Question Paper Unit 4 (WBI04) June 2014

Write your name here
Surname Other names
Centre Number Candidate Number

Pearson Edexcel
International
Advanced Level
Biology
Advanced
Unit 4: The Natural Environment and Species
Survival
Friday 13 June 2014 – Afternoon Paper Reference
Time: 1 hour 30 minutes WBI04/01

You must have: Total Marks
Ruler
Instructions
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t Fill in the boxes at the top of this page with your name,
centre number and candidate number.
t Answer all questions.
t Answer the questions in the spaces provided
– there may be more space than you need.
Information
t The total mark for this paper is 90.
t The marks for each question are shown in brackets
– use this as a guide as to how much time to spend on each question.
t written
Questions labelled with an asterisk (*) are ones where the quality of your
communication will be assessed
– you should take particular care with your spelling, punctuation and grammar, as
well as the clarity of expression, on these questions.
t Candidates may use a calculator.
Advice
t Read each question carefully before you start to answer it.
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t Check your answers if you have time at the end. Turn over
P44488A
©2014 Pearson Education Ltd.
*P44488A0124*
1/1/1/1/1/
Answer ALL questions.
Some questions must be answered with a cross in a box . If you change your mind about an
answer, put a line through the box and then mark your new answer with a cross .
1 The light-independent reaction of photosynthesis produces GALP (glyceraldehyde 3-phosphate).
This product is then used in the synthesis of other molecules, such as DNA.
(a) Describe how GALP is formed in the light-independent reaction.
(4)
1. (GALP formed) in the Calvin cycle ; ACCEPT triose phosphate for GALP
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . .
2. carbon fixation / carbon dioxide {reacting with / binding to / eq} RuBP ;
ACCEPT formation
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .of
. . . . . . . .6C
. . . . . . . . . . .intermediate from RuBP
. . . . . . . . . . . . . . . ............................................................................................................................................ .....................
3. to form {GP / glycerate 3-phosphate / eq} / eq ;

4. reference to RUBISCO as an {enzyme / catalyst} (in carbon fixtion) ;
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . .
ACCEPT catalyses
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .ACCEPT
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .ribulose bisphosphate carboxylase
. ............................................................................................................................................ .....................
5. formation of {GALP / glyceraldehyde 3-phosphate / eq} from GP / eq ;

ACCEPT reduced to NB award formation of GALP from reaction between
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . .
carbon dioxide and RuBP if mp 3 not awarded

. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . .
6. using ATP AND {reduced NADP / NADPH} (in conversion to GALP) ;

. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . .
(b) Describe the structure of DNA.

(4)
1. DNA is {a polynucleotide / made of many nucleotides} ;

. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . .
2. idea that (mono)nucleotides (in a strand) are joined by {phosphodiester bonds /

. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . .
eq} ;
ACCEPT joined by bonds between pentose and phosphate
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . .
3. idea that strands are anti-parallel to each other ;

. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . .
4. hydrogen bonds between complementary bases (holding strands together) ;
ACCEPT between
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . .adenine
. . . . . . . . . . . . . . . . . . . . . . . . . . .and
. . . . . . . . . . . . . thymine, cytosine and guanine (A and T, G and
. . . ............................................................................................................................................ . . . . . . . . .C)
............
5. idea of double helix ; e.g. 2 strands twisted together

. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . .
2
*P44488A0224*
(c) In plants, GALP is converted into other sugars that are used in the synthesis of
new biological molecules.
Suggest how GALP contributes to the synthesis of DNA.
(3)
1. GALP {converted / eq} to glucose ; ACCEPT hexose IGNORE sugar

. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . .
2. {conversion of glucose / eq} to deoxyribose (sugar) ;

. . . . . . . . . . . .ACCEPT sucrose
.................................... . . . . . . . . . . . . . . . . . . . . . . . . . . .ACCEPT
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . GALP to deoxyribose if mp 1 not awarded
. . . . . . . . . ............................................................................................................................................ .....................
3. {glucose used in / eq} respiration ;

4. credit use of ATP (from respiration) in a named process ; e.g. active transport, DNA
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . .
synthesis ;
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . .
5. idea that GALP is used in synthesis of bases / eq ; ACCEPT named base

. . . . . . .6. idea of use . .of
. . . . . .................................... . . . . . . . .nitrates
. . . . . . . . . . . . . . . . . . . . . . . . . .(and
. . . . . . . . . . . . . . . . GALP) in synthesis of (DNA){bases / named (DNA)
. . . . . . . . . . . . . . . ............................................................................................................................................ .....................
base} ;
7. idea of synthesis of AAs for enzymes (involved in DNA synthesis ;
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . .
(Total for Question 1 = 11 marks)
3
*P44488A0324* Turn over
BLANK PAGE
4
*P44488A0424*
2 The canopy of a forest is made up of branches and leaves of the mature trees. The
canopy limits the light reaching the ground.
Scientists from the UK Forestry Commission investigated the growth of tree seedlings
under a canopy of Sitka spruce trees.
The species of tree seedlings used were: Noble fir, Silver fir and Sitka spruce.
Three plots, each containing 50 Noble fir seedlings, were planted under the Sitka
spruce trees. This was repeated for Silver fir seedlings and Sitka spruce seedlings.
This is shown in the diagram below.
One plot containing Sitka spruce tree

50 seedlings
The canopy above each plot covered between 50% and 70% of the ground.
(a) For each of the statements below, place a cross in the box next to the term that
completes each statement.
(i) In this investigation, three plots each containing 50 tree seedlings were
planted for each species, to ensure that the investigation was
(1)

A accurate

B precise
x
C reliable

D valid
(ii) In this investigation, the canopy above every plot covered between 50% and
70% of the ground.
This ensured that the investigation was
(1)

A accurate

B precise

C reliable
x
D valid
5
(b) After four years, the growth and survival of the seedlings were measured and recorded.
The graphs below show the results of this investigation.
1.2 –
Mean diameter of stem / cm

1.0 –
0.8 –
0.6 –
0.4 –
0.2 –
0–
Noble Silver Sitka
fir fir spruce
Species of tree seedling
Mean height of seedling / cm
80 –
60 –
40 –
20 –
0–
Noble Silver Sitka
fir fir spruce
Percentage of surviving seedlings (%)
100 –
80 –
60 –
40 –
20 –
0–
Noble Silver Sitka
fir fir spruce
6
*P44488A0624*
(i) Using the information in the graphs, explain why the scientists concluded that
the Sitka spruce seedlings grew best.
(3)
NB 'they' implies Sitka spruce throughout
1. idea that
. . . . . . . . . . . . .................................... . . . . . . . . . . the
. . . . . . . . . . . .diameter
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . of
. . . . . . . . the Sitka spruce was similar to the silver
. . . . . . . ............................................................................................................................................ .....................
fir ; ACCEPT only 0.04 smaller IGNORE second highest

2. idea that the seedlings were the tallest ;
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . .
3. idea that
. . . . . . . . . . . . .................................... . . . . . . . . . . the
. . . . . . . . . . . .most
. . . . . . . . . . . . . . . . . .seedlings survived ;
. . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ .....................
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . .
(ii) Suggest two reasons, other than low light intensity, why the Noble fir
seedlings did not grow very well in this investigation.
1. {competition for / lack of} space; (2)
2. {competition for / lack of / too much} water (in soil) ; IGNORE rainfall
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . .
3. {competition for / lack of} {mineral (ions) / named mineral ion} ; IGNORE food / nutrients
. . . . . . . . 4. idea that the. .soil
. . . . .................................... . . . . . . . . . . .is
. . . . . .the
. . . . . . . . . .wrong
. . . . . . . . . . . . . . . . . . .pH
. . . . . . . . . .;. . . . ACCEPT not the optimum pH
. . . . . ............................................................................................................................................ .....................
5. {parasites / disease / eq} ;

. . . . . . . . 6. idea of being. . .eaten
. . . . .................................... . . . . . . . . . . . . . . . .e.g.
. . . . . . . . . . .grazing,
. . . . . . . . . . . . . . . . . . . . . . . .herbivores ; NOT predators
. . . . . . . . . . . . . ............................................................................................................................................ .....................
7. {wrong / unsuitable} temperature / eq ; ACCEPT not the optimum temperature, too high, too low
8. idea that they have a slower growth rate ;
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . .
(c) Describe an experiment, which could be carried out in a laboratory, to investigate

the effect of light intensity on the growth of Noble fir seedlings.
(4)
1. idea of {planting seeds / measuring parameter of seedlings} ;
ACCEPT appropriate measurement e.g. % germination, diameter, height, mass
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . .
IGNORE age,
. . . . . . . . . . . . .................................... . . . . . . . . . . . . dry
. . . . . . . . . . . . .mass,
. . . . . . . . . . . . . . . . . . .dry
. . . . . . . . . . . . .biomass
. . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . .
2. idea of growing seedlings for a set period of time ;

3. idea of measuring seedlings at end of growth period ; IGNORE dry mass, dry
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . biomass
. . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . .
4. {range of / 5 stated} light intensities used / eq ;

5. idea of {using several seedlings / repeats} ; ACCEPT at least 3
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . 6. idea of calculating
. . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . the
. . . . . . . . . . . .mean
. . . . . . . . . . . . . . . . . . .;. . . . . ACCEPT average
. . ............................................................................................................................................ .....................
7. credit appropriate named control variable ;

e.g. temperature, pH, soil , CO2 concentration, minerals , water availability,
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . same seed source,

. . .................................... . . . . . . . . . . . . . . . . . . . .age
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . .
7
3 Scientists analyse tree ring growth patterns for evidence of global warming.
(a) Place a cross in the box next to the term used for the study of tree ring growth
patterns.
(1)
x A dendrochronology
B entomology
C proteomics
D succession
(b) Core samples can be used to study tree ring growth patterns. A core sample is
obtained by boring into a living tree and pulling out a sample of wood.
Suggest why this hole is sealed.
(1)
To prevent {decomposition / infection / loss of sap / loss of water / eq} ;
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . .
ACCEPT prevent entry of insects / pathogens / animals / organisms / parasites
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . .
(c) The diagram below shows a core sample taken from a tree. It shows a tree ring
growth pattern.
Pith
Bark
(i) Draw a line on the diagram to a tree ring representing the most growth in one year.
Label the line M.
(1)
(ii) Place a cross in the box next to the age of the tree from which this core
sample was taken.
(1)
A 29 years
x B 30 years
C 31 years
D 32 years
8
*P44488A0824*
(d) Explain how global warming may affect tree ring growth.
(4)
1. idea that an increase in temperature increases { ring thickness / (tree ring)
growth } ;
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . .
NOT increase number of rings

. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . .
2. enzymes work faster (with higher temperature) / eq ;

3. photosynthesis
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . .is
. . . . . . .faster
. . . . . . . . . . . . . . . . . . . (with
. . . . . . . . . . . . . . . . . . .higher temperature) / eq ;
............................................................................................................................................ .....................
4. idea that more {material / eq} laid down in the tree trunks ; e.g. biomass ,
organic compounds
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . .
5. idea that above a certain temperature rate of {enzyme activity / photosynthesis /

. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . .
biomass production / NPP / eq } decreases ;

6. idea that. .at
. . . . . . . . . . . . .................................... . . . . . . . .higher
. . . . . . . . . . . . . . . . . . . . . .temperatures {enzymes denature / tree dies / lack of water
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . ./............
eq} ;
NOT start to denature
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . .
7. idea of a longer growing season ;

. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . .
(e) Suggest why scientists cannot be certain that changes in tree ring growth
patterns are caused by global warming.
(3)
1. idea that tree ring growth and global warming is a correlation ;
2. reference to no {proof / evidence} of causation ;
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . .
ACCEPT no {evidence / proof} that global warming affects tree growth

. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . .
3. idea that there are other (environmental) {factors / named factor / eq} that affect
growth (besides
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . .temperature)
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .;. . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . .
e.g. water availability / disease / pH

. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . .
9
4 The organic matter in food is decomposed by micro-organisms.
*(a) Describe how micro-organisms decompose organic matter.
(6)
(QWC - spelling of technical terms must be correct and the answer must be organised in
a logical sequence) QWC emphasis on clarity of expression
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . .
1. reference to { bacteria / fungi} ;

. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . .
2. idea that enzymes are involved (in decomposition) ;
. . .3.
. . . . . . .idea that enzymes
. . .................................... . . . . . . . . . . . . . . . . . . . . are
. . . . . . . . . . . .secreted
. . . . . . . . . . . . . . . . . . . . . . . . . . . (onto organic matter) ; ACCEPT extracellular . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . ............................................................................................................................................
digestion / saprophytes
4. credit appropriate named enzyme ; e.g. hydrolases, protease
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . .
5. credit named organic molecule ; e.g. protein, lipid, polysaccharide

. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . .
6. decomposition produces { monomers / appropriate named monomer} ; e.g. amino
. . .acids
. . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . .
7. credit appropriate named bond that is broken ; e.g. peptide bond

8. that {are soluble / dissolve} ;
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . .
9. idea that some (soluble) molecules are {taken up / used / eq} by microorganisms ;
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . .
IGNORE idea of microorganisms feeding ACCEPT soak into the ground
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . .
(b) A number of different types of micro-organisms decompose organic matter in food.

Micro-organisms grow in different ranges of pH.
The table below shows the pH ranges for the growth of five types of bacteria that
can be found in food.
Type of bacteria pH range

Lactobacillus 3.3 to 10.6
Acetobacter 4.0 to 9.3
Salmonella 4.1 to 9.0
Escherichia 4.2 to 9.0
Bacillus 4.5 to 9.5
10
*P44488A01024*
(i) Suggest why pH affects the growth of bacteria.
(3)
1. idea that pH affects {enzymes / proteins} ; ACCEPT denatured NOT killed
2. idea that the shape of active site is altered due to ionisation of the R groups ;
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . .
3. credit an appropriate process in the bacteria that would be affected ;

e.g. respiration, metabolism IGNORE growth
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . .
4. idea that
. . . . . . . . . . . . .................................... . . . . . . . . . .pH
. . . . . . . . . . . .may
. . . . . . . . . . . . . . .affect
. . . . . . . . . . . . . . . . . . .{cell wall structure / membrane structure / nutrient
. . . . . . . . . . . ............................................................................................................................................ .....................
availability / eq} ;
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . .
(ii) Malt vinegar has a pH of 2.4 and is used in the preservation of food.
Using the information in the table, suggest why malt vinegar can be used in
the preservation of food.
(2)
1. idea that the pH of vinegar is not in the pH range for these bacteria ;
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . .
2. idea that vinegar will {denature the enzymes / kill the bacteria / bacteria cannot
replicate /. . . .eq}
. . . . . . . . . . . . .................................... . . . . . . . . . . . .;. . . . .ACCEPT
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .bacteria cannot survive in the vinegar
. . . . . . . . . . . . . . . ............................................................................................................................................ .....................
3. (therefore) decomposition will not take place / eq ;

ACCEPT food will not spoil IGNORE preservation
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . .
(iii) Apple vinegar has a pH of 4.25. Using the information in the table, suggest
why apple vinegar is less effective than malt vinegar in the preservation of
food.
(2)
1. idea that the pH of apple vinegar is within the pH range of four of the bacteria ;
ACCEPT the pH is above the lowest limit for four of them
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . .
2. Lactobacillus, Acetobacter, Salmonella , and Escherichia could {survive /

replicate} (on the food) ; ACCEPT all survive except Bacillus IGNORE growth
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . .
3. idea that. . . . . .there

. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . .will
. . . . . . . . . . . . .be
. . . . . . . . . decomposition ;
. . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ .....................
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . .
11
5 Antibiotics are used to treat bacterial infections because they affect bacterial cells
and not the cells of the patient being treated.
(a) Give two differences in the structure of a bacterial cell and a cell of the patient.
(2)
Clear comparison needed do not piece together
. . . . . . . .1. bacterial cell. .does
. . . . .................................... . . . . . . . . . . . . . .not
. . . . . . . . . . .have
. . . . . . . . . . . . . .a. . . .{nucleus / nuclear envelope / eq}, patient’s cell does / eq ; ACCEPT
. . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ .....................
nuclear membrane
. . . . . . . .2. bacterial cell. .has
. . . . .................................... . . . . . . . . . . .circular
. . . . . . . . . . . . . . . . . . . . . .DNA,
. . . . . . . . . . . . . . . . . .patient’s cell has {linear DNA / chromosomes} / eq ; ACCEPT
. . . . . . . . . . . . . . ............................................................................................................................................ .....................
loop
. . . . .................................... . . . . . . . . . . .no
. . . . . . . .{(membrane
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .bound) organelles / named example}, patient’s cell does . /. . . .eq
. . . . . . . . . . ............................................................................................................................................ . . . . . . . .;. . . . . . . .
4. bacterial cell has {small / 70S} ribosomes, patient’s cell has {large / 80S} ribosomes ;
. . . . . . . .ACCEPT for bacteria:
. . . . .................................... . . . . . . . . . . . . . . . . . . . . . pili
. . . . . . . . . . ./. . . .slime
. . . . . . . . . . . . . . . .capsule / plasmids / mesosomes but not in patient For patient:
. . . . . . . . . . . . . . . ............................................................................................................................................ .....................
Golgi, mitochondria, RER, ER, lysosomes but not in bacteria IGNORE flagellum
. . . . .................................... . . . . . . . . . . .a. . . .(peptidoglycan
........................................../ . . . .murein) cell wall, patient’s cell does not have a cell wall
. . . . ............................................................................................................................................ . . . . . ./. . . .eq
. . . . . . . .;. . .
NOT cellulose cell wall

. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . .
(b) The effect of four different antibiotics on two types of bacteria, type 1 and type 2,
was investigated in a school laboratory.
A suspension of bacteria type 1 was spread evenly over solid medium in a Petri
dish. Four paper discs were placed on the surface of the medium. Each disc had
been soaked in a different antibiotic, P, Q, R or S.
The procedure was repeated for a suspension of bacteria type 2.
The Petri dishes were sealed and then incubated for 48 hours.
(i) Describe how the Petri dishes should be sealed. Give a reason for your
answer.
(2)
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . .
1. idea that it is held on with tape (but not completely sealed) ;
2. idea that .it
. . . . . . . . . . . . .................................... . . . . . . .must
. . . . . . . . . . . . . . . . . .be
. . . . . . . . .sealed
. . . . . . . . . . . . . . . . . . . . .to
. . . . . . . .prevent lid from falling off AND contamination
. . . ............................................................................................................................................ .....................
occurring ;
OR
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . .
to prevent growth of anaerobic bacteria / eq ;

. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . .
1. ACCEPT from a clear diagram
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . .
12
*P44488A01224*
(ii) Suggest a suitable incubation temperature to use in this investigation.
Give two reasons for your answer.
(3)
Temperature ...................................................... . . . . . . . . . . . . . . . . . . . . . .
1. stated temperature of {25°C to 33 °C} ;

. . . . . . . . . . . . ................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . .
2. warm enough
. . . . . . . . . . . . ................................... . . . . . . . . . . . . . . . . . . . . . for
. . . . . . . . . . . .bacteria
. . . . . . . . . . . . . . . . . . . . . . . . . . .(type 1 and 2) to {grow / reproduce / eq} ;
. . . . . . . . ............................................................................................................................................ .....................
3. idea of {preventing / reducing / eq} growth of (human) pathogenic bacteria / eq ;

3. ACCEPT harmful not the optimun temperature for pathogenic bacteria
. . . . . . . . . . . . ................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . ................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . ................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . ................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . ................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . .
(iii) The results of this investigation are shown below.
Bacteria type 1 Bacteria type 2
Disc soaked in Bacterial growth

antibiotic
Q
Q
P R P R
S S
Clear zone
Describe the effect of antibiotics P, Q and R on these two types of bacteria.

(3)
1. idea that P has no effect on either type of bacteria ;

. . . . . . . . . . . . ................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . .
2. idea that. . .Q
. . . . . . . . . . . . ................................... . . . . . . .has
. . . . . . . . . . . . no
. . . . . . . . . . effect
. . . . . . . . . . . . . . . . . . . on
. . . . . . . . . . type 1 bacteria but {kills / inhibits the growth of}
. . . . . . . . ........................................................................................................................................... .....................
type 2 ; 3. idea that R has no effect on type 1 bacteria but {kills / inhibits the
growth of / eq} type 2 ;
. . . . . . . . . . . . ................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . .
N.B. Piece responses

. . . . . . . . . . . . ................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .together
. . . . . . . . . . . . . . . . . . . . . . . . . . . .IGNORE references to zone of inhibition, clear. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . ...........................................................................................................................................
zones NOT either Q or R having a greater effect than P

. . . . . . . . . . . . ................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . .
2 and 3 IGNORE no effect on one but affects the other

. . . . . . . . . . . . ................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . ................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . ................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . .
13
(iv) Describe how these results could be used to calculate the difference in the
effect of antibiotic S on these two types of bacteria.
(3)
1. idea of {measuring the diameter / using graph paper to work out area} of the clear
zones / eq ; ACCEPT length, radius IGNORE size
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . .
2. idea of taking several measurements and calculating a mean

OR
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . .
description of how area obtained ; e.g. counting squares

. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . .
3. idea of {subtracting / dividing } the results ;

IGNORE. . . . 'calculate
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . the
. . . . . . . . . . . .difference' as in stem of question
. . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ .....................
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . .
14
*P44488A01424*
6 Lysozyme is an enzyme with an important role in many different living organisms.
(a) Explain the role of lysozyme action in the human body.
(2)
1. reference to {role / eq} in non-specific response ;
2. idea of destroying bacterial cell walls / eq ; IGNORE {destroying / killing} bacteria,
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . .
stops cell wall synthesis, weakens

. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . .
3. idea that it helps prevent infection ; IGNORE prevents entry
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . .
(b) Lysozyme is a globular protein made up of 130 amino acids.

(i) Describe the properties of globular proteins.
(2)
1. soluble / eq ;
2. hydrophilic (outer surface) / eq ;
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . .
2. ACCEPT charged R groups on outside

. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . .
(ii) Place a cross in the box next to the number of mRNA bases needed to code
for 130 amino acids.
(1)

A 64

B 130

C 260
x
D 390
15
*(iii) Describe the processes involved in the production of the mRNA that codes for
lysozyme.
(6)
(QWC - spelling of technical terms must be correct and the answer must be
organised in a logical sequence) QWC emphasis on spelling
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . .
1. reference to transcription ; ACCEPT transcribed

. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . .
2. idea of DNA {unwinding / unzipping / eq} in the region of the gene coding for
lysozyme ; . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . ....................................
3. idea that (RNA) (mono)nucleotides {line up against / attach to} complementary

bases (on the DNA ) ;
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . .
4. on the {template / antisense} strand ;

5. idea of formation of {phosphodiester bonds / eq} (between adjacent
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . .
mononucleotides)
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . .;. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . .
6. reference to {post transcriptional modification/ RNA splicing} ;

7. reference spliceosome ;
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . .
8. credit details of post transcriptional modification ;

e.g. removal of introns , exons, capping
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . .
16
*P44488A01624*
7 Immunity against micro-organisms can be developed in different ways.
(a) The diagram below shows ways in which immunity develops.
Place a cross in the box next to the name of each type of immunity that
develops.
(3)
(i) from the mother

A artificial active

B artificial passive

C natural active
Antibodies acquired
x
D natural passive
(ii) by injection
A artificial active
x

C natural active
Immunity

D natural immunity
(iii) from infection

A artificial active

x
C natural active
Exposure to antigen
D natural passive
by vaccination
17
(b) Feline panleukopenia virus (FPV) is a non-enveloped single-stranded DNA virus
that infects cats.
(i) Give two differences between the structure of FPV and Human
Immunodeficiency Virus (HIV).
(2)
Do not piece together
1. FPV does
. . . . . . . . . . . . .................................... . . . . . .not
. . . . . . . . . . . . .have
. . . . . . . . . . . . . . . .an
. . . . . . . . . envelope but HIV does / eq ;
. . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ .....................
2. FPV has DNA but HIV has RNA / eq ;

3. FPV does
. . . . . . . . . . . . .................................... . . . . . .not
. . . . . . . . . . . . .have
. . . . . . . . . . . . . . . .{reverse
. . . . . . . . . . . . . . . . . . . . . . . . . . .transcriptase / integrase} but HIV does / eq ; . . . . . . . . . . . . . . . . . . . . .
. . . . . ............................................................................................................................................
4. FPV does not have gp 120 molecules but HIV does / eq ;

. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . .
(ii) New FPV particles cannot be made unless the cells of the cat are in S-phase of
the cell cycle.
S-phase occurs before mitosis. The DNA is replicated during S-phase.
Suggest why these FPV particles can only be made in S-phase of the cell cycle.
(1)
idea that {enzymes / DNA polymerase} is needed to synthesise the viral DNA
OR
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . .
DNA is needed to make new virus particles ;

ACCEPT each new particle needs to contain DNA
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . .
(c) Colostrum is the milk that kittens drink from their mother immediately after they
are born. Maternal antibodies against FPV can be passed to the kittens from the
mother in the colostrum.
The level of antibodies in the kittens halves every 10 days.
These antibodies protect the kittens from FPV for approximately seven weeks.
(i) Estimate the proportion of antibodies remaining in the kittens after seven
weeks.
(2)
Two marks for correct answer
1. (7 weeks =) 49 days / nearly 50 days / 2-5 / 2-4.9/ ½4.9 / ½5 ;

2. 1/32 / {3 / 3.1 / 3.13 / 3.125} %;
ACCEPT
Answer = ............................... . . . . . . . . . . . . . . . . . . . . . .
18
*P44488A01824*
(ii) Suggest why these maternal antibodies do not give the kittens long-lasting
protection against this virus.
(4)
1. reference to natural passive immunity ;
2. idea that {there are no antibodies left / level of antibodies become too low} to
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . .
give protection ;
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . .
3. because they have been {broken down / excreted (by the kidneys) /eq} ;
4. idea that
. . . . . . . . . . . . .................................... . . . . . . . the
. . . . . . . . . . . .(specific
. . . . . . . . . . . . . . . . . . . . . . . . . . . ./. . . . primary / humoral / CMI) immune response has not
. . . . . . . . . . . . . . . . ............................................................................................................................................ .....................
occurred ; ACCEPT idea of not activating {T helper / T killer / B cells}

5. no (T helper / T killer / B) memory cells made / eq ;
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . .
6. idea that kitten cannot produce antibody (immediately)to FPV on (first)

. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . .
infection
7. idea that
. . . . . . . . . . . . .................................... . . . . . . . {agglutination
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ./. . . .opsonisation / eq} will no longer occur ;
. . . . . . . . ............................................................................................................................................ .....................
OR
idea that phagocytosis will {be reduced / not enhanced} ;
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . .
19
8 Evolution of a species can come about through natural selection.
(a) Explain how natural selection can result in evolution.
(3)
1. there is {variation / eq} in {organisms / eq} ;
2. idea that certain {characteristics / adaptations} will help the organisms survive ;
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . .
3. idea of (advantageous) alleles passed onto offspring / eq ;

. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . .
4. resulting (eventually) in a change in allele frequency / eq ;

ACCEPT. .change
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . .in
. . . . . . . .gene
. . . . . . . . . . . . . . . . pool, new gene pool
. . . . . . . . . . . . . . . . . ............................................................................................................................................ .....................
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . .
(b) Peafowl is a species of bird. The peacock is the male bird that has a large number
of colourful feathers.
The photograph below shows a peacock displaying his feathers.
Magnification u0.05
(i) Suggest why these colourful feathers have been selected for in the evolution
of peacocks.
(2)
1. idea of feathers indicate health ;
2. idea that they are a warning to predators ;
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . .
3. idea of feathers being important in attracting a female ;

4. (those with best feathers) more likely to {reproduce / mating /eq ;
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . .
IGNORE reference
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .to
. . . . . . . .can
. . . . . . . . . . . . .mate or reproduce
. . . . . . . . . . . . . . . . ............................................................................................................................................ .....................
5. alleles for colourful feathers will be passed on (to offspring) / eq ;

. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . .
20
*P44488A02024*
(ii) Suggest why a large number of colourful feathers could be a disadvantage to
a peacock.
(1)
idea of {seen by predators / hunted (for their feathers) / restricted
movement / a lot of energy is used to produce them / eq} ;
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . .
(iii) Suggest why the female peafowl (peahen) has smaller, dull-coloured feathers.
(2)
1. idea that feathers are not important in attracting a mate ;
2. idea that they provide camouflage (from predators) ;
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . .
3. (camouflage necessary) so that she can {incubate her eggs / bring up the young
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . .
birds} / eq ;
4. idea that. . . . . .energy
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . being
. . . . . . . . . . . . . . . . . . . .diverted away (from feather production) towards . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . ............................................................................................................................................
{producing / looking after} the offspring ;

5. idea that movement is not restricted ;
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . .
TOTAL FOR PAPER = 90 MARKS
21
*P44488A02124*
BLANK PAGE
22
*P44488A02224*
BLANK PAGE
23
*P44488A02324*
BLANK PAGE
24
*P44488A02424*

Question Paper Unit 4 (WBI04) June 2014

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Question Paper Unit 4 (WBI04) June 2014

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Time: 1 hour 30 minutes WBI04/01

3. to form {GP / glycerate 3-phosphate / eq} / eq ;

5. formation of {GALP / glyceraldehyde 3-phosphate / eq} from GP / eq ;

carbon dioxide and RuBP if mp 3 not awarded

6. using ATP AND {reduced NADP / NADPH} (in conversion to GALP) ;

(b) Describe the structure of DNA.

1. DNA is {a polynucleotide / made of many nucleotides} ;

2. idea that (mono)nucleotides (in a strand) are joined by {phosphodiester bonds /

3. idea that strands are anti-parallel to each other ;

5. idea of double helix ; e.g. 2 strands twisted together

1. GALP {converted / eq} to glucose ; ACCEPT hexose IGNORE sugar

2. {conversion of glucose / eq} to deoxyribose (sugar) ;

3. {glucose used in / eq} respiration ;

5. idea that GALP is used in synthesis of bases / eq ; ACCEPT named base

(Total for Question 1 = 11 marks)

One plot containing Sitka spruce tree

Mean diameter of stem / cm

fir ; ACCEPT only 0.04 smaller IGNORE second highest

5. {parasites / disease / eq} ;

(c) Describe an experiment, which could be carried out in a laboratory, to investigate

2. idea of growing seedlings for a set period of time ;

4. {range of / 5 stated} light intensities used / eq ;

7. credit appropriate named control variable ;

. . . . . . . . . . same seed source,

(Total for Question 2 = 11 marks)

NOT increase number of rings

2. enzymes work faster (with higher temperature) / eq ;

5. idea that above a certain temperature rate of {enzyme activity / photosynthesis /

biomass production / NPP / eq } decreases ;

7. idea of a longer growing season ;

ACCEPT no {evidence / proof} that global warming affects tree growth

e.g. water availability / disease / pH

(Total for Question 3 = 11 marks)

1. reference to { bacteria / fungi} ;

5. credit named organic molecule ; e.g. protein, lipid, polysaccharide

7. credit appropriate named bond that is broken ; e.g. peptide bond

(b) A number of different types of micro-organisms decompose organic matter in food.

Type of bacteria pH range

3. credit an appropriate process in the bacteria that would be affected ;

3. (therefore) decomposition will not take place / eq ;

2. Lactobacillus, Acetobacter, Salmonella , and Escherichia could {survive /

3. idea that. . . . . .there

(Total for Question 4 = 13 marks)

NOT cellulose cell wall

to prevent growth of anaerobic bacteria / eq ;

1. stated temperature of {25°C to 33 °C} ;

3. idea of {preventing / reducing / eq} growth of (human) pathogenic bacteria / eq ;

(iii) The results of this investigation are shown below.

Bacteria type 1 Bacteria type 2

Disc soaked in Bacterial growth

Describe the effect of antibiotics P, Q and R on these two types of bacteria.

1. idea that P has no effect on either type of bacteria ;

N.B. Piece responses

zones NOT either Q or R having a greater effect than P

2 and 3 IGNORE no effect on one but affects the other

2. idea of taking several measurements and calculating a mean

description of how area obtained ; e.g. counting squares

3. idea of {subtracting / dividing } the results ;

(Total for Question 5 = 13 marks)

stops cell wall synthesis, weakens