Past Paper Questions - Biological Molecules

1. After being mixed with iodine, which of the following would show a blue / black colour?
A potato tuber cells

B erythrocytes
C sieve tube elements
D neutrophils
Your answer
[1]
2. Fig. 5.1 shows part of a conjugated protein that is a respiratory pigment in muscle cells.
Which part of the molecule does Fig 5.1 represent?
A prosthetic group
B disulfide bond
C quaternary structure
D polypeptide
Your answer
[1]
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3. Which of the following is not a role of an intracellular membrane?
A cell to cell signalling

B partially permeable barrier
C site of chemical reactions
D transport of substances across the membrane
Your answer
[1]

4. A student tested a range of solutions of known concentrations of reducing sugar using Benedict's solution and
colorimetry. Fig. 14.1 shows the calibration curve drawn by the student.
The student then tested four solutions of unknown concentrations of reducing sugar. Table 14.1 shows the
results:
Solution P Q R S
Absorption (%) 60 40 70 100
Table 14.1
Select the option that gives the correct sequence of reducing sugar concentrations from highest to lowest.
A S, R, P, Q
B Q, R, P, S
C S, P, R, Q
D Q, P, R, S
Your answer
[1]

5. Zinc ions are necessary for the enzyme carbonic anhydrase to work.
Which statement correctly describes the nature and function of zinc ions in their interaction with carbonic
anhydrase?
A inorganic ions and coenzymes

B vitamins and prosthetic groups
C inorganic ions and prosthetic groups
D vitamins and coenzymes
Your answer
[1]

6. Three types of microscope are listed below.
Select the row that shows the correct use for each type of microscope.
Type of microscope and what it is used to observe

Light microscope Transmission electron Laser scanning confocal
microscope microscope
A an object at a certain depth cell surfaces organelles
within a cell
B an object at a certain depth cell surfaces whole cells and tissues
within a cell
C whole cells and tissues organelles cell surfaces
D whole cells and tissues organelles an object at a certain depth
within a cell
Your answer
[1]

7. Fig. 8.1 shows an animal cell.
Which option describes the correct sequence of organelles involved during the production and secretion of a
protein from this cell?
A S, K, L, J B T, K, L, J C T, M, L, J D S, T, K, L
Your answer
[1]

8. An unknown solution of a single sugar was tested. The results were recorded in Table 9.1.
Colours observed after testing

Benedict's test for reducing sugars Benedict's test for non-reducing sugars
blue brick red
Table 9.1
Identify the unknown sugar.
A fructose
B lactose
C sucrose
D glucose
Your answer
[1]

9. A range of microscopes are available for scientific research. Each type of microscope has a different use.
Select the row that shows the correct uses for all the types of microscope.
Type of microscope and what it is used to observe
Light microscope Transmission Scanning electron Laser scanning
electron microscope microscope confocal microscope
A an object at a certain depth organelles cell surfaces whole cells and
within a cell tissues
B cell surfaces an object at a certain whole cells and organelles
depth within a cell tissues
C whole cells and tissues organelles cell surfaces an object at a certain
depth within a cell
D organelles an object at a certain whole cells and cell surfaces
depth within a cell tissues
Your answer
[1]

10. Which of the rows, A to D, correctly describes the properties of the named proteins?
Row Collagen Insulin Elastin Haemoglobin

A fibrous protein which is globular protein with fibrous protein which globular protein which
flexible but does not specific, fixed shape recoils after being cannot change shape
stretch deformed
B fibrous protein which is globular protein with fibrous protein which globular protein which
flexible but does not specific, fixed shape recoils after being can change shape
stretch deformed
C fibrous protein which globular protein with fibrous protein which is globular protein which
recoils after being specific, fixed shape flexible but does not can change shape
deformed stretch
D fibrous protein which is globular protein which fibrous protein which globular protein with
flexible but does not can change shape recoils after being specific, fixed shape
stretch deformed
Your answer
[1]

11. *Describe and explain how the structure and properties of different carbohydrate and lipid molecules suit them to
their role as energy storage molecules in plants and animals.
[9]

12.
Pepsin is a protease enzyme with a polypeptide chain containing 327 amino acids.
Titin is the largest known protein. It has a polypeptide chain containing at least 92 times more amino acids than
pepsin.
(i) DNA sequences in genes code for polypeptide molecules such as pepsin and titin.
Explain why a process known as transcription is necessary for polypeptide synthesis.
[2]
(ii) Calculate the minimum length of the DNA base sequence required to code for titin.
Show your working.
Answer .......................................................... [2]
(iii) * Titin is a fibrous protein. Pepsin is a globular protein.
Compare the properties and functions of fibrous proteins and globular proteins in the human body.

[6]
(iv) Another protease enzyme is HIV1 protease, which is essential for the life cycle of the human
immunodeficiency virus (HIV). Inhibition of this protease prevents HIV from maturing.
In 1995, saquinavir was the first HIV1 protease inhibitor drug to be approved by the US Food and Drug
Administration (FDA).
The data in Fig. 1.3 show the number of acquired immune deficiency syndrome (AIDS) diagnoses and deaths
between 1981 and 2007 in the US.

Fig. 1.3
Calculate the rate of decrease in deaths from AIDS between 1995 and 1998.
Give your answer to two significant figures
Show your working.
Answer .................................................. Units .................................. [2]
(v) A student looking at the data in Fig. 1.3 made the following conclusion:

Suggest why this conclusion may be invalid based on the data in Fig. 1.3.
[2]

13(a) A thin-layer chromatography procedure was carried out on an extract of leaf cells that contained chlorophyll and
. other pigments.
Liquid extract from the leaf cells was dried thoroughly.
The extract was then mixed with an organic solvent and placed onto a thin-layer chromatography plate
suspended in organic solvent.
Fig. 24.1 shows the results of the procedure.
Table 24.1 shows the typical Rf values for various pigments present in plants.
Pigment Colour Rf value
Carotene yellow-orange 0.91
Pheophytin a grey 0.75
Chlorophyll a blue green 0.63
Chlorophyll b green 0.58
Table 24.1
(i) Name the organelle that is likely to have yielded most of the pigments present in the leaf extract.

[1]
(ii) Suggest why it was important that the leaf extract was dried thoroughly before mixing with the organic
solvent.
[1]
(b).
(i) Calculate the Rf value for pigment Y on Fig. 24.1.
Answer_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ [1]
(ii) The student concluded that in Fig. 24.1 pigment Y was probably chlorophyll a.
How well do the results support the student's conclusion? Support your answer with reference to Fig 24.1
and Table 24.1.
[3]
END OF QUESTION PAPER

Question Answer/Indicative content Marks Guidance
1 A 1
Total 1
2 A 1
Total 1
3 A 1
Total 1
4 D 1
Total 1
5 C 1
Total 1
6 D 1
Total 1
7 B 1
Total 1
8 C 1
Total 1
9 C 1
Total 1
10 B 1
Total 1

11 Please refer to the marking instructions on

page 3 of this mark scheme for guidance
on how to mark this question. In summary:
Read through the whole answer. (Be
prepared to recognise and credit
unexpected approaches where they show
relevance.) Using a ‘best-fit’ approach
based on the science content of the
answer, first decide which of the level
descriptors, Level 1, Level 2 or Level 3,
best describes the overall quality of the
answer.
Then award the higher, middle or lower
mark within the level, according to the
Communication Statement (shown in
italics):
award the higher mark where the

Communication Statement has been
met.
award the middle mark where aspects
of the Communication Statement are
missing.
award the lower mark where the
Communication Statement has not
been met.
science content determines the level.
Communication Statement determines

the mark within a level.

Level 3 (7–9 marks) Max 9 Indicative scientific points may include:

A good range of structural details and Structures (S), Properties (P) and
properties are provided including reference Explanations (E):
to fats and carbohydrates in both plants
and animals. Explanations are provided for Carbohydrates:
each structural comment. S1. Polymers of glucose
E1. Glucose can be used in respiration
The explanations are clearly linked to the to release energy
structure of the molecules and the use of
scientific terminology is at an appropriate S2. Large molecules
level. All the information presented is P2. Insoluble
relevant and forms a continuous narrative. E2. Do not affect water potential of cell
Level 2 (4–6 marks) S3. 1–4 glycosidic bonds

Some structural details and properties are E3. Easy to make and break to release
provided including reference to molecules glucose / monomers
in both plants and animals. Explanations
are provided for each structural comment. S4. Coiled shape / compact
E4. Take up less space in cell
The explanations are clearly linked to the
structure of the molecules but may not fully S5. Amylose unbranched / amylopectin
explain how the structure suits the role and with few branches
use of scientific terminology may not E5. No need for rapid release of
always be appropriate. The information monomers in plants
presented is mostly relevant.
S6. Glycogen more branched
Level 1 (1–3 marks) E6. Allows more rapid release of
A limited number of structural details are monomers in animals
provided. The explanations do not clearly
show how the molecules are suited to their Lipids (ACCEPT lipids or fats):
role. S7. Fats have more carbon-carbon
bonds / carbon-hydrogen bonds
There is a logical structure to the answer. P7. Fats are energy rich / contain more
The explanations, though basic, are clear. energy per molecule
E7. More energy stored in less space
0 marks
No response or no response worthy of P8. Fats are insoluble
credit E8. Do not affect water potential of cell
S9. Fatty acids are long carbon chains

E9. Can be broken down to release two
carbon / acetyl groups (which enter Krebs
cycle)
S10. Animal fats saturated / harder

E10. Have role in protection / insulation
as well as energy storage.
Total 9

12 i 2 max Read all and mark as prose
1 gene / DNA, copied / transcribed, to ALLOW used as a template to create / AW,

(m)RNA ✓ for ‘copied to’
ALLOW RNA, copies / takes a copy of,
gene / DNA
DO NOT ALLOW replicated for ‘copied’
2 (idea that RNA goes to / translation is at)
ribosome(s) / RER ✓
3 DNA, is too large to / cannot / is not able ALLOW ORA ‘RNA, is small enough to /
to, leave nucleus / cross nuclear envelope / can / is able to’ or just ‘RNA leaves
fit through nuclear pores ✓ nucleus’
ALLOW nuclear membrane for ‘nuclear
envelope’
DO NOT ALLOW leave the cell for ‘leave
nucleus’
Examiner’s Comments
As a recall question this was done well,

particularly with respect to the sizes of
molecules being able or unable to leave
the nucleus via nuclear pores, and
ribosome being the site of translation.
Some candidates confused translation with
transcription.
Misconception
Some candidates misuse language in

describing transcription.
Correct:
DNA is transcribed into mRNA. (Note

passive tense)
mRNA is a transcript of the DNA.
mRNA is a copy of the DNA.
Incorrect:
mRNA transcribes the DNA. (Active

tense)
mRNA copies the DNA. (RNA

polymerase does this).

DNA is converted into mRNA.
ii 90 252 2 Correct final answer gets 2 marks, even if

or no working is shown.
90 255 Wrong final answer (which may include a
or 90 252 stage in the working) = ALLOW 1
90 258 ✓ ✓ mark for seeing any of these:
327 × 92 × 3 OR 30 084 OR 981
Most candidates multiplied the number of

amino acids in pepsin (327) by the number
of times bigger that titin is compared to
pepsin (92). These candidates gained 1
mark for arriving at the figure 30 084. Only
a minority of candidates understood that
the question information was about the
number of amino acids in a polypeptide
while the question was asking for the
number of bases in the equivalent DNA.
Some of those who realised the distinction
divided by the number of bases that code
for one amino acid in error. The correct
process was multiplying by 3 due to the
logic that every amino acid in a polypeptide
is coded for by 3 bases on DNA.
Candidates who followed a different route
could calculate the number of bases in
DNA coding for pepsin and then multiply by
92, or could add 3 or 6 bases to their final
answer for a stop and/or start codon.

iii For answers marked by levels of response: 6 max Communication may be via bullet points, a
table of comparisons, labelled diagrams or
Read through the whole answer from start prose.
to finish, concentrating on features that
make it a stronger or weaker answer using Indicative scientific points may include the
the indicative scientific content as following:
guidance. The indicative scientific content
indicates the expected parameters for FIBROUS PROTEINS
candidates’ answers, but be prepared to
recognise and credit unexpected Properties:
approaches where they show relevance. • insoluble
• elongated / long / rods / filaments / ropes
Using a ‘best-fit’ approach based on the / strands
science content of the answer, first decide • strong / tough
which set of level descriptors, Level 1, • flexible
Level 2 or Level 3, best describes the IGNORE size refs / compact / coiled / bond
overall quality of the answer using the types / hard
guidelines described in the level
descriptors in the mark scheme. Functions:
Look for the general category or for a
Once the level is located, award the higher named protein or glycoprotein example
or lower mark. with supporting detail. Related categories
and examples are paired or grouped
The higher mark should be awarded where together:
the level descriptor has been evidenced • for structure
and all aspects of the communication • collagen in, bone / cartilage / connective
statement (in italics) have been met. tissue / tendons / ligaments / skin / blood
vessels
The lower mark should be awarded where • fibrin + role described
the level descriptor has been evidenced
but aspects of the communication
statement (in italics) are missing. • for protection
• keratin in, skin / hair / nails
In summary:
• to give, elasticity / elastic properties

• The science content determines the • elastin in, (named) blood vessels / alveoli
level. / cartilage
• The communication statement
determines the mark within a level.
• for, contraction / mechanical movement
• actin / myosin, in muscle
Level 3 (5–6 marks) • microtubules in, cilia / flagella / spindle /
A detailed comparison of the properties cytoskeleton
and functions of fibrous and globular
proteins. GLOBULAR PROTEINS
There is a well-developed line of reasoning Properties:

which is clear and logically structured. The • soluble

information presented is relevant and • spherical / ball-shaped

substantiated. • have, 3D / tertiary / 3o, shape / structure
• specific / complementary (to another
Level 2 (3–4 marks) molecule)
A comparison of the properties and/or • ref. conjugated / contain prosthetic group
functions of fibrous and globular proteins. • temperature / pH, sensitive
• hydrophilic on outside
There is a line of reasoning presented with
some structure. The information presented IGNORE size refs, compact, round, bond
is in the most-part relevant and supported types
by some evidence.
Functions: Look for the general functional
Level 1 (1–2 marks) category name or description, or a named
A limited comparison of the properties protein or glycoprotein example with some
or functions of fibrous and globular supporting detail.
proteins.
• enzymes / metabolic role / to catalyse
A basic structure and some relevant reaction(s) / to lower activation energy
information is provided, although a clear • named enzyme + its specific role
line of reasoning may not be present. The described
information is supported by limited
evidence and the relationship to the
evidence may not be clear. • hormones / receptors / for cell signalling
• named hormone / insulin + role
0 marks described
No response or no response worthy of
credit.
• opsonin / antitoxin / agglutinin + role
described
• fibrinogen in blood clotting
• to transport substances across cell

membranes
• carrier / channel / pump + role described
• to transport substances in blood

• haemoglobin + role described e.g. carry
oxygen
• to, package / organise DNA
Candidates generally had plenty to say and

almost all attempted to fulfil the command
word compare by making reference to both
fibrous and globular proteins. Level 3

answers fully answered the question brief

by providing science content covering at
least one property of a fibrous protein and
one property of a globular protein and at
least one function of each type of protein.
The word ‘property’ was confused by some
candidates with structure and this resulted
in irrelevant material about levels of protein
structure and bonding within proteins.
Properties may be physical or chemical
and relate to aspects like the solubility,
strength, flexibility, shape and stability (for
example at different temperatures) of
molecules.
Exemplar 1 is a level 3 answer that is

contained within the line space, answers all
aspects of the question and contains an
appropriate level of science content. There
is a well-developed line of reasoning, a
clear and logical structure and all the
material is relevant and substantiated by
fact, so the communication statement for 6
marks is met.

iv EITHER 2 Correct answer to 2 s.f. with correct

1 9300 / 9700 ✓ matching units = 2 marks
2 deaths year–1 or deaths per year or ALLOW mark for unit even if no or wrong
deaths / year ✓ figure given
ALLOW minus sign with number or ‘fewer’
with unit
OR ALLOW from AIDS / of AIDS in unit
3 9.3 / 9.7 ✓ ALLOW mp 3 so long as the word

thousand appears afterwards or in the
units (even if the unit is wrong in another
4 thousand deaths year -1 or thousand respect)
deaths per year or thousand deaths / DO NOT ALLOW ‘9.3 1000 deaths per year’
year ✓ for mp3 (but gets mp 4)
Candidates often achieved one of the two

marks available but few successfully
worked through all the processes involved
in arriving at an answer with appropriate
units for the rate of decrease over three
years. One error was for candidates to
calculate not a rate (over time) but a
percentage decrease. A breakdown of how
to tackle this question is listed in the
‘Assessment for Learning’ box. This,
together with sections from the three
tutorial sheets listed under OCR support,
could form the basis of a step-by-step
worksheet on solving the problem set in
this question. Additional questions could be
devised using this graph to calculate rates
of increase or decrease in the numbers of
new diagnoses or those living with an AIDS
diagnosis for different time periods.
AfL
1. Select the dash-dot line for deaths and

read to the nearest half-square of the grid
where values for 1995 and 1998 intercept
the y axis.

2. Check the left-hand y axis label to see

that these figures represent thousands.
3. Subtract one away from the other to find

the difference.
4. Divide this answer by the time between

the two values on the x axis, 3 years.
5. Give the answer to two significant

figures.
6. Determine the units.
OCR support
Tutorial sheets and quizzes are available

to support the teaching of the skills listed in
the specification for Maths for Biology.
Three areas cover key skills needed to
successfully answer this question:
http://www.ocr.org.uk/qualifications/by-subj
ect/biology-related/maths-for-
biology/m3-graphs/ (calculating a rate from
a graph with time on the x axis)
ect/biology-related/maths-for-biology/m0-ar
ithmetic-and-numerical-computation/
(introduction to significant figures)
ect/biology-related/maths-for-biology/m0-ar
ithmetic-and-numerical-computation/ (using
and choosing units)

v (answers must relate to data on graph) 2 max ALLOW when, saquinavir / drug /
medicine, was introduced for ‘1995’ in mps
1, 2 and 3
1 decrease in new diagnoses, from 1992 / ALLOW new diagnoses decrease at same
already / began before 1995 ✓ time as deaths
ALLOW from / since / after, 1993 (instead
of 1992)
2 peak / plateau, in deaths, from 1994 / Examiner’s Comments

already / began before 1995 ✓
As specified in the question, candidates
3 no change in / same, (rate of) increase in had to make use of data from the graph in
people living with AIDS, before / after, their answer. Ideas from their own
1995 ✓ knowledge like improved education or
increased precautions against transmission
of HIV did not therefore score. Strong
responses did not just look at 1995 to
judge whether the introduction of a drug
had an effect (pre-supposing that a change
would begin from this point), but instead
drew conclusions from ongoing trends that
pre-dated 1995. These showed that new
diagnoses were already falling, deaths had
already peaked and the number living with
AIDS experienced no change in its rate of
increase.
Total 14
13 a i chloroplast 1
ii idea that presence of water may have 1 ALLOW too diluted

altered the RF
b i Rf is 0.61 1 ALLOW 0.60 or 0.62

DO NOT ALLOW 0.6
ii does not support because 3

calculated Rf is not 0.63 (1)
supports because
within range of experimental variability (1)
other Rf values appear to be slightly low
(1)
correct ranking position on chromatogram
(1)
colour is blue / green (1)
Total 6
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1. After being mixed with iodine, which of the following would show a blue / black colour?

A potato tuber cells

Which part of the molecule does Fig 5.1 represent?

© OCR 2019. You may photocopy this page. 1 of 27 Created in ExamBuilder

A cell to cell signalling

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A inorganic ions and coenzymes

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Type of microscope and what it is used to observe

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Colours observed after testing

Identify the unknown sugar.

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Row Collagen Insulin Elastin Haemoglobin

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Explain why a process known as transcription is necessary for polypeptide synthesis.

Show your working.

Answer .......................................................... [2]

(iii) * Titin is a fibrous protein. Pepsin is a globular protein.

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Give your answer to two significant figures

Show your working.

Answer .................................................. Units .................................. [2]

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Liquid extract from the leaf cells was dried thoroughly.

Fig. 24.1 shows the results of the procedure.

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(i) Calculate the Rf value for pigment Y on Fig. 24.1.

END OF QUESTION PAPER

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11 Please refer to the marking instructions on

award the higher mark where the

science content determines the level.

Communication Statement determines

© OCR 2019. You may photocopy this page. 18 of 27 Created in ExamBuilder

Level 3 (7–9 marks) Max 9 Indicative scientific points may include:

Level 2 (4–6 marks) S3. 1–4 glycosidic bonds

S9. Fatty acids are long carbon chains

S10. Animal fats saturated / harder

© OCR 2019. You may photocopy this page. 19 of 27 Created in ExamBuilder

12 i 2 max Read all and mark as prose

1 gene / DNA, copied / transcribed, to ALLOW used as a template to create / AW,

As a recall question this was done well,

Some candidates misuse language in

DNA is transcribed into mRNA. (Note

mRNA transcribes the DNA. (Active

© OCR 2019. You may photocopy this page. 20 of 27 Created in ExamBuilder

polymerase does this).

ii 90 252 2 Correct final answer gets 2 marks, even if

Most candidates multiplied the number of

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• to give, elasticity / elastic properties

There is a well-developed line of reasoning Properties:

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information presented is relevant and • spherical / ball-shaped

• to transport substances across cell