Practical Skills Questions

Practical Skills Questions
Marks=169 Time allowed=223
Q1.
The diagram represents a triglyceride.
(a) Name the molecules represented in the diagram by:
Box P _____________________________________________________________
Box Q _____________________________________________________________
(2)
(b) Name the type of bond between P and Q in the diagram.
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(c) Describe how you would test a liquid sample for the presence of lipid and how you
would recognise a positive result.
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(2)
(Total 5 marks)
Q2.
(a) A student used a dilution series to investigate the number of cells present in a liquid
culture of bacteria.
Describe how he made a 1 in 10 dilution and then used this to make a 1 in 1000
dilution of the original liquid culture of bacteria.
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(3)
(b) Using an optical microscope, the student determined there were 15 cells in 0.004
mm3 of the 1 in 1000 dilution of the culture.
Calculate the number of cells in 1 cm 3 of undiluted liquid culture.
Answer = ____________________ Number of cells
(2)
(c) The student looked at cells in the 1 in 10 dilution during his preliminary work. He
decided not to use this dilution to determine the number of cells in the undiluted
liquid culture.
Suggest an explanation for the student’s decision.
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(2)
(d) On some farms, animals are routinely given antibiotics in their food.
Scientists investigated whether these farm animals had antibiotic-resistant bacteria

in their intestines. They tested the bacteria for resistance to two antibiotics,
tetracycline and streptomycin.
Their results are shown in the table.
Percentage of
Antibiotic antibiotic-resistant
bacteria
Tetracycline 29
Streptomycin 13
Suggest and explain one reason why bacteria resistant to tetracycline are more
common than bacteria resistant to streptomycin in these farm animals.
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(2)
(e) In recent years, these farm animals have not been given tetracycline in their food.
Despite this, the percentage of bacteria resistant to tetracycline has remained
constant.
Suggest one reason why.
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(1)
(Total 10 marks)
Q3.
(a) A student prepared a stained squash of cells from the tip of an onion root and
observed it using an optical microscope.
During the preparation of the slide, he:
• cut the first 5 mm from the tip of an onion root and placed it on a glass slide
• covered this tip with a drop of stain solution and a cover slip
• warmed the glass slide
• pressed down firmly on the cover slip.
He identified and counted nuclei in different stages of the cell cycle.
Explain why the student:
1. used only the first 5 mm from the tip of an onion root.
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2. pressed down firmly on the cover slip.
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(2)
Figure 1 shows the cells the student saw in one field of view. He used this field of view to
calculate the length of time these onion cells spent in anaphase of mitosis.
Figure 1
(b) Scientists have found the mean length of time spent by onion cells in anaphase of
mitosis is 105 minutes. They also found the cell cycle of cells in the onion root
shown in Figure 1 takes 1080 minutes.
32 whole cells are shown in Figure 1.
Use this information and Figure 1 to calculate the length of time the cells of this
onion root are in anaphase and then calculate the percentage difference between
your answer and the mean length of time found by the scientists.
Show your working.
Answer = ____________________ %
(2)
(c) Tick (✓) the name given to the division of cytoplasm during the cell cycle.
A Binary fission
B Cytokinesis
C Phagocytosis
D Segregation
(1)
(d) Describe and explain what the student should have done when counting cells to
make sure that the mitotic index he obtained for this root tip was accurate.
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(2)
(e) A scientist treated growing tips of onion roots with a chemical that stops roots
growing. After 24 hours, he prepared a stained squash of these root tips.
Figure 2 is a drawing showing the chromosomes in a single cell observed in the

squash of one of these root tips in anaphase. This cell was typical of other cells in
anaphase in these root tips.
Figure 2
Use all of this information to suggest how the chemical stops the growth of roots.
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(3)
(Total 10 marks)
Q4.
A student investigated the effect of surface area on osmosis in cubes of potato.
• He cut two cubes of potato tissue, each with sides of 35 mm in length.

• He put one cube into a concentrated sucrose solution.
• He cut the other cube into eight equal-sized smaller cubes and put them into a
sucrose solution of the same concentration as the solution used for the large cube.
• He recorded the masses of the cubes at intervals.
His results are shown in the graph.
(a) Describe the method the student would have used to obtain the results in the graph.
Start after all of the cubes of potato have been cut. Also consider variables he
should have controlled.
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(3)
(b) The loss in mass shown in the graph is due to osmosis. The rate of osmosis
between 0 and 40 minutes is faster in B (the eight small cubes) than in A (single
large cube).
Is the rate of osmosis per mm 2 per minute different between A and B during this
time?
Use appropriate calculations to support your answer.
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(3)
(Total 6 marks)
Q5.
Bees are flying insects that feed on nectar made in flowers. There are many different
species of bee.
Scientists investigated how biodiversity of bees varied in three different habitats during a
year. They collected bees from eight sites of each habitat four times per year for three
years.
The scientists’ results are shown below in the graphs in the form they presented them.
(a) What is meant by ‘species richness’?
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(b) From the data in the graphs, a student made the following conclusions.
1. The natural habitat is most favourable for bees.

2. The town is the least favourable for bees.
Do the data in the graphs support these conclusions? Explain your answer.
1. The natural habitat is most favourable for bees.
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2. The town is the least favourable for bees.
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(4)
(c) The scientists collected bees using a method that was ethical and allowed them to
identify accurately the species to which each belonged.
In each case, suggest one consideration the scientists had taken into account to
make sure their method
1. was ethical.
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2. allowed them to identify accurately the species to which each belonged.
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(2)
(d) Suggest and explain two ways in which the scientists could have improved the
method used for data collection in this investigation.
1. _________________________________________________________________
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2. _________________________________________________________________
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(2)
(e) Three of the bee species collected in the farmland areas were Peponapis pruinosa,
Andrena chlorogaster and Andrena piperi.
What do these names suggest about the evolutionary relationships between these
bee species? Explain your answer.
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(2)
(Total 11 marks)
Q6.
Yeast cells can respire aerobically or anaerobically. A student used the apparatus shown
in Figure 1 to measure the rate of respiration in yeast.
She:
• positioned the flask in a water bath so that the yeast culture reached a constant
temperature
• then left the apparatus for one hour before starting her investigation.
Figure 1
(a) Suggest one reason why it was important that the student left the apparatus for one
hour after the yeast culture reached a constant temperature.
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(1)
(b) During her investigation, the coloured liquid moved to the right.
Explain why it moved to the right.
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(2)
(c) The student found that the coloured liquid moved 1.5 cm in 24 hours. The diameter
of the lumen (hole) of the capillary tubing was 1 mm.
The volume of a capillary tubing is given by πr2l, where π is 3.14 and l = length.
Calculate the volume of gas produced in cm 3 hour–1.

Show your working.
Answer = ____________________ cm 3 hour–1

(2)
Figure 2 shows a typical population growth curve for yeast under laboratory conditions.
Figure 2
(d) Explain why a log scale is used to record the number of cells.
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(e) Many yeast cells die during the death phase.
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(f) The following equation can be used to make predictions of the growth in the
population of yeast cells under ideal laboratory conditions.
Xt = X0 ert
Xt = the population after a certain time

X0 = the population at the start
e = 2.72 (base of natural logarithm)
r = growth rate
t = time period in hours over which r applies
A population of 2000 yeast cells was left for 10 hours.

The value for the growth rate was 0.5
Assuming no yeast cells died, calculate the predicted size of the population after 10
hours. Show your working.
Answer = ____________________
(2)
(Total 9 marks)
Q7.
(a) Binding of one molecule of oxygen to haemoglobin makes it easier for a second
oxygen molecule to bind.
Explain why.
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(2)
A haemocytometer is a special microscope slide which can be used to count the numbers
of blood cells in a sample of blood.
• The surface of the slide has many small, equal-sized squares marked on it.
• The depth of the liquid under each square is 0.1 mm
• When counting, cells that touch top or left lines are counted but cells that touch right
or bottom lines are not counted.
A doctor used a haemocytometer to determine the number of red blood cells per mm 3 in a
blood sample. He diluted the original blood sample by a factor of 200 times before putting
some on a haemocytometer.
The diagram shows the distribution of cells in a typical small square.
(b) The doctor counted the red blood cells in many small squares.
The mean number of red blood cells per small square was 7
The original blood sample was diluted by a factor of 200 times.
Calculate the number of red blood cells per mm 3 in the original blood sample.
Give your answer in standard form.
Answer = ____________________ red blood cells per mm 3

(2)
(c) When counting, cells that touch top or left lines are counted but cells that touch right
or bottom lines are not counted.
Suggest two reasons for this rule.
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(2)
The doctor also wanted to know how many white blood cells per mm 3 there were in a
different sample of blood. To do this he first diluted the sample by a factor of 20 times. He
then made the white blood cells clearly visible by using a stain that makes nuclei appear
dark blue.
(d) When counting white blood cells, the doctor only diluted the blood sample by a
factor of 20 times, instead of 200 times when counting red blood cells.
Suggest why he only diluted the sample by a factor of 20 times.
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(e) Explain how the stain allowed the doctor to count the white blood cells amongst all
the red blood cells.
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(Total 8 marks)
Q8.
Scientists investigated the role of a protein called CENP-W in mitosis. Their method
involved cell fractionation and ultracentrifugation.
(a) The scientists began by lysing (breaking open) cells and organelles using a
detergent that dissolves lipids in water.
Suggest how the detergent releases CENP-W from cells.
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(b) Explain how ultracentrifugation separates CENP-W from other molecules.
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(2)
(c) CENP-W is involved in the formation of spindle fibres in mitosis. Spindle fibres are
made of molecules of a protein called tubulin.
The scientists treated cells in a culture with small interfering RNA (siRNA). This
siRNA causes RNA interference of expression of the CENP-W gene. The scientists
took samples of cells at 0, 48 and 72 hours after adding the siRNA. They then used
gel electrophoresis to separate CENP-W and tubulin from these samples.
The diagram shows the results of the electrophoresis. The size of each band is
proportional to the amount of CENP-W or tubulin present.
Suggest how the siRNA produced these results.
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(3)
(Total 7 marks)
Q9.
A student investigated the effect of three types of disinfectant on the growth of
Lactobacillus bacteria.
During the investigation, the student:

• boiled the agar before pouring the agar plates
• transferred 0.5 cm3 of a diluted liquid culture of Lactobacillus onto each agar plate
• left some agar plates as controls
• added to other agar plates different concentrations of the disinfectants as shown in
the table in part (a).
After 2 days, she counted the number of colonies of bacteria on each agar plate.
(a) Explain the purpose of:
boiling the agar ______________________________________________________
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transferring the same volume of liquid culture onto each agar plate.
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(2)
The three disinfectants used by the student were Lysol, propan-2-ol and ammonia.
The table shows the student’s results.
Concentration Number of colonies of bacteria

of disinfectant /
arbitrary units Lysol Propan-2-ol Ammonia
0 300 300 300
5 0 290 300
10 0 195 295
15 0 0 275
20 0 0 240
The liquid culture the student transferred was diluted by 1 in 10 000 (10 −4).
(b) Use information in this question to calculate how many bacteria were present in
1 cm3 of undiluted liquid culture.
Answer = ____________________
(2)
(c) The student concluded that the minimum concentration of propan-2-ol needed to
stop the growth of Lactobacillus was 15 units. This conclusion is incorrect.
Describe how you could obtain a more accurate estimate of the minimum
concentration of propan-2-ol needed to stop the growth of this species of bacterium.
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(2)
(Total 6 marks)
Q10.
Scientists measured the mean amino acid concentration in white wines made from grapes
grown organically and white wines made from grapes that were not grown organically.
(a) Which test could the scientists have used to identify that there are amino acids in
white wine?
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(1)
(b) All amino acids have the same general structure. The image below shows the
structure of the amino acid isoleucine.
Draw a box around the part of the molecule that would be the same in all amino
acids.
(1)
(c) Name the chemical element found in all amino acids that is not found in
triglycerides.
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(d) The scientists used a statistical test to determine whether there was a significant
difference in the amino acid concentration in the two types of white wine. They
obtained a value for P of 0.04.
Name the statistical test the scientists used and give a reason for your answer.
Was the difference significant? Give a reason for your answer.
Name of statistical test ________________________________________________
Reason for choice ____________________________________________________
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Explanation of test result _______________________________________________
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(3)
(Total 6 marks)
Q11.
(a) Describe how you would use cell fractionation techniques to obtain a sample of
chloroplasts from leaf tissue. Do not include in your answer information about any
solutions.
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(3)
(b) The table shows features of a mitochondrion and a chloroplast. Complete the table
with ticks where a feature is present.
Feature Mitochondrion Chloroplast
Double outer
membrane
Starch grains
Diffusion of oxygen into

the organelle
(3)
(c) Give the function of a mitochondrion.
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(1)
(d) Scientists investigated the effect of an exercise programme on the number and size
of mitochondria in skeletal muscle. They took samples of muscle from a large
number of volunteers before and after the exercise programme. From each sample,
they cut thin sections and used these to determine the mean number of
mitochondria per μm2 and the mean area of inner mitochondrial membranes.
Their results are shown in Graph 1 and Graph 2.
What do the data in Graph 1 and Graph 2 suggest about the effect of the exercise
programme on mitochondria?
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(Total 9 marks)
Q12.
(a) Give three properties of water that are important in biology.
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(3)
A student investigated the effect of different concentrations of sucrose solution on “chips”

cut from a potato. Each chip had the same dimensions.
The student:
• weighed each chip at the start
• placed each chip in a separate test tube, each containing 10 cm3 of sucrose solution
at a different concentration
• left the chips in the sucrose solution for 24 hours
• dried the surface of the chips and then weighed them again.
The table shows the student’s results.
Concentration Initial mass Final mass of Ratio of final

of sucrose of chip / g chip / g mass to
solution / mol initial mass
dm−3 of chips
0.0 2.79 3.82
0.2 2.75 2.97
0.4 2.78 2.67
0.6 2.69 2.31
0.8 2.72 2.20
1.0 2.77 1.99
(b) The student produced the sucrose solutions with different concentrations from a
concentrated sucrose solution.
Name the method she would have used to produce these sucrose solutions.
Name of method _____________________________________________________

(1)
(c) Calculate the ratio of final mass to initial mass of potato chips and plot a suitable
graph of your processed data. Express the ratios in the table in part (a) as a single
number (for example 5.26:1 would be expressed as 5.26).
(3)
(d) Explain the result for the chip in 0.8 mol dm−3 sucrose solution.
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(2)
(Total 9 marks)
Q13.
The cells of beetroot contain a red pigment. A student investigated the effect of
temperature on the loss of red pigment from beetroot. He put discs cut from beetroot into
tubes containing water. He maintained each tube at a different temperature. After 25
minutes, he measured the percentage of light passing through the water in each tube.
(a) The student put the same volume of water in each tube.
Explain why it was important that he controlled this experimental variable.
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(2)
(b) Describe a method the student could have used to monitor the temperature of the
water in each tube.
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The graph shows the student’s results.
(c) Draw a suitable curve on the graph above.
(1)
(d) The decrease in the percentage of light passing through the water between 25 °C
and 60 °C is caused by the release of the red pigment from cells of the beetroot.
Suggest how the increase in temperature of the water caused the release of the red
pigment.
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(2)
(Total 6 marks)
Q14.
Scientists investigated how the concentration of protein in blood plasma changes in
people between the ages of 60 and 95.
The graph shows the scientists’ results. The bars show ±1 standard deviation.
(a) What is the difference between males and females in the fall in mean concentration
of protein in blood plasma between 60 and 95 years?
Answer = ___________ g dm−3
(1)
(b) Use the graph above to calculate the rate of change of the mean concentration of
protein in the blood plasma of males between the ages of 60 and 95.
Show your working.
Answer = ___________ g dm−3 year−1

(2)
(c) What can you conclude from the graph above about the effect of ageing on the
mean concentration of protein in the blood plasma in males and females?
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(2)
(d) The scientists measured the absorption of each sample of blood plasma using a
colorimeter. They used a calibration curve to find the concentration of protein in
samples of blood plasma.
Describe how the scientists could obtain data to produce a calibration curve and
how they would use the calibration curve to find the concentration of protein in a
sample of blood plasma.
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(3)
(e) Older people are more likely to suffer from infectious diseases.
Suggest how this may be linked to the decrease in the mean concentration of
protein in the blood as people get older.
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(1)
(Total 9 marks)
Q15.
Stomata are found mainly on the underside of leaves of dicotyledonous plants.
A student painted a layer of nail varnish on the lower epidermis of a leaf.
She peeled off the dry layer of nail varnish and placed it on a microscope slide. The
student was able to see the impressions of the stomata on the varnish using an optical
microscope.
She then determined the mean diameter of the stomata.
(a) Describe how the student could use an eyepiece graticule to determine the mean
diameter of stomata.
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(3)
A scientist investigated the effect of treating the leaves of one species of plant with three
different substances. These substances reduce the stomatal diameter. He compared the
mean diameter of stomata after treating the leaves with these substances with the mean
stomatal diameter on control leaves treated with distilled water.
The scientist’s results are shown in the graph below.

The mean stomatal diameter of the control leaves was 7.5 μm.
(b) Calculate the ratio of mean stomatal diameter of leaves treated with PS3 to those
treated with ABA.
Answer = ___________ : 1
(2)
(c) ABA is a substance that some plant species produce when little water is available.
Explain why producing ABA may help these species survive in dry conditions.
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(2)
(d) Many species of plants can be infected by powdery mildew which is spread by
microscopic spores in the air.
Suggest how treatment with Lam13 might protect plants against powdery mildew
infection.
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(1)
(Total 8 marks)
Q16.
2,4-D is a selective herbicide that kills some species of plants but not others. 2,4-D
disrupts cell-surface membranes but the extent of disruption differs in different species.
Scientists investigated the effect of 2,4-D on wheat plants (a crop) and on wild oat plants
(a weed).
They grew plants of both species in glasshouses. They put plants of each species into
one of two groups, W and H, which were treated as follows:
• Group W – leaves sprayed with water

• Group H – leaves sprayed with a solution of 2,4-D.
After spraying, they cut 40 discs from the leaves of plants in each group and placed them
in flasks containing 10 cm3 de-ionised water. After 5 minutes, they calculated the
disruption to cell-surface membranes by measuring the concentration of ions released into
the water from the leaf discs.
Their results are shown in the table below.
The lowest significant difference (LSD), is the smallest difference between two means that
would be significant at P≤0.05
Mean concentration of ions

Group Treatment in water / arbitrary units
Wheat Wild oats
W Water 26 45
H 2,4-D 27 70
Lowest
significant 7 10
difference (LSD)
(a) Give three environmental variables that should be controlled when growing the
plants before treatment with the different sprays.
1. _________________________________________________________________
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2. _________________________________________________________________
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3. _________________________________________________________________
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(2)
(b) Evaluate the use of 2,4-D as a herbicide on a wheat crop that contains wild oats as
a weed. Use all the information provided.
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(4)
(c) The scientists incubated the flasks containing the leaf discs at 26 °C and gently
shook the flasks.
Suggest one reason why the scientists ensured the temperature remained constant
and one reason why the leaf discs were shaken.
Temperature ________________________________________________________
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Shaken ____________________________________________________________
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(2)
(Total 8 marks)
Q17.
Figure 1 shows the stages of development of an insect called a damselfly.
(a) The adult damselfly uses a tracheal system for gas exchange.
Explain three ways in which an insect’s tracheal system is adapted for efficient gas
exchange.
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(3)
(b) The damselfly larva is a carnivore that actively hunts prey. It has gills to obtain
oxygen from water.
Some other species of insect have larvae that are a similar size and shape to
damselfly larvae and also live in water. These larvae do not actively hunt prey and
do not have gills.
Explain how the presence of gills adapts the damselfly to its way of life.
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(2)
(c) A scientist measured the size of each gill lamella of the gills of 40 damselfly larvae.
His results are shown in the table.
Mean width / mm 1.61

(± uncertainty / mm) (± 0.19)
Mean width / mm 6.12

(± uncertainty / mm) (± 0.41)
Calculate the mean surface area of one side of one gill lamella. Assume that a gill
lamella is rectangular and give your answer to an appropriate number of
significant figures.
Include the percentage error (uncertainty) of surface area in your answer.

Show your working.
Mean surface area = ____________________
Percentage error (uncertainty) of surface area = ____________________

(3)
(d) A student used an optical microscope to observe part of a damselfly larva gill.
Figure 2 shows the drawing the student produced.
Suggest two ways the student could improve the quality of her scientific drawing of
this gill.
1. _________________________________________________________________
___________________________________________________________________
___________________________________________________________________
2. _________________________________________________________________
___________________________________________________________________
___________________________________________________________________
(2)
(Total 10 marks)
Q18.
A student isolated chloroplasts from spinach leaves into a solution to form a chloroplast
suspension. He used the chloroplast suspension and DCPIP solution to investigate the
light-dependent reaction of photosynthesis. DCPIP solution is blue when oxidised and
colourless when reduced.
The student set up three test tubes as follows:
• Tube 1 – 1 cm3 of solution without chloroplasts and 9 cm3 of DCPIP solution in light.
• Tube 2 – 1 cm3 of chloroplast suspension and 9 cm3 of DCPIP solution in darkness.
• Tube 3 – 1 cm3 of chloroplast suspension and 9 cm3 of DCPIP solution in light.
The student recorded the colour of the DCPIP in each of the tubes at the start and after
the tubes had been left at 20 °C for 30 minutes.
His results are shown in the table.
Colour of DCPIP in tube

Tube After 30
At start
minutes
1 blue blue
2 blue blue
3 blue colourless
(a) The solution that the student used to produce the chloroplast suspension had the
same water potential as the chloroplasts.
Explain why it was important that these water potentials were the same.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
(2)
(b) Explain why the student set up Tube 1.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
(2)
(c) Explain the results in Tube 3.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
(2)
(d) The student evaluated the effectiveness of different chemicals as weed-killers by

assessing their ability to prevent the decolourisation of DCPIP in chloroplast
suspensions.
He added different concentrations of each chemical to illuminated chloroplast

suspensions containing DCPIP. He then determined the IC 50 for each chemical. The
IC50 is the concentration of chemical which inhibits the decolourisation of DCPIP by
50%.
Explain the advantage of the student using the IC 50 in this investigation.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
(1)
(e) Explain how chemicals which inhibit the decolourisation of DCPIP could slow the
growth of weeds.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
(2)
(Total 9 marks)
Q19.
Ecologists investigated changes in grassland communities on large islands off the coast of
Scotland between 1975 and 2010. On each island, they used data from a number of sites
to determine the change in mean species richness and the change in mean index of
diversity.
(a) Table 1 shows plant species recorded at one site, on one island, in 1975.
Table 1
Species Number of individuals
Hydrocotyle vulgaris 3
Plantago maritima 19
Ranunculus acris 3
Hieracium pilosella 3
Calliergon cuspidatum 10
Prunella vulgaris 16
Pseudoscleropodium purum 6
Calculate the index of diversity for this site using the formula:
d = ___________
(2)
(b) Outline a method the ecologists could have used to determine the plant species
richness at one site.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
(3)
(c) Some of the ecologists’ results are shown in Table 2. They carried out a statistical
test to find out whether any differences between the 1975 and 2010 means were
significant. The values for P that they obtained are also shown in Table 2.
Table 2
Change in mean Change in mean

species index of
Island richness Value of P diversity Value of P
between 1975 between 1975
and 2010 and 2010
Islay +8.89 ≤0.001 +0.22 >0.05
Colonsay +14.70 ≤0.001 +2.68 ≤0.01
Harris −5.13 ≤0.001 −2.44 ≤0.01
Do these data show that there were any significant changes in the grassland
communities on these islands? Give reasons for your answer.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
(3)
(Total 8 marks)
Q20.
A student used a potometer to measure the movement of water through the shoot of a
plant. The potometer is shown in Figure 1. As water is lost from the shoot, it is replaced
by water from the capillary tube.
(a) In one experiment, the air bubble moved 7.5 mm in 15 minutes. The diameter of the
capillary tube was 1.0 mm.
Calculate the rate of water uptake by the shoot in this experiment.
Give your answer in mm 3 per hour. Show your working. (The area of a circle is found
using the formula, area = πr 2)
____________________ mm3 hour−1
(2)
(b) The student wanted to determine the rate of water loss per mm 2 of surface area of
the leaves of the shoot in Figure 1.
Outline a method she could have used to find this rate. You should assume that all
water loss from the shoot is from the leaves.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
(3)
(c) The rate of water movement through a shoot in a potometer may not be the same as
the rate of water movement through the shoot of a whole plant.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
(1)
(d) Aquaporins are channel proteins that allow the diffusion of water across
membranes. One type of aquaporin, called PIP1, can also transport carbon dioxide
molecules across membranes.
Figure 2 shows the structure of a water molecule and of a carbon dioxide molecule.
They are drawn to the same scale.
Suggest two reasons why water molecules and carbon dioxide molecules can both
pass through PIP1.
1. _________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
2. _________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
(2)
(e) The scientists first produced transgenic poplar trees. These trees all had a length of
foreign DNA inserted into them. This DNA led to the production of single-stranded
RNA that specifically inhibited expression of the gene for PIP1.
The scientists then measured the difference in the amount of PIP1 in leaves of
transgenic poplars and in leaves of wild type poplars without the foreign DNA. The
amount of PIP1 in the transgenic poplars was approximately 15% of that in the wild
type poplars.
Using this information, what can you conclude about the effect of the foreign DNA in
the transgenic poplar trees?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
(3)
(f) The transgenic poplars still produced some PIP1.
Suggest why.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
(1)
(g) The scientists investigated the importance of PIP1 in the movement of water and
carbon dioxide through the tissues of leaves of poplar trees.
They measured the mean rates of movement of carbon dioxide and water through
the tissues of leaves of transgenic poplars and through the tissues of leaves of wild
type poplars.
Their results are shown in the graph below.
Using only the graph above, evaluate the importance of PIP1 in the movement of
carbon dioxide and water through leaves of poplar trees.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
(3)
(Total 15 marks)
Mark schemes
Q1.
(a) P – glycerol
Q – fatty acid (chains)
Accept phonetic spelling
2
(b) Ester (bond);

1
(c) 1. (Mix / shake sample) with ethanol, then water;

Sequence is important
2. White / milky (emulsion);

Ignore cloudy
Reject precipitate
2
[5]
Q2.
(a) 1. Add 1 part (bacteria) culture to 9 parts (sterile) liquid (to make 10 –1 dilution);
Accept water / nutrient / broth for liquid
2. Mix (well);
Accept stir
3. Repeat using 9 parts fresh (sterile) liquid and 1 part of 10 –1 and 10–2 dilutions
to make 10–3 dilution;
OR
Add 1 part 10–1 (suspension) to 99 parts (sterile) liquid (to make 10 –3 dilution);
Accept water / nutrient / broth for liquid
Reject 1 part (undiluted) culture added to 999 parts liquid
3
(b) 3.75 × 109 / 3 750 000 000;;

Accept for 1 mark: 3750 000 / 3.75 × 10 6 (cells per mm3)
OR
3.75 × 1012 (wrong volume conversion)
OR
3750 (cells per mm3 of diluted culture)
OR
Evidence of using correct dilution conversion and correct
volume conversion, i.e., × 1000 and × 1000
2
(c) 1. Count unlikely to be accurate / repeatable / reproducible / reliable;
2. Because too many cells;

OR
Because cells overlapping / not spread out;
2
(d) 1. Tetracycline used more often / in higher doses;
2. Resistant bacteria more likely to (survive and reproduce and) pass on

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

Reject reference to mutation being caused by use of
antibiotic
4. (so) gene passed on to more bacteria;

OR
5. Tetracycline used over longer time period;
6. More time for (chance) mutation to occur / for selection to occur;

Ignore reference to resistant animals
Ignore reference to immunity
2
(e) No selection against resistant bacteria / resistance gene/allele;

OR
Bacteria pass on (resistance) gene / allele when they reproduce;
OR
Bacteria resistant to tetracycline are passed on from one generation of farm animals
to the next (probably via faeces);
OR
Environment does not change, so stabilising selection occurs;
Accept no selection to get rid of it
Reject reference to mitosis or immunity
1
[10]
Q3.
(a) 1. Where dividing cells are found / mitosis occurs;
OR
No dividing cells / mitosis in tissue further away / more than 5 mm from tip;
OR
To get (soft) tissue that will squash;
OR
Length that will fit under cover slip;
Accept most dividing cells
2. Single / thin layer of cells / spread out cells so light passes through (making
cells / nuclei visible);
Accept thin layer of tissue
Ignore to see cells clearly
2
(b) 3.57 / 3.6 / 3.7 / 3.71 / 3.8 (%);;
If the answer includes additional decimal places, award the
marks if it would round to a correct answer
There are 3 cells in anaphase
Accept for 1 mark, 101.25 / 101 (students estimate in
minutes)
OR
3.75 (difference between scientist estimate and student’s
estimate in minutes)
Ignore plus or minus signs
2
(c) Cytokinesis;
1
(d) Description;
Explanation;
E.g,
1. Examine large number of fields of view / many cells;

Mark as pairs only
Accept large number / 20 or more for many
2. To ensure representative sample;

Accept typical / reliable
OR
3. Repeat count;
4. To ensure figures are correct;

OR
5. Method to deal with part cells shown at edge /count only whole cells;
6. To standardise counting;
2 max
(e) 1. Stops anaphase / cell division / mitosis;

Accept prevents telophase / cytokinesis
2. (By) stopping / disrupting / spindle fibres forming / attaching / pulling;

Ignore affects anaphase
3. Preventing separation of (sister) chromatids;

Ignore chromosomes separate / split
Accept chromatids split
4. (So) no new cells added (to root tip);

3 max
[10]
Q4.
(a) 1. Method to ensure all cut surfaces of the eight cubes are exposed to the
sucrose solution;
Credit valid method descriptions to fulfil mp1, 2 and 3 (no
explanation is required).
2. Method of controlling temperature;

Accept ‘at room temperature’ for method
3. Method of drying cubes before measuring;
4. Measure mass of cubes at stated time intervals;

Accept time intervals between every 5 minutes with
maximum of every 40 minutes.
Accept ‘weigh the cubes at stated time intervals’
3 max
(b) Yes or No (no mark)
Calculation of rate per mm 2 for both sets of data, accept answers in the range
1.6 × 10–5 to 1.8 × 10–5 and
1.5 × 10–5 to 1.6 × 10–5;;; Both correct = 3
One correct = 2
Neither correct – look below for max 2
Allow 1 mark for calculation of surface area of two (sets of) cubes 7350 (mm 2) and
14700 (mm2)
Allow 1 mark for calculation of both rates of osmosis shown in first 40 minutes –
between 0.12 and 0.13 and between 0.22 and 0.23
If surface area and/or rate of osmosis is incorrect then, allow 1 mark for (their)
calculated rate divided by (their) calculated surface area
Accept answers not given in standard form or to any number
of significant figures ≥2sf as long as rounding correct.
3 max
[6]
Q5.
(a) (A measure of) the number of (different) species in a community;
For ‘community’ accept ‘habitat/ecosystem/one
area/environment’
Reject ‘in a population’.
1
(b) Yes, natural best, because
1. Peak of (mean) bee numbers in natural habitat is highest;

For accept description for ‘peak’.
2. The (mean) number of bees was higher in the natural habitat until day 200;
2. For ‘day 200’ accept any day between 190 and 210.
2. For ‘until day 200’ accept ‘for 200 days’.
3. (Mean) species richness in natural habitat higher at all times;
No, natural not best, because
4. Lowest (mean) number of bees after day 220;

4. For ‘day 220’ accept any day between 210 and 230.
Yes, town worst, because
5. Peak of species richness higher in both natural and farmland
OR
Species richness lowest in town from day 125;

For ‘day 125’ accept any day between 115 and 135.
No, town not worst, because
(Mean) species richness is lower in farmland until day 125;

For ‘day 125’ accept any day between 115 and 135.
For ‘until day 125’ accept ‘for 125 days’.
7. Similar (mean) number of bees to farmland;
OR
(Mean) number of bees lower in farmland until day 140;

For ‘day 140’ accept any day between day 130 and 150.
For ‘until day 140’ accept ‘for 140 days’
General, no, because
8. Index of diversity of bees not measured
OR
The number of bees of each species is not known;

4 max
(c) 1. Must not harm the bees

OR
Must allow the bee to be released unchanged;
2. Must allow close examination

OR
Use a key (to identify the species);
Accept method that allows close examination
Ignore references to DNA sequencing
Accept ‘use photographs/specimens (to identify species)'
2
(d) 1. Collect at more times of the year so more points on graph/better line (of best
fit) on graph;
Both suggestion and explanation is required for each mark
point.
The explanation must relate to the graph.
2. Counted number of individuals in each species so that they could calculate

index of diversity;
3. Collected from more sites/more years to increase accuracy of (mean) data;

For ‘accuracy’ accept ‘representative’.
2 max
(e) 1. A. chlorogaster and A. piperi are more closely related (to each other than to P.
pruinosa);
Must be a comparative statement.
Accept A. chlorogaster and A. piperi share a more
recent/closer common ancestor (than they do with P.
pruinosa);
Ignore references to A. chlorogaster and A. piperi not being
related to P. pruinosa or not having a common ancestor with
P. pruinosa.
2. Because they are in the same genus;

2
[11]
Q6.
(a) (So the) oxygen is used/absorbed/respired;
1
(b) 1. Anaerobic respiration produces carbon dioxide;
2. Increase in pressure/volume (of gas);

Reference to either volume or pressure required for the mark
2
(c) 1. Correct answer in range of

4.9 × 10–4 to 4.91 × 10–4 = 2 marks;;
Accept any equivalent mathematical representation of this
answer
2. Incorrect answer buts shows division by 24 = 1 mark

OR
Incorrect answer but shows a number from 1175 to 1178 (ignore position of
decimal point, standard form and any numbers that follow) = 1 mark;
OR
Incorrect answer but show the number 49 (ignore position of decimal point,
standard form and any numbers after 49) = 1 mark;
2
(d) Large range/difference/increase in numbers;

Accept reference to exponential (increase)
Ignore if the answer only refers to numbers being high
Ignore to ‘fit on the scale’
1
(e) Decrease/no glucose/substrate
OR
Increase in ethanol/carbon dioxide/acidity;
Accept decrease/no oxygen as Figure 2 is not linked to
Figure 1.
Accept competition for glucose/oxygen.
Accept any named sugar
Accept decrease in pH
Accept increase in toxins
Ignore food/nutrients
1
(f) 1. Correct answer of 298000 or 297766 or 297765.59 or 296826 = 2 marks;;

Accept: any equivalent answer with appropriate rounding
e.g. 2.98 × 105,
29.78 × 104 etc.
2. Incorrect answer but working shows 2000 × 2.72 = 1 mark;

OR
Incorrect answer but working shows 2.72 0.5 × 10 / 2.725 / e0.5 × 10 / = 1 mark
2
[9]
Q7.
(a) 1. Binding of first oxygen changes tertiary / quaternary (structure) of
haemoglobin;
Ignore ref. to ‘positive cooperativity’ unqualified
Ignore ref. to named bonds
Accept conformational shift caused
2. Creates / leads to / uncovers second / another binding site

OR
Uncovers another iron / Fe / haem group to bind to;
Reject ref. to active site
2
(b) 5.6 × 106 (red blood cells per mm 3);;
Award 1 max for one of
2.8 × 104 (standard form but ignoring dilution)
OR
5 600 000 (correct but not standard form)
OR
5.6 × 105 (failure to use depth of liquid on slide);

2
(c) 1. To avoid dealing with parts of cells;
2. To avoid counting same cells twice / more than once;
3. To be consistent / get comparable results;

Accept more accuracy
Ignore reliability / repeatability / reproducibility / precision /
validity
2 max
(d) There are fewer white cells, so no need to dilute (further to see enough);
Accept converse of too few to see if greater dilution / at 200
times
Do not accept ref. to numbers of red and white cells
unqualified
Ignore ref. to white cells larger
1
(e) White cells have a nucleus (that stains but red cells do not);
Accept converse for red cells
1
[8]
Q8.
(a) 1. Cell membranes made from phospholipid;
Note: candidates may make both mark points in once
statement
2. (Detergent) dissolves membranes / phospholipid (bilayer);

Ignore breaks down
Reject hydrolysis
2
(b) 1. Spin (liquid / supernatant) at (very) high speed / high g;

Need context of high, not just ‘faster’, ‘higher’ in context of
use of bench centrifuge
Accept high centrifugal force
Award 1 max if ref. to organelle separation
2. Molecules / CENP-W separates depending on (molecular) mass / size /

density;
Accept weight
2
(c) 1. siRNA binds to / destroys mRNA for CENP-W;

Reject if siRNA binds to gene / DNA
Context is important, siRNA acts on mRNA for CENP-W, not
tubulin.
Ref. to CENP-W required once for MP1 and MP2
2. Prevents translation of CENP-W;

Context is important, siRNA acts on mRNA for CENP-W, not
tubulin.
Ref. to CENP-W required once for MP1 and MP2
Accept reduces translation of CENP-W
3. (After / as) CENP-W reduces so does tubulin production;

3
[7]
Q9.
(a) 1. So no contamination / other bacteria;
2. So same number of bacteria transferred to allow
comparison;
1. Accept sterilisation / kills all (bacteria)
2. Allow amount / concentration for number
2
(b) 6 000 000

OR
6 × 10 6;
1 mark for 3 000 000
OR
3 × 10 6
Allow 1 mark for 600 (in 1cm 3 of diluted culture)
2
(c) 1. (Several) values between 10 and 15 (units);

2. Repetitions of each;
1. Accept descriptions of this
Ignore repeat the investigation / repeat at 10 and 15 units.
2
[6]
Q10.
(a) Biuret;
Ignore any other detail
Accept
• Copper sulfate and sodium hydroxide
• CuSO4 + NaOH
• Alkaline copper sulfate
• Copper sulphate and sodium hydroxide
• Alkaline copper sulphate
• Biurette
• Buiret
• Biruet
• Bieuret
Reject burette or Beirut
1
(b) Draw around
1
(c) Nitrogen;
Ignore N
1
(d) Choice: (Student’s) t-test;

Reason for choice: Looking for differences between two means;
Reason: Allow comparing contrasting two means
Explanation: Difference is significant / not due to chance because the P value

is 0.04 / is less than 0.05;
Explanation: Assume ‘it’ means difference
Explanation: Reject result / data is significant / not due to
chance
Explanation: do not accept P value is less than 0.04
3
[6]
Q11.
(a) 1. Macerate / homogenise / blend / break tissues / cells (in solution);
2. Centrifuge;
3. At different / increasing speeds until chloroplast fraction obtained;
1. Accept any suitable method to break tissues / cells /
release organelles
2. and 3. Allow ‘perform differential centrifugation until
chloroplasts obtained.’ for 2 marks
3
(b)
Feature Mitochondrion Chloroplast
Double outer
✔ ✔
membrane
Starch grains ✔
Diffusion of
oxygen into the ✔
organelle
1 mark for each correct row
Crosses = blank space
3
(c) The site of aerobic respiration (reactions)

OR
ATP is made / ADP is phosphorylated;
Reject ‘energy is produced’
1
(d) 1. Training made no difference to number (of mitochondria per μm2);
2. Training led to an increase in the area (of inner mitochondrial
membrane);
1. Accept Graph 1 as mean number of mitochondria per
μm 2
2. Accept Graph 2 as area of inner mitochondrial
membrane
2
[9]
Q12.
(a) Accept any three suitable properties e.g.:
• Is a metabolite
• Is a solvent
• Has a (relatively) high heat capacity
• Has a (relatively) large latent heat of vaporisation / evaporation
• Has cohesion / hydrogen bonds between molecules;
No explanations are needed
However do not accept ‘polar’ unqualified
3 max
(b) Dilution series;

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

2. Axes labelled with mol dm−3 and ratio without units;
3. Correct values correctly plotted and suitable curve drawn;
3. Accept point to point or smooth curve but no
extrapolation
NFP – 3. Graph starts just below 1.4 and finishes just above
0.7 and looks right.
3
(d) 1. (0.8 mol dm−3 sucrose) solution has a more negative / lower water
potential than potato (cytoplasm);
OR
potato (cytoplasm) has a less negative / higher water potential than (0.8 mol
dm−3 sucrose) solution;
2. (therefore) water moves out (of potato) into the (sucrose) solution by
osmosis (so cells decrease in mass);
1. Accept sucrose solution is hypertonic / potato
cytoplasm is hypotonic
2. Accept water moves down a water potential gradient
2
[9]
Q13.
(a) 1. (If) too much water the concentration of pigment (in solution) will be lower /
solution will appear lighter / more light passes through (than expected);
OR
(If) too little water the concentration of pigment (in solution) will be
greater / solution will appear darker / less light passes through (than
expected);
2. So results (from different temperatures) are comparable;
1. Ignore reference to too much water so red pigment /
solution too weak to measure
2
(b) (Take) readings (during the experiment) using a (digital) thermometer /

temperature sensor;
1
(c) Point-to-point line drawn between co-ordinates (with a ruler);

OR
Smooth s-shaped line of best fit;
Reject any extrapolations below 20 °C or above 80 °C
Any line should look smooth (not ‘sketchy’)
1
(d) 1. Damage to (cell surface) membrane;
2. (membrane) proteins denature;
3. Increased fluidity / damage to the phospholipid bilayer;

2 max
[6]
Q14.
(a) 6 (g dm−3);
1
(b) Correct answer of (−)0.14;

1 mark for correct difference in concentration (5) divided by 35 / (69 − 64) ÷ 35
/1÷7
Ignore +/- sign
Ignore additional d.p.
Accept 0.31(4) for 1 mark if female data used
2
(c) 1. Protein content decreases with age and decreases more in females;
2. Difference (between sexes) only significant at 95 years because SDs do
not overlap;
OR
Differences not significant because 2 × SD would overlap;
2
(d) 1. Produce known concentrations of protein;

2. Measure absorbance of each concentration
OR
Measure each concentration with colorimeter;
3. Plot a graph of absorbance on y-axis against concentration (on x-axis)
and draw curve;
4. Use absorbance of sample to find protein concentration from curve;
1. Idea of known concentrations required.
Accept % transmission / absorption for absorbance
3 max
(e) 1. (Lower plasma protein concentration suggests) fewer antibodies;

Ignore ref. to other proteins.
Reject answers which refer to white blood cells as proteins.
1
[9]
Q15.
(a) 1. Measure (each stoma) using eyepiece graticule;
2. Calibrate eyepiece graticule against stage micrometer / ruler / graph
paper;
3. Take a number of measurements (to calculate a mean);
2. Accept micrometer slide
3. Idea of enough readings for a reliable mean (min. 5)
3
(b) 1.48;
Accept 1.5 and 1.479
1 mark for PS3 = 7.1 (μm) and ABA = 4.8 (μm)
2
(c) 1. (Causes less stomatal opening so) less transpiration;

OR
Less evaporation;
OR
Less water lost by diffusion;
2. (So more) water available for photosynthesis / metabolism / support;

OR
(So) less water needed from the (dry) soil;
2. Water conserved / retained is insufficient
2. Ignore respiration
2
(d) (Closes the stomata so) fewer / no spores enter leaf;

1
[8]
Q16.
(a) 1. Concentration of mineral ion/named mineral ion in soil;
2. Soil pH;
3. Temperature;
4. Light intensity / wavelength / duration;
5. Distance between seeds / plants;
6. Volume of water given;
7. CO2 concentration;
8. Humidity;
1 and 2. Allow ‘growing solution’ for ‘soil’.
2. pH alone is insufficient.
3. Allow ‘colour of light’
Reject ‘amount’ for mps 1, 4, 6 and 7.
Ignore O2 concentration
Three correct = 2 marks
Two correct = 1 mark
One or none correct = 0 marks
2 max
(b) 1. 2,4-D causes an increase in release of ions from wild oat cells and 2,4-D
does not affect / has little effect on the release of ions from wheat cells;
2. (For wheat) Difference is less than LSD / 7 so difference is not
significant;
OR
(For wild oats) Difference is more than LSD / 10 so difference is
significant;
3. Loss of ions from cells (likely to) lead to cell / plant death/damage;
OR
Disruption of cell membrane (likely to) lead to cell / plant death /
damage;
4. No evidence here about death of plants as a result of this ion loss;
5. No evidence here of other ecological/environmental impact;
1. Accept reference to ‘concentration of ions in water’ or
‘disruption of the cell membranes’ in place of ‘release of
ions’
1. Accept ‘difference in release of ions from wild oats is 25
and difference in release of ions from wheat is 1’
2. Accept ‘(For wheat) difference is less than LSD so
greater than 5% probability that difference is due to
chance’
OR
‘(For oats) difference is more than LSD so less than 5%
probability that difference is due to chance’
5. Accept ‘development of resistance’
4 max
(c) 1. (Maintain temperature) so that the rate of diffusion (of ions out of cells)
remains constant
OR
(Maintain temperature) so no change in fluidity of phospholipids / kinetic
energy of phospholipids;
OR
(Maintain temperature) so no change in shape / structure / denaturation
of membrane proteins;
2. (Shaking) So all surfaces of the leaf discs are exposed (to water) / so all
submerged;
OR
To maintain diffusion / concentration gradient (for ions out of leaf discs);
1. Ignore references to rate of enzyme catalysed reactions
2. Accept ‘so that leaf discs do not stick together’
2
[8]
Q17.
(a) 1. Tracheoles have thin walls so short diffusion distance to cells;
2. Highly branched / large number of tracheoles so short diffusion distance
to cells;
3. Highly branched / large number of tracheoles so large surface area (for
gas exchange);
4. Tracheae provide tubes full of air so fast diffusion (into insect tissues);
5. Fluid in the end of the tracheoles that moves out (into tissues) during
exercise so faster diffusion through the air to the gas exchange surface;
OR
Fluid in the end of the tracheoles that moves out (into tissues) during
exercise so larger surface area (for gas exchange);
6. Body can be moved (by muscles) to move air so maintains diffusion /
concentration gradient for oxygen / carbon dioxide;
1. Do not accept unqualified references to thin
membranes.
Max 2 if any reference to blood
Ignore references to spiracles
5. Accept ‘water’ for fluid.
Accept ‘cells’ and ‘tissues’ as interchangeable words.
3 max
(b) 1. Damselfly larvae has high(er) metabolic / respiratory (rate);

2. (So) uses more oxygen (per unit time / per unit mass);
Idea of ‘more / high’ is needed for both mark points.
2. Accept ‘needs’ for ‘uses’
2. Ignore references to absorbing / obtaining / uptake of
more oxygen
2
(c) Mean SA = 9.85 mm 2 / 9.9 mm 2 ;

Percentage uncertainty of SA = 18.5 / 18.7 / 19;
If both answers incorrect 1 mark for
Percentage uncertainty of dimensions 11.8 / 12 and 6.70 / 6.7
Surface area correctly calculated with correct units but not rounded to
appropriate sf (9.8532 mm 2)
Surface area correct (with appropriate sf) but no / incorrect unit given
Both answers correct = 3 marks
1 answer correct only = 2
Both answers incorrect = max 1
3 max
(d) 1. Don’t use shading;

2. Only use single lines / don’t use sketching (lines) / ensure lines are
continuous / connected;
3. Add further labels / annotations;
4. Don’t cross label lines;
5. Add magnification / scale (bar);
Reject ‘colour in’.
Reject ‘use of electron microscopes’
Ignore ‘use a sharp pencil’
2 max
[10]
Q18.
(a) 1. Osmosis does not occur;
2. Chloroplast / organelle does not burst / lyse / shrivel / shrink;
1. Accept: osmosis would occur if water potentials were
not the same.
1 and 2, Accept: correct reference to osmotic lysis for 2
marks.
2. Accept: chloroplast would burst / lyse / shrivel / shrink if
water potentials were not the same.
2. Reject: ‘cell bursts/shrivels’
2. Ignore: damage to chloroplasts on its own is not
enough for a mark.
3. Reject: becomes turgid / flaccid.
2
(b) 1. To show light does not affect DCPIP;

2. To show chloroplasts are required;
Ignore: comparison with other tubes.
2
(c) 1. Reduction of DCPIP by electrons;

2. (From) chlorophyll / light dependent reaction;
1. Accept: hydrogen / H for electrons but not protons /
hydrogen ions / H* on their own.
2. Accept: from chloroplasts / photosystems / water.
2
(d) Provides a standard / reference point

OR
Can compare different chemicals/weed-killers
OR
Can compare different concentrations of chemicals / weed-killers;
Accept: decolourises quicker than 100% or saves time
waiting for complete decolourisation.
Note: comparisons must be qualified.
Accept: find the most effective weed-killer or the most
effective concentration.
Accept: answers relating to cost effectiveness.
1
(e) 1. Less / no ATP produced;

2. Less / no reduced NADP produced;
3. Less / no GP reduced / converted to TP;
2, Accept: less / no NADPH / NADPH2 / NADPH + H
2 max
[9]
Q19.
(a) Correct answer of 4.92, 2 marks;
If N(N-1) = 3540, OR ∑n(n-1) = 720, then award 1 mark
Accept 4.916 / 4.917 / 4.9
2
(b) 1. A method of selecting sampling sites at random;
2. Use of quadrat;
3. Identify (plant) species (at site / in each quadrat)
OR
Count number of (different plant) species (at site / in each quadrat);
1. E.g. grid with coordinates selected using random
number table
2. Frame or point
3. Reject refs to % cover, or counting individuals
3
(c) 1. Significant increase in species richness on Islay and Colonsay and

(significant) fall on Harris;
2. Change in diversity on Islay not significant;
3. Greater than 0.05 / 5% probability of getting this change / difference by
chance (on Islay)
OR
(For other differences) less than 0.001 / 0.1% probability of getting this
change / difference by chance (for species richness on Colonsay, Harris,
Islay)
OR
Less than 0.01/1% probability of getting this change/difference by
chance (for diversity index on Colonsay, Harris);
2. Accept converse about significance of differences in
other cases
3. Reject results are due / not due to chance
3. Ignore refs to P unqualified
3
[8]
Q20.
(a) Correct answer 23.55 – 24 two marks;
For one mark
5.9
OR
94.2;
2
(b) 1. Method for measuring area;

e.g. draw round (each) leaf on graph paper and count squares;
2. Of both sides of (each) leaf;
3. Divide rate (of water loss / uptake from potometer) by (total) surface area
(of leaves);
3
(c) Plant has roots

OR
xylem cells very narrow;
Ignore references to air bubbles / mass flow / photosynthesis
Accept xylem damaged when cut
1
(d) 1. Both small / similar size (so fit channel);

2. Have a similar shape (so bind to / fit channel);
1. Accept same height and width
Ignore refs to polar / non-polar
2. Accept Aquaporin complementary to oxygen(s)
2
(e) 1. Single-stranded RNA (has base sequence) complementary to PIP1

mRNA;
2. Binds to mRNA (of PIP1) / leads to destruction of mRNA;
3. Prevents / reduces translation (of PIP1);
4. Reduces photosynthesis/named process that uses water;
3. Less made is insufficient
3 max
(f) Not all of mRNA bound to single-stranded RNA / there is more mRNA than
interfering RNA
OR
Not all mRNA destroyed / disabled;
Accept mutations in transgene,
Accept not all cells with transgenes
1
(g) 1. Loss of PIP reduces water and carbon dioxide movement;

2. Differences significant because SDs don’t overlap
OR
Need stats test to see whether significant differences (or not);
3. Greater (proportional) effect on carbon dioxide transport;
4. Not all movement through PIP;
1. Accept converse for wild type
2. Reject references to results significant or not significant
2. Accept error bars for SDs
3 max
[15]

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Practical Skills Questions

Marks=169 Time allowed=223

(a) Name the molecules represented in the diagram by:

(b) Name the type of bond between P and Q in the diagram.

Calculate the number of cells in 1 cm 3 of undiluted liquid culture.

Answer = ____________________ Number of cells

Suggest an explanation for the student’s decision.

Scientists investigated whether these farm animals had antibiotic-resistant bacteria

Their results are shown in the table.

Suggest one reason why.

During the preparation of the slide, he:

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

Explain why the student:

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

32 whole cells are shown in Figure 1.

Show your working.

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

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

His results are shown in the graph.

1. The natural habitat is most favourable for bees.

1. The natural habitat is most favourable for bees.

2. The town is the least favourable for bees.

2. allowed them to identify accurately the species to which each belonged.

Calculate the volume of gas produced in cm 3 hour–1.

Answer = ____________________ cm 3 hour–1

(e) Many yeast cells die during the death phase.

Suggest one reason why.

Xt = the population after a certain time

A population of 2000 yeast cells was left for 10 hours.

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

Answer = ____________________ red blood cells per mm 3

Suggest two reasons for this rule.

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

Suggest how the detergent releases CENP-W from cells.

(b) Explain how ultracentrifugation separates CENP-W from other molecules.

During the investigation, the student:

(a) Explain the purpose of:

boiling the agar ______________________________________________________

The table shows the student’s results.

Concentration Number of colonies of bacteria

0 300 300 300

Was the difference significant? Give a reason for your answer.

Name of statistical test ________________________________________________

Reason for choice ____________________________________________________

Explanation of test result _______________________________________________

Feature Mitochondrion Chloroplast

Diffusion of oxygen into

(c) Give the function of a mitochondrion.

Their results are shown in Graph 1 and Graph 2.

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

The table shows the student’s results.

Concentration Initial mass Final mass of Ratio of final

0.0 2.79 3.82

0.2 2.75 2.97

0.4 2.78 2.67

0.6 2.69 2.31

0.8 2.72 2.20

1.0 2.77 1.99

Name of method _____________________________________________________

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

The graph shows the student’s results.

Show your working.

Answer = ___________ g dm−3 year−1

Answer = ___________ g dm−3 year−1