IB BIO Midterm Prep

IB BIO Midterm prep [383 marks]
1. [Maximum mark: 6] 23M.2.SL.TZ1.4

The diagram shows water molecules as they might be arranged in liquid water
and the interactions between them.
(a.i) State how many water molecules are shown in the diagram. [1]
Markscheme
10;
(a.ii) Identify the interactions that are shown between the water
molecules. [1]
Markscheme
hydrogen bonds/H bond;
(b.i) With reference to the diagram, explain how water in sweat

evaporates.
[2]
Markscheme
a. heat increases molecular motion/vibration;

b. (hydrogen) bonds break/bonds between water molecules break;
c. water evaporation is separation of water molecules/water changes
from liquid to gas/vapour;
d. heat removed from skin surface/body;
(b.ii) Outline the reasons for secretion of sweat in humans. [2]
Markscheme
a. cooling/removal of heat/lowering body temperature;

b. to prevent overheating
OR
to help maintain body temperature/for temperature homeostasis/for
thermoregulation
OR
to keep temperature at 37 °C;
2. [Maximum mark: 6] 23M.2.HL.TZ1.4
The diagram shows water molecules as they might be arranged in liquid water
and the interactions between them.
(a.ii) Identify the interactions that are shown between the water
molecules. [1]
Markscheme
hydrogen bonds/H bond;
(a.i) State how many water molecules are shown in the diagram. [1]
Markscheme
10;
(b.i) With reference to the diagram, explain how water in sweat

evaporates.
[2]
Markscheme
a. heat increases molecular motion/vibration;

b. (hydrogen) bonds break/bonds between water molecules break;
c. water evaporation is separation of water molecules/water changes
from liquid to gas/vapour;
d. heat removed from skin surface/body;
(b.ii) Outline the reasons for secretion of sweat in humans. [2]
Markscheme
a. cooling/removal of heat/lowering body temperature;

b. to prevent overheating
OR
to help maintain body temperature/for temperature homeostasis/for
thermoregulation
OR
to keep temperature at 37 °C;
3. [Maximum mark: 5] 22N.2.SL.TZ0.2
The image shows a phospholipid bilayer that is a component of the cell
membrane.
[Source: Boundless Learning. Course Hero. Phospholipids. [diagram online] Available

at:
https://www.coursehero.com/study-guides/introchem/phospholipids/ [Accessed
1 November 2021].]
(a) Annotate the diagram to illustrate the amphipathic nature of

phospholipids. [2]
Markscheme
a. line to circle labelled phosphate (head) and (tail) labelled fatty

acid/hydrocarbon/lipid (tail);
b. label hydrophilic/polar/attracted to water/ and hydrophobic/non
polar/not attracted to water;
(b) Outline a function of cholesterol in cell membranes. [1]
Markscheme
reduces fluidity of membrane / reduces permeability of membrane (to some

molecules);
Accept ‘controls’ or ‘maintains ‘ as a BOD.
(c) Describe two pieces of evidence that show that eukaryotic cells
originated by endosymbiosis. [2]
Markscheme
a. mitochondria/chloroplasts have their own DNA;

b. mitochondria can self-replicate/undergo a process like binary fission;
c. mitochondria/chloroplasts have double membranes;
d. mitochondria/chloroplasts have(70s) ribosomes;
e. mitochondria/chloroplasts are sensitive to antibiotics;
f. similar in size to bacteria
4. [Maximum mark: 8] 22N.2.HL.TZ0.4
The diagram shows a nucleosome from the nucleus of a eukaryotic cell.
[Source: Weissman Lab at UCSF. UCSF Team Views Genome as it Turns On and Off Inside Cells.
[diagram online]
Available at https://www.ucsf.edu/news/2011/01/98118/ucsf-team-views-
genome-it-turns-and-inside-cells
[Accessed 1 December 2022].]
(a) Identify the protein labelled in the diagram. [1]
Markscheme
histone;
(b) Outline how nucleosomes affect the transcription of DNA. [1]
Markscheme
a. (nucleosomes can) promote AND inhibit transcription of

genes/expression of genes;
b. (nucleosomes can) prevent transcription by (tight)
condensation/supercoiling/packing of DNA;
c. (nucleosomes can) allow/prevent binding of RNA
polymerase/transcription factors;
d. tagging/acetylation/methylation of nucleosomes/histones can
promote/inhibit transcription;
e. movement of histones/nucleosomes (along DNA) can affect which
genes are transcribed;
‘Affects transcription’ is in the question — no mark.
The image shows the regulation of the gene responsible for producing lactase.
[Source: Lac Operon, n.d. [diagram online] T A RAJU. Available at:

https://commons.wikimedia.org/wiki/File:Lac_Operon.svg [Accessed 29 October
2021].]
(c.i) Identify X, the enzyme which copies a DNA sequence. [1]
Markscheme
RNA polymerase;
(c.ii) Identify Y, non-coding DNA at the start of a gene. [1]
Markscheme
promoter;
(d) Explain the role of lactose in the expression of the gene for
lactase production. [3]
Markscheme
a. lactose binds to repressor protein;

b. repressor protein (with lactose bound) cannot block/bind to the
promoter/Y;
c. RNA polymerase/X binds to the promoter/transcribes the gene;
d. lactase produced (if lactose present)/lactase production inhibited if
lactose absent;
Accept the converse of mpa to mpd with lactose absent.
(e) State one reason that identical twins may show different
methylation patterns as they grow older. [1]
Markscheme
(different) environment/illness/disease/diet;
Not mutation
(a) Draw a labelled diagram to show the structure of a single
nucleotide of RNA. [3]
Markscheme
a. ribose drawn as a pentagon and labelled;

b. base linked correctly (to C1) of ribose and labelled;
c. phosphate linked correctly (to C5) of ribose and labelled;
Award [2 max] if more than one nucleotide drawn.
“Sugar” alone is insufficient.
(b) Distinguish between the processes of meiosis and mitosis. [5]
Markscheme
(c) Explain the development of antibiotic resistance in terms of
natural selection. [7]
Markscheme
a. antibiotics can (generally) kill/destroy bacteria;

b. some bacteria show variation/antibiotic resistance;
c. variation/resistance is due to a random mutation;
d. resistant bacteria are not killed/destroyed by the antibiotic
OR
bacteria without the mutation die;
e. (resistant) bacteria have a selective advantage / unequal success;
f. the bacteria with this variation/resistance reproduces/multiplies;
g. mutation/gene is passed on to the offspring / the offspring will be
resistant to the antibiotic;
h. resistant bacteria become more common;
i. bacteria have evolved to be resistant to the antibiotic;
Award [6 max] if pathogen is used instead of bacteria throughout the answer with no mention of bacteria.
(a) Describe anaerobic respiration in humans and in yeast. [3]
Markscheme
a. (in both) anaerobic respiration gives a small amount of ATP/2

ATP/energy from glucose;
b. anaerobic respiration occurs when there is no oxygen;
c. anaerobic respiration in yeast produces ethanol and carbon
dioxide/alcoholic fermentation;
d. anaerobic respiration in humans (in muscle) produces lactate/lactic
acid/lactic acid fermentation;
e. both undergo glycolysis;
Do not accept mpd if CO2 also included.
Methane can be the product of anaerobic respiration in some organisms.
(b.i) Distinguish between the thermal properties of water and

methane. [2]
Markscheme
a. water has higher boiling/melting point;

b. water has a higher specific heat capacity;
c. water has a higher latent heat of vaporization;
d. differences due to water having many H-bonds/polarity between the
molecules while methane has no H-bonds/polarity;
(b.ii) Explain the role of methane in climate change. [2]
Markscheme
a. methane is a greenhouse gas
OR
methane causes an increase in temperature of the atmosphere;
b. methane is one of the most powerful greenhouse gases / more
powerful than CO2;
c. methane has a relatively short lifespan compared to CO2/decomposes
to CO2;
Other verifiable sources.

(a) Draw a labelled diagram to show the structure of a single
nucleotide of RNA. [3]
Markscheme
a. ribose drawn as a pentagon and labelled;

b. base linked correctly (to C1) of ribose and labelled;
c. phosphate linked correctly (to C5) of ribose and labelled;
(b) Describe how DNA profiling can be used to establish paternity. [5]
Markscheme
a. DNA sample is collected from the child and its (potential) parents;
b. from saliva/mouth swab/blood/other body cells;
c. PCR used to amplify/produce more copies of the DNA;
d. short tandem repeats/genes consisting of a repeating sequence of
bases repeats copied/used;
e. number of repeats varies between individuals;
f. unlikely that two individuals have same number of repeats for every
gene included;
g. gel electrophoresis used to separate DNA fragments according to
length/number of repeats;
h. gel electrophoresis generates a unique pattern of bands
i. DNA profile is the pattern of bands / diagram showing pattern of
bands as in a DNA profile;
j. all bands in the child’s profile must be in one of the parents’ profiles /
OWTTE;
(c) Explain the reasons for variation in human height. [7]
Markscheme
a. environment affects height;

b. nutrition/malnutrition affects growth rate / other example of
environmental factor affecting height;
c. genes/alleles affect height / height is partly heritable;
d. polygenic / many genes influence height;
e. continuous variation;
f. normal/bell-shaped distribution of height;
g. some alleles (of these genes) increase height and some reduce it;
h. many possible combinations of alleles of these genes;
i. specific gene mutations/alleles cause dwarfism/extreme height;
j. meiosis generates variation (in height);
k. mutations generate variation (in height);
l. males tend to be/are on average taller than females;
m. loss of height during aging;
(a) Outline how the properties of water make it an effective
coolant for the body. [3]
Markscheme
a. hydrogen bonds hold water molecules together/make water

molecules cohere;
b. evaporation requires breaking of hydrogen bonds / heat needed to
break hydrogen bonds
c. water has a high heat of vaporization/high latent heat;
d. evaporation of water/sweat removes heat from/cools the skin/body;
(b) Describe how changes in weather conditions affect the

transport and loss of water in plants. [5]
Markscheme
a. water (vapor) lost by transpiration/through stomata;

b. transpiration/loss of water from leaves causes transport of water (in
xylem);
Temperature:
c. faster/more water loss/transpiration/transport in hotter weather;
d. more heat for evaporation;
Humidity:
e. slower/less water loss/transpiration/transport in more humid weather;
f. faster diffusion of water (vapor) out of the leaf/through the stomata
with low humidity outside;
OR
no evaporation if air is saturated with water vapor/with 100 %
humidity;
Wind:
g. faster/more water loss/transpiration/transport in windy/windier
weather;
h. wind/air movement carries away water vapor from around the
leaf/stomata;
i. high winds can cause stomatal closure and so reduce transpiration;
Drought:
j. drought causes stomata to close so reduces loss/transport;
(c) Explain how water balance is restored in mammals when they

are dehydrated. [7]
Markscheme
a. thirst;
b. more water drunk / more water reabsorbed from feces (in the
colon/large intestine);
c. osmoreceptors in the hypothalamus detect dehydration/high solute
concentration in blood;
d. ADH secreted;
e. by the pituitary gland;
f. ADH signals to collecting duct/DCT (cells) to increase permeability to
water;
g. more aquaporins (in plasma membranes of collecting duct/distal
convoluted tubule cells);
h. more water reabsorbed from filtrate (in collecting ducts/distal
convoluted tubules);
i. reabsorption by osmosis / reabsorption due to medulla being
hypertonic;
j. reabsorbed water passes into the blood/reduces the solute
concentration of blood;
k. smaller volume/more concentrated/hypertonic urine formed;
l. less sweating;
DNA forms chromosomes, but much of eukaryote DNA is non-coding.
[Source: Pixabay.]
(a.i) Describe the structure of nucleosomes. [1]
Markscheme
a unit of DNA wound/coiled around 8 histone proteins / octamer;
(a.ii) Explain how the two strands of the DNA double helix are held
together. [2]
Markscheme
a. hydrogen bonding between nucleotides / bases;
b. complementary base pairs;
c. adenine-thymine and cytosine-guanine form base pairs (between the
two strands with H-bonding);
d. 2 bonds between A and T, while 3 bonds between C and G;
OWTTE
Full names required for c and d though use ecf.
(a.iii) There are multiple tandem repeats of nucleotide segments of

DNA found in the non-coding DNA between genes. Outline
how tandem repeats are used for DNA profiling. [3]
Markscheme
a. tandem repeats (at one locus) vary in number of times sequence

repeats / represent different alleles for one locus;
b. DNA sample cut by restriction enzymes into fragments;
c. samples of DNA are amplified at specific genetic sites with PCR;
d. the fragments are separated by their size/number of repeats with gel
electrophoresis;
e. fluorescent/radioactive label attached to different tandem repeats;
f. data from several loci at one time uniquely identify individuals / like a
fingerprint, combinations of alleles are specific to an individual;
g. comparisons/similarities between fragment patterns to determine
paternity/evidence match to a suspect’s profile / other example of
comparison/similarity;
OWTTE
People can be analysed genetically for risks of specific diseases before they
actually develop. One of these is type I diabetes.
(b.i) Explain what happens in a person when they develop type I
diabetes. [2]
Markscheme
a. insulin is necessary to control/regulate blood glucose concentrations

OR
insulin is necessary for the cells to take up glucose (for energy);
b. insufficient insulin is made by the pancreas
OR
autoimmune response/antibodies destroy the (β) cells of the pancreas
that make insulin;
c. reduced uptake of glucose from the blood / glucose accumulates in
the blood / elevated blood glucose levels;
“sugar” is NOT accepted in place of glucose. However, this should only be penalized once; i.e., utiltize ECF.
(b.ii) State how type I diabetes should be treated to avoid harmful

health consequences of the condition. [1]
Markscheme
a. inject insulin / monitoring blood glucose / devices that release insulin;

b. decrease consumption of sugars/CHO / diet modification;
c. increase exercise;
d. keep weight in healthy range;
Organisms have evolved a great diversity of cell types.
(a) Describe the endosymbiotic theory. [4]
Markscheme
a. theory that eukaryotic cells evolved from prokaryotes

OR
origin of eukaryotic organisms based on some organisms living
inside/engulfed by other organisms
OR
prokaryotic cell engulfed another prokaryote including it in cytoplasm
without digesting it;
b. mitochondria/chloroplasts have double membranes;
c. mitochondria/chloroplasts have their own DNA/loop of DNA/naked
DNA;
d. mitochondria/chloroplasts have similar size to prokaryotes;
e. mitochondria/chloroplasts can reproduce by binary fission;
f. mitochondria/chloroplasts have 70S ribosomes (same as prokaryotes);
(b) Explain the need for halving the chromosome number during a
sexual life cycle and how this is done. [7]
Markscheme
a. chromosome number is halved so the zygote/offspring has same number

as the parent / so that chromosome number is not doubled;
b. process is meiosis;
c. DNA/chromosomes replicate (so each chromosome consists of two
chromatids);
d. homologous chromosomes pair in prophase I;
e. (these) separate in anaphase I into two cells;
f. (after meiosis I) cells are haploid;
g. in meiosis II chromatids are separated;
h. result is four haploid cells/gametes;
i. each gamete is genetically unique;
j. (uniqueness) is due to crossing over/independent assortment/random
alignment of chromosomes;
k. fertilization results in the formation of a diploid zygote;
l. (fertilization) results in variation in a population
(c) Outline the binomial system of classification. [4]
Markscheme
a. the binomial system of names for species is universal among biologists

OR
named according to a globally recognized scheme;
b. allows to classify organisms into groups based on similar
characteristics/common ancestry/DNA;
c. every species is given a binomial name;
d. members of the same species can mate and reproduce fertile offspring
e. genus is written first, followed by species;
f. genus is capitalized, (followed by) species is lower case
OR
an underlined correct example/stated that it must be underlined or
italicized;
Plants have developed efficient methods for transport and for synthesis of foods.
(a) Outline how the properties of water make it an ideal transport

medium in plants. [4]
Markscheme
a. polarity of water;
b. hydrogen bonds between water molecules;
c. cohesion between water molecules/water molecules stick together;
d. cohesion allows tensions/low pressures/transpiration pull/movement
upward/against gravity;
e. adhesion to cellulose/cell walls generates tensions/pull (in xylem)
OR
adhesion to xylem walls/vessel walls causes capillary rise/upward
movement;
f. solvent for many substances / many substances dissolve;
g. liquid at most temperatures experienced by plants / liquid so can flow;
Polarity of water and/or hydrogen bonding can be shown in an annotated diagram.
(b) Distinguish between the xylem and phloem of plants. [4]
Markscheme
(c) Explain how the light-independent reactions of photosynthesis
rely on the light-dependent reactions. [7]
Markscheme
a. light-dependent reactions produce ATP/reduced NADP;

b. ATP generated by chemiosmosis/by photophosphorylation/by ATP
synthase;
c. reduced NADP produced by/using electrons from Photosystem I;
d. RuBP + CO2 to glycerate 3-phosphate (in light independent reactions);
e. glycerate 3-phosphate reduced to triose phosphate (in light independent
reactions);
f. ATP/reduced NADP used in the light-independent reactions;
g. reduced NADP provides electrons/hydrogen / to reduce (glycerate 3-
phosphate)
OR
reduced NADP used to convert glycerate 3-phosphate to triose phosphate;
h. ATP provides energy (for reduction of glycerate 3-phosphate);
i. ATP needed to regenerate RuBP
j. ATP/reduced NADP run out in darkness
k. Calvin cycle only possible with light/in the day/is indirectly dependent
on light;
RNA molecules play numerous roles in gene expression and so contribute to
variation.
(a) Draw labelled diagrams to show the structure of RNA

nucleotides and how they are linked together to form a
molecule of RNA. [4]
Markscheme
a. ribose drawn as pentagon and labelled sugar/ribose;

b. base drawn with correct link to (C1 of ) ribose and labelled
base/nitrogenous base;
c. phosphate drawn with correct link to (C5 of ) ribose and labelled
P/phosphate;
d. two (or more) ribonucleotides drawn with correct link (C3 to C5)
(b) Explain transcription. [7]
Markscheme
a. synthesis of RNA/mRNA / transcription of DNA to RNA;
b. RNA nucleotides linked together to form a strand/chain;
c. RNA strand assembled on DNA template/antisense strand / copy made of
sense strand;
d. RNA polymerase carries out transcription/links RNA nucleotides;
e. uncoiling/separation of DNA strands;
f. 5’ end of nucleotides linked to 3’ end of (growing RNA) strand;
g. complementary base pairing (is the basis of copying the base sequence);
h. uracil instead of thymine in RNA;
i. starts at/RNA polymerase binds to a promoter;
j. regulated by transcription factors/DNA binding proteins/nucleosomes;
Annotated diagrams can be used.
(c) Distinguish between continuous and discrete variation, using

examples. [4]
Markscheme
(a) The figure shows a tripeptide.
Label one peptide bond in this molecule. [1]
Markscheme
circle/bracket around peptide bond / arrow pointing to peptide bond /

peptide bond labelled;
Allow either peptide bond
Allow if adjacent C=O and NH groups are included in the circle/bracket, but do not allow if other parts of
the molecule are included.
(b) Describe the secondary structure of proteins. [2]
Markscheme
a. polypeptide wound into a helical structure / alpha/α helix

OR
polypeptide folded back on itself forming a pleated sheet / beta/β pleated
sheet;
b. stabilized/held in shape by/due to hydrogen bonds (between C=O and
N-H groups);
c. secondary structures are regular/unvarying (within
polypeptides/proteins);
Allow annotated diagrams
(c) Outline the action taken by the diaphragm during inhalation. [1]
Markscheme
contracts/flattens/becomes less domed/increases volume of thorax;

Life is based on carbon compounds.
(a) Draw a molecular diagram of alpha-D-glucose. [3]
Markscheme
a. hexagonal ring structure with O at one point (between C1 and C5);
b. correct orientation of OH groups (on carbons 1 to 4); Hydrogens not required
c. CH2OH group shown on fifth carbon with correct orientation;

OR
d. 6 carbon chain with oxygen on first C;
e. H and OH groups correctly orientated;
Carbons do not need to be numbered.
Allow boat or chair diagrams.
Allow [2 max] if linear structure drawn.

(b) Outline how carbon compounds are produced in cells using
light energy. [5]
Markscheme
a. occurs by the process of photosynthesis;
b. occurs in chloroplasts of plant cells/using chlorophyll;
c. chlorophyll absorbs red/blue light AND reflects green light; Both needed for
marking point.
d. raw materials/starting products are carbon dioxide and water/shown in

an equation;
e. water is split by photolysis;
f. oxygen is produced as waste/by-product/lost;
g. glucose formed/shown in an equation;
h. glucose molecules combine to form starch for storage;
i. light energy transformed to chemical;
(c) Explain the transformations of carbon compounds in the

carbon cycle. [7]
Markscheme
a. autotrophs/producers convert carbon dioxide into carbohydrates/carbon

compounds in photosynthesis;
b. carbon dioxide diffuses/moves from the atmosphere /water into

autotrophs/plants;
c. carbon compounds are transferred through food chains/OWTTE;

d. carbon dioxide produced by respiration diffuses out of organisms into
water/atmosphere;
e. decomposers release carbon dioxide during decay/putrefaction;
f. methane is produced from organic matter in anaerobic conditions (by

methanogens);
g. some methane diffuses into the atmosphere/accumulates in the ground;
h. methane is oxidized to carbon dioxide (and water) in the atmosphere;
i. peat forms when organic matter is not fully decomposed because of

acidic/anaerobic conditions in waterlogged soils;
j. partially decomposed organic matter from past geological eras/fossils was

converted into coal/oil/gas that accumulated in rocks;
k. carbon dioxide is produced by the combustion of biomass/fossilized

organic matter/fuels;
i. hard parts of some animals/corals/molluscs are composed of calcium

carbonate
m. can become fossilized in limestone;
As this is an “explain” question, simply drawing a labelled diagram is not enough for [7]. Diagram would
need sufficient annotations to meet the command term.
If carbon compounds are referred to instead of carbon dioxide, penalise once then ecf.
(a) Sketch the complementary strand to complete the section of a
DNA diagram.
[3]
Markscheme
a. correct base sequence: T, G, A;
b. strand drawn anti-parallel;
c. correct shapes used;
Award [2 max] if bonds are not from the correct carbon or if the nucleotides are not joined.
(b.i) Define mutation. [1]
Markscheme
change in genetic makeup/DNA/nucleotide/base sequence

(b.ii) Explain how evolution by natural selection depends on
mutations. [4]
Markscheme
a. mutations cause variation among organisms of same species/population;
b. some variations/mutations make individual more suited to its

environment/way of life;
c. individuals that are better adapted survive and produce offspring;
d. individuals pass on genetic characteristics/mutation/variation to

offspring;
e. natural selection increases frequency of characteristics/alleles that make

individuals better adapted;
The photomicrograph below shows the protozoan Paramecium caudatum.
[Source: Deuterostome, CC BY-SA 3.0

https://creativecommons.org/licenses/by-sa/3.0, via Wikimedia Commons.]
(a.i) State the genus of this organism. [1]
Markscheme
Paramecium
(a.ii) State the domain in which it is classified. [1]
Markscheme
eukaryotes
(b) Outline the method of nutrition carried out by P. caudatum. [1]

Markscheme
heterotroph/consumer as it feeds on bacteria/algae/yeast/smaller single

celled organisms
OR
heterotroph/consumer as it does not have chloroplasts
Heterotrophic must be qualified.
(c) Outline one aspect of how P. caudatum carries out homeostasis. [2]
Markscheme
a. lives in fresh water so water enters cell (by osmosis);
b. contractile vacuoles collect and expel water;
c. homeostasis is keeping internal conditions within limit/constant /

involves osmoregulation/regulating water content/potential;
(d) Apart from the ribosomes, explain the evidence for the
endosymbiotic theory of the origin of eukaryotic cells. [3]
Markscheme
a. mitochondria/chloroplasts show features in common with

prokaryotes/similar size;
b. multiply by binary fission/in same manner;
c. have naked loop of DNA/circular DNA/own DNA;
d. surrounded by a double membrane;

Water is the medium of life.
(a) Outline how hydrogen bonds form in water. [3]
Markscheme
a. water (molecules) are polar/dipolar/have partially positive and negative

poles/have δ+ and δ-;
b. attraction/bonding between positive and negative (poles);
c. hydrogen bond formed between hydrogen and oxygen; Reject if H and O in

same molecule.
d. bond/attraction between different water molecules/intermolecular;
Marks can be awarded in an annotated diagram.
Reject answers stating or implying that there are whole positive or negative charges for mpa.
(b) Describe the processes that cause water to move from the roots
of plants to their leaves. [4]
Markscheme
a. water moved/transported in xylem vessels;
b. transported under tension/suction/pulled up (in xylem vessels);
c. transpiration/loss of water (vapour) generates pulling forces/low

pressure/tension;
d. tension/pull generated when water evaporates from cell walls (in

mesophyll);
e. transpiration is loss of water vapour from leaf (surface)/stomata;

f. cohesivity/cohesion in water due to hydrogen bonding/attractions
between water molecules;
g. cohesion/WTTE so chain/column of water (molecules) doesn’t

break/remains continuous;
h. transpiration stream is a column of/flow of water in xylem from roots to

leaves;
Do not award marks for absorption of water by roots.
(c) Explain the role of the kidney in osmoregulation. [8]
Markscheme
a. osmoregulation is regulation of water and solute/salt balance/solute

concentrations;
b. nephron (is the functional unit of the kidney/osmoregulates);
c. ultrafiltration in glomerulus / glomerular filtrate collected by Bowman’s

capsule;
d. loop of Henle establishes/maintains hypertonic conditions in medulla;
e. osmosis/reabsorption of water (from filtrate) in the collecting duct;
f. brain/hypothalamus monitors blood solute concentration / pituitary

secretes ADH;
g. ADH secreted when solute concentration of blood is too

high/hypertonic/when dehydrated;
h. ADH increases permeability of collecting duct to water;
i. ADH causes more aquaporins (in membranes of collecting duct wall cells);
j. more water reabsorbed resulting in more concentrated/hypertonic

urine/less volume of urine;
k. less/no ADH secreted when solute concentration (of blood) is too
low/hypotonic;
l. less water reabsorbed resulting in dilute/hypotonic urine/large volume of

urine;
Reject ‘water balance’ and ‘water concentration’ for mpa.

Proteins are an important group of chemicals found in all living organisms.
(a) Draw a molecular diagram to show the formation of a peptide

bond. [3]
Markscheme
a. two amino acids correctly drawn;
b. removal/production of H2O molecule shown;
c. peptide bond labelled between C of C=O and N of N-H;
Accept specific examples of amino acids correctly drawn for example glycine with H instead of R.
mpc can be awarded if the peptide bond is shown as in the dipeptide diagram but there are errors
elsewhere.
(b) Outline how proteins are digested and the products of protein
digestion absorbed in humans. [4]
Markscheme
a. digested by peptidases/proteases;
b. pepsin/pepsinogen/endopeptidase secreted by stomach (lining)/digests

proteins in stomach;
c. pancreas secretes/pancreatic juice contains
endopeptidase/trypsin/peptidase;
d. endopeptidase digest proteins/polypeptides to shorter chains of amino

acids/shorter peptides;
e. amino acids absorbed by active uptake/transport;
f. in small intestine/ileum;
g. villi increase the surface area for absorption;
h. absorbed into bloodstream/into capillaries;
Peptidase can be accepted instead of endopeptidase in mpc, but not in mpb or mpd.
(c) Explain how polypeptides are produced by the process of

translation. [8]
Markscheme
a. mRNA is translated;
b. mRNA binds with ribosome/with small subunit of ribosome;
c. tRNA-activating enzymes/aminoacyl tRNA synthetases attach specific

amino acid to tRNA;
d. anticodon of 3 bases/nucleotides on tRNA;
e. start codon/AUG on mRNA;
f. tRNA carrying first amino acid/methionine binds to P/peptidyl site (when

large subunit binds);
g. anticodon (on tRNA) binds to codon (on mRNA);
h. complementary base pairing (between codon and anticodon);
i. tRNA for next codon binds to A site/amino acyl site;

j. peptide bond forms between amino acids (on tRNAs) at P and A sites;
k. ribosome moves along mRNA to next codon/by three bases/in 5’ to 3’

direction;
l. tRNA released from E/exit site;
m. process/cycle repeats to elongate the polypeptide/until stop codon is

reached;
n. release of polypeptide and mRNA/disassembly of ribosome complex at

stop codon;
Marks can be awarded in an annotated diagram.
Accept UAA, UAG or UGA instead of stop codon in mpm or mpn but do not accept terminator sequence.
Do not award mpk for the ribosome moving to the start codon in a 5’ to 3’ direction.
(a) Draw the structure of a section of DNA showing all possible
bases. [4]
Markscheme
a. sugar, phosphate and base linked correctly to form at least one

nucleotide ✔ For mpa, ignore labelling of the subunits of the nucleotide. Carbon atoms in deoxyribose
do not have to be numbered but the phosphate should be linked to C5 and the base to C1. Shapes other than
circles and rectangles could be used for the phosphate and base.
b. deoxyribose, phosphate and base/named base labelled at least once ✔
c. adenine paired with thymine and cytosine paired with guanine ✔ For mpc,
full names of all four bases are required, but not relative sizes of the purine and pyrimidine bases.
d. two antiparallel chains of nucleotides linked by hydrogen bonds with all

sugar-phosphate bonds in correct position ✔ For mpd, a bond should connect the C3 of
deoxyribose on one nucleotide to the phosphate on the adjacent nucleotide. Two nucleotides in each strand
is sufficient.
(b) Outline the structural and genetic characteristics of eukaryotic

chromosomes. [4]
Markscheme
a. linear/not circular DNA molecule

OR
one chromosome is one molecule of DNA/one chromosome is two DNA
molecules «after replication» ✔
b. associated with histone proteins/nucleosomes ✔
c. centromere joins sister chromatids «after DNA replication» ✔
d. telomeres at the end «of the chromosome/chromatid» ✔

e. carries a sequence of genes / each gene occupies a specific locus ✔ Do not
accept ‘sequence of bases’ for mpe.
f. alternative alleles of genes / homologous chromosomes carry same

sequence of genes ✔
g. chromosomes in pairs / two «homologous chromosomes» of each type

«in a diploid cell» ✔
h. non-coding sequences/example of a non-coding sequence ✔ Do not allow

mph if the response states that chromosomes are always condensed.
i. supercoiled/condensed «during mitosis/meiosis» ✔
(c) Explain how a polypeptide chain is synthesized in a eukaryotic

cell. [7]
Markscheme
a. translation occurs on ribosomes ✔
b. tRNA-activating enzymes attach amino acids to tRNAs ✔
c. small and large ribosome units assemble on mRNA

OR
translation/polypeptide synthesis starts at a start codon ✔
d. each tRNA arriving at the ribosome binds to the A site ✔
e. anticodon «on tRNA» binds to codon «on mRNA» ✔
f. according to complementary base pairing/A with U and G with C ✔
g. ribosome moves along the mRNA / mRNA moves over ribosome ✔
h. t-RNA shifts from the A site to P site/from the P to the E site ✔
i. peptide bond between amino acids «on tRNAs at A and P sites» ✔

j. tRNA released from ribosome at E site ✔
k. cycle repeats with other tRNAs / polypeptide grows as tRNAs bring more
amino acids ✔
l. until stop codon on mRNA is reached ✔
m. components are disassembled / polypeptide leaves the ribosome ✔
Accept these points in an annotated diagram.

Do not award any marks for events in transcription.
(a) Identify which electron micrograph shows a mitochondrion,
providing one observation to support your choice.
[1]
Markscheme
«micrograph» C cristae/double membrane is visible/«folds of» membranes

inside ✔
Must state observation
(b) Discuss the evidence for the theory that mitochondria may
have evolved from free-living prokaryotes by endosymbiosis. [3]
Markscheme
a. «double» membrane may have formed when engulfed ✔
b. replicate by binary fission like free-living prokaryotes

OR
reproduce separate from «host» cell replication ✔
c. they have their own «circular» DNA AND reproduce on their own ✔
d. they have «70s» ribosomes AND can manufacture «their own» proteins ✔
e. have organelle«s» similar to free-living prokaryotes ✔
f. similar in size to free-living prokaryotes ✔
g. mitochondrial inner membranes manufacture ATP like bacterial

membranes ✔
h. currently there is no free-living prokaryote like a mitochondrion ✔

(a) Describe briefly the endosymbiotic theory. [3]
Markscheme
a. eukaryotes evolved from prokaryotes ✔
b. prokaryotes engulfed other prokaryotes without digesting them ✔
c. engulfed aerobic cell/prokaryote became mitochondria ✔
d. engulfed photosynthetic cell/ prokaryotes became chloroplasts ✔
e. these organelles have a double membrane «due to the engulfing

process» ✔
f. mitochondria/chloroplasts contain DNA/small ribosomes/70S ribosomes

✔
(b) Outline how photosynthesis produces glucose. [4]
Markscheme
a. solar/light energy is converted to chemical energy ✔
b. energy needed to produce glucose ✔
c. only specific wavelengths are absorbed by chlorophyll

OR
red and blue absorbed most strongly.
OR
chlorophyll is the pigment that absorbs light energy ✔
d. H(+)/electrons from water are used to reduce compounds ✔
e. CO2 is absorbed/used/reduced to produce carbohydrates ✔
f. correct word/balanced symbol equation of photosynthesis ✔

Accept correct reference to NADPH/ATP from AHL.
(c) Discuss the control of blood glucose levels and the

consequences if they are not maintained. [8]
Markscheme
control: [6 max]
a. homeostasis is the maintenance of a constant internal environment ✔
b. the pancreas produces hormones that control the levels of glucose ✔
c. if glucose levels in blood are high, beta-cells «of the pancreas» produce
insulin ✔
d. «insulin» causes the cells to take up /absorb glucose ✔
e. liver stores excess glucose as glycogen ✔
f. if glucose levels in blood are low, alpha-cells «of the pancreas» produce
glucagon ✔
g. «glucagon» causes the liver to break down glycogen into glucose ✔
h. «glucagon» increase levels of glucose in the blood ✔
i. negative feedback controls the glucose levels ✔ OWTTE
consequences:
j. if the pancreas produces little/no insulin a person can develop type I

diabetes ✔
k. a person with type I diabetes «usually» needs/is dependent on injections

of insulin ✔
l. type II diabetes occurs when the body becomes resistant to insulin/cells

do not respond to insulin ✔
m. type II diabetes can «sometimes» be controlled by diet and exercise ✔
n. named consequence of having diabetes «eg: eye damage» ✔
Award [6 max] if no consequences are given.

(a) Outline the roles of helicase and ligase in DNA replication. [4]
Markscheme
helicase:
a. unwinds/uncoils the DNA «double helix» ✔
b. breaks hydrogen bonds «between bases» ✔
c. separates the «two» strands/unzips the DNA/creates replication fork ✔
ligase:
d. seals nicks/forms a continuous «sugar-phosphate» backbone/strand ✔
e. makes sugar-phosphate bonds/covalent bonds between adjacent

nucleotides ✔
f. after «RNA» primers are removed/where an «RNA» primer was replaced by

DNA ✔
g. «helps to» join Okazaki fragments ✔
(b) Explain how natural selection can lead to speciation. [7]
Markscheme
a. variation is required for natural selection/evolution/variation in

species/populations ✔
b. mutation/meiosis/sexual reproduction is a source of variation ✔
c. competition/more offspring than the environment can support ✔
d. adaptations make individuals suited to their environment/way of life ✔
e. survival of better adapted «individuals)/survival of fittest/converse ✔

f. inheritance of traits/passing on genes of better adapted «individuals»
OR
reproduction/more reproduction of better adapted/fittest «individuals» ✔
g. speciation is formation of a new species/splitting of a species/one

population becoming a separate species ✔
h. reproductive isolation of separated populations ✔
i. geographic isolation «of populations can lead to speciation» ✔
j. temporal/behavioral isolation «of populations can lead to speciation» ✔
k. disruptive selection/differences in selection «between populations can

lead to speciation» ✔
l. gradual divergence of populations due to natural selection/due to

differences in environment ✔
m. changes in the gene pools «of separated populations»/separation of

gene pools ✔
n. interbreeding becomes impossible/no fertile offspring «so speciation has

happened» ✔
(c) Outline the features of ecosystems that make them sustainable. [4]
Markscheme
a. recycling of nutrients/elements/components/materials ✔
b. carbon/nitrogen/another example of recycled nutrient/element ✔
c. decomposers/saprotrophs break down organic matter/release

«inorganic» nutrients ✔
d. energy supplied by the sun

OR
energy cannot be recycled «so ongoing supply is needed»
OR
energy is lost from ecosystems as heat ✔
e. energy flow along food chains/through food web/through trophic levels

✔
f. photosynthesis/autotrophs make foods/trap energy

OR
autotrophs supply the food that supports primary consumers ✔
g. oxygen «for aerobic respiration» released by

autotrophs/photosynthesis/plants ✔
h. carbon dioxide «for photosynthesis» released by respiration ✔
i. populations limited by food supply/predator-

prey/interactions/competition
OR
populations regulated by negative feedback
OR
fewer/less of each successive trophic level «along the food chain»/OWTTE ✔
j. supplies of water from rainfall/precipitation/rivers/water cycle ✔

The electron micrographs show a typical prokaryote and a mitochondrion.
(a) Compare and contrast the structure of a typical prokaryotic cell

with that of a mitochondrion. [4]
Markscheme
differences
a. prokaryote has cell wall but mitochondrion does not ✔
b. mitochondrion has double membrane whereas prokaryote has single

membrane
OR
«Gram negative» bacteria have cell wall between two membranes whereas
mitochondria has intermembrane space between two membranes ✔
c. mitochondrion has cristae/invaginations of inner membrane but

prokaryote does not
OR
prokaryote «may have» flagella/pili/«slime» capsule which mitochondria
do not have ✔
similarities
d. 70S ribosomes in both ✔
e. DNA in both / loop of DNA in both / naked DNA in both ✔
f. shape similar/both rod shaped/OWTTE

OR
size of both is similar/both about 3 μm long ✔
g. both are membrane-bound/OWTTE ✔
(b) Explain how mitochondria could have been formed from free
living prokaryotes. [2]
Markscheme
a. endocytosis/engulfing of prokaryote by a larger/another/anaerobic

prokaryote/cell ✔
b. double membrane of the mitochondrion is the result of endocytosis

OR
inner membrane of mitochondrion from engulfed cell and outer from food
vacuole ✔
c. «engulfed prokaryotic cell» was aerobic/respired aerobically/consumed

oxygen
OR
«engulfed prokaryotic cell» provided energy/ATP ✔
d. «engulfed prokaryotic cell» not destroyed/not digested

OR
«endo»symbiotic/mutualistic relationship developed ✔
e. «engulfed prokaryotic cell» had its own DNA/own «70S» ribosomes ✔
Do not award mpc for “mitochondrion makes ATP”.

(a) Distinguish between the structures of DNA and RNA. [3]
Markscheme
A table format is not required but clear distinctions must be apparent.
The full names of the bases must be given.
(b) Mendel found the same pattern of inheritance in all the crosses
that he performed. Outline, with examples, different types of
inheritance that produce non-Mendelian ratios. [4]
Markscheme
a. some traits may involve many genes/be polygenic eg: height, skin colour
«correct example required» ✔ Accept any verifiable examples of these types of inheritance.
b. linked genes/alleles of different genes on same chromosome ✔
c. «small numbers of» recombinant phenotypes due to crossing over

«between linked genes» ✔
d. co-dominance of specific alleles/intermediate forms eg: pink flowers

«from red and white ones»/blood groups «correct example required» ✔
e. sex-linked effects eg: colour blindness «correct example required» ✔
f. environmental influence on inheritance/epigenetics/methylation ✔

g. any other example of non-Mendelien inheritance with a specific example
✔
(c) Explain the cause of sickle cell anemia and how this disease
affects humans. [8]
Markscheme
a. caused by a single nucleotide/base substitution mutation/GAG to GTG ✔
b. «mutation of» a gene of β-globin/a subunit of hemoglobin ✔
c. mRNA copies the mutation of DNA and substitutes an amino acid in

hemoglobin «subunit» ✔
d. glutamic acid is substituted by valine ✔
e. sickle cell anemia involves distorted hemoglobin protein/HbS ✔
f. «distorted HbS causes» distortion/sickling/shape change of red blood cells

✔
g. «distorted/sickled red blood cells» block capillaries/blood flow ✔
h. HbS/sickled red blood cells cannot carry enough oxygen «for the
body»/leads to fatigue ✔
i. low oxygen concentration seriously affects structure of HbS ✔
j. homozygous «HbS/HbS» state causes severe anemia/death at low oxygen

concentrations ✔
k. heterozygous state has less anemia/minor effects/less effect of structure

of hemoglobin
OR
heterozygous state only affected at high altitude/extreme exercise/low
levels of oxygen ✔
l. «heterozygous state» provides protection against malaria

parasite/selective advantage in malaria areas ✔
OWTTE
(a.i) Identify the stage of mitosis labelled X in the image, giving a
reason.
[Source: Copyright 2002, The Trustees of Indiana University] [1]
Markscheme
telophase because the chromosomes/chromatids have reached the poles

OR
«late» anaphase as some chromosomes/chromatids are still moving/tails
visible ✔
OWTTE
(a.ii) Outline what is indicated by the mitotic index of tissue taken

from a tumour. [2]
Markscheme
a. mitotic index is an indication of the ratio/percentage of cells undergoing

mitosis/cell division ✔
b. cancer cells «generally» divide much more than normal «somatic» cells ✔
c. a high/elevated mitotic index in tumours / possible diagnosis of cancer

/measure of how aggressive/fast growing the tumour is ✔
(a.iii) DNA has regions that do not code for proteins. State two
functions of these regions.
1.
2.
[2]
Markscheme
a. promoters / operators / regulation of gene expression/transcription ✔
b. telomeres/give protection to the end of chromosomes «during cell

division» ✔
c. genes for tRNA/rRNA production ✔
d. other valid function for non-coding sequence ✔
Do not accept stop codon, accept centromeres (connecting sister chromatids).
DNA methylation has a critical role in gene regulation by affecting transcription.

Samples were taken from two colon cancer tumours (T1 and T2) and two normal
colon samples (N1 and N2). A particular gene was implicated as a possible cause
of cancer. The promoter of this gene was cloned (A–J). The data show the DNA
methylation patterns from these samples. The numbers (32–269) represent
different markers in the promoter.
[Source: Philipp Schatz, Dimo Dietrich & Matthias Schuster. Rapid analysis of CpG
methylation patterns using RNase T1
cleavage and MALDI-TOF. Nucleic Acids Research (2004) 32 (21): e167,
doi:10.1093/nar/gnh165.
Reproduced by permission of Oxford University Press]
(b.i) Outline the difference in methylation pattern between
tumorous and normal tissue samples.
[2]
Markscheme
a. «overall» much more methylation in the colon tumour samples than

normal ✔
b. tumour and normal samples the markers 258 and 269 similar degree of
methylation/fewer differences ✔
c. degree of methylation on certain markers may correlate with the

presence of cancer / correct example of a marker only methylated in
tumour cells eg marker 32 ✔
(b.ii) Suggest a way methylation may affect tumour cell genes. [1]
Markscheme
a. «DNA» methylation may inhibit transcription of genes that would

prevent cancer/tumor formation ✔
b. «DNA» methylation may increase mitosis/cell division leading to tumor

formation ✔
Do not accept discussion of histone methylation.

(a) State one similarity and one difference between the structure of
genes and short tandem repeats.
[2]
Markscheme
similarity:
both made of DNA/nucleotides

OR
both have bases/adenine/cytosine/guanine/thymine
OR
neither has uracil ✔
difference:
genes are longer/have longer DNA/base sequences «without repeats»

OR
genes have introns/exons but tandem repeats do not
OR
genes have base sequences that code for polypeptides/proteins and
tandem repeats do not ✔
(b) Outline the role of short tandem repeats in DNA profiling. [2]
Markscheme
a. tandem repeats allow individuals to be

distinguished/compared/identified
OR
tandem repeats are used to identify the source of a DNA sample ✔
b. unique/different number of repeats/combination of tandem repeats in
each individual
OR
unique/different pattern of bands in each individual ✔
c. PCR used for copying/amplifying «tandem repeats» ✔
d. gel electrophoresis used for separation «of tandem repeats»/create

pattern of bands ✔
(a.i) Label a peptide bond in the diagram of a polypeptide.
[1]
Markscheme
Award [1] for any one of the four peptide bonds identified in this markscheme.
(a.ii) Outline the primary structure of proteins. [1]
Markscheme
number/sequence/order of amino acids «in a protein/polypeptide chain» ✔
(b) Identify two hydrolysis reactions that occur in the small

intestine. [2]
Markscheme
a. polysaccharides to disaccharides/monosaccharides
OR
starch/glycogen to maltose ✔
b. sucrose to glucose AND fructose ✔

c. maltose to glucose ✔
d. lactose to glucose AND galactose ✔
e. proteins/peptides/polypeptides to shorter peptides/amino acids

OR
dipeptides to amino acids ✔
f. triglycerides/lipids/fats/oils to glycerol AND fatty acids ✔

(a.i) Distinguish between the structure of amylose and the structure
of amylopectin. [1]
Markscheme
amylose unbranched/helical while amylopectin branched / vice versa
(a.ii) Suggest the reason for cellulose passing undigested through

the human gut. [1]
Markscheme
enzymes required to digest cellulose not present in the human gut OWTTE
OR
undigested cellulose provides bulk/fibre
(b) Draw an annotated diagram to show how a peptide bond is

formed. [3]
Markscheme
a. correct structure of two amino acids
b. H2O lost
c. C from COOH of one links to N of NH2/NH3+ from the other
d. correct labelling of the peptide bond
e.g.
(c) State two structural features that differ between RNA and DNA. [2]
Markscheme
a. number of strands
OR
(usually) only one strand in RNA/two strands in DNA
b. base composition
OR
uracil only in RNA / thymine only in DNA
c. type of pentose
OR
ribose only in RNA / deoxyribose only in DNA
(a) Label the parts of the DNA diagram indicated by I, II, III and IV.
[2]
Markscheme
a. I. cytosine
b. II. sugar-phosphate/covalent/phosphodiester bond
c. III. phosphate
d. IV. deoxyribose
Award [1] for any two correct responses.
(b.i) Explain how model making helped Watson and Crick to

establish the structure of DNA. [2]
Markscheme
a. decided to combine what was known about chemical content of DNA

with information from X-ray diffraction studies OWTTE.
b. built scale models of components of DNA
c. then attempted to fit them together in a way that agreed with the data
«from separate sources»
d. made several arrangements of scale model until found best one that
fitted all the data
(b.ii) Distinguish between the chromosomes of eukaryotic cells and

prokaryotic cells. [1]
Markscheme
a. associated with «histone» proteins in eukaryotes but not prokaryotes
b. is linear in eukaryotes but circular in prokaryotes
c. in cytoplasm in prokaryotes, but within nucleus in eukaryotes.
(c.i) Outline the role of the enzyme helicase in replication. [1]
Markscheme
unwinds/separates strands/double helix (by breaking hydrogen bonds)
(c.ii) Outline the role of the enzyme DNA polymerase in replication.
[2]
Markscheme
a. links nucleotides together to form a new strand of DNA
b. uses pre-existing strand of DNA as template
c. makes covalent bonds between nucleotides

(a) Sickle cell anemia is due to a single base substitution in DNA.
Using the diagram, outline how this translates into the
production of an abnormal hemoglobin molecule by
completing the spaces labelled I, II and III.
[2]
Markscheme
a. I: GUG
AND
II: CAC
b. III: Val/valine
Both required. Do not accept GAG to GTC.

(b) DNA codes for the amino acid sequence of polypeptides. List
two other functions of DNA. [2]
Markscheme
a. promotion/repression/regulation of gene expression
b. introns (have functions in regulation of gene expression)
c. telomeres (form caps at the end of chromosomes)
d. coding for tRNAs/rRNAs
e. allows genes/traits/heritable characteristics to be passed to offspring
(c) Distinguish between the purpose of free and bound ribosomes.
[1]
Markscheme
free ribosomes produce proteins for use inside the cell/cytoplasm whereas
bound ribosomes produce proteins for secretion/for use outside the cell/for
use in lysosomes
(a) Draw a labelled diagram to show the fluid mosaic model of the
plasma membrane. [4]
Markscheme
a. two correctly orientated layers of phospholipids/phospholipid bilayer

shown withheads facing in opposite directions
b. phospholipids shown with two parts labelled hydrophilic/phosphate

head AND hydrophobic/hydrocarbon tail
c. protein (any) shown as a globular structure embedded in one/both layers

of phospholipid
d. peripheral protein shown as globular structures at the surface of the

membrane AND integral protein shown as embedded globular structures
e. glycoprotein shown as embedded globular structure with antenna-like

carbohydrateprotruding
OR
carbohydrate shown as branched/antenna-like structure attached either to

a protein or to a phospholipid
OR
channel protein(s) shown with a pore passing through it
OR
pump protein shown as a transmembrane globular structure
f. cholesterol shown in between adjacent phospholipids
Do not award the mark unless the structure is labelled with the underlined name.
(b) Outline how neurons generate a resting potential. [4]
Markscheme
a. sodium-potassium pump
b. sodium /Na+ out and potassium /K+ in

OR
sodium/Na+ concentration higher outside and potassium/K+ higher inside
c. three Na+ pumped for every two K+ (hence negative inside)

OR
inside of axon holds negative ions/Cl- ions/negatively charged
proteins/organic anions (hence negative inside)
d. by active transport / using ATP
e. inside (of axon/neuron) is negative in comparison to outside

OR
electrochemical concentration/charge difference (across the membrane) is
the resting potential
f. resting potential is –70 mV
(c) Hydrogen bonds can exist both within and between molecules
in living organisms and have an impact on their structure and
function. Explain the importance of hydrogen bonding for
living organisms. [7]
Markscheme
a. cohesion in water/water molecules stick together (due to hydrogen

bonds)
b. cohesion helps transport under tension of water/sap in xylem /

transpiration stream
c. adhesion between water and cell walls/cellulose/polar molecules
d. adhesion/capillary action helps water to rise in plants/stems/xylem /

helps keep leaf walls moist
e. solvent properties (due to hydrogen bonds) with polar/hydrophilic

molecules
f. solvent properties exemplified by glucose/other example of a polar solute
g. high latent heat of evaporation / (much) energy required for evaporation

so water useful as coolant/for sweating
h. high (specific) heat capacity so water temperature changes less
i. base pairing between bases/nucleotides/strands in DNA by hydrogen

bonding
j. base pairing between bases in RNA and DNA for transcription/between

codon and anticodon for translation
k. proteins have hydrogen bonding in secondary structure/α helix/β

pleated sheet
l. proteins have hydrogen bonding between R groups/in tertiary

structure/to maintain conformation
m. habitats because water is liquid due to high boiling point/due to water

freezing on the surface
n. habitats on water surface due to surface tension

(a) The diagram shows alpha amylase.
Explain the secondary structure of this protein molecule. [3]
Markscheme
a. secondary structure includes alpha helices/beta pleated sheets
b. secondary structure «of this protein» consists «mainly» of alpha helices
c. spiral coils «of polypeptide chain» held together by hydrogen bonds
d. between oxygen «C=O» and hydrogen atoms «N−H» of amino acids«on

backbone»
e. «some» beta pleated sheets present in this protein
(b.i) Amylase is used in human digestion.
State two sites of production of amylase. [1]
Markscheme
salivary glands AND pancreas
Both needed.
(b.ii) Amylase is used in human digestion.
State the function of amylase. [1]
Markscheme
breaks down starch «by hydrolysis» into maltose/disaccharides
(c) Explain how enzymes catalyse chemical reactions. [3]
Markscheme
a. enzymes work by forming enzyme–substrate complexes
b. binding of substrate«s» to active site «of enzyme»
c. «enzyme» changes shape slightly

OR
puts strains on chemical bonds «of substrate»
d. decreases activation energy / increases rate of reaction
e. enzymes bind to specific substrates
Can show these points in an annotated diagram.

(b.i) State one role of nucleosomes in eukaryotic cells. [1]
Markscheme
a. help to supercoil/pack DNA in chromosomes
b. help to regulate transcription / gene expression
(b.ii) Outline how Hershey and Chase’s experiment provided

evidence for DNA as the genetic material. [3]
Markscheme
a. experiment is meant to determine whether DNA or protein is the genetic

material
b. viruses/bacteriophages grown in radioactive S/S35 which enters the

protein coat
c. viruses/bacteriophages grown in radioactive P/P 32 which enters the DNA
d. «radioactive» viral DNA entered the bacterial cell during infection

OR
«radioactive» viral protein did not enter the bacterial cell during infection
(b.iii) State one function for a region of DNA that does not code for
proteins. [1]
Markscheme
regulator of gene expression/introns/telomeres/genes for tRNA / rRNA /

promoter / enhancer / silencer / site for primer to bind / codes for mRNA
primer
(c.i) Outline the role of the A-site of ribosomes in translation. [1]
Markscheme
binding/entry of tRNA carrying amino acids/aminoacyl tRNA / charged

tRNA / site of transfer of growing polypeptide chains/peptide bond
formation
Marks can be awarded to an annotated diagram.
(c.ii) Outline the role of tRNA activating enzymes in translation. [2]
Markscheme
a. ATP «hydrolysis» provides energy for amino acid attachment ✔
b. they attach a specific amino acid to the (3') end / free CCA of a tRNA ✔
c. they do this repeatedly / they attach amino acid to all of the tRNA
molecules that have anticodon corresponding to that amino acid
(a) The figure represents a water molecule.
Draw a second water molecule to show how bonds can form

between water molecules, including the name of the bond. [2]
Markscheme
a. similar water molecule drawn with oxygen on one molecule facing

hydrogen on the other water molecule
b. one hydrogen bond drawn as a dotted/dashed line between the two

water molecules and labelled
O and H do not have to be labelled but must be positioned correctly
eg :
Can get this mark even if atoms incorrect
(b) Water has important solvent properties. Explain these

properties using an example to illustrate your answer. [3]
Markscheme
a. water molecule is polar
OR
water has «weak» positive and negative charges
c. water forms hydrogen bonds with polar substances
d. positive/hydrogen side/pole of water attracted to negative ions
OR
negative/oxygen side/pole attracted to positive ions
e. glucose/other example dissolves because it is polar
OR
sodium chloride/other example dissolves because ions are attracted to

water
[Max 3 Marks]
Reproduction in eukaryotes can be sexual or asexual.
(a) Describe the origin of eukaryotic cells according to the

endosymbiotic theory. [4]
Markscheme
a. mitochondria and chloroplasts are similar to prokaryotes
b. «host» cell took in another cell by endocytosis/by engulfing «in a vesicle»
Allow “taking in” in place of “engulfing”
c. but did not digest the cell/kept the «ingested» cell alive
OR
symbiotic/mutualistic relationship «between engulfed and host cell»
d. chloroplasts and mitochondria were once independent/free-living

«organisms»
e. DNA «loop» in chloroplast/mitochondrion
f. division/binary fission of chloroplast/mitochondrion
g. double membrane around chloroplast/mitochondrion
h. 70s ribosomes «in chloroplast/mitochondrion»
Award up to [2] for evidence from mpe to mph
[Max 4 Marks]
(b) Explain how hormones are used to control the human

menstrual cycle. [8]
Markscheme
a. FSH stimulates the development of follicles
b. follicles produce estrogen
c. estrogen stimulates the repair of the uterus lining
d. estrogen stimulates LH secretion
e. LH causes/stimulates ovulation
f. LH causes/stimulates the development of the corpus luteum
g. corpus luteum secretes progesterone
h. progesterone causes/stimulates thickening of the uterus lining
OR
prepares uterine lining for implantation
OR
maintains the endometrium
i. progesterone/estrogen inhibits the secretion of LH/FSH
j. falling progesterone levels at the end of the cycle allow FSH

production/menstruation
k. negative/positive feedback «control» described correctly
l. LH/FSH are pituitary hormones
[Max 8 Marks]
(c) Outline natural methods of cloning in some eukaryotes. [3]
Markscheme
a. clones are genetically identical organisms
OR
group of cells derived from a single parent cell
b. asexual reproduction in plants such as tubers/runners/bulbs
Allow other verifiable examples of plants
c. common in non-vertebrates such as budding in hydra
Allow other verifiable examples of invertebrates
d. budding in yeast/fungi
Allow other verifiable examples of fungi
e. identical twins «in humans» are clones because they originate from
the same cell
(a) Cell biologists play an important role in research into disease,
fertility, evolution and many other areas of science.
Describe the origin of eukaryotic cells according to the

endosymbiotic theory. [4]
Markscheme
a. mitochondria and chloroplasts are similar to prokaryotes
b. «host» cell took in another cell by endocytosis/by engulfing «in a vesicle»
Allow “taking in” in place of “engulfing”
c. but did not digest the cell/kept the «ingested» cell alive
OR
symbiotic/mutualistic relationship «between engulfed and host cell»
d. chloroplasts and mitochondria were once independent/free-living

«organisms»
e. DNA «loop» in chloroplast/mitochondrion
f. division/binary fission of chloroplast/mitochondrion
g. double membrane around chloroplast/mitochondrion
h. 70s ribosomes «in chloroplast/mitochondrion»
Award up to [2] for evidence from mpe to mph
[Max 4 Marks]
(b) Cell biologists play an important role in research into disease,

fertility, evolution and many
other areas of science.
Compare and contrast the processes of spermatogenesis and

oogenesis. [8]
Markscheme
a. both result in haploid cells/gametes
b. both involve mitosis at the start/in the «germinal» epithelium
c. both have cell growth «before meiosis»
d. both involve «two divisions of» meiosis
e. both involve differentiation to produce a gamete
f. both are stimulated by hormones
OR
spermatogenesis stimulated by testosterone and oogenesis stimulated by

FSH
A table is not required but both statements in one row of the table must either be explicitly stated or clearly
implied to award the mark
[Max 8 Marks]
(c) Cell biologists play an important role in research into disease,

fertility, evolution and many
other areas of science.
Outline the evidence for evolution provided by selective

breeding. [3]
Markscheme
a. crop plants/domesticated animals/livestock produced by selective

breeding
b. specific example of a domesticated animal/crop plant and the wild

species from which it
was developed
OR
specific example of a domesticated animal/crop plant and the features in

it which have been improved «compared with the wild species»
For example dogs have been developed from wolves
c. artificial selection/crossing selected varieties/eliminating undesirable

varieties
d. «selective breeding/artificial selection can cause» significant/rapid

change over time/from the original wild species
e. «changes due to selective breeding/artificial selection» shows natural

selection can cause change/evolution «in a species»
[Max 3 Marks]
(a) Nitrogen is part of many important substances in living
organisms.
Draw labelled diagrams to show a condensation reaction

between two amino acids. [3]
Markscheme
a. at least one of the amino acid structures completely correct
b. peptide bond shown with N–C and C=O and N–H correct
c. release of water clearly shown
(b) Nitrogen is part of many important substances in living

organisms.
Distinguish between transcription and translation. [4]
Markscheme
a. DNA is transcribed AND mRNA is translated
Disallow the first mark, if a candidate gets transcription and translation the wrong way round, but allow
marks
after that up to [3 max]
b. transcription produces RNA AND translation produces
polypeptide/protein
c. RNA polymerase used in only in transcription and ribosomes only in

translation
d. transcription in the nucleus «of eukaryotes» and translation in the

cytoplasm
e. tRNA needed for translation but not transcription
f. nucleotides linked in transcription and amino acids in translation
OR
sugar-phosphate/phosphodiester bonds in transcription and peptide

bonds in translation
[Max 4 Marks]
(c) Nitrogen is part of many important substances in living

organisms.
Explain how insects excrete nitrogenous wastes. [8]
Markscheme
a. excreted as uric acid
b. excretion by Malpighian tubules
c. nitrogenous waste/ammonia «accumulates» in hemolymph
d. nitrogenous waste/ammonia absorbed by Malpighian tubules

e. ammonia converted to uric acid
f. conversion to uric acid requires energy/ATP
g. high solute concentration in Malpighian tubules
OR
active transport of ions/Na+/K+ into Malpighian tubules
h. water absorbed by osmosis flushes uric acid/nitrogenous waste to «hind»

gut
i. water/ions reabsorbed from the feces and returned to hemolymph
j. uric acid precipitates/becomes solid/forms a paste so can pass out with

little water
k. uric acid excreted/egested with the feces
l. water conservation/osmoregulation
OR
reduces mass of water «in body»
m. uric acid is non-toxic
[Max 8 Marks]
© International Baccalaureate Organization, 2023

IB BIO Midterm Prep

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IB BIO Midterm Prep

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IB BIO Midterm prep [383 marks]

1. [Maximum mark: 6] 23M.2.SL.TZ1.4

hydrogen bonds/H bond;

(b.i) With reference to the diagram, explain how water in sweat

a. heat increases molecular motion/vibration;

(b.ii) Outline the reasons for secretion of sweat in humans. [2]

a. cooling/removal of heat/lowering body temperature;

hydrogen bonds/H bond;

(b.i) With reference to the diagram, explain how water in sweat

a. heat increases molecular motion/vibration;

(b.ii) Outline the reasons for secretion of sweat in humans. [2]

a. cooling/removal of heat/lowering body temperature;

[Source: Boundless Learning. Course Hero. Phospholipids. [diagram online] Available

(a) Annotate the diagram to illustrate the amphipathic nature of

a. line to circle labelled phosphate (head) and (tail) labelled fatty

(b) Outline a function of cholesterol in cell membranes. [1]

reduces fluidity of membrane / reduces permeability of membrane (to some

a. mitochondria/chloroplasts have their own DNA;

(a) Identify the protein labelled in the diagram. [1]

(b) Outline how nucleosomes affect the transcription of DNA. [1]

a. (nucleosomes can) promote AND inhibit transcription of

‘Affects transcription’ is in the question — no mark.

[Source: Lac Operon, n.d. [diagram online] T A RAJU. Available at:

(c.i) Identify X, the enzyme which copies a DNA sequence. [1]

(c.ii) Identify Y, non-coding DNA at the start of a gene. [1]

a. lactose binds to repressor protein;

Accept the converse of mpa to mpd with lactose absent.

a. ribose drawn as a pentagon and labelled;

Award [2 max] if more than one nucleotide drawn.

“Sugar” alone is insufficient.

(b) Distinguish between the processes of meiosis and mitosis. [5]

a. antibiotics can (generally) kill/destroy bacteria;

a. (in both) anaerobic respiration gives a small amount of ATP/2

Do not accept mpd if CO2 also included.

Methane can be the product of anaerobic respiration in some organisms.

(b.i) Distinguish between the thermal properties of water and

a. water has higher boiling/melting point;

(b.ii) Explain the role of methane in climate change. [2]

Other verifiable sources.

a. ribose drawn as a pentagon and labelled;

(c) Explain the reasons for variation in human height. [7]

a. environment affects height;

a. hydrogen bonds hold water molecules together/make water

(b) Describe how changes in weather conditions affect the

a. water (vapor) lost by transpiration/through stomata;

(c) Explain how water balance is restored in mammals when they

(a.i) Describe the structure of nucleosomes. [1]

a unit of DNA wound/coiled around 8 histone proteins / octamer;

Full names required for c and d though use ecf.

(a.iii) There are multiple tandem repeats of nucleotide segments of

a. tandem repeats (at one locus) vary in number of times sequence

a. insulin is necessary to control/regulate blood glucose concentrations

(b.ii) State how type I diabetes should be treated to avoid harmful

a. inject insulin / monitoring blood glucose / devices that release insulin;

(a) Describe the endosymbiotic theory. [4]

a. theory that eukaryotic cells evolved from prokaryotes

a. chromosome number is halved so the zygote/offspring has same number

(c) Outline the binomial system of classification. [4]

a. the binomial system of names for species is universal among biologists

(a) Outline how the properties of water make it an ideal transport

Polarity of water and/or hydrogen bonding can be shown in an annotated diagram.

(b) Distinguish between the xylem and phloem of plants. [4]

a. light-dependent reactions produce ATP/reduced NADP;