Maths Skills Questions

Maths Practise Questions
Marks=202 Time Allowed = 232
Q1.
Ecologists investigated changes in grassland communities on large islands off the coast of
Scotland between 1975 and 2010. On each island, they used data from a number of sites
to determine the change in mean species richness and the change in mean index of
diversity.
(a) Table 1 shows plant species recorded at one site, on one island, in 1975.
Table 1
Species Number of individuals
Hydrocotyle vulgaris 3
Plantago maritima 19
Ranunculus acris 3
Hieracium pilosella 3
Calliergon cuspidatum 10
Prunella vulgaris 16
Pseudoscleropodium purum 6
Calculate the index of diversity for this site using the formula:
d = ___________
(2)
(b) Outline a method the ecologists could have used to determine the plant species
richness at one site.
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(3)
(c) Some of the ecologists’ results are shown in Table 2. They carried out a statistical
test to find out whether any differences between the 1975 and 2010 means were
significant. The values for P that they obtained are also shown in Table 2.
Table 2
Change in mean Change in mean

species index of
Island richness Value of P diversity Value of P
between 1975 between 1975
and 2010 and 2010
Islay +8.89 ≤0.001 +0.22 >0.05
Colonsay +14.70 ≤0.001 +2.68 ≤0.01
Harris −5.13 ≤0.001 −2.44 ≤0.01
Do these data show that there were any significant changes in the grassland
communities on these islands? Give reasons for your answer.
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(Total 8 marks)
Q2.
Scientists investigated how the concentration of protein in blood plasma changes in
people between the ages of 60 and 95.
The graph shows the scientists’ results. The bars show ±1 standard deviation.
(a) What is the difference between males and females in the fall in mean concentration
of protein in blood plasma between 60 and 95 years?
Answer = ___________ g dm−3

(1)
(b) Use the graph above to calculate the rate of change of the mean concentration of
protein in the blood plasma of males between the ages of 60 and 95.
Show your working.
Answer = ___________ g dm−3 year−1

(2)
(c) What can you conclude from the graph above about the effect of ageing on the
mean concentration of protein in the blood plasma in males and females?
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(2)
(d) The scientists measured the absorption of each sample of blood plasma using a
colorimeter. They used a calibration curve to find the concentration of protein in
samples of blood plasma.
Describe how the scientists could obtain data to produce a calibration curve and
how they would use the calibration curve to find the concentration of protein in a
sample of blood plasma.
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(3)
(e) Older people are more likely to suffer from infectious diseases.
Suggest how this may be linked to the decrease in the mean concentration of
protein in the blood as people get older.
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(1)
(Total 9 marks)
Q3.
Farmers use artificial fertilisers to maintain or increase yield from grain-producing crop
plants such as wheat.
(a) Artificial fertiliser is used to replace mineral ions removed from the land when crops
are harvested. One of the mineral ions is nitrate.
Give two examples of biological molecules containing nitrogen that would be

removed when a crop is harvested.
1. _________________________________________________________________
2. _________________________________________________________________
(2)
(b) Scientists investigated changes in the use of artificial fertiliser in India between 1970
and 2005. They also investigated changes in the fertiliser response ratio. This
ratio shows how many kg of grain are produced for each kg of fertiliser used.
The graph shows their results in the form the scientists presented them. (A hectare
is a unit of area commonly used in agriculture)
Use these data to calculate the difference in the mass of grain produced per hectare
in 1970 compared with 2005.
Show your working.
Difference ____________________ kg hectare −1

(2)
(c) Use the data in the graph above to evaluate the use of artificial fertilisers on
grain-producing crops in India.
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(2)
(Total 6 marks)
Q4.
Arbuscular mycorrhiza fungi (AMF) are fungi which grow on, and into, the roots of plants.
AMF can increase the uptake of inorganic ions such as phosphate.
(a) Suggest one way in which an increase in the uptake of phosphate could increase
plant growth.
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(b) Suggest one way in which AMF may benefit from their association with plants.
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(c) Scientists investigated the effects of different AMF species on the productivity of the
plant community of a prairie grassland ecosystem when growing in/on soil
containing different phosphate concentrations.
The scientists set up identical plots of prairie grassland soil containing seeds of the
plant species found in the ecosystem. The scientists added different AMF species
and different concentrations of phosphate to particular plots. Control plots without
AMF species were also set up. After 20 weeks the scientists determined the shoot
biomass for each plot.
The results the scientists obtained are shown in the graph.
Explain why an increase in shoot biomass can be taken as a measurement of net
primary productivity.
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(d) Using the data from the graph in part (c), evaluate the effect on plant productivity of
adding AMF species and adding phosphate to the soil.
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(4)
(e) Using the ex button on your calculator, determine the rate of shoot biomass
production in grams per day for the control plot in soil with normal phosphate
concentration.
Answer = ____________________ g day−1

(2)
(Total 10 marks)
Q5.
(a) Give three properties of water that are important in biology.
1. _________________________________________________________________
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2. _________________________________________________________________
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3. _________________________________________________________________
(3)
A student investigated the effect of different concentrations of sucrose solution on “chips”

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

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

(1)
(c) Calculate the ratio of final mass to initial mass of potato chips and plot a suitable
graph of your processed data. Express the ratios in the table in part (a) as a single
number (for example 5.26:1 would be expressed as 5.26).
(3)
(d) Explain the result for the chip in 0.8 mol dm−3 sucrose solution.
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(Total 9 marks)
Q6.
Furosemide and CVT are drugs used to remove excess fluid from the body. Scientists
investigated the effect of these drugs on the volume of urine produced by human
volunteers. The scientists used the following method.
• They divided volunteers into three groups, A, B and C at random.

• They gave all the volunteers the same food for 3 days.
• After 3 days, they gave the volunteers in group A a tablet containing furosemide, the
volunteers in group B a tablet containing CVT and the volunteers in group C a
placebo (a tablet that did not contain either drug).
• They then found the mean volume of urine produced by each group in the 4 hours
after taking the tablets.
Some of the results the scientists obtained are shown in Table 1.

A value of ± 2 standard deviations from the mean includes over 95% of the data.
Table 1
Mean volume of urine
produced in 4 hours /
Group
cm3 (± 2 standard
deviations)
A 1980
(furosemide) (± 152)
B 1201
(CVT) (± 119)
C 312
(placebo) (± 57)
(a) All the volunteers were given the same food for 3 days.
Suggest and explain one reason why they were given the same food.
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(2)
(b) Using Table 1, what can you conclude about the effectiveness of furosemide and
CVT in the removal of excess fluid from the body?
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(2)
(c) Furosemide is sometimes used to treat high blood pressure.
Suggest how furosemide would cause a decrease in blood pressure.
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(d) Furosemide inhibits the absorption of sodium and chloride ions from the filtrate
produced in the nephrons.
Explain how furosemide causes an increase in the volume of urine produced.
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(3)
The scientists also measured the mean rate of flow of blood plasma into the kidneys.
The results the scientists obtained are shown in Table 2.
Table 2
Mean rate of flow of

Group blood plasma into the
kidneys / cm3 min–1
A
380
(furosemide)
B
342
(CVT)
C
295
(placebo)
(e) The mean rate of flow of blood plasma is 60% of the mean rate of blood flow into the
kidneys.
How much greater is the flow of blood into the kidneys with furosemide than with
group C (placebo) over the 4 hours of the investigation? Give your answer in cm 3.
Answer = ____________________ cm 3
(1)
(Total 9 marks)
Q7.
The graph shows the volume changes in the left ventricle of a human heart during two
cardiac cycles. The numbers 1, 2, 3 and 4 represent times when heart valves open or
close.
(a) Use information from the graph to complete the table in part (a). Place the number
1, 2, 3 or 4 in the appropriate box.
Valve opens Valve closes
Semi-lunar valve
Atrioventricular valve
(2)
(b) Use the diagram above to calculate the volume of blood pumped per minute by the
left ventricle.
Answer = ____________________ cm3 min−1

(2)
(c) Explain the role of the heart in the formation of tissue fluid.
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(d) Lymphoedema is a swelling in the legs which may be caused by a blockage in the
lymphatic system.
Suggest how a blockage in the lymphatic system could cause lymphoedema.
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(1)
(Total 7 marks)
Q8.
In women, the first division of meiosis produces one daughter cell that has almost all of
the cytoplasm. The other daughter cell consists of a nucleus surrounded by a very small
amount of cytoplasm and a cell-surface membrane. This very small daughter cell is called
a polar body. Polar bodies do not usually divide. The same process occurs in the second
division of meiosis, resulting in one egg cell and two polar bodies.
The diagram shows the formation of an egg cell and two polar bodies during meiosis. It
also shows what happens to one pair of homologous chromosomes. This pair carries two
alleles of gene A.
(a) Complete the diagram by putting A or a in the boxes. One box has been completed
for you with A.
(1)
(b) Put a tick (✓) in the box next to the name of the process that produced the
combination of alleles on the chromosome in the first polar body in the diagram.
Anaphase
Crossing over
Independent assortment
Semi-conservative replication
(1)
(c) A scientist measured the diameter of a polar body and the diameter of the nucleus
inside it. The diameter of the polar body was 10.4 μm and the diameter of the
nucleus was 7.0 μm. The density of mitochondria in the cytoplasm of the polar body
(outside of the nucleus) was 0.08 mitochondria per μm3.
Calculate the number of mitochondria in the polar body. You should assume polar
bodies and nuclei are spherical.
The formula for the volume of a sphere is πr3 where π = 3.14

Show your working.
Number of mitochondria =____________________

(2)
(d) Mitochondrial diseases are caused by faulty mitochondria. All of a person’s

mitochondria are inherited from their mother via the egg cell. An egg cell contains
approximately 3 × 105 mitochondria.
One proposed treatment to prevent passing on faulty mitochondria involves
• removing the nucleus from an egg cell donated by a woman with healthy
mitochondria
• replacing this nucleus with the contents of the polar body from a woman
whose egg cells are affected by mitochondrial disease.
Suggest how this treatment prevents inheritance of mitochondrial diseases.
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(e) If most of the mitochondria in a cell are faulty, this prevents many important
enzyme-catalysed reactions taking place or slows them down.
Suggest and explain one reason why.
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(Total 8 marks)
Q9.
Chronic lymphocytic leukaemia (CLL) is a cancer that affects some B cells of a person’s
immune system.
Rituximab is a drug used to treat CLL. It binds to a protein called CD20 on the surface of
B cells. If enough Rituximab binds to a B cell, it can kill the cell. Rituximab kills both
healthy and cancerous B cells. The body then produces new B cells.
The amount of CD20 on the surface of B cells varies from one person to another. Doctors
investigated the relationship between the amount of CD20 on the B cells of a patient and
the percentage of B cells destroyed by Rituximab.
The graph shows the doctors’ results. Each cross is the result for one patient.
(a) What statistical test could the scientists have used to determine whether there was
a significant relationship between the amount of CD20 on the surface of B cells and
the percentage of B cells destroyed by Rituximab?
Give a reason for your answer.
Name of test ________________________________________________________
Reason ____________________________________________________________
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(b) From these data, what can you conclude about the effectiveness of Rituximab in
treating patients with CLL?
Do not include considerations of statistical analyses in your answer.
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(3)
Approximately 11 percent of people with CLL also have mutations of a gene called
NOTCH1. This leads to production of a non-functional transcription factor associated with
CD20 production.
The doctors determined the median percentage of B cells destroyed by Rituximab in

people with CLL who had the NOTCH1 mutation and those who did not.
The doctors’ results are shown in the table.
Median percentage of B cell

destroyed by Rituximab
In people with CLL who had the

4
NOTCH1 mutation
In people with CLL who did not

22
have NOTCH1 mutation
(c) Human blood contains (approximately) 1.0 × 10 9 B cells per dm3.
Use the median values in the table to calculate the difference between the number
of B cells per dm3 in the blood of people treated with Rituximab with the NOTCH1
mutation and people without the NOTCH1 mutation.
Express your answer in standard form. Show your working.
____________________ cells per dm 3
(2)
(d) Use all of the information to suggest how the mutation of NOTCH1 led to the
difference in the percentage of B cells destroyed by Rituximab.
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(Total 9 marks)
Q10.
Read the following passage.
Complete achromatopsia is a form of complete colour blindness. It is caused

by having only rods and no functional cone cells. People with complete
achromatopsia have difficulty in seeing detail. Complete achromatopsia is
caused by an autosomal recessive allele and is usually very rare in
populations with only one in 40 000 being affected. However on the Pacific 5
island of Pingelap ten percent of the population are affected.
One form of red-green colour blindness is caused by a sex-linked recessive

allele which affects more men than women. People with this red-green
colour blindness are unable to distinguish between red and green, and also
between other colours. They have green-sensitive cones but the 10
photoreceptive pigment they contain does not function.
Scientists investigated the use of gene therapy to correct red-green colour

blindness in monkeys. They injected viruses containing the gene for the
green-sensitive pigment directly into the eyes of the monkeys. Although the
monkeys maintained two years of colour vision, there is debate on whether 15
this form of gene therapy is worthwhile. No clinical trials of this procedure
have been carried out on humans. Current research into the treatment of
red-green colour blindness involves the use of induced pluripotent stem cells
(iPS cells). The use of iPS cells could have advantages over the use of gene
therapy. 20
Use the information in the passage and your own knowledge to answer the following
questions.
(a) People with complete achromatopsia have difficulty in seeing detail (lines 2–3).
Explain why.
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(3)
(b) Ten percent of the population on the Pacific island of Pingelap are affected by
complete achromatopsia (lines 3–6).
Use the Hardy-Weinberg equation to calculate the percentage of this population who
are heterozygous for this disorder.
Show your working.
Answer = ____________________ %
(2)
(c) Red-green colour blindness affects more men than women (lines 7–8).
Explain why.
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(d) People with red-green colour blindness are unable to distinguish between red and
green, and also between other colours (lines 8–10).
Explain why.
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(e) Current research into the treatment of red-green colour blindness involves the use
of induced pluripotent stem cells (iPS cells) (lines 17–19).
Suggest how iPS cells could correct red-green colour blindness.
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(f) The use of iPS cells could have advantages over the use of gene therapy to correct
red-green colour blindness (lines 19–20).
Using the information from the passage, suggest and explain reasons why.
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(Total 15 marks)
Q11.
Yeast cells can respire aerobically or anaerobically. A student used the apparatus shown
in Figure 1 to measure the rate of respiration in yeast.
She:
• positioned the flask in a water bath so that the yeast culture reached a constant
temperature
• then left the apparatus for one hour before starting her investigation.
Figure 1
(a) Suggest one reason why it was important that the student left the apparatus for one
hour after the yeast culture reached a constant temperature.
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(1)
(b) During her investigation, the coloured liquid moved to the right.
Explain why it moved to the right.
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(2)
(c) The student found that the coloured liquid moved 1.5 cm in 24 hours. The diameter
of the lumen (hole) of the capillary tubing was 1 mm.
The volume of a capillary tubing is given by πr2l, where π is 3.14 and l = length.
Calculate the volume of gas produced in cm 3 hour–1.

Show your working.
Answer = ____________________ cm 3 hour–1
(2)
Figure 2 shows a typical population growth curve for yeast under laboratory conditions.
Figure 2
(d) Explain why a log scale is used to record the number of cells.
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(e) Many yeast cells die during the death phase.
Suggest one reason why.
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(f) The following equation can be used to make predictions of the growth in the
population of yeast cells under ideal laboratory conditions.
Xt = X0 ert
Xt = the population after a certain time

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

The value for the growth rate was 0.5
Assuming no yeast cells died, calculate the predicted size of the population after 10
hours. Show your working.
Answer = ____________________
(2)
(Total 9 marks)
Q12.
(a) Formation of an enzyme-substrate complex increases the rate of reaction.
Explain how.
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(2)
(b) A scientist measured the rate of removal of amino acids from a polypeptide with and
without an enzyme present. With the enzyme present, 578 amino acids were
released per second. Without the enzyme, 3.0 × 10 –9 amino acids were released per
second.
Calculate by how many times the rate of reaction is greater with the enzyme
present.
Give your answer in standard form.
Answer = ____________________ times faster
(2)
Another scientist investigated an enzyme that catalyses the following reaction.
ATP → ADP + Pi
The scientists set up two experiments, C and L.
Experiment C used
• the enzyme
• different concentrations of ATP.
Experiment L used
• the enzyme
• different concentrations of ATP
• a sugar called lyxose.
The scientists measured the rate of reaction in each experiment. Their results are shown
in the graph.
(c) Calculate the rate of reaction of the enzyme activity with no lyxose at 2.5 mmol dm –3
of ATP as a percentage of the maximum rate shown with lyxose.
Answer = ____________________ %
(2)
(d) Lyxose binds to the enzyme.
Suggest a reason for the difference in the results shown in the graph with and
without lyxose.
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(Total 9 marks)
Q13.
(a) What is digestion?
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(2)
One species of fungus digests cellulose using two types of enzyme, endocellulases and
exocellulases.
Endocellulases act in the middle of the cellulose molecule and exocellulases act at the
ends of the cellulose molecule.
(b) Endocellulases and exocellulases act at different places on cellulose molecules.
Suggest why.
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(2)
A scientist prepared the following mixtures:
• 15 g cellulose with 0.2 mol dm –3 endocellulase

• 15 g cellulose with 0.2 mol dm –3 exocellulase
• 15 g cellulose with 0.2 mol dm –3 endocellulase and 0.2 mol dm−3 exocellulase.
The mixtures had identical total volumes. She determined the mass of cellulose remaining
after 48 hours.
Her results are shown in the table.
Mass of cellulose remaining / g

Time / hours Endocellulase +
Endocellulase Exocellulase
exocellulase
48 11.9 14.8 9.2
(c) Use information from the table to calculate the rate of digestion of cellulose when
both enzymes are present.
Give your answer in g min–1 and in standard form.

Show your working.
Answer = ____________________ g min –1
(2)
(d) The scientist used the same concentration of endocellulase and exocellulase in the
mixtures. The rate of digestion of cellulose is greatest when both enzymes are
present.
Suggest why.
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(e) The scientist could have expressed her results as the percentage loss in mass of
cellulose.
In the space, write the equation for calculating the percentage loss in mass.
(1)
(Total 9 marks)
Q14.
A student investigated the effect of surface area on osmosis in cubes of potato.
• He cut two cubes of potato tissue, each with sides of 35 mm in length.

• He put one cube into a concentrated sucrose solution.
• He cut the other cube into eight equal-sized smaller cubes and put them into a
sucrose solution of the same concentration as the solution used for the large cube.
• He recorded the masses of the cubes at intervals.
His results are shown in the graph.
(a) Describe the method the student would have used to obtain the results in the graph.
Start after all of the cubes of potato have been cut. Also consider variables he
should have controlled.
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(3)
(b) The loss in mass shown in the graph is due to osmosis. The rate of osmosis
between 0 and 40 minutes is faster in B (the eight small cubes) than in A (single
large cube).
Is the rate of osmosis per mm 2 per minute different between A and B during this
time?
Use appropriate calculations to support your answer.
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(Total 6 marks)
Q15.
(a) A student used a dilution series to investigate the number of cells present in a liquid
culture of bacteria.
Describe how he made a 1 in 10 dilution and then used this to make a 1 in 1000
dilution of the original liquid culture of bacteria.
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(3)
(b) Using an optical microscope, the student determined there were 15 cells in 0.004
mm3 of the 1 in 1000 dilution of the culture.
Calculate the number of cells in 1 cm 3 of undiluted liquid culture.
Answer = ____________________ Number of cells

(2)
(c) The student looked at cells in the 1 in 10 dilution during his preliminary work. He
decided not to use this dilution to determine the number of cells in the undiluted
liquid culture.
Suggest an explanation for the student’s decision.
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(2)
(d) On some farms, animals are routinely given antibiotics in their food.
Scientists investigated whether these farm animals had antibiotic-resistant bacteria

in their intestines. They tested the bacteria for resistance to two antibiotics,
tetracycline and streptomycin.
Their results are shown in the table.
Percentage of
Antibiotic antibiotic-resistant
bacteria
Tetracycline 29
Streptomycin 13
Suggest and explain one reason why bacteria resistant to tetracycline are more
common than bacteria resistant to streptomycin in these farm animals.
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(2)
(e) In recent years, these farm animals have not been given tetracycline in their food.
Despite this, the percentage of bacteria resistant to tetracycline has remained
constant.
Suggest one reason why.
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(1)
(Total 10 marks)
Q16.
This question should be written in continuous prose, where appropriate.
Quality of Written Communication will be assessed in the answer.
(a) Explain how the ventilation mechanism of a fish and the structure of its gills result in
the efficient uptake of oxygen from water.
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(6)
Table 1 compares some features of water and air.
Feature Water Air
Relative density 1000 1
Maximum concentration of oxygen / cm 3 dm–3 9 130
Table 1
Table 2 shows some features of gas exchange in a fish and in a mammal.
Feature Fish Mammal
Percentage of oxygen extracted from water or air 80 25
Oxygen consumption at rest / cm 3 kg–1 hour–1 100 200
Table 2
(b) (i) The fish has a body mass of 0.2 kg. Calculate the volume of water it will need
to pass over its gills each hour to supply the oxygen required when resting.
Show your working.
Answer ____________________ dm 3 / hour–1

(2)
(ii) Ventilation in mammals involves movement of air to and from the gas
exchange surface in a tidal pattern. Using information in the tables, explain
why it is easier to move water over the gas exchange surface of a fish in one
direction rather than in a tidal pattern.
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
(2)
(c) A rise in the temperature of water decreases the amount of oxygen dissolved in the
water. As the water temperature rises, the rate of ventilation in a fish also rises.
Explain the advantage of this.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
(2)
(Total 12 marks)
Q17.
(a) A student prepared a stained squash of cells from the tip of an onion root and
observed it using an optical microscope.
During the preparation of the slide, he:
• cut the first 5 mm from the tip of an onion root and placed it on a glass slide
• covered this tip with a drop of stain solution and a cover slip
• warmed the glass slide
• pressed down firmly on the cover slip.
He identified and counted nuclei in different stages of the cell cycle.
Explain why the student:
1. used only the first 5 mm from the tip of an onion root.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
2. pressed down firmly on the cover slip.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
(2)
Figure 1 shows the cells the student saw in one field of view. He used this field of view to
calculate the length of time these onion cells spent in anaphase of mitosis.
Figure 1
(b) Scientists have found the mean length of time spent by onion cells in anaphase of
mitosis is 105 minutes. They also found the cell cycle of cells in the onion root
shown in Figure 1 takes 1080 minutes.
32 whole cells are shown in Figure 1.
Use this information and Figure 1 to calculate the length of time the cells of this
onion root are in anaphase and then calculate the percentage difference between
your answer and the mean length of time found by the scientists.
Show your working.
Answer = ____________________ %
(2)
(c) Tick (✓) the name given to the division of cytoplasm during the cell cycle.
A Binary fission
B Cytokinesis
C Phagocytosis
D Segregation
(1)
(d) Describe and explain what the student should have done when counting cells to
make sure that the mitotic index he obtained for this root tip was accurate.
___________________________________________________________________
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___________________________________________________________________
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___________________________________________________________________
(2)
(e) A scientist treated growing tips of onion roots with a chemical that stops roots
growing. After 24 hours, he prepared a stained squash of these root tips.
Figure 2 is a drawing showing the chromosomes in a single cell observed in the

squash of one of these root tips in anaphase. This cell was typical of other cells in
anaphase in these root tips.
Figure 2
Use all of this information to suggest how the chemical stops the growth of roots.
___________________________________________________________________
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(3)
(Total 10 marks)
Q18.
(a) Describe the relationship between size and surface area to volume ratio of
organisms.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
(1)
(b) A scientist calculated the surface area of a large number of frog eggs. He found that
the mean surface area was 9.73 mm 2. Frog eggs are spherical.
The surface area of a sphere is calculated using this equation
Surface area = 4πr2
where r is the radius of a sphere
π = 3.14
Use this equation to calculate the mean diameter of a frog egg.
Show your working.
Diameter = ____________________ mm
(2)
The scientist calculated the ratio of surface area to mass for eggs, tadpoles and frogs. He
also determined the mean rate of oxygen uptake by tadpoles and frogs.
His results are shown in the table.
Mean rate of
Stage of frog Ratio of surface
oxygen uptake /
development area to mass
μmol g–1 h–1
Egg 2904 : 1 no information
Tadpole 336 : 1 5.7
Adult 166 : 1 1.3
(c) The scientist used units of μmol g–1 h–1 for the rate of oxygen uptake.
Suggest why he used μmol in these units.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
(1)
(d) The scientist decided to use the ratio of surface area to mass, rather than the ratio
of surface area to volume. He made this decision for practical reasons.
Suggest one practical advantage of measuring the masses of frog eggs, tadpoles
and adults, compared with measuring their volumes.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
(1)
(e) Explain why oxygen uptake is a measure of metabolic rate in organisms.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
(1)
(f) A student who looked at these results said that they could not make a conclusion
about the relationship between stage of development and metabolic rate.
Use information in the table to explain reasons why they were unable to make a
conclusion.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
(3)
(Total 9 marks)
Q19.
(a) State and explain the property of water that can help to buffer changes in
temperature.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
(2)
(b) Water is used to hydrolyse ATP.
Name the two products of ATP hydrolysis.
1. _________________________________________________________________
2. _________________________________________________________________
(1)
Hydrolysis of ATP is catalysed by the enzyme ATP hydrolase.
A student investigated the effect of ATP concentration on the activity of ATP hydrolase.
She used shortening of strips of muscle tissue caused by contraction as evidence that
ATP was being hydrolysed.
• She took four slides A, B, C and D, and added strips of muscle tissue of the same
length to each slide.
• She then added the same volume of ATP solutions of different concentrations to the
four slides and left each slide for five minutes.
• She then recorded the final length of each strip of muscle tissue.
Her results can be seen in the table.
Concentration
Final length of muscle
of ATP solution
Slide tissue after 5 minutes
added to slide /
–6 –3 / mm
× 10 mol dm
A 2 36
B 4 31
C 6 29
D 8 26
(c) Other than those given, name two variables the student should have controlled.
1. _________________________________________________________________
___________________________________________________________________
2. _________________________________________________________________
___________________________________________________________________
(2)
(d) Describe and explain the pattern shown by the data in the table.
Description
__________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Explanation _________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
(2)
(e) The hydrolysis of 1 dm 3 of a 1 mol dm–3 solution of ATP releases 30 500 J of energy.
60% of the energy released during the hydrolysis of 1 mol dm –3 of ATP is released
as heat; the rest is used for muscle contraction.
The student added 0.05 cm 3 of ATP solution to slide D.
Calculate the energy available from ATP for contraction of the muscle on this slide.
Answer = ____________________ J
(3)
(Total 10 marks)
Q20.
A technician investigated the effect of temperature on the rate of an enzyme-controlled
reaction. At each temperature, he started the reaction using the same concentration of
substrate.
The following graph shows his results.
Time after start of reaction / minutes
(a) Give two other factors the technician would have controlled.
1. _________________________________________________________________
2. _________________________________________________________________
(1)
(b) Draw a tangent on each curve to find the initial rates of reaction.
Use these values to calculate the ratio of the initial rates of reaction at 60 °C : 37 °C.
Show your working.
Ratio = ____________________ :1
(2)
(c) Explain the difference in the initial rate of reaction at 60 °C and 37 °C.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
(2)
(d) Explain the difference in the rates of reaction at 60 °C and 37 °C between 20 and
40 minutes.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
(4)
(Total 9 marks)
Q21.
The diagram shows part of a prokaryotic cell.
(a) Name the structures labelled W to Z in the diagram.
W ________________________________________________________________
X _________________________________________________________________
Y _________________________________________________________________
Z _________________________________________________________________
(2)
(b) Name the main biological molecule in:
W ________________________________________________________________
X _________________________________________________________________
(2)
(c) Name the process by which prokaryotic cells divide.
___________________________________________________________________
(1)
(d) Some prokaryotic cells can divide every 30 minutes. A liquid culture contained a
starting population of 1.35 × 10 4 cells.
Assuming each cell divides every 30 minutes, calculate how many cells there will be
after 3 hours. Assume no cells die during this time.
Answer = ____________________
(2)
(Total 7 marks)
Q22.
(a) Draw and label a single DNA nucleotide.
(2)
(b) Give two features of DNA and explain how each one is important in the
semi-conservative replication of DNA.
1. _________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
2. _________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
(2)
(c) Replication of mitochondrial DNA (mtDNA) is different from that of nuclear DNA.
The replication of the second strand of mtDNA only starts after two-thirds of the first
strand of mtDNA has been copied.
A piece of mtDNA is 16 500 base pairs long and is replicated at a rate of 50

nucleotides per second.
Tick (✓) the box that shows how long it would take to copy this mtDNA.
A 330 seconds
B 440 seconds
C 550 seconds
D 660 seconds
(1)
(Total 5 marks)
Q23.
(a) What is a monomer?
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___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
(1)
(b) Lactulose is a disaccharide formed from one molecule of galactose and one
molecule of fructose.
Other than both being disaccharides, give one similarity and one difference between
the structures of lactulose and lactose.
Similarity ___________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Difference __________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
(2)
(c) Following digestion and absorption of food, the undigested remains are processed
to form faeces in the parts of the intestine below the ileum.
The faeces of people with constipation are dry and hard. Constipation can be
treated by drinking lactulose. Lactulose is soluble, but is not digested or absorbed in
the human intestine.
Use your knowledge of water potential to suggest why lactulose can be used to help
people suffering from constipation.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
(2)
(d) Lactulose can also be used to treat people who have too high a concentration of
hydrogen ions (H+) in their blood.
The normal range for blood H+ concentration is 3.55 × 10–8 to 4.47 × 10–8 mol dm–3
A patient was found to have a blood H+ concentration of 2.82 × 10 –7 mol dm–3
Calculate the minimum percentage decrease required to bring the patient’s blood H+
concentration into the normal range.
Answer = ____________________
(2)
(Total 7 marks)
Mark schemes
Q1.
(a) Correct answer of 4.92, 2 marks;
If N(N-1) = 3540, OR ∑n(n-1) = 720, then award 1 mark
Accept 4.916 / 4.917 / 4.9
2
(b) 1. A method of selecting sampling sites at random;

2. Use of quadrat;
3. Identify (plant) species (at site / in each quadrat)
OR
Count number of (different plant) species (at site / in each quadrat);
1. E.g. grid with coordinates selected using random
number table
2. Frame or point
3. Reject refs to % cover, or counting individuals
3
(c) 1. Significant increase in species richness on Islay and Colonsay and

(significant) fall on Harris;
2. Change in diversity on Islay not significant;
3. Greater than 0.05 / 5% probability of getting this change / difference by
chance (on Islay)
OR
(For other differences) less than 0.001 / 0.1% probability of getting this
change / difference by chance (for species richness on Colonsay, Harris,
Islay)
OR
Less than 0.01/1% probability of getting this change/difference by
chance (for diversity index on Colonsay, Harris);
2. Accept converse about significance of differences in
other cases
3. Reject results are due / not due to chance
3. Ignore refs to P unqualified
3
[8]
Q2.
(a) 6 (g dm−3);
1
(b) Correct answer of (−)0.14;

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

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

Ignore ref. to other proteins.
Reject answers which refer to white blood cells as proteins.
1
[9]
Q3.
(a) Two suitable examples;
Examples
1. amino acid / protein / polypeptide / peptide;
2. nucleic acid / nucleotide / base;
3. DNA;
4. RNA;
5. ATP / ADP;
6. NAD / NADP (reduced or not);
7. Cyclic AMP / cAMP;
8. Chlorophyll;
List rule applies
Reject for either point nitrates / nitrites / ammonia /
ammonium / urea
4. Accept pre-mRNA / mRNA / rRNA / tRNA
2 max
(b) Correct answer in the range 90 to 133.2 scores 2 marks;

1 mark for answers where yield calculated correctly for 1970 OR 2005;
(1970 in range) 170.8 to 176.4
OR
(2005 in range) 266.4 to 304.0;
Accept positive or negative values
2
(c) 1. Using more but getting less response over time;

2. The graph shows correlation but doesn’t prove changes in yield due to
fertiliser / but there could be other factors;
3. Becomes less cost effective with time;
Idea of over time is important
1. accept fertiliser becomes less effective over time
1. Accept use of figures from graph
1. Accept the idea of less grain / crop over time
2. Ignore whether correlation is positive or negative
2 max
[6]
Q4.
(a) Used to produce named phosphate compound in cells;
e.g. ATP / ADP / phospholipids / DNA / RNA / RuBP / TP /GP etc.
1
(b) Example of a carbon-containing biological compound e.g. carbohydrate /

amino acid / vitamin;
Accept: sugars / organic (compounds).
Ignore: products of photosynthesis.
Ignore: starch.
1
(c) 1. Represents dry mass / mass of carbon;

2. Represents gross production minus respiratory losses;
2. Accept: NPP = GPP −R.
2. Accept: Chemical energy minus respiratory losses.
1 and 2. Chemical energy store minus respiratory losses = 2
marks.
2
(d) 1. For the control an increase in phosphate increases (plant) growth;

2. For Entrophospora an increase in phosphate reduces (plant) growth;
3. Scutellospora reduces (plant) growth (compared to control);
4. Entrophospora and Glomus increases (plant) growth (compared to
control);
5. No SD / statistical test to determine significance;
6. Only 20 weeks of growth;
7. Underground / root growth not known;
5. Accept: no error bars.
7. Accept: only shows shoot growth.
4 max
(e) 1. Answer in range 0.07 to 0.09 = 2 marks;

2. Answer in range 9.97 to 12.2
OR
Shows division by 140 or 20 × 7 = 1 mark;
2
[10]
Q5.
(a) Accept any three suitable properties e.g.:
• Is a metabolite
• Is a solvent
• Has a (relatively) high heat capacity
• Has a (relatively) large latent heat of vaporisation / evaporation
• Has cohesion / hydrogen bonds between molecules;
No explanations are needed
However do not accept ‘polar’ unqualified
3 max
(b) Dilution series;

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

2. Axes labelled with mol dm −3 and ratio without units;
3. Correct values correctly plotted and suitable curve drawn;
3. Accept point to point or smooth curve but no
extrapolation
NFP – 3. Graph starts just below 1.4 and finishes just above
0.7 and looks right.
3
(d) 1. (0.8 mol dm−3 sucrose) solution has a more negative / lower water
potential than potato (cytoplasm);
OR
potato (cytoplasm) has a less negative / higher water potential than (0.8 mol
dm−3 sucrose) solution;
2. (therefore) water moves out (of potato) into the (sucrose) solution by
osmosis (so cells decrease in mass);
1. Accept sucrose solution is hypertonic / potato
cytoplasm is hypotonic
2. Accept water moves down a water potential gradient
2
[9]
Q6.
(a) 1. Affects water potential (of blood/body);
Accept Ψ for water potential
2. Affects volume of urine (produced/removed);

2
(b) 1. Furosemide and CVT more effective than placebo/control/C

OR
Furosemide more effective (than CVT);
Accept both (drugs)/A and B more effective than
placebo/control/C
2. Correct reference to a significant increase/difference as SD’s do not overlap;

2
(c) Lower volume of blood;

1
(d) 1. Water potential of filtrate/tubule decreased;

Accept correct reference to water potential gradient
Accept maintains low water potential.
Accept nephron for filtrate/tubule.
2. Less water (reabsorbed) by osmosis (from filtrate/tubule);

Accept nephron for filtrate/tubule.
Accept no water (reabsorbed) for ‘less’
Accept (more) water (absorbed) by osmosis (into
filtrate/tubule)
3. Collecting duct (is where osmosis occurs);

Accept proximal convoluted tubule or distal convoluted
tubule or (descending) loop of Henle
Ignore PCT, DCT.
3
(e) Accept answers in the range 33840 to 34680;

1
[9]
Q7.
(a)
open closed
Semi-lunar valves 2 3
Atrioventricular valves 4 1
One mark for each correct column
General marker
2
(b) (Acceptable range is) 6315.79 to 6400;

Allow one mark for (SV = 120 − 40 =) 80 (cm 3)
OR
(1 cycle = 1.24 − 0.48 =) 0.76 (s)
OR
79 / 80 (beats minute −1)
2
(c) 1. Contraction of ventricle(s) produces high blood /

hydrostatic pressure;
2. (This) forces water (and some dissolved substances)
out (of blood capillaries);
1. Do not accept contraction / pumping of the heart
1. Reject blood / plasma / tissue fluid forced out
2
(d) Excess tissue fluid cannot be (re)absorbed / builds up;

The idea of excess is important
Accept ‘drained’ for absorbed
1
[7]
Q8.
(a) Lowercase a in both boxes
1
(b) Tick in box next to ‘Crossing over’;

1
(c) 32.73 / 32.7 / 32 / 33;;
Award 1 max for either
409 (409.2) for difference in volume (but incorrect number of mitochondria);
OR
Answer of 262 (261.9) (using diameter, rather than radius);

2
(d) 1. Egg (created) has nucleus / DNA / genes of (affected) woman / mother;
Accept ref. to zygote / embryo / child for egg
Accept genetic information
Ignore references to alleles
Reject if nucleus from wrong egg / woman
2. It has mostly / many / lots of normal mitochondria (of unaffected woman)

OR
There are few faulty mitochondria;
Reject ref. to production of healthy mitochondria as result of
treatment
2
(e) 1. Not enough / little ATP produced;

One reason asked for, so list rule applies
Ignore ref. to no ATP produced
2. ATP provides energy for (enzyme) reactions

OR
ATP phosphorylates substrates / enzymes, so making them (more) reactive;
Accept (leads to) lower activation energy for reaction
Reject if mention energy produced
2 max
[8]
Q9.
(a) Correlation coefficient and because looking for correlation / relationship /
association between two variables / between B cells destroyed and CD20;
Accept Pearson and Spearman
Accept factor for variable
Wrong test or wrong reason = 0 marks
1
(b) 1. The more CD20 (on B cells), higher the percentage of / more B cells destroyed
/ more effective it is;
Ignore ref. to ‘positive correlation’ unqualified
Ignore ref. to correlation vs. causation
Ignore ref. to effects on the immune system
2. (At best) only destroys (about) 80% of B cells
OR
In no cases are all B cells killed;
3. Don’t know % / proportion of cancer cells killed;
4. Won’t cure CLL / cancer / slows but doesn’t stop CLL / cancer;
5. Little effect below (about) 5 CD20 on cells;

Ignore ref. to little effect where little CD20
3 max
(c) 1.8 x 108;;
If correct difference but expressed in non-standard form, award 1 mark;

Award 1 mark if answer given as 1.8 x 10 –8
2
(d) 1. Mutation changes the tertiary structure / amino acid sequence of transcription
factor;
Do not accept unqualified statements about non-functional
transcription factor – this is in stem of question
Answers must be in context of transcription factor, not CD20,
or generic statements
2. Transcription factor not complementary to / cannot bind to CD20 gene / CD20

DNA;
Do not accept unqualified statements about non-functional
transcription factor – this is in stem of question
Answers must be in context of transcription factor, not CD20,
or generic statements
Accept TF cannot bind to promoter (on DNA)
3. Little / less / not enough / no mRNA for CD20 produced

OR
Little / less / not enough / no (mRNA for) CD20 translated / produced;
4. (Not enough CD20 so) nothing / little for Rituximab to bind to, so few / no B
cells destroyed;
Accept converse for cells with a lot of CD20
Accept lower median percentage for fewer cells destroyed
3 max
[9]
Q10.
(a) 1. No (functional) cones
OR
Only rods;
2. Cones are connected to a single neurone
OR
Several rods connected to a single neurone;
Accept correct reference to retinal convergence
Accept ‘bipolar/nerve cell’ for neurone
Accept ‘many’ 2 or more for ‘several’
3. (Cones) Separate (sets of) impulses to brain

OR
(Rods) Single (set of) impulse/s to brain;
Accept ‘optic nerve’ for brain
Reject ‘signals’, ‘messages’ for ‘impulses’
Accept ‘action potential’
3
(b) 1. Correct answer in range 42 – 44% = 2 marks;;
2. Incorrect answer but shows that understanding that 2pq =

heterozygous/carriers = 1 mark;
Accept 1 – (p2 + q2)
Accept understanding of 2pq by using calculation involving 2
× two different numbers
2
(c) 1. (Gene/allele) is on the X chromosome;
2. Females require two alleles/females can be heterozygous/carriers and males

require one allele;
Reference to allele is essential but only required once
Reference to females and males required
Reject dominant allele
2
(d) 1. Green sensitive pigment/cones non-functional

OR
Cones that detect green light non-functional;
2. Three different types of pigment/cone;
3. Other/different colours (‘seen’) due to stimulation of more than one

cone/pigment;
1, 2 and 3. Reject reference to ‘green cones’/ ‘blue cones /
‘red cones’ but once only
1, 2 and 3. Reject reference to ‘green pigment’/ ‘blue
pigment/ ‘red pigment but once only and only if ‘green cones’
etc, (see above) has not been rejected.
3
(e) 1. (iPS cells) divide;
2. (iPS cells) develop/differentiate into (green sensitive) cones;

Accept ‘produce’/’specialise’ ‘turn in to’ / ‘genes switched on’
/ ’turned on’ for ‘develop’ but ignore ‘grow’
Reject develop into ‘green cones’/blue’ cones’/’red cones’
Ignore develop/differentiate into (blue/red sensitive) cones;
Reject reference to develop in to ‘green pigment’/ ‘blue
pigment/ ‘red pigment
2
(f) 1. (Use of iPS cells) long-term;

Accept ‘gene therapy short-term’ or ‘only two years’
Accept ‘permanent’
2. (Use of iPS cells) less chance of rejection/immune response;
3. (Use of iPS cells) single treatment;

Accept ‘gene therapy ‘regular/frequent treatment’’
4. Harm/side effects from using viruses (in gene therapy);

3 max
[15]
Q11.
(a) (So the) oxygen is used/absorbed/respired;
1
(b) 1. Anaerobic respiration produces carbon dioxide;
2. Increase in pressure/volume (of gas);

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

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

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

Accept reference to exponential (increase)
Ignore if the answer only refers to numbers being high
Ignore to ‘fit on the scale’
1
(e) Decrease/no glucose/substrate

OR
Increase in ethanol/carbon dioxide/acidity;
Accept decrease/no oxygen as Figure 2 is not linked to
Figure 1.
Accept competition for glucose/oxygen.
Accept any named sugar
Accept decrease in pH
Accept increase in toxins
Ignore food/nutrients
1
(f) 1. Correct answer of 298000 or 297766 or 297765.59 or 296826 = 2 marks;;

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

OR
Incorrect answer but working shows 2.72 0.5 × 10 / 2.725 / e0.5 × 10 / = 1 mark
2
[9]
Q12.
(a) 1. Reduces activation energy;
Accept ‘reduces Ea’.
2. Due to bending bonds

OR
Without enzyme, very few substrates have sufficient energy for reaction;
Accept ‘Due to stress/pressure/tension on bonds’ OR ‘Due to
weakening bonds’.
Ignore references to ‘breaking bonds’.
2
(b) 1.93 × 1011;;
Allow 1 max for
578/3.0 × 10–9
1.93 × 10x when x ≠11
Correct answer with incorrect standard form e.g. 19.3 × 10 10

Accept any number of significant figures ≥2, if rounding
correct (1.926• × 1011). Same principle applies to one max
answers.
2
(c) 31.4;;
Allow 1 max for
0.44 and 1.4
32.8
33.1
30
29.3
Accept any number of significant figures ≥2, if rounding
correct (31.4284714).
Same principle applies to 1 max answers.
32.8 = Both readings at 2.5 mmol dm–3 (0.44/1.34)
33.1 = Both readings at 2.5 mmol dm–3 (0.44/1.33)
30 = Incorrect reading for C (0.42/1.4)
29.3 = Incorrect reading for C (0.41/1.4)
2
(d) 1. (Binding) alters the tertiary structure of the enzyme ;

Max 1
if lyxose acting as an inhibitor
OR if answer linked to lower rate of reaction
OR if lyxose used an energy source/respiratory substrate
2. (This causes) active site to change (shape);
3. (So) More (successful) E-S complexes form (per minute)
OR
E-S complexes form more quickly
OR
Further lowers activation energy;

Accept ‘acts as a co-enzyme’
Accept description for E-S complexes.
3
[9]
Q13.
(a) 1. Hydrolysis (of);
2. (Large / insoluble substances) to small(er) / soluble substances;

Ignored named examples
Accept polymer to monomer
2
(b) 1. Active sites are different shapes;
2. So different enzyme-substrate complexes (are formed);

OR
So complementary to different parts of cellulose / substrate;
2
(c) 2 × 10–3 / 2.0 × 10–3 / 2.01 × 10–3;;
If the answer includes additional decimal places, award the
marks if it would round to a correct answer
Accept for 1 mark, correct answer not in standard form 0.002
/ 0.00201 / 0.002014;
OR
Correct calculation using incorrect figure from table (9.2)
0.003 / 0.0031 / 0.00319 / 3 × 10 –3 / 3.0 × 10–3 / 3.19 × 10–3 /
3.2 × 10–3
OR
Correct calculation with answer expressed as g hr–1, 0.12 /
0.121 / 1.2x10–1
2
(d) 1. Endocellulase create more ends / increases surface area;
2. For exocellulase to act on / hydrolyse / digest;

2
(e)
Accept
((final mass – initial mass) ÷ initial mass) × 100
OR
((change in mass) ÷ initial mass) × 100
OR
100 – ( × 100)
OR
(1 – (F/I)) × 100
OR
((I – F) ÷ I) × 100 / ((F – I) ÷ I) × 100
OR
((15 – final mass) ÷ 15) × 100 / ((final mass - 15) ÷ 15) × 100
1
[9]
Q14.
(a) 1. Method to ensure all cut surfaces of the eight cubes are exposed to the
sucrose solution;
Credit valid method descriptions to fulfil mp1, 2 and 3 (no
explanation is required).
2. Method of controlling temperature;

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

Accept time intervals between every 5 minutes with
maximum of every 40 minutes.
Accept ‘weigh the cubes at stated time intervals’
3 max
(b) Yes or No (no mark)
Calculation of rate per mm 2 for both sets of data, accept answers in the range
1.6 × 10–5 to 1.8 × 10–5 and
1.5 × 10–5 to 1.6 × 10–5;;; Both correct = 3
One correct = 2
Neither correct – look below for max 2
Allow 1 mark for calculation of surface area of two (sets of) cubes 7350 (mm 2) and
14700 (mm2)
Allow 1 mark for calculation of both rates of osmosis shown in first 40 minutes –
between 0.12 and 0.13 and between 0.22 and 0.23
If surface area and/or rate of osmosis is incorrect then, allow 1 mark for (their)
calculated rate divided by (their) calculated surface area
Accept answers not given in standard form or to any number
of significant figures ≥2sf as long as rounding correct.
3 max
[6]
Q15.
(a) 1. Add 1 part (bacteria) culture to 9 parts (sterile) liquid (to make 10 –1 dilution);
Accept water / nutrient / broth for liquid
2. Mix (well);
Accept stir
3. Repeat using 9 parts fresh (sterile) liquid and 1 part of 10 –1 and 10–2 dilutions
to make 10–3 dilution;
OR
Add 1 part 10–1 (suspension) to 99 parts (sterile) liquid (to make 10 –3 dilution);
Accept water / nutrient / broth for liquid
Reject 1 part (undiluted) culture added to 999 parts liquid
3
(b) 3.75 × 109 / 3 750 000 000;;

Accept for 1 mark: 3750 000 / 3.75 × 10 6 (cells per mm3)
OR
3.75 × 1012 (wrong volume conversion)
OR
3750 (cells per mm3 of diluted culture)
OR
Evidence of using correct dilution conversion and correct
volume conversion, i.e., × 1000 and × 1000
2
(c) 1. Count unlikely to be accurate / repeatable / reproducible / reliable;
2. Because too many cells;
OR
Because cells overlapping / not spread out;
2
(d) 1. Tetracycline used more often / in higher doses;
2. Resistant bacteria more likely to (survive and reproduce and) pass on

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

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

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

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

OR
Bacteria pass on (resistance) gene / allele when they reproduce;
OR
Bacteria resistant to tetracycline are passed on from one generation of farm animals
to the next (probably via faeces);
OR
Environment does not change, so stabilising selection occurs;
Accept no selection to get rid of it
Reject reference to mitosis or immunity
1
[10]
Q16.
(a) (explanation must be linked to structures to gain second mark for each linked pair)
filaments / lamellae ; large SA;

gill plates or secondary
lamellae;
large number of to remove oxygen / to maintain a gradient;
capillaries;
thin epithelium; short diffusion pathway;
pressure changes; to bring in more water / to maintain
gradient;
countercurrent flow (or exchange / diffusion along whole length /
description); concentration gradient maintained /
equilibrium not achieved / blood always
meets water with higher oxygen
concentration;
6
(b) (i) requires 20 cm3 of oxygen / extracts 7.2 cm 3 of oxygen /

reject if referring to volume of water
2.7 / 2.8 (dm3h–1);

(correct answer award 2 marks)
2
(ii) high (relative) density / heavy;

requires large input of energy as difficult to push back out;
2
(c) (for each pair second point must be linked to first)

to provide same amount of oxygen;
need to have more water flowing over gills;
OR
metabolic rate / respiration increases (with increase in temperature);
so more oxygen required;
2 max
[12]
QWC 1
Q17.
(a) 1. Where dividing cells are found / mitosis occurs;
OR
No dividing cells / mitosis in tissue further away / more than 5 mm from tip;
OR
To get (soft) tissue that will squash;
OR
Length that will fit under cover slip;
Accept most dividing cells
2. Single / thin layer of cells / spread out cells so light passes through (making
cells / nuclei visible);
Accept thin layer of tissue
Ignore to see cells clearly
2
(b) 3.57 / 3.6 / 3.7 / 3.71 / 3.8 (%);;

If the answer includes additional decimal places, award the
marks if it would round to a correct answer
There are 3 cells in anaphase
Accept for 1 mark, 101.25 / 101 (students estimate in
minutes)
OR
3.75 (difference between scientist estimate and student’s
estimate in minutes)
Ignore plus or minus signs
2
(c) Cytokinesis;
1
(d) Description;
Explanation;
E.g,
1. Examine large number of fields of view / many cells;

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

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

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

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

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

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

3 max
[10]
Q18.
(a) As size increases, ratio (of surface area to volume) decreases;
Accept converse.
Comparison required, e.g., smaller organisms have a larger
ratio
1
(b) Two marks for correct answer in range of 1.75 to 1.76032;;

Accept for 1 mark, incorrect answer using radius 0.87 / 0.88 /
0.880 / 0.8802 / 0.88015;
OR
Accept for 1 mark, incorrect answer with correct rearranged
equation, e.g.,
Radius =
OR
=
OR
=
OR
r2 = surface area ÷ 4 π
OR
r2 = 9.73 ÷ 12.56
OR
r2 = 0.77 / 0.774 / 0.775
2
(c) (Measures) small uptake / amount / quantity / volume / concentration / rate (of
oxygen uptake);
OR
Avoids use of powers of ten / standard form / many decimal places;
Ignore weight / accuracy
1
(d) More accurate / less error (in measuring mass);

OR
Causes less distress / damage to animal (to measure mass);
OR
Easier / quicker (to find mass) because irregular shapes;
OR
Fewer measurements / calculations;
Ignore references to human error
Accept converse if reference made to volume
Reject if comparison is made with surface area.
1
(e) (Oxygen used in) respiration, which provides energy / ATP;

OR
(Oxygen is used in) respiration, which is a metabolic process / chemical
reaction;
Reject produces energy
Reject references to anaerobic respiration
1
(f) 1. No information about egg;
2. So cannot compare all stages (in Table 2);

Idea of comparing all three stages needed
3. No statistical information / test / t-test / comparison of standard deviations;

OR
No measure of significant differences;
Reject statements that “results” are not significant
Reject references to chi squared or correlation coefficient
3
[9]
Q19.
(a) 1. (water has a relatively) high (specific) heat capacity;
Ignore numbers relating to heat capacity
2. Can gain / lose a lot of heat / energy without changing temperature;

OR
Takes a lot of heat / energy to change temperature;
Accept due to H bonding between water molecules
2
(b) Adenosine diphosphate and (inorganic) phosphate;

Accept ADP for adenosine diphosphate
Accept Pi / PO43– / P in a circle for inorganic phosphate
Reject adenine diphosphate
Reject phosphorus / P for phosphate
1
(c) 1. Species / organism the muscle tissue came from;

OR
Thickness / type / source of the muscle tissue;
Ignore surface area of muscle tissue
2. Temperature of the muscle tissue / ATP solution / slides;

Need to be qualified
3. pH of the ATP solution;

Need to be qualified
Reject concentration / volume of ATP hydrolase
2 max
(d) Description
1. As concentration of ATP increases, length of muscle decreases;
Accept negative correlation
Explanation
2. More ATP (hydrolysed by ATP hydrolase), so more energy released, so
more muscle contraction / shortening of muscle;
Accept more ATP available for correct/named aspect of
muscle contraction
Idea of more is required once.
Reject energy produced
2
(e) 4.88 × 10–6 ;;;
If answer incorrect
EITHER
Allow 1 mark for 0.244
Allow 1 mark for 1.22 × 10–5
OR
Allow 1mark for 12200 / 1.525
Allow 1 mark for 0.61

Accept 5 × 10–6
Accept correct answer however expressed
Max 2 for incorrect final answer
3
[10]
Q20.
(a) Any two of the following:
Concentration of enzyme
Volume of substrate solution
pH.
Allow same concentration of substrate
1
(b) Ratio between 5.18:1 and 5.2:1

Initial rates incorrect but correctly used = 1 mark.
Allow 1 mark if rate at:
60°C = 0.83g dm–3 s–1 /49.8g dm–3 minute–1
OR
37°C = 0.16g dm–3 s–1 /9.6g dm–3 minute–1
2
(c) At 60 °C:
1. More kinetic energy;
2. More E–S complexes formed.
Allow converse for 37 °C
2
(d) Different times:

1. Higher temperature / 60 °C causes denaturation of all of enzyme;
Accept converse for 37 °C
2. Reaction stops (sooner) because shape of active site changed;

Reject if active site on substrate
Different concentrations of product (at 60 °C)

3. Substrate still available (when enzyme denatured);
4. But not converted to product.
4
[9]
Q21.
(a) W – (cell surface) membrane
X – cell wall
Y – capsule
Z – flagellum
Four correct = 2 marks.
Three or two correct = 1 mark.
Y - Ignore references to slime/mucus
Y - Reject capsid
Z - accept flagella
2
(b) W - Phospholipids;
X - Murein / glycoprotein;
X - Accept peptidoglycans.
Accept phonetic spellings
2
(c) Binary fission;

Reject binary fusion
1
(d) 8.64 × 105;;

Accept 864 000 however expressed, e.g. 864 × 103
Allow one mark for
26 = 64
OR
64 / 26 × (1.35 × 104)
2
[7]
Q22.
(a) 1. Phosphate, deoxyribose and base correctly labelled;
Accept P in a circle / Pi / PO43– for phosphate.
Do not accept phosphorus for phosphate.
Do not accept only pentose for deoxyribose.
Ignore references to sugar.
Accept a named base, (eg adenine, thymine, guanine,
cytosine).
Do not accept uracil or only letters (eg A, T, G or C).
Ignore labelled bonds
2. Correct shapes and bonds in the correct positions (as shown below);
Accept correct shapes with incorrect labels
Accept any orientation of diagram, eg inverted / mirror image
Accept any pentagon for deoxyribose
2
(b) 1. Weak / easily broken hydrogen bonds between bases allow two strands to
separate / unzip;
may appear in the same feature
2. Two strands, so both can act as templates;

may appear in the same feature
3. Complementary base pairing allows accurate replication;

Allow description of complementary base pairing and
accurate replication.
2 max
(c) C. 550 seconds;

1
[5]
Q23.
(a) (a monomer is a smaller / repeating) unit / molecule from which larger molecules /
polymers are made;
Reject atoms / elements / ’building blocks’ for units /
molecules
Ignore examples
1
(b) Similarity
1. Both contain galactose / a glycosidic bond;
Ignore references to hydrolysis and / or condensation
Difference
2. Lactulose contains fructose, whereas lactose contains glucose;
Ignore alpha / beta prefix for glucose
Difference must be stated, not implied
2
(c) 1. (Lactulose) lowers the water potential of faeces / intestine / contents of the
intestine;
Accept Ψ for water potential
2. Water retained / enters (due to osmosis) and softens the faeces;

Accept descriptions of soft faeces, eg faeces is less dry /
less hard
2
(d) (-) 84.1(%);;

Accept (-) 84.15(%)
Allow 1 mark for
84
OR
OR
2
[7]

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Maths Practise Questions

Marks=202 Time Allowed = 232

Species Number of individuals

Change in mean Change in mean

Islay +8.89 ≤0.001 +0.22 >0.05

Colonsay +14.70 ≤0.001 +2.68 ≤0.01

Harris −5.13 ≤0.001 −2.44 ≤0.01

Answer = ___________ g dm−3

Show your working.

Answer = ___________ g dm−3 year−1

Give two examples of biological molecules containing nitrogen that would be

Show your working.

Difference ____________________ kg hectare −1

The results the scientists obtained are shown in the graph.

Answer = ____________________ g day−1

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

The table shows the student’s results.

Concentration Initial mass Final mass of Ratio of final

0.0 2.79 3.82

0.2 2.75 2.97

0.4 2.78 2.67

0.6 2.69 2.31

1.0 2.77 1.99

Name of method _____________________________________________________

• They divided volunteers into three groups, A, B and C at random.

Some of the results the scientists obtained are shown in Table 1.

(c) Furosemide is sometimes used to treat high blood pressure.

Suggest how furosemide would cause a decrease in blood pressure.

Explain how furosemide causes an increase in the volume of urine produced.

The results the scientists obtained are shown in Table 2.

Mean rate of flow of

Valve opens Valve closes

Answer = ____________________ cm3 min−1

Suggest how a blockage in the lymphatic system could cause lymphoedema.

The formula for the volume of a sphere is πr3 where π = 3.14

Number of mitochondria =____________________

(d) Mitochondrial diseases are caused by faulty mitochondria. All of a person’s

One proposed treatment to prevent passing on faulty mitochondria involves

Suggest how this treatment prevents inheritance of mitochondrial diseases.

Suggest and explain one reason why.

Name of test ________________________________________________________

Do not include considerations of statistical analyses in your answer.

The doctors determined the median percentage of B cells destroyed by Rituximab in

The doctors’ results are shown in the table.

Median percentage of B cell

In people with CLL who had the

In people with CLL who did not

(c) Human blood contains (approximately) 1.0 × 10 9 B cells per dm3.

Express your answer in standard form. Show your working.

Complete achromatopsia is a form of complete colour blindness. It is caused

One form of red-green colour blindness is caused by a sex-linked recessive

Scientists investigated the use of gene therapy to correct red-green colour

Suggest how iPS cells could correct red-green colour blindness.

Explain why it moved to the right.

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

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

Suggest one reason why.

Xt = the population after a certain time

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

Another scientist investigated an enzyme that catalyses the following reaction.

The scientists set up two experiments, C and L.

(d) Lyxose binds to the enzyme.

(b) Endocellulases and exocellulases act at different places on cellulose molecules.

A scientist prepared the following mixtures: