables the biochemist controlled when investigating the effect of
temperature on the rate of breakdown of a protein by the protease.

1. _________________________________________________________________

2. _________________________________________________________________
(1)
(Total 9 marks)

Page 44 of 70
Q25.
A protease is an enzyme that digests protein. The graph shows how the activity of a
protease varies with temperature.

(a) (i) Describe what the graph shows about the effect of temperature on the rate of
reaction.

______________________________________________________________

______________________________________________________________

______________________________________________________________
(1)

(ii) Explain the shape of the curve between 30 °C and 50 °C.

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________
(3)

Page 45 of 70
(b) Students investigated the effect of pH on the activity of the protease.

• The students used agar plates containing protein. The protein made the agar
cloudy.

• They made four wells of equal size in the agar of each plate.

• They added a drop of protease solution to each of the wells. The protease
solution in each well was at a different pH.

• The students incubated the agar plates for 4 hours at a constant temperature.

The diagram shows the agar plates after they were incubated and the pH of the
protease solution in each well.

(i) How should the students make sure that the pH of the protease solution did
not change?

______________________________________________________________
(1)

(ii) Use the graph to suggest a suitable temperature for incubating the agar
plates.

Explain your answer.

______________________________________________________________

______________________________________________________________

______________________________________________________________
(1)

(iii) Use the diagram to describe the effect of pH on the activity of this protease.

______________________________________________________________

______________________________________________________________

______________________________________________________________
(1)
(Total 7 marks)

Page 46 of 70
Q26.
(a) A student investigated the effect of pH on the activity of the enzyme amylase.
She set up the apparatus shown in the diagram.

The tubes were made from Visking tubing. Visking tubing is partially permeable.
She added an equal volume of amylase solution and starch to each tube.

• She added a buffer solution at pH2 to tube A.

• She added an equal volume of buffer solution at pH8 to tube B.

After 30 minutes, she measured the height of the solutions in both tubes.
She then tested the solutions in tubes A and B for the presence of reducing sugars.

Describe how the student would show that reducing sugars were present in a
solution.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(3)

(b) After 30 minutes, the solution in tube B was higher than the solution in tube A.

(i) Explain why the solution in tube B was higher.

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

Page 47 of 70
 ______________________________________________________________

______________________________________________________________
(3)

(ii) The student concluded from her investigation that the optimum pH of amylase
was pH8. Is this conclusion valid? Explain your answer.

______________________________________________________________

______________________________________________________________

______________________________________________________________
(1)
(Total 7 marks)

Q27.
Catalase is used in a number of industrial processes. It is normally obtained from a fungus
called Aspergillus niger. Scientists produced a mutant strain of A. niger called K30. They
wanted to know if this mutant strain produced more catalase than the normal strain of A.
niger.

• The scientists grew samples of the normal strain of the fungus and of the K30 strain
on jelly in separate Petri dishes. The jelly contained a blue substance which is
turned colourless by catalase.

• They incubated the dishes for 3 days then measured the diameter of the colourless
zone around the fungus.

• They calculated the ratio of the diameter of the colourless zone to the diameter of
the fungus.

The diagram shows the dishes after incubation.

Normal
strain

Page 48 of 70
K30 strain

(a) The scientists grew both strains of fungi on dishes kept at 30 °C. Keeping the
dishes at a temperature of 15 °C would affect the results. Use your knowledge of
kinetic energy to explain why.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

(b) (i) The scientists gave their results as ratios. Explain the advantage of giving the
results of this investigation as a ratio.

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________
(2)

Page 49 of 70
 (ii) For the normal strain the ratio of the diameter of the colourless zone to the
diameter of the fungus was 1.1 : 1.

Calculate the ratio of the diameter of the colourless zone to the diameter of the
fungus for the K30 strain. Show your working.

Ratio = ____________________
(2)

(c) The catalase produced by the K30 strain of the fungus is mainly an extracellular
enzyme. This means that the fungus secretes catalase from its cells into the jelly in
the Petri dish.

Describe and explain the evidence from the investigation which shows that the
catalase is an extracellular enzyme.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)
(Total 8 marks)

Page 50 of 70
Mark schemes

Q1.
(a) 1. Lowers activation energy;

2. Induced fit causes active site (of enzyme) to change shape;

3. (So) enzyme-substrate complex causes bonds to form/break;

Accept: description, of induced fit
Accept: enzyme-substrate complex causes stress/strain on bonds.
3

(b) Size/dimensions /mass/variety of potato

OR
Temperature (of solution/flask)
OR
pH (of solution);
Accept : weight of potato
Ignore : amount of potato
Ignore concentration/ volume of catalase
1

(c) 0.33, 0.60, 0.86, 1.0, 1.0 = 2 marks;;

2 significant figures

If answer incorrect accept for 1 mark,

Correct values but incorrect number of significant figures

OR
1.0 written on row for hydrogen peroxide 2.0/2.5 in the table
OR
Answers showing correct division, eg 0.3, 0.6, 0.9
OR
Answers showing correct significant figures using incorrect
calculation (÷18) 1.0, 0.56, 0.39, 0.33, 0.33
2

(d) 1. Hydrogen peroxide concentration on x axis and rate of reaction on Y

axis, linear number sequence and appropriate scale;
Graph should cover half or more of the grid; eg reject if Y axis
covers only three big squares

2. Correct units /mol dm−3 and /arbitrary units/au;

Accept brackets instead of solidus

3. All co-ordinates plotted accurately with point-to-point or smooth curve;

Accept accurate plotting of co-ordinates given in part (c)
Reject : bar chart
Reject : if ruled straight line of best fit

Page 51 of 70
 Accept: if x axis starts at 0.5
Accept: if line is extended to (0,0)

Plot coordinates must be processed data, hydrogen peroxide vs

time = 0
3

(e) Cut up/use discs/homogenise/increase surface area (of potato chips)

OR
Use bigger chips
OR
Increase temperature
OR
Change pH;
Reject answer if the temperature is above 40°C
Ignore: more/increase heat
1
[10]

Q2.
(a) Open / use tap / add water from reservoir;
1

(b) 1. Seal joints / ensure airtight / ensure watertight;

Answer must refer to precautions when setting up the
apparatus
Ignore: references to keeping other factors constant

2. Cut shoot under water;

3. Cut shoot at a slant;

4. Dry off leaves;

5. Insert into apparatus under water;

6. Ensure no air bubbles are present;

7. Shut tap;

8. Note where bubble is at start / move bubble to the start position;

2 max

(c) 1. Water used for support / turgidity;

Accept: water used in (the cell’s) hydrolysis or condensation
(reactions) for one mark. Allow a named example of these
reactions

2. Water used in photosynthesis;

3. Water produced in respiration;

4. Apparatus not sealed / ‘leaks’;

2 max

(d) As number of leaves are reduced (no mark),

Page 52 of 70
 Accept: converse arguments

1. Less surface area / fewer stomata;

3. Less evaporation / transpiration;

4. Less cohesion / tension / pulling (force);

3
[8]

Q3.
(a) 1. So no contamination / other bacteria;
2. So same number of bacteria transferred to allow
comparison;
1. Accept sterilisation / kills all (bacteria)
2. Allow amount / concentration for number
2

(b) 6 000 000

OR
6 × 10 6;
1 mark for 3 000 000
OR
3 × 10 6
Allow 1 mark for 600 (in 1cm 3 of diluted culture)
2

(c) 1. (Several) values between 10 and 15 (units);

2. Repetitions of each;
1. Accept descriptions of this
Ignore repeat the investigation / repeat at 10 and 15 units.
2
[6]

Q4.
(a) (i) to ensure that no unwanted bacteria will be present;
1

(ii) to check that bacteria cells do not die anyway / to show

water / solvent has no effect on growth;
1

(b) some bacteria are resistant / some areas of dish have no antibiotic /
antibiotic not spread evenly;
1
[3]

Q5.
(a) To sterilise/kill bacteria;
So that only one kind of bacteria present on agar plate/to prevent contamination
(by bacteria);
2

Page 53 of 70
 (b) Clear zone / inhibition zone is where bacteria have not grown/been inhibited/killed;
Antibiotic diffuses out of paper disc/into agar;
Bacterium A inhibited/killed by tetracycline/tetracycline has little effect on
bacterium B;
Bacterium B inhibited/killed by penicillin/bacterium A resistant to penicillin;
Both kinds of bacteria resistant to streptomycin;
Q Ignore references to ‘immune’
4 max
[6]

Q6.
(a) Binary fission;
Reject mitosis
1

(b) 1. Keep lid on Petri dish

OR
Open lid of Petri dish as little as possible.

2. To prevent unwanted bacteria contaminating the dish.

OR
L. monocytogenes may be dangerous / may get out.

OR

3. Wear gloves
OR
Wear mask
OR
Wash hands;

4. To prevent contamination from bacteria on hands / mouth

OR
Prevent spread of bacteria outside the lab;

OR

5. Use sterile pipette

OR
Flame the loop
OR
Flame the neck of the container of the culture;

6. To maintain a pure culture of bacteria

4 max

(c) Cinnamon;
1

(d) 1. Thyme is the most effective / best (at 4 °C);

2. Clove and cinnamon same effectiveness at 4 °C as 35 °C (so suitable);

3. Bay and nutmeg are less effective at 4 °C than 35 °C (so unsuitable).

3

(e) Less kinetic energy

Page 54 of 70
 OR
Less movement of oil molecules / of phospholipid molecules
1 max
[10]

Q7.
(a) 1. Binding of first oxygen changes tertiary / quaternary (structure) of
haemoglobin;
Ignore ref. to ‘positive cooperativity’ unqualified
Ignore ref. to named bonds
Accept conformational shift caused

2. Creates / leads to / uncovers second / another binding site

OR
Uncovers another iron / Fe / haem group to bind to;
Reject ref. to active site
2

(b) 5.6 × 106 (red blood cells per mm3);;

Award 1 max for one of

2.8 × 104 (standard form but ignoring dilution)

OR

5 600 000 (correct but not standard form)

OR

5.6 × 105 (failure to use depth of liquid on slide);

2

(c) 1. To avoid dealing with parts of cells;

2. To avoid counting same cells twice / more than once;

3. To be consistent / get comparable results;

Accept more accuracy
Ignore reliability / repeatability / reproducibility / precision /
validity
2 max

(d) There are fewer white cells, so no need to dilute (further to see enough);
Accept converse of too few to see if greater dilution / at 200
times
Do not accept ref. to numbers of red and white cells
unqualified
Ignore ref. to white cells larger
1

(e) White cells have a nucleus (that stains but red cells do not);
Accept converse for red cells
1
[8]

Page 55 of 70
Q8.
(a) 1. Sodium ions actively transported from ileum cell to blood;

2. Maintains / forms diffusion gradient for sodium to enter cells from gut (and with
it, glucose);

3. Glucose enters by facilitated diffusion with sodium ions;

3

(b)

Biochemical Liquid from Liquid inside

test beaker Visking tubing

Biuret reagent ✔

I2/KI ✔ or blank

Benedict’s ✔ ✔
1 mark for each correct row
3

(c) 1. Biuret: protein molecules too large to pass through tubing;

Neutral: enzyme molecules

2. Iodine in potassium iodide solution: starch molecules too large to pass through
tubing;
If no tick in 04.2, allow no starch hydrolysed

3. Benedict’s: starch hydrolysed to maltose, which is able to pass through tubing.

Reject: glucose
3
[9]

Q9.
(a) 1. Add 1 part (bacteria) culture to 9 parts (sterile) liquid (to make 10–1 dilution);
Accept water / nutrient / broth for liquid

2. Mix (well);
Accept stir

3. Repeat using 9 parts fresh (sterile) liquid and 1 part of 10–1 and 10–2 dilutions
to make 10–3 dilution;
OR
Add 1 part 10–1 (suspension) to 99 parts (sterile) liquid (to make 10–3 dilution);
Accept water / nutrient / broth for liquid
Reject 1 part (undiluted) culture added to 999 parts liquid
3

(b) 3.75 × 109 / 3 750 000 000;;

Accept for 1 mark: 3750 000 / 3.75 × 106 (cells per mm3)
OR
3.75 × 1012 (wrong volume conversion)

Page 56 of 70
 OR
3750 (cells per mm3 of diluted culture)
OR
Evidence of using correct dilution conversion and correct
volume conversion, i.e., × 1000 and × 1000
2

(c) 1. Count unlikely to be accurate / repeatable / reproducible / reliable;

2. Because too many cells;

OR
Because cells overlapping / not spread out;
2

(d) 1. Tetracycline used more often / in higher doses;

2. Resistant bacteria more likely to (survive and reproduce and) pass on

allele/gene for (tetracycline) resistance;
OR

3. More / higher frequency of mutations (for tetracycline resistance);

Reject reference to mutation being caused by use of
antibiotic

4. (so) gene passed on to more bacteria;

OR

5. Tetracycline used over longer time period;

6. More time for (chance) mutation to occur / for selection to occur;

Ignore reference to resistant animals
Ignore reference to immunity
2

(e) No selection against resistant bacteria / resistance gene/allele;

OR
Bacteria pass on (resistance) gene / allele when they reproduce;
OR
Bacteria resistant to tetracycline are passed on from one generation of farm animals
to the next (probably via faeces);
OR
Environment does not change, so stabilising selection occurs;
Accept no selection to get rid of it
Reject reference to mitosis or immunity
1
[10]

Q10.
(a) (i) 1.08;
Must be to 3 significant figures, as in the table
1

(ii) Allows comparison / shows proportional change;

Neutral: sizes / amounts

Page 57 of 70
 Idea that discs had different starting masses / weights;
Neutral: different masses
2

(iii) (Allows)
Accept: outliers instead of anomalies

Anomalies to be identified / effect of anomalies to be reduced / effect of

variation in data to be minimised;
Reject: idea of not recording anomalies / preventing
anomalies from occurring

A mean to be calculated;
Neutral: average
2

(b) (i) Plot (sodium chloride) concentration against ratio / draw line of best fit;
Reject: if wrong axes or type of graph

Find (sodium chloride concentration from the graph) where the ratio is 1
/ there is no change in mass;
2

(ii) Line / curve of best fit is more reliable / precise;

Neutral: graph

Intercept / point where line crosses axis is more reliable / precise;

Reject: references to ‘more accurate’

OR

Can plot SD values / error bars;

(To show) variability about the mean / how spread out the results are;
2
[9]

Q11.
(a) Light (intensity) / temperature / air movement / humidity;
1

(b) Prevent air entering / continuous water column;

Allow answer in context of shoot, xylem or potometer.
1

(c) Distance and time;

Reject ‘amount bubble moves’
1

Radius / diameter / area (of capillary tube);

1

(d) (used to provide) turgidity / support / description of;

(used in) photosynthesis / (produced in) respiration;

Page 58 of 70
 Apparatus not sealed / ’leaks’;
2 max

(e) (i) Returns bubble (to start);

1

(ii) Increases reliability (of results) / anomalous result can be identified;

Q Ignore references to validity / precision / accuracy etc.
1
[8]

Q12.
(a) 1. Thin slice/section;
2. Put on slide in water / solution / stain;
3. Add cover slip;
Accept: ‘between two slides’
Max 2

(b) 200 (μm);;

OR
1. Divide image length by key length eg 64/16 = 4;
2. Multiply by 50 eg 4 × 50;
Accept for 2 marks answers in the range of 185-217 (μm)
Max 1 mark for responses not within the range
Accept: measurements in the ranges 63-65mm and
15-17mm
2

(c) 1. Select large number of cells / select cells at random;

Accept: > 3 for “large number”
Accept: many fields of view for ‘large number of cells’
Accept: all cells in field of view
2. Count number of chloroplasts;
3. Divide number of chloroplasts by number of cells;
Ignore: ‘calculate the mean’
3
[7]

Q13.
(a) (i) where mitosis / division / growing / occurs
(reject growing cells)
1

(ii) to distinguish chromosomes / chromosomes not visible

without stain;
1

(iii) to let light through / thin layer;

1

(b) (i) 74 + 18 / 982;

= 9.4% / 9%;
2
(allow 1 mark for identifying prophase & metaphase i.e.92 or

Page 59 of 70
 correct method using wrong figures)

(ii) genetic differences / different types of garlic;

time of day;
chance;
age of root tip;
water availability;
temperature;
nutrient availability;
(environmental factors = 1 but cannot be awarded in
addition to a named environmental factor)
2 max
[7]

Q14.
(a) Water will affect the mass / only want to measure water taken up or lost;

Amount of water on cylinders varies / ensures same amount of water on

outside;
Neutral: removes water
Accept: ‘(sodium chloride) solution’ for water
Do not accept ‘sodium chloride’
Neutral: refs. to fair testing
2

(b) 4 cm3 (of 1.0 mol dm–3 sodium chloride solution) and 16 cm3 (of distilled
water);
Reject: factors and multiples of these figures e.g. 2 cm3 and
8 cm3, as final volume should be 20 cm3
1

(c) Allows comparison / shows proportional change;

Idea that cylinders have different starting masses / weights;

Reject: if comparison is in context of the start and final mass
of the same cylinder
Neutral: different masses
Neutral: different starting sizes
2

(d) (Allows) anomalies to be identified / ignored / effect of anomalies to be

reduced / effect of variation in data to be minimised;

Makes the average / mean / line of best fit more reliable / allows concordant
results;
Accept: ‘outliers’ instead of anomalies
Q Reject: abnormalities
Reject: idea of not recording anomalies / preventing
anomalies from occurring
Accept: ‘cancels out anomalies’ as bottom line response
Q Reject: makes the average / mean more accurate

Page 60 of 70
 Neutral: makes the average / mean more valid
Neutral: makes ‘it’ / results / conclusion more reliable
2

(e) 0.35 (mol dm–3)

1
[8]

Q15.
(a) 1. (If) too much water the concentration of pigment (in solution) will be lower /
solution will appear lighter / more light passes through (than expected);
OR
(If) too little water the concentration of pigment (in solution) will be
greater / solution will appear darker / less light passes through (than
expected);
2. So results (from different temperatures) are comparable;
1. Ignore reference to too much water so red pigment /
solution too weak to measure
2

(b) (Take) readings (during the experiment) using a (digital) thermometer /

temperature sensor;
1

(c) Point-to-point line drawn between co-ordinates (with a ruler);

OR
Smooth s-shaped line of best fit;
Reject any extrapolations below 20 °C or above 80 °C
Any line should look smooth (not ‘sketchy’)
1

(d) 1. Damage to (cell surface) membrane;

2. (membrane) proteins denature;

3. Increased fluidity / damage to the phospholipid bilayer;

2 max
[6]

Q16.
(a) Accept any three suitable properties e.g.:
• Is a metabolite
• Is a solvent
• Has a (relatively) high heat capacity
• Has a (relatively) large latent heat of vaporisation / evaporation
• Has cohesion / hydrogen bonds between molecules;
No explanations are needed
However do not accept ‘polar’ unqualified
3 max

(b) Dilution series;

Accept serial dilution
1

(c) 1. Axes correct way round with linear scales;

Page 61 of 70
 2. Axes labelled with mol dm−3 and ratio without units;
3. Correct values correctly plotted and suitable curve drawn;
3. Accept point to point or smooth curve but no
extrapolation
NFP – 3. Graph starts just below 1.4 and finishes just above
0.7 and looks right.
3

(d) 1. (0.8 mol dm−3 sucrose) solution has a more negative / lower water
potential than potato (cytoplasm);
OR
potato (cytoplasm) has a less negative / higher water potential than (0.8 mol
dm−3 sucrose) solution;
2. (therefore) water moves out (of potato) into the (sucrose) solution by
osmosis (so cells decrease in mass);
1. Accept sucrose solution is hypertonic / potato
cytoplasm is hypotonic
2. Accept water moves down a water potential gradient
2
[9]

Q17.
(a) colour results from starch-iodine reaction;
decrease due to breakdown of starch by carbohydrase / enzyme;
2

(b) (i) curve drawn below curve on graph and starting at same point;
1

(ii) curve drawn above curve on graph and starting at same point but
finishing above;
(allow curve or horizontal line)
(allow alternative curve for pH if explanation in (ii)
is consistent)
1

(c) (i) 1. increase in temperature increases kinetic energy;

2. increases collisions (between enzyme / active site and substrate) /
increases formation of enzyme / substrate complexes;
3. increases rate of breakdown of starch / rate of reaction / carbohydrase
activity;

(ii) 4. (decrease in pH) increases H+ ions / protons which attach / attracted

to amino acids;
5. hydrogen / ionic bonds disrupted / broken which denatures enzyme /
changes tertiary structure;
6. changes shape / charge of active site so active site / enzyme unable
to combine / fit with starch / enzyme-substrate complex no longer able
to form;
7. decreases rate of breakdown of starch / rate of reaction /
carbohydrase activity;
(allow alternative explanation for pH if consistent with line
drawn in (ii))
7
[11]

Page 62 of 70
Q18.
(a) 1. Method to ensure all cut surfaces of the eight cubes are exposed to the
sucrose solution;
Credit valid method descriptions to fulfil mp1, 2 and 3 (no
explanation is required).

2. Method of controlling temperature;

Accept ‘at room temperature’ for method

3. Method of drying cubes before measuring;

4. Measure mass of cubes at stated time intervals;

Accept time intervals between every 5 minutes with
maximum of every 40 minutes.
Accept ‘weigh the cubes at stated time intervals’
3 max

(b) Yes or No (no mark)

Calculation of rate per mm2 for both sets of data, accept answers in the range
1.6 × 10–5 to 1.8 × 10–5 and
1.5 × 10–5 to 1.6 × 10–5;;; Both correct = 3

One correct = 2

Neither correct – look below for max 2

Allow 1 mark for calculation of surface area of two (sets of) cubes 7350 (mm2) and
14700 (mm2)

Allow 1 mark for calculation of both rates of osmosis shown in first 40 minutes –
between 0.12 and 0.13 and between 0.22 and 0.23

If surface area and/or rate of osmosis is incorrect then, allow 1 mark for (their)
calculated rate divided by (their) calculated surface area
Accept answers not given in standard form or to any number
of significant figures ≥2sf as long as rounding correct.
3 max
[6]

Q19.
(a) 1. Where dividing cells are found / mitosis occurs;
OR
No dividing cells / mitosis in tissue further away / more than 5 mm from tip;
OR
To get (soft) tissue that will squash;
OR
Length that will fit under cover slip;
Accept most dividing cells

2. Single / thin layer of cells / spread out cells so light passes through (making
cells / nuclei visible);
Accept thin layer of tissue
Ignore to see cells clearly

Page 63 of 70
 2

(b) 3.57 / 3.6 / 3.7 / 3.71 / 3.8 (%);;

If the answer includes additional decimal places, award the
marks if it would round to a correct answer
There are 3 cells in anaphase
Accept for 1 mark, 101.25 / 101 (students estimate in
minutes)
OR
3.75 (difference between scientist estimate and student’s
estimate in minutes)
Ignore plus or minus signs
2

(c) Cytokinesis;
1

(d) Description;

Explanation;

E.g,

1. Examine large number of fields of view / many cells;

Mark as pairs only
Accept large number / 20 or more for many

2. To ensure representative sample;

Accept typical / reliable
OR

3. Repeat count;

4. To ensure figures are correct;

OR

5. Method to deal with part cells shown at edge /count only whole cells;

6. To standardise counting;
2 max

(e) 1. Stops anaphase / cell division / mitosis;

Accept prevents telophase / cytokinesis

2. (By) stopping / disrupting / spindle fibres forming / attaching / pulling;

Ignore affects anaphase

3. Preventing separation of (sister) chromatids;

Ignore chromosomes separate / split
Accept chromatids split

4. (So) no new cells added (to root tip);

3 max
[10]

Page 64 of 70
Q20.
(a) urea diffused into / entered the tubing and was hydrolysed / broken down (inside
tubing);
ammonia increases pH / makes (solution) more alkaline and indicator turns blue as
pH above 8 / due to alkalinity / due to ammonia;
idea that outside stays yellow because urease does not pass out;
3

(b) (i) add biuret solution / add sodium hydroxide + copper

sulphate (solution);
(disqualify heat / boil, but accept warm)

violet / lilac / purple colour;

2

(ii) inside: protein present, as enzyme is protein;

outside: no protein, as urease / enzyme / protein unable to pass
through membrane / out;
(accept correct result of biuret test as indicator of protein)
2

(c) method to maintain range of temperatures, e.g. water baths;

method to measure rate of activity - e.g. time taken to turn indicator blue;
(principle - measure rate of activity over range of
temperatures = 1 mark, if neither point)

other conditions kept constant / named examples,

e.g. volumes of solutions,
starting pH, sample time;
method of refining optimum, e.g. repeats at narrower range;
3 max
[10]

Q21.
(a)
Water Concentration of Volume of
potential / sodium chloride 1 mol dm−3 sodium Volume of water
MPa solution / chloride solution / __________________
mol dm−3 cm3
cm3 ____________/ ____
__________________
0.8
19.2
−1.95 0.04 ___________________
__________________
_
1 mark for each row.
If values do not match the given unit, max 1.
Accept dm3 / mm3 for volume unit.
Accept 0.0008/8 x 10−4 and 0.0192/1.92 x 10−2
Accept 800 and 19200
Ignore units in 2nd row.
Do not accept mm−3/cm−3/dm−3/ ml
2

(b) Correct answer of 0.07 (mol dm−3) = 2 marks;;

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 Incorrect answer 1 mark for any evidence of

48.6 to 48.8
OR
0.02
OR
0.7
OR
A final answer between 0.04 and 0.10
OR
A final answer of minus 0.07/−0.07;
Ignore minus signs on other 1 mark options.
2

(c) Correct answer of 9 (cm2) = 2 marks;;

Incorrect answer 1 mark for evidence of water potential of

between -1.85 and -1.95 (MPa)
OR
growth of 15%
OR
69 (cm2)
OR
A final answer between 8.7 and <9;
Allow 9.0
Accept correct reading labelled on the graph
shown on Figure 1 or Figure 2.
2

(d) EITHER

1. Low/slow growth;

2. Due to smaller number/area of stomata (for gas exchange);

OR

3. Growth may continue at lower water potentials;

4. (Due to) adaptations in enzymes involved in photosynthesis/metabolic

reactions;
Mark as pair – 1 and 2 OR 3 and 4.
Reference to stomata must not relate only to water loss.
2 max

(e) 1. Stomata close;

2. Less carbon dioxide (uptake) for less photosynthesis/glucose

production;
‘Less’ only required once.
Reject ‘no photosynthesis’ but accept ‘carbon dioxide can’t enter
so less photosynthesis’.
Ignore oxygen for respiration but reject oxygen for photosynthesis.
Ignore less water for photosynthesis.
Accept only correct chemical formulae.
For ‘glucose’ accept named product of photosynthesis eg triose

Page 66 of 70
 phosphate, TP, amino acid, lipid.
2
[10]

Q22.
(a) (i) (Grinding) breaks open cells / increases surface area (of liver);
Releases catalase / enzyme / more catalase / allows more hydrogen peroxide
into liver;
2

(ii) Heating causes bonds (maintaining tertiary structure) to break;

Denatures / changes tertiary structure so active site changed;
Substrate no longer fits / ES complex not formed;
3

(b) (Control) to show that sand did not affect reaction (with ground liver);
1

(c) (i) Lower activation energy / less energy required to bring about reaction;
1

(ii) Energy in products / water and oxygen less than energy in substrate /
reactants / hydrogen peroxide;
(Difference) given out as heat / exothermic;
2
[9]

Q23.
(a) Lengthways / down the root;

Through one tissue only / through same part / same proportion of tissues;
2

(b) To prevent the water from evaporating / prevent evaporation;

Changing the concentrations / water potential (of solution);

2

(c) (i) Plot data on a graph;

Find (sucrose concentration) from the graph where the ratio is 1;

2

(ii) No, because the results are given as a ratio / as a proportion of initial
length;
1
[7]

Q24.
(a) 1. IV on x axis and DV on y axis and both axes on linear scales;

2. Axes labelled clearly and with correct units separated from variable by solidus
or in brackets;

3. All rates calculated correctly;

Page 67 of 70
 4. Points plotted correctly and joined by ruled lines and no extrapolation;
4

(b) Yes:

1. Expect optimum temperature of enzyme to be same

OR

Similar to temperature where bacterium lives;

2. Optimum temperature for enzyme (appears to be around) 15 °C;

No:

3. Need data from more temperatures (between 10 °C and 20 °C);

4. Data for only isolated enzyme

OR

Isolation may affect activity;

4

(c) 1. Initial / starting substrate concentration

2. Enzyme concentration

3. pH.
Any 2 for 1 mark
1 max
[9]

Q25.
(a) (i) Increase to 30 °C / 31 °C and then decreases / optimum or max rate at 30 °C
/ 31 °C;
Accept: peak at 30 °C / 31 °C
1

(ii) 1. Enzyme denatured / hydrogen bonds / bonds holding tertiary

structure broken / tertiary structure changed;

2. Change in shape of active site (of enzymes);

3. Substrate / protein no longer fits / binds (into active site) / few or no

ES complexes;
1. Reject: Peptide bonds broken
Denatures active site = 2 marks for mp 1 and 2
2. Q Only allow second point if active site is used correctly
Accept: active site no longer complementary
3. Accept: Substrate cannot bind to enzyme
3

(b) (i) Use buffer / test pH (at end / at intervals);

Accept a method of measuring pH.

Page 68 of 70
 Reject litmus.
1

(ii) (30 °C / 31 °C) Maximum rate / optimum temperature;

Accept other valid answers e.g. temp below
30 °C as enzyme not denatured.
1

(iii) Works best at pH 6 / at higher pH activity decreases;

Accept converse
Insufficient: pH 6 had largest clear area
1
[7]

Q26.
(a) 1. Add Benedict’s;
Hydrolyse with acid negates mp1

2. Heat;
Accept warm, but not an unqualified reference to water bath

3. Red / orange / yellow / green (shows reducing sugar present);

Accept brown
3

(b) (i) 1. Starch hydrolysed / broken down / glucose / maltose produced;

Neutral: Sugar produced

2. Lower water potential;

3. Water enters by osmosis;

3

(ii) Only 2 pHs studied / more pHs need to be tested;

Accept: different amylase may have a different optimum pH
1
[7]

Q27.
(a) EITHER
Answer either based on

1. Molecules move at slower speeds;

2 diffusion or

2. Decreases rate of diffusion;

4 enzymes.

OR

3. Molecules move at slower speed;

4. Fewer collisions between enzymes and substrates / fewer

enzyme-substrate complexes formed;

Page 69 of 70
 Accept converse answers if clearly in context of “If it stayed
at 30 C”.
2 max

(b) (i) 1. Allows comparison;

2. Different amounts of fungus added / fungus is different size at
start;
2

(ii) Two marks for correct answer in range 1.7 : 1 to 1.3 : 1;;
Answer must be expressed this way round and must give the
diameter of the fungus as 1.

One mark for unsimplified answer in range 29 : 19 to 27 : 21;

Calculations are based on tolerance limits for measurements
of ± 1 mm. If the actual measurements are other than 28 and
20, marking guidelines should be adjusted accordingly.
2

(c) 1. Colourless zone around fungus / colourless zone outside fungus;

2. No fungus growing here / must be enzyme here;

Accept any alternative wording clearly relating to colourless
zone.
2
[8]

Page 70 of 70