Page 1

M1. General Principles for marking the Essay:

Four skill areas will be marked: scientific content, breadth of knowledge, relevance and
quality of language. The following descriptors will form a basis for marking.

Scientific Content (maximum 16 marks)

Category Mark Descriptor

16 Most of the material reflects a comprehensive
understanding of the principles involved and a
knowledge of factual detail fully in keeping with a
programme of A-level study. Some material, however,
Good 14
may be a little superficial. Material is accurate and
free from fundamental errors but there may be minor
errors which detract from the overall accuracy.
12

10 Some of the content is of an appropriate depth,

reflecting the depth of treatment expected from a
Average 8 programme of A-level study. Generally accurate with
few, if any, fundamental errors. Shows a sound
6 understanding of the key principles involved.

4 Material presented is largely superficial and fails to

reflect the depth of treatment expected from a
Poor 2 programme of A-level study. If greater depth of
knowledge is demonstrated, then there are many
0 fundamental errors.

Breadth of Knowledge (maximum 3 marks)

Mark Descriptor
3 A balanced account making reference to most areas that might realistically
be covered on an A-level course of study.
2 A number of aspects covered but a lack of balance. Some topics essential
to an understanding at this level not covered.
1 Unbalanced account with all or almost all material based on a single
aspect.
0 Material entirely irrelevant or too limited in quantity to judge.

Relevance (maximum 3 marks)

Mark Descriptor

Page 2
 3 All material presented is clearly relevant to the title. Allowance should be
made for judicious use of introductory material.
2 Material generally selected in support of title but some of the main content
of the essay is of only marginal relevance.
1 Some attempt made to relate material to the title but considerable amounts
largely irrelevant.
0 Material entirely irrelevant or too limited in quantity to judge.

Quality of language (maximum 3 marks)

Mark Descriptor
3 Material is logically presented in clear, scientific English. Technical
terminology has been used effectively and accurately throughout.
2 Account is logical and generally presented in clear, scientific English.
Technical terminology has been used effectively and is usually accurate.
1 The essay is generally poorly constructed and often fails to use an
appropriate scientific style and terminology to express ideas.
0 Material entirely irrelevant or too limited in quantity to judge.
[25]

Additional guidance for assessing Scientific Content and Breadth of Knowledge in

Essays

The following provides guidance about topics which might be included in the essays. It is
not an exclusive list; the assessment of scientific content does not place restrictions on
topics that candidates might refer to, provided they are

• relevant;

• at an appropriate depth for A level and

• accurate.

It is not expected that candidates would refer to all, or even most, of the topics to gain a
top mark; the list represents the variety of approaches commonly encountered in the
assessment to the essays.

In both essays, topics either from the option modules or beyond the scope of the
specification were also given credit where appropriate.

How the structure of proteins in relation to their functions.

1. Structure (S)
primary structure – peptide bond
secondary structure
tertiary structure. Globular - bonds between R groups give spherical shape – shape
determines function – active sites and receptor sites

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 (allow quaternary structure – haemoglobin incorporates ions for oxygen transport)

2. Structural proteins (ST)

fibrous – regular pattern of hydrogen bonds – coiling,
(e.g. keratin coils twist together to form rope-like structures – flexible and strong)
(e.g. collagen – coils more tightly bound – more rigid)

3. Transport (T)
channel – complementary shape – charges – gated
carrier – complementary shape – can change shape
active transport – phosphate group attached by energy from
ATP – can change shape

4. Enzymes (E)
active site, enzyme-substrate complex
activation energy reduction - explanation e.g. brings molecules closer

5. Receptors (R)
synapse
insulin / glucagon
ADH
rhodopsin

6. Muscle (M)
actin thin – binding site
myosin thick - cross bridges
tropomyosin – block binding sites

Breadth of knowledge
3 marks Four or more of the above 6 areas
2 marks Three of the above 6 areas
1 mark Two of the above 6 areas

M2. (a) C ;H O ;
12 22 11

(b) (i) heat with Benedict’s;

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 yellow/brown/orange/red;
2

(ii) (yes)
(may appear on second line)

more precipitate in sample B;

both sugars are reducing sugars/ give a positive test;
2
[6]

M3. (a) (i) substances/molecules have more (kinetic) energy/moving faster;

(reject vibrate)

increased collisions / enzyme substrate complexes formed;

2

(ii) causes denaturation/tertiary structure/shape change;

H /ionic bonds break;
+

(shape) of active site changed;

substrate no longer binds/not complementary to (active site);
3 max

(b) all substrate changed into product / reaction is complete;

same amount of product formed;
same initial substrate concentration;
2 max
[7]

M4. (a) 3 fatty acids attached;

ester bond correct;

(H on glycerol component, O attached to carbon, R at other end)

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 2

(b) not made of monomers/many repeating units;

1

(c) (many) mitochondria present in brown fat cells;

mitochondria release heat/energy; (ignore ATP)
white fat cells for fat storage / reduced fat storage in brown fat cells;
3
[6]

M5. (a) specific 3D tertiary structure/shape;

substrate complementary shape;
(reject same shape)

substrate (can bind) to active site/ can fit into each active site;
3

(b) (bacterial) active site/enzymes/proteins denatured /

tertiary 3D structure disrupted/changed;
(ionic) bonds broken;
(reject peptide bonds)
(ignore other bonds)

no enzyme substrate complex formed / substrate no longer fits;

3
[6]

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M6. (a) (i) condensation;
1

(b) (i) D;
1

(ii) C;
1

(iii) A;
1

(c) absence of a double bond;

in the (hydrocarbon) chain;
unable to accept more hydrogen / saturated with hydrogen;
2 max
[6]

M7. General Principles for marking the Essay:

Four skill areas will be marked: scientific content, breadth of knowledge, relevance and
quality of language. The following descriptors will form a basis for marking.

Scientific Content (maximum 16 marks)

Category Mark Descriptor

16
Most of the material reflects a comprehensive
Good 14 understanding of the principles involved and a
knowledge of factual detail fully in keeping with a
programme of A-level study. Some material, however,
may be a little superficial. Material is accurate and
free from fundamental errors but there may be minor
errors which detract from the overall accuracy.
12

10
Some of the content is of an appropriate depth,
Average 8 reflecting the depth of treatment expected from a
programme of A-level study. Generally accurate with
few, if any, fundamental errors. Shows a sound
understanding of the key principles involved.

Page 7
 6

4
Poor 2 Material presented is largely superficial and fails to
reflect the depth of treatment expected from a
programme of A-level study. If greater depth of
knowledge is demonstrated, then there are many
fundamental errors.
0

Breadth of Knowledge (maximum 3 marks)

Mark Descriptor
3 A balanced account making reference to most areas that might realistically
be covered on an A-level course of study.
2 A number of aspects covered but a lack of balance. Some topics essential
to an understanding at this level not covered.
1 Unbalanced account with all or almost all material based on a single
aspect.
0 Material entirely irrelevant or too limited in quantity to judge.

Relevance (maximum 3 marks)

Mark Descriptor
3 All material presented is clearly relevant to the title. Allowance should be
made for judicious use of introductory material.
2 Material generally selected in support of title but some of the main content
of the essay is of only marginal relevance.
1 Some attempt made to relate material to the title but considerable amounts
largely irrelevant.
0 Material entirely irrelevant or too limited in quantity to judge.

Quality of language (maximum 3 marks)

Mark Descriptor
3 Material is logically presented in clear, scientific English. Technical
terminology has been used effectively and accurately throughout.
2 Account is logical and generally presented in clear, scientific English.
Technical terminology has been used effectively and is usually accurate.
1 The essay is generally poorly constructed and often fails to use an
appropriate scientific style and terminology to express ideas.
0 Material entirely irrelevant or too limited in quantity to judge.
[25]

Guidelines for marking the essay

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Introduction

The essay is intended for the assessment of AO4 (Synthesis of knowledge, understanding
and skills) and Quality of Written Communication (Sections 6.4 and 6.5 in the
specification). Examiners are looking for

• evidence of knowledge and understanding at a depth appropriate to A level

• selection of relevant knowledge and understanding from different areas of the

specification

• coverage of the main concepts and principles that might be reasonably expected in
relation to the essay title

• connection of concepts, principles and other information from different areas in

response to the essay title

• construction of an account that forms a coherent response

• clear and logical expression, using accurate specialist vocabulary appropriate to A

level

Assessing Scientific Content

Maximum 16 marks.
Descriptors are divided into 3 categories: Good (16, 14, 12), Average (10, 8, 6) and Poor
(4, 2, 0). Only even scores can be awarded, i.e. not 15, 13, etc.
Examiners need first to decide into which category an essay comes.

A good essay

• includes a level of detail that could be expected from a comprehensive knowledge

and understanding of relevant parts of the specification

• maintains appropriate depth and accuracy throughout

• avoids fundamental errors

• covers a majority of the main areas that might be expected from the essay title
(These areas will be indicated in the mark scheme). (Occasionally a candidate may
tackle an essay in an original or unconventional way. Such essays may be biased in
a particular way, but where a high level of understanding is shown a high mark may
be justified.)

• demonstrates clearly the links between principles and concepts from different areas.

Note that it is not expected that an essay must be 'perfect' or exceptionally long in order to
gain maximum marks, bearing in mind the limitations on time and the pressure arising
from exam conditions.

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An average essay

• should include material that might be expected of C/D/E grade candidates

• is likely to have less detail and be more patchy in the depth to which areas are
covered, and to omit several relevant areas

• is likely to include some errors and misunderstandings, but should have few
fundamental errors

• is likely to include mainly more superficial and less explicit connections

A poor essay

• is largely below the standard expected of a grade E candidate

• shows limited knowledge and understanding of the topic

• is likely to cover only a limited number of relevant areas and may be relatively short

• is likely to provide superficial treatment of connections

• includes several errors, including some major ones

Having decided on the basic category, examiners may award the median mark, or the
ones above or below the median according to whether the candidate exceeds the
requirements or does not quite meet them.

Marking the essay

In marking scientific content, letters in the margin show each key area covered; these are
used to assess the breadth of criteria. A single tick is used to indicate accurate coverage
of each significant area, and a double tick to emphasise ‘good depth of content.’ Errors
are indicated with a cross. A squiggly line in the margin is used to highlight irrelevance
and ‘Q’ to highlight poor use of terminology, unclear grammar and inappropriate style.

Specific guidance for assessing Scientific Content and Breadth of Knowledge in

Essays

The following provides guidance about topics which might be included in the essays. It is
not an exclusive list; the assessment of scientific content does not place restrictions on
topics that candidates might refer to, provided they are

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• relevant;

• at an appropriate depth for A level and

• accurate.

It is not expected that candidates would refer to all, or even most, of the topics to gain a
top mark; the list represents the variety of approaches commonly encountered in the
assessment to the essays. In both essays, topics either from the option modules or
beyond the scope of the specification should also given credit where appropriate.

Enzymes and their importance in plants and animals

(1) principles of enzyme action (A)

e.g. catalysis, protein structure, active site, activation energy, enzyme-substrate
complex, specificity.

good candidates relate protein structure to specificity /active site, catalysis to

activation energy.

(2) factors affecting enzyme action (F)

e.g. temperature, pH, enzyme/substrate concentration, inhibition.

good candidates – relate changes in activity to denaturing/tertiary structure; effects

of concentration to active site availability, distinguish competitive/non-competitive
inhibition.

(3) enzyme synthesis (S)

reference to protein synthesis; link to genes, gene expression, effects of mutation.

good candidates – appreciation of connection between genes and enzyme

production, e.g. ‘one gene, one enzyme’.

roles and functions of enzymes in different processes. In each case good

candidates should specify enzyme and its function.

(4) digestion (D)

enzymes involved in mammalian digestive system, breakdown of polymers in other
circumstances, e.g. saprophytic digestion/ mobilisation of storage compounds.

good candidates – range of enzymes giving source and action in sequence in

mammalian digestion; reference to other breakdown.

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 (5) metabolic pathways - photosynthesis (Ps) and respiration (R)
e.g. light independent reaction, Krebs cycle, ATP formation.

good candidates - reference to specific roles e.g. in l.i.r., distribution in

mitochondria/chloroplasts.

(6) other specific examples

e.g. in nervous system (N), such as role of acetylcholinesterase in synapses,
in homeostasis (H), such as in glycogenesis,
in muscle action (M), such as role of ATPase,
in fertilisation (Sp), such as enzymes in acrosome,
in transcription / translation (T), such as role of polymerases.

Breadth of Knowledge
3 marks significant coverage of areas 1 and 2, + 3 others,
or brief references to 5 others
2 marks areas 1 or 2 + 2 other areas, or brief reference to 5 + areas in total
1 mark any 3 areas

M8. (a) maximum rate at which enzyme can combine with substrate /
form enzyme-substrate complexes / substrate no longer limiting /
enzyme is a limiting factor;
(active site of) enzyme saturated with substrate
(disqualify active sites/enzymes ‘used up’);
2

(b) inhibitor attaches to enzyme away from the active site;

changes shape of active site;
prevents formation of enzyme-substrate complex;
2 max

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 (c) x 100;
= 26.32%; (accept 26% or 26.3%)
(correct answer = 2 marks)

(principle – × 100 = 1 mark)

2

(d) curve below top curve (without inhibitor) joining to top curve /
continues to increase to end of x-axis
(must not exceed or level out below ‘without inhibitor curve’ and
must start from origin);
1
[7]

M9. (a) (i) fructose;

1

(ii) correctly drawn (OH group at bottom left);

1

(b) hydrolysis;
1

(c) (i) heat with Benedict’s solution (disqualify if HCl added);

orange/brown/brick red/green/yellow colour or precipitate;
2

(ii) biuret test / NaOH + CuSO ; 4

purple / violet / lilac / mauve;

2
[7]

M10. (a) colour results from starch-iodine reaction;

decrease due to breakdown of starch by carbohydrase/enzyme;

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 2

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

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

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

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

(ii) 4 (decrease in pH) increases H ions/protons;

+

5 attach/attracted to amino acids;

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

M11. (a) (i) absorbed by diffusion;

no energy/ATP available / active transport requires energy/ATP;
2 max
(disqualify energy made)
(allow energy reference in either (i) or (ii))

(ii) absorbed by active transport;

1

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 (b) (absorption by) diffusion no longer occurs / diffusion/movement
of ions equal in both directions;
because no concentration/diffusion gradient / reached equilibrium;
2

(c) malonate fits into/blocks active site of enzyme / complementary to active site;
(prevents fitting neutral)
competes with substrate / is a competitive inhibitor / prevents substrate
forming enzyme-substrate complex;
2
[7]

M12. (i) absorbs/transports triglycerides/fats/lipids/chylomicrons;

1

(ii) enables villi to move;

increased contact with food;
2
[3]

M13. (a) (i) box drawn around R group (i.e. CH OH group)

2

(allow circle if labelled R);

1

(ii) circle drawn around either of the Hs on NH group and circle drawn
2

around the OH;

1

(b) (i) (di)peptide and water;

1

(ii) peptide;
1

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 (c) sequence of amino acids changes;
tertiary structure changes/folds in a different way;
bonds form in different places;
(Reject peptide bonds)
3
[7]

M14. (a) glucose;

(reject alpha glucose)
1

(b) hydrolysis;
(accept catabolic)
1

(c) (long) straight/unbranched chains;

(idea of more than 1) chains lie side by side / form (micro)fibrils;
idea of H bonds holding chains together;
3
[5]

M15. (a) A and structure(of A) is complementary to that of the active site;

1

(b) idea that non-competitive inhibitor(C) binds at a site not the active
site; binding causes a change in the shape of the active site;
substrate is no longer able to bind to the active site;
3

(c) (i) peptide;

1

(ii) idea that amino acid chain folds/tertiary structure;

named bond holding tertiary structure e.g. ionic disulphide hydrogen;
{reject peptide)

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 2
[7]

M16. (a) (i) Curve rising and levelling out;

1

(ii) Substrate becomes limiting/falls/gets less;

Fewer collisions/complexes formed;
2

(b) To keep pH the same / optimum pH / so change

in pH does not affect reaction;
1

(c) (i) For temperature up to 40 – 50 °C has no effect;

Over temperature (of 40 – 50 °C) reduces rate of reaction;
Note. Award one mark for general statement about the
longer the incubation time, the slower the rate of reaction.
2

(ii) Bonds (holding tertiary structure) broken;

More enzyme denatured / tertiary structure destroyed;
Active sites lose shape/no longer fit;
Fewer enzyme-substrate complexes formed;
Note. Award marks if clearly in the context of more
denaturation. Allow credit here for converse relating to
exposure for 5 minutes.
max 3

(d) 1 Statement about two types, competitive and non-competitive;

Note. Award points 2 –5 only in context of competitive and
non-competitive inhibition

Competitive
2 Similarity of shape of inhibitor and substrate;
3 Inhibitor can enter/bind with active site (of enzyme);

Non-competitive
4 Affect/bind to enzyme other than at active site;
5 Distorts shape of active site;

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 Inhibitors
6 Prevent entry of/binding of substrate to active site;
7 Therefore fewer/no enzyme-substrate complexes formed;
max 6
[15]

M17. (a) (i) 31/31.2;

1

(ii) Ratio would be less/smaller;

Cell is thin / has large surface area / (adapted) for diffusion;
Accept converse. Must relate to concept of ratio.
2

(b) (i) 6;
1

(ii) 11;
1

(c) Water potential inside vesicle more negative/lower;

Water moves into vesicle by osmosis/diffusion;
2

(d) Mitochondria supply energy/ATP;

For active transport / absorption against concentration
gradient / synthesis / anabolism / exocytosis / pinocytosis;
Do not credit references to making,
creating or producing energy.
2

(e) 1 Phospholipids forming bilayer/two layers;

2 Details of arrangement with “heads” on the outside;
3 Two types of protein specified;
e.g. passing right through or confined to one layer /
extrinsic or intrinsic /
channel proteins and carrier proteins /
two functional types
4 Reference to other molecule e.g. cholesterol or glycoprotein;
5 Substances move down concentration gradient/from high to low
concentration;
Reject references to across or along a gradient
6 Water/ions through channel proteins/pores;

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 7 Small/lipid soluble molecules/examples pass between phospholipids/
through phospholipid layer;
8 Carrier proteins involved with facilitated diffusion;
Ignore references to active transport.
Credit information in diagrams.
max 6
[15]

M18. (a) (i) Hydrolysis;

1

(ii) Water enters fungus (by osmosis);

Increases pressure inside fungus;
Cell wall no longer strong enough/present so cannot
withstand this;
max 2

(iii) Cell wall (of plant) not made of chitin/made of cellulose;

Enzyme is specific to chitin / will not break down cellulose;
1

(b) Way in which the whole protein/polypeptide is folded / shape adopted by

whole protein molecule / further folding of 2° structure;
Do not credit unqualified reference to three-dimensional
shape.
Reject third level /third sort.
1

(c) (i) More (kinetic) energy;

Bonds/specified bonds (holding tertiary structure) break;
2

(ii) Change amino acids;

Allowing formation of more hydrogen bonds/disulphide bridges;
2

(d) 1 Sequence of amino acids gives shape;

2 This is tertiary structure;
3 Has similar shape to substrate;
4 Fits / competes for active site;
5 Fits at site other than active site;

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 6 Distorting active site;
7 Therefore substrate will not fit (active site);
max 6
[15]

M19. General Principles for marking the Essay:

Four skill areas will be marked: scientific content, breadth of knowledge, relevance and
quality of language. The following descriptors will form a basis for marking.

Scientific Content (maximum 16 marks)

Category Mark Descriptor

16
Most of the material of a high standard
reflecting a comprehensive understanding
14 of the principles involved and a knowledge
of factual detail fully in keeping with a
Good programme of A-level study. Some
material, however, may be a little
superficial. Material is accurate and free
from fundamental errors but there may be
minor errors which detract from the overall
accuracy.
12

10
A significant amount of the content is of an
appropriate depth, reflecting the depth of
8 treatment expected from a programme of
Average A-level study. Generally accurate with few,
if any fundamental errors. Shows a sound
understanding of most of the principles
involved.
6

4
Material presented is largely superficial and
2 fails to reflect the depth of treatment
expected from a programme of A-level
Poor study.
If greater depth of knowledge is
demonstrated, then there are many
fundamental errors.
0

Page 20
 Breadth of Knowledge (maximum 3 marks)

Mark Descriptor
3 A balanced account making reference to most if not all areas that might
realistically be covered on an A-level course of study.
2 A number of aspects covered but a lack of balance. Some topics
essential to an understanding at this level not covered.
1 Unbalanced account with all or almost all material based on a single
aspect
0 Material entirely irrelevant.

Relevance (maximum 3 marks)

Mark Descriptor
3 All material presented is clearly relevant to the title. Allowance should
be made for judicious use of introductory material
2 Material generally selected in support of title but some of the main
content of the essay is of only marginal relevance.
1 Some attempt made to relate material to the title but considerable
amounts largely irrelevant.
0 Material entirely irrelevant or too limited in quantity to judge.

Quality of language (maximum 3 marks)

Mark Descriptor
3 Material is logically presented in clear, scientific English. Technical
terminology has been used effectively and accurately throughout.
2 Account is logical and generally presented in clear, scientific English.
Technical terminology has been used effectively and is usually accurate.
1 The essay is generally poorly constructed and often fails to use an
appropriate scientific style and terminology to express ideas.
0 Material entirely irrelevant or too limited in quantity to judge.

[25]

Additional notes

Care must be taken in using these notes. It is important to appreciate that the only criteria
to be used in awarding marks to a particular essay are those corresponding to the
appropriate descriptors. Candidates may gain credit for any information providing that it is
biologically accurate, relevant and of a depth in keeping with an A-level course of study.
Material used in the essay does not have to be taken from the specification, although it is
likely that it will.

These notes must therefore be seen merely as guidelines providing an indication of areas
of the specification from which suitable factual material might be drawn.

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 In determining the mark awarded for breadth, content should ideally be drawn from each
of the areas specified if maximum credit is to be awarded. Where the content is drawn
from two areas, two marks should be awarded and where it is taken only from a single
area, one mark should be awarded. However, this should only serve as a guide. This list
is not exhaustive and examiners should be prepared to offer credit for the incorporation of
relevant material from other areas of study.

M20. (a) (i) Biuret / alkali + copper sulphate;

Lilac/purple/mauve/violet;
Do not give credit for blue or pink. Ignore references to
heating.
2

(b) R group of phenylalanine copied accurately;

1

(c) (i) Bond shown linking carbon and nitrogen;

OH and H removed, =O and –H remaining;
2

(ii) Peptide bond;

1

(d) Addition of hydroxyl/OH group;

Candidate must distinguish clearly between hydroxylation
and hydrolysis
1
[7]

M21. (a) Protein made of (chain of) amino acids;

Each amino acid has its own base code/code;
Triplet codes;
max 2

Page 22
 (b) UCA = 2 marks
TCA – 1 mark;
2

(c) CCG;
GGG GGG;
2

(d) (i) Changes base sequence;

Of later triplets/amino acid codes;
2

(ii) S-phase/interphase;
1

(e) 1. mRNA leaves (nucleus) through nuclear pore;

2. To ribosome;
3. tRNA molecules bring amino acids (to ribosome);
4. Specific tRNA molecule for specific amino acid;
5. Anticodon of tRNA corresponds / complementary to codon on mRNA;
6. Peptide bonds form between amino acids;
7. tRNA detaches and collects another amino acid;
8. Ribosome moves along mRNA;
max 6
[15]

M22. (a) Any two from:

Loop of DNA; Non-cellulose cell wall;
Plasmid; Capsule;
Flagellum; Mesosome;
Accept small ribosomes
2

(b) (i) (Granules) turn blue-black/dark blue/black/purple with iodine;

1

(ii) Cellulose / pectin;

1

Page 23
 (c) Use principle:
Feature of starch;
Consequence in terms of storage;
e.g.
Insoluble;
Therefore will not “wash” out of cell / affect water
potential / affect osmosis;
OR
Molecule coiled/branched;
Therefore large amount stored in small space / compact
OR
Does not affect water potential;
So no effect on entry of water (into cell);
2
[6]

M23. (a) (i) (Molecule) made up of many identical/similar molecules/monomers/

subunits;
Not necessary to refer to similarity with monomers.
1

(ii) Cellulose / glycogen / nucleic acid / DNA / RNA;

1

(b) (i) To keep pH constant;

A change in pH will slow the rate of the reaction / denature
the amylase / optimum for reaction;
2

(ii) Purple/lilac/mauve/violet;
Do not allow blue or pink.
1

(iii) Protein present;

The enzyme/amylase is a protein;
Not used up in the reaction / still present at the end of
the reaction;
max 2
[7]

Page 24
M24. (a) (i) (Grinding) breaks open cells / increases surface area (of liver);
Releases catalase/enzyme/more catalase /
allows more hydrogen peroxide into liver;
2

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

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

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

(c) (i) Lower activation energy / less energy required to bring

about reaction;
1

(ii) Energy in products/water and oxygen less than energy in

substrate/reactants/hydrogen peroxide;
(Difference) given out as heat / exothermic;
2
[9]

M25. General principles for marking the Essay:

Four skill areas will be marked: scientific content, breadth of knowledge,

relevance and quality of language. The following descriptors will form a
basis for marking.

Scientific content (maximum 16 marks)

Category Mark Descriptor

16
Most of the material of a high standard reflecting a
comprehensive understanding of the principles
Good 14 involved and a knowledge of factual detail fully in
keeping with a programme of A-level study. Some
material, however, may be a little superficial. Material
is accurate and free from fundamental errors but
there may be minor errors which detract from the
overall accuracy.
12

Page 25
 10
A significant amount of the content is of an
appropriate depth, reflecting the depth of treatment
expected from a programme of A-level study.
Average 8
Generally accurate with few, if any fundamental
errors. Shows a sound understanding of most of the
principles involved.
6

4
Material presented is largely superficial and fails to
Poor 2 reflect the depth of treatment expected from a
programme of A-level study. If greater depth of
knowledge is demonstrated, then there are many
fundamental errors.
0

Breadth of Knowledge (maximum 3 marks)

Mark Descriptor
3 A balanced account making reference to most if not all areas that
might realistically be covered on an A-level course of study.
2 A number of aspects covered but a lack of balance. Some topics
essential to an understanding at this level not covered.
Unbalanced account with all or almost all material based on a
1
single aspect
0 Material entirely irrelevant.

Relevance (maximum 3 marks)

Mark Descriptor
3 All material presented is clearly relevant to the title. Allowance
should be made for judicious use of introductory material
2 Material generally selected in support of title but some of the main
content of the essay is of only marginal relevance.
1 Some attempt made to relate material to the title but considerable
amounts largely irrelevant.
0 Material entirely irrelevant or too limited in quantity to judge.

Quality of language (maximum 3 marks)

Mark Descriptor
3 Material is logically presented in clear, scientific English. Technical
terminology has been used effectively and accurately throughout.
2 Account is logical and generally presented in clear, scientific
English. Technical terminology has been used effectively and is

Page 26
 usually accurate.
1 The essay is generally poorly constructed and often fails to use an
appropriate scientific style and terminology to express ideas.
0 Material entirely irrelevant or too limited in quantity to judge.

[25]

Additional notes on marking

Care must be taken in using these notes. It is important to appreciate that the only criteria
to be used in awarding marks to a particular essay are those corresponding to the
appropriate descriptors. Candidates may gain credit for any information providing that it is
biologically accurate, relevant and of a depth in keeping with an A-level course of study.
Material used in the essay does not have to be taken from the specification, although it is
likely that it will be. These notes must therefore be seen merely as guidelines providing an
indication of areas of the specification from which suitable factual material might be
drawn.

In determining the mark awarded for breadth, content should ideally be drawn from each
of the areas specified if maximum credit is to be awarded. Where the content is drawn
from two areas, two marks should be awarded and where it is taken only from a single
area, one mark should be awarded. However, this should only serve as a guide. This list
is not exhaustive and examiners should be prepared to offer credit for the incorporation of
relevant material from other areas of study.

M26. (a) (i) both are polymers/polysaccharides/built up from many sugar units/
both contain glycosidic bonds/ contain (C)arbon, (H)ydrogen
and (O)xygen;
1

(ii) hemicellulose shorter/smaller than cellulose/fewer carbons;

hemicellulose from pentose/five-carbon sugars and cellulose from
hexose/glucose/six-carbon sugars;
(only credit answers which compare like with like.)
2

(b) protein/nucleic acid/enzyme/RNA/DNA/starch/amylose/amylopectin

polypeptide;
1

(c) (i) to make sure that all the water has been lost;
1

Page 27
 (ii) only water given off below 90 °C;
(above 90°C) other substances straw burnt/oxidised/broken
down; and lost as gas/produce loss in mass;
2 max

(d) enzymes are specific;

shape of lignin molecules;
will not fit active site (of enzyme);
OR
shape of active site (of enzyme);
will not fit molecule;
2 max

(e) 1. made from β-glucose;

2. joined by condensation/removing molecule of water/glycosidic bond;
3. 1 : 4 link specified or described;
4. “flipping over” of alternate molecules;
5. hydrogen bonds linking chains/long straight chains;
6. cellulose makes cell walls strong/cellulose fibres are strong;
7. can resist turgor pressure/osmotic pressure/pulling forces;
8. bond difficult to break;
9. resists digestion/action of microorganisms/enzymes;
(allow maximum of 4 marks for structural features)
6 max
[15]

M27. (a) diagram showing molecule A fitting in inhibition site; distortion

of active site;
2

(b) molecules moving less/slower; reduces chance of collision

(between enzyme and substrate)/of enzyme-substrate
complexes being formed; (reject converse)
2

(c) these bonds hold/maintain tertiary/globular structure (of enzyme);

enzyme denatured/tertiary structures destroyed; (shape of) active site
distorted/changes;
substrate no longer fits/enzyme-substrate complex not formed;
3 max
[7]

Page 28
M28. (a) Several/more than one polypeptide chain in molecule;
Evidence must only relate to 4º structure
1

(b) Chemical bonds formed between sulphur-containing groups/

R-groups/form disulphide bonds; Stronger bonds; Bind chain(s)
to each other;
max 2

(c) Different number of amino acids; Different sequence of amino

acids; Bonds in different places; Gives different shape;
max 2

(d) Outer layer of skin cells are dead; Do not respire/Do not contain
mitochondria; Do not produce ATP/release energy; Cells do not
have required proteins/carriers;
max 3

(e) 1 TEM uses (beam of) electrons;

2 These have short wavelength;

3 Allow high resolution/greater resolution/Allow more detail to

be seen/greater useful magnification;

4 Electrons scattered (by molecules in air);

5 Vacuum established;

6 Cannot examine living cells;

7 Lots of preparation/procedures used in preparing specimens

/ fixing/staining/sectioning;

8 May alter appearance/result in artefacts;

max 6
[14]

Page 29
M29. (a) Lilac/purple/mauve/violet;

Xanthine oxidase is a protein;

Reject pink or blue as the resulting colour with biuret.
2

(b) Substrate has specific shape;

Allows binding/fitting/forms ES complex with active site;

Or

Active site has specific shape;

Allows binding/fitting/forms ES complex with substrate;

Accept structure ≡ shape
2

(c) Xanthine similar shape to drug;

Drug fits active site/competes for active site/is a competitive inhibitor;

Less/no uric acid formed;

3
[7]

M30. (a) (i) 150;

1

(ii) 27;
1

(b) 100;
number of peptide bond hydrolysed = total number present / all peptide
bonds have been hydrolysed;
accept calculation showing same number top and bottom.
2

Page 30
 (c) curve rising to peak at pH 2 and falling to zero by pH 6;
1

(d) (change in pH) leads to breaking of bonds holding tertiary structure

/ changes charge on amino acids;
enzyme/protein/active site loses shape/denatured;
substrate will not bind with/fit active site;
fewer/no ES complexes formed;
3 max

(e) more resistant to changes in pH and washing conditions variable/

works in alkaline pH and washing powders alkaline;
mark awarded for indicating aspect of effect of pH and advantage of this
in terms of washing powder and conditions in wash.
1

(f) maximum of three marks for specificity, points 1 - 4.

Can only be given credit in context of specificity

1 each enzyme/protein has specific primary structure / amino

acid sequence;

2 folds in a particular way/ has particular tertiary structure;

3 active site with unique structure;

4 shape of active site complementary to/ will only fit that of substrate;
maximum of three marks for inhibition, points 5 – 8

5 inhibitor fits at site on the enzyme other than active site;

6 determined by shape;

7 distorts active site;

8 so substrate will no longer fit / form enzyme-substrate complex;

6 max
[15]

M31. (a) Measure diameter / radius / area of clear zone;

Detail of method e.g. determine mean diameter of each clear zone /
use of graph paper to determine area;
2

(b) No measurements at intermediate pH values i.e. 5-7 / 7-9;

Page 31
 1

(c) Enzyme denatured / tertiary structure altered;

Ionic / hydrogen bonds broken;
Substrate cannot bind to active site;
Q To gain first marking point, answer should use terminology
specified in scheme
2 max

(d) Use of denatured / boiled enzyme;

At all pH values;
2
[7]

M32. (a) (i) Glucose;

Fructose;
Any order.
2

(ii) Lactose has a different shape/structure;

Does not fit/bind to active site of enzyme/sucrase;

Only allow a second mark if reference is made to the active
site.
Max 1 mark if active site is described as being on the
substrate.

OR

Active site of enzyme/sucrase has a specific shape/structure;

Does not fit/bind to lactose;
Do not accept same shape.
2

(b) (i) Rose and fell;

Peak at 45 (minutes) / concentration of 6.6 (mmol dm );

–3

Page 32
 (ii) Glucose (produced by digestion) is absorbed / enters blood;

Decrease as used up/stored;

2

(iii) Curve roughly parallel to the x-axis or falling, starting

from approximately the same point;
1
[9]

M33. (a) Enzyme/active site has a (specific) tertiary structure;

Only glucose has correct shape / is complementary / will bind/fit;

To active site;

(Forming) enzyme-substrate complex;

Q Allow second mark if candidate refers to correct shape or
complementary in terms of the enzyme. Do not allow ‘same’
shape
Q Do not allow third mark if active site is described as being
on substrate.
3 max

(b) (Only detects glucose whereas) Benedict’s detects (all) reducing

sugars/named examples;

Provides a reading / is quantitative / Benedict’s only provides a colour /

doesn’t measure concentration / is qualitative/semiquantitative;

Is more sensitive / detects low concentration;

Red colour/colour of blood masks result;

Can monitor blood glucose concentration continuously;

Q Do not credit quicker/more accurate unless qualified.
Q Allow Benedict’s detects monosaccharides for first mark
point.
2 max

(c) (i) Broken down by enzymes / digested / denatured (by pH) too
large to be absorbed;
1

Page 33
 (ii) Study not carried out on humans / only carried out on rats;
Long-term/side effects not known;
Scientists have vested interest;
Study should be repeated / further studies / sample size not known;
2 max
[8]

M34. (a) (i) Increases then plateaus/constant/steady/rate does not change;

Neutral: ‘peaks’/‘reaches a maximum’/‘stops increasing’/‘no
effect’ instead of ‘plateaus’
Reject: rate decreases/reaction stops

Correct reference. to 27/28 units;

e.g. increases up to/plateaus at 27/28
2

(ii) Substrate concentration/amount of substrate;

As substrate concentration increases, rate increases/positive

correlation (between rate and substrate concentration);
2

(iii) All active sites occupied/saturated/enzyme limiting (rate of

reaction)/maximum number of E-S complexes;
Reject: enzymes used up
Reject: substrate limits rate of reaction
Neutral: substrate no longer limits the reaction
Neutral: reference to temperature
1

(b) Curve is lower and plateaus at a higher substrate concentration

(it must also start at zero);
Accept: curve lower and joins existing curve at final point
(with no plateau)
Reject: if curve plateaus before original
Reject: if curve plateaus lower than original
1

(c) (i) Methotrexate/drug is a similar shape/structure to substrate;

Page 34
 Q Reject: same structure/shape

Binds to/fits/is complementary to active site;

Q Reject: reacts with active site

Less substrate binds/less enzyme-substrate complexes formed;

Accept: substrate cannot bind/enzyme-substrate complex
not formed
2 max

(ii) Methotrexate/drug is only similar shape to specific substrate/

only fits this active site;
Assume that ‘it’ refers to the drug

OR

Methotrexate/drug is a different shape to other substrates/will

not fit other active sites;
1
[9]

M35. (a) Active site;

(Complementary/specific) structure/shape;
(Only) fits/binds to gangliosides;
Forms enzyme-substrate complexes;

OR

Active site;
(Complementary/specific) structure/shape;
(Does not) fit/bind with other lipids;
Does not form enzyme-substrate complexes;
Note: ‘active site has a specific shape’ = 2 marks;
Reject: same shape
Second mark for either route can refer to the enzyme or the
substrate
Accept: converse of second mark point and (different)
structure/shape if referring to other lipids
3 max

(b) (i) No change/substrate remains high/horizontal line;

Curve should be labelled

Page 35
 If curve H correctly labelled then assume other is curve T
Reject: obvious rise or fall/rise then plateau
1

(ii) Curve decreases rapidly at first then more slowly;

Curve should be labelled
If curve T correctly labelled then assume other is curve H
Reject: falling at a slower rate initially
1

(c) (Enzymes are) proteins;

Digested/broken down/destroyed (by enzymes/acid);

OR

(Enzymes are) too large;

To cross cell membranes/be absorbed/enter the bloodstream;
Accept: denatured (by acid)
Neutral: digested by saliva
Reject: digested by amylase
Neutral: will not reach the bloodstream
2
[7]

M36. (a)

One mark for each correct column

Mark ticks only and ignore crosses
4

(b) 1. Two marks for box round two hydrogens and one of the oxygens
from OH groups on carbons 1 and 4;;

Page 36
 2. One mark from incorrect answer involving any two hydrogens
and an oxygen from carbons 1 and 4;
Do not award marks if all atoms concerned are on same
carbon atom or are on carbon atoms other than 1 and 4 or
where the answer does not have two hydrogen and one
oxygen
2

(c) (i) 1. Holds chains/cellulose molecules together/forms cross links

between chains/cellulose molecules/forms microfibrils;

2. Providing strength/rigidity (to cellulose/cell wall);

3. Hydrogen bonds strong in large numbers;x

Principles here are first mark for where hydrogen bonds are
formed and second for a consequence of this.
Accept microfibres
2 ma

(ii) Compact/occupies small space/tightly packed;

Answer indicates depth required. Answers such as “good for
storage”, “easily stored” or “small” are insufficient.
1
[9]

M37. (a) (i) Active site/enzyme not complementary;

Active site changes (shape)/is flexible;

(Change in enzyme allows) substrate to fit/E-S complex to form;

Active site becomes complementary/wraps around substrate
= 2 marks
For mark point 2. allow ‘binding site’ but not ‘enzyme’
For mark point 2. can only have enzyme changes (shape) if
active site has been mentioned earlier
Final mark point must have context
Reject: active site on substrate for second marking point only
Accept: diagrams only if suitably labelled or annotated
2 max

Page 37
 (ii) Active site does not change (shape)/is fixed (shape)/is rigid/does
not wrap around substrate/(already) fits the substrate/is
complementary (before binding);
Assume that ‘it’ refers to lock and key
1

(b) Similar structure/shape (to PABA)/both complementary;

Competes for/binds to active site/competitive inhibitor;

Less PABA binds/less E-S complexes;

OR

Specific reference to different structure/shape (to PABA)

using the diagram;

Binds to position other than active site/binds to allosteric

site/binds to inhibitor site/non-competitive inhibitor;

Changes the active site so substrate cannot bind/less PABA

binds/less E-S complexes;
Q Reject: same structure/shape
Note: competitive inhibitor binds to active site = 1 mark
(same mark point)
Assume that ‘it’ refers to sulfanilamide
Accept: PABA/substrate cannot bind
Neutral: less product produced as in question stem
Neutral: different structure/shape to PABA
Reject: active site on substrate for second marking point only
3 max
[6]

M38. (a) (i) Increase to 30 °C/31 °C and then decreases / optimum or max
rate at 30 °C/31 °C;
Accept: peak at 30 °C/31 °C
1

Page 38
 (ii) 1. Enzyme denatured / hydrogen bonds/bonds holding tertiary
structure broken / tertiary structure changed;

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

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

complexes;

4. More enzyme (molecules) denatured as temperature increased;

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

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

Accept a method of measuring pH.
Reject litmus.
1

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

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

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

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

M39. (a) (i) Hydrolysis;

Accept phonetic spelling.
Ignore reaction.
1

(ii) (Alpha) glucose;

Accept α glucose.

Page 39
 Reject β glucose / beta glucose
1

(b) (i) Add Benedict’s (reagent) and heat / warm;

Red/orange/yellow/green (colour);
Reject Add HCl
Accept brown, reject other colours
2

(ii) 2 products / 2 sugars produced;

Look for idea of two
Accept named monosaccharides produced.
“More” insufficient for mark
Neutral if incorrect products named
Neutral “lactose is a polysaccharide”
Neutral “lactose is not a reducing sugar”
Neutral: Reference to surface area.
1

(c) 1. Galactose is a similar shape / structure to lactose/both complementary;

2. (Inhibitor / Galactose) fits into / enters / binds with active site (of enzyme);

3. Prevents/less substrate fitting into / binding with (active site) / fewer or no E-S
complexes;
1. Q Reject: Same shape / structure
2. Accept blocks active site
Look for principles:
1 Shape
2 Binding to active site
3 Consequence
2 max

(d) Low / decreased water potential (in gut);

Water enters gut / lumen / leaves cells by osmosis;

Neutral ref to concentrations
Accept ψ for water potential
2
[9]

Page 40
M40. (a) Amino acid / amino acids ;
If anything else is given as well do not award mark.
1

(b) (i) 1. Affects one monomer / amino acid;

i.e. What is affected

2. Not found in all active sites;

i.e. Where it is found.
2. Must relate to active site. Enzyme is insufficient.
2

(ii) 1. X;

2. Enzyme in both pathways;

2 Award independently
2

(c) 1. Occupies / blocks / binds to active site;

i.e. What it does in terms of the active site.

2. Substrate will not fit / does not bind / no longer complementary to /

enzyme-substrate complex not formed;
1. Ignore references to change in shape and shape of
aspirin
molecule.
Ignore reference to competitive inhibitor i.e. Consequence
required
2

(d) 1. Prevents / reduces formation of thromboxane;

1. Must prevent/reduce production.

2. Blood clots do not form / less likely to form;

2. Accept converse from this point onwards

3. (Do not block) coronary arteries / vessels;

4. Heart muscle / wall gets oxygen;

4. Reference to heart must be qualified.
3 max
[10]

Page 41
M41. (a) 1. Crush / grind;

2. With ethanol / alcohol;

3. Then add water/then add to water;

2 Water must be added after ethanol for third mark.

4. Forms emulsion / goes white / cloudy;

4 Do not accept carry out emulsion test.
3

(b) (i) 4 / four;

1

(ii) 1. Phosphate / PO ; 4

“It” refers to phospholipid.

2. Instead of one of the fatty acids / and two fatty acids;

1 Accept minor errors in formula. Do not accept
phosphorus / phosphorus group.
2

(iii) 1. Double bonds (present);

Answer refers to unsaturated unless otherwise clearly
indicated.

2. Some / two carbons with only one hydrogen / (double bonds)

between carbon atoms / not saturated with hydrogen;
1 and 2. May be shown in appropriate diagram.

3. In (fatty acid) C / 3;
2 max
[8]

M42. (a) (i) β / Beta glucose;

Page 42
 Accept b / B
Reject any reference to alpha / α
1

(ii) Glycosidic;
Reject references to α(1-4) glycosidic bond, but allow beta 1-
4, or unspecified reference to 1-4 (1,4)
1

(iii) OH / hydroxyl / HO;

Reject hydroxide
Reject OH / HO molecule
Ignore alcohol
1

(b) (i) Starch Cellulose

1. (1,4 and) 1,6 1. 1,4 bonds / no 1,6

bonds / contains 1,6 bonds /
bonds / branching unbranched /
straight;

2. All glucoses / 2. Alternate

monomers same glucoses / monomers
way up upside down;

3. Helix / 3. Straight;
coiled/compact

4. Alpha glucose 4. Beta glucose;

5. No (micro / macro) 5. Micro / macro

fibrils / fibres fibrils / fibres;

1 mark per pair of contrasts, both starch and cellulose

required
Accept other comparable differences eg hydrogen bonds
within starch but between cellulose molecules
2 max

(ii) 1. H-bonds / micro/macro fibrils / fibres;

Reject strong hydrogen bonds

2. Strength / rigidity / inelasticity;

Page 43
 ‘Strong hydrogen bonds’ = 0 but ‘Strong hydrogen bonds
give strength (to the molecule)’ = 1
2
[7]

M43. (a) 1. Add Benedict’s;

Hydrolyse with acid negates mp1

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

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

3. Accept brown
3

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

1. Neutral: Sugar produced

2. Lower water potential;

3. Water enters by osmosis;

3

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

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

Page 44