Topic 5 Assessment Booklet

Marks = 1`9 Time Allowed 165 minutes

Q1.
The image below shows a transmission electron micrograph of a longitudinal section of
skeletal muscle.

(a)     Name structures C, D and E.

C _________________________________________________________________

D _________________________________________________________________

E _________________________________________________________________
(3)

(b)     Give the name of the structure shown between points A and B.

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(1)

(c)     Calculate the actual distance between points A and B. Give your answer in
micrometres (µm).

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 Answer = __________________ µm
(1)

(d)     The image shows glycogen granules present in skeletal muscle.

Explain their role in skeletal muscle.

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(2)

(e)     During vigorous exercise, the pH of skeletal muscle tissue falls. This fall in pH leads
to a reduction in the ability of calcium ions to stimulate muscle contraction.

Suggest how.

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(3)
(Total 10 marks)

Q2.
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

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(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 cm3 hour–1.

Show your working.

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 Answer = ____________________ cm3 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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(1)

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

Suggest one reason why.

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(1)

(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

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 hours. Show your working.

Answer = ____________________
(2)
(Total 9 marks)

Q3.
Scientists investigated the process of succession on sand dunes. They measured the
percentage cover of different species of plants on sand dunes of different ages.
Some of the results the scientists obtained are shown in Figure 1.

Figure 1

(a)     Describe how you would determine the mean percentage cover for beach grass on
a sand dune.

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(3)

(b)     The scientists concluded that the results shown in Figure 1 were due to succession
taking place.

Use Figure 1 to explain why the scientists reached this conclusion.

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(4)

The scientists also investigated how the proportion of sunlight reaching the ground
changed during succession. Some of the results the scientists obtained are shown in
Figure 2.

Figure 2

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 (c)     Use Figure 1 to explain the results in Figure 2.

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(1)

(d)     Using evidence from Figure 2, what can you conclude about the net primary
productivity (NPP) in the sand dunes that are older than 1000 years?

Explain your answer.

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(2)
(Total 10 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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 ___________________________________________________________________
(1)

(b)     Suggest one way in which AMF may benefit from their association with plants.

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(1)

(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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 ___________________________________________________________________
(2)

(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.
Herbicides can be used to reduce the growth of weeds.

Scientists completed seven studies to determine how the use of the herbicide Atrazine
affected the yield of sugarcane. In each study, some plots were treated with Atrazine and
some plots were not treated with Atrazine.

The graph below shows the scientists’ results. (1 hectare = 10 000 m2)

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(a)     Calculate the percentage decrease in yield caused by the use of Atrazine in study
G.

Answer = _________________ %
(1)

(b)     A teacher studying these data with her students told her class that no definite
conclusions could be drawn when comparing the mean values in the graph.

Suggest why the teacher said this.

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 ___________________________________________________________________

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(2)

(c)     Atrazine binds to proteins in the electron transfer chain in chloroplasts of weeds,

reducing the transfer of electrons down the chain.

Explain how this reduces the rate of photosynthesis in weeds.

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(4)

(d)     When treated with Atrazine, weeds have been shown to give off small amounts of
heat.

Suggest an explanation for this observation.

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(1)
(Total 8 marks)

Q6.
Ammonia in soil is oxidised to nitrites and nitrates by species of nitrifying bacteria.

Scientists investigated whether two soils with a different pH contained different

communities of nitrifying bacteria. These communities consist of all the nitrifying bacteria
of different species in each soil. They took samples of soil from two sites, A and B.

They measured the pH of the samples and found that

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•        the soil from site A had a pH of 6.9
•        the soil from site B had a pH of 4.3

The scientists measured the concentration of ammonia in soil samples over 20 days.
Each sample contained the same concentration of ammonia at the start and had the same
mass. They recorded the concentration of ammonia in

•        soil A with a pH of 6.9

•        soil B with a pH of 4.3
•        a mixture of equal masses of soils A and B with its pH adjusted to 6.9

Their results are shown in Figure 1.

Figure 1

(a)     The scientists used units of μg g–1 for the concentration of ammonia in soil.

Suggest why, in this investigation, the scientists used these units.

μg ________________________________________________________________

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g–1 ________________________________________________________________

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 (2)

(b)     Calculate the difference in the rate of breakdown of ammonia per day between day
0 and day 2 in soil A and soil B.

Show your working and the units for your answer.

Difference in rate = ____________________

(2)

(c)     The scientists concluded that the soil mixture experiment showed there were
different communities of bacteria in soils A and B.

What evidence from Figure 1 supports their conclusions? Give reasons for your
answer.

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(3)

The oxidation of ammonia by nitrifying bacteria involves the enzyme ammonia

monooxygenase. Each species of nitrifying bacteria has its own specific amoA gene that
codes for production of ammonia monooxygenase.

In a second investigation, the scientists determined the expression of the amoA gene in
two species of bacteria, S and T. Species S was from acid soil and species T was from

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soil with a neutral pH.

The scientists grew cultures of each species separately in soils of different pH. They
determined the amount of mRNA from the amoA gene in each culture.

Their results are shown in Figure 2.

Figure 2

(d)     In which species was the number of copies of mRNA more affected by changes in
soil pH from 4.9 to 7.5? Use a calculation to support your answer.

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(2)

(e)     This method allowed the scientists to estimate the expression of the amoA gene in
each culture but not the growth of the bacterial population in each culture.

Explain why.

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(4)

(f)     The scientists set up their cultures in sterile glass bottles.

Suggest one suitable method for sterilising the bottles and explain why it was
necessary to sterilise them.

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(2)
(Total 15 marks)

Q7.
Heat stress is a condition that often occurs in plants exposed to high temperatures for a
prolonged period of time. Heat stress is a major factor in limiting the rate of
photosynthesis.

(a)     Heat stress decreases the light-dependent reaction of photosynthesis.

Explain why this leads to a decrease in the light-independent reaction.

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(2)

(b)     Another effect of heat stress is a decrease in the activity of the enzyme rubisco. A
decrease in the activity of an enzyme means that the rate of the reaction it catalyses
becomes slower.

A decrease in the activity of the enzyme rubisco would limit the rate of
photosynthesis.

Explain why.

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(2)

(c)     Where precisely is rubisco found in a cell?

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(1)

Scientists investigated the effect of temperature on the activity of two enzymes isolated

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 from the leaf cells of cotton plants.
•        Rubisco
•        Rubisco activase – an enzyme that activates rubisco

Figure 1 and Figure 2 show their results.

(d)     The scientists concluded that heat stress reduces the activity of rubisco in plant
leaves by affecting rubisco activase.

Use all the information to evaluate their conclusion.

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(4)
(Total 9 marks)

Q8.
Farmers use artificial fertilisers to maintain or increase yield from grain-producing crop

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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.

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 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)

Q9.
A student isolated chloroplasts from spinach leaves into a solution to form a chloroplast
suspension. He used the chloroplast suspension and DCPIP solution to investigate the
light-dependent reaction of photosynthesis. DCPIP solution is blue when oxidised and
colourless when reduced.

The student set up three test tubes as follows:

•   Tube 1 – 1 cm3 of solution without chloroplasts and 9 cm3 of DCPIP solution in light.
•   Tube 2 – 1 cm3 of chloroplast suspension and 9 cm3 of DCPIP solution in darkness.
•   Tube 3 – 1 cm3 of chloroplast suspension and 9 cm3 of DCPIP solution in light.

The student recorded the colour of the DCPIP in each of the tubes at the start and after
the tubes had been left at 20 °C for 30 minutes.

His results are shown in the table.

 
Colour of DCPIP in tube
Tube After 30
At start
minutes

1 blue blue

2 blue blue

3 blue colourless

(a)     The solution that the student used to produce the chloroplast suspension had the
same water potential as the chloroplasts.

Explain why it was important that these water potentials were the same.

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 ___________________________________________________________________

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(2)

(b)     Explain why the student set up Tube 1.

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(2)

(c)     Explain the results in Tube 3.

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(2)

(d)     The student evaluated the effectiveness of different chemicals as weed-killers by

assessing their ability to prevent the decolourisation of DCPIP in chloroplast
suspensions.

He added different concentrations of each chemical to illuminated chloroplast

suspensions containing DCPIP. He then determined the IC50 for each chemical. The
IC50 is the concentration of chemical which inhibits the decolourisation of DCPIP by
50%.

Explain the advantage of the student using the IC50 in this investigation.

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(1)

(e)     Explain how chemicals which inhibit the decolourisation of DCPIP could slow the
growth of weeds.

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(2)
(Total 9 marks)

Q10.
Read the following passage.
 
Plants require phosphate ions that they get from soil. These ions are
often in poor supply and this results in poor growth of the plants. Most
plants have mycorrhizae that help the plants to obtain nitrates.
Mycorrhizal networks can connect the roots of plants growing next to each
other. The use of fertilisers containing phosphate and nitrates in farming 5
inhibits the growth of mycorrhizae. As a result, intensively farmed crop
plants do not have mycorrhizae.

Plants can defend themselves by producing defensive enzymes that

destroy pathogens such as bacteria. Some plants express the genes for
defensive enzymes in response to signal proteins secreted by other plants 10
that are being attacked by a pathogen. These signal proteins can be
released into the air.

Scientists have discovered that tomato plants increase production of

defensive enzymes if plants next to them become infected with a
pathogen. These tomato plants were connected by a mycorrhizal network 15
that can carry signal proteins between them. The largest increase in
defensive enzyme secretion that the scientists found in a tomato plant
in response to the signal protein was by 122.6 per cent.

Use the information in the passage and your own knowledge to answer the following
questions.

(a)     Suggest and explain two reasons why a poor supply of phosphate ions results in
poor growth of plants (lines 1–2).

1. _________________________________________________________________

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2. _________________________________________________________________

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(2)

(b)     Suggest how defensive enzymes produced by plants destroy bacteria (lines 8–9).

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(2)

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(c)     The signal proteins secreted into the air by a plant being attacked by a pathogen act
as stimuli leading to the expression of genes for defensive enzymes in other plants
(lines 9–12).

Suggest how they lead to the expression of these genes.

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(3)

(d)     Suggest and explain the advantage to tomato plants of transmitting signal proteins
through mycorrhizal networks, rather than releasing them into the air (line 11–12
and lines 14–16).

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(2)

(e)     The largest increase in defensive enzyme secretion that the scientists found in a
tomato plant in response to the signal protein was by 122.6 percent (lines 16–18).

The rate of secretion of the defensive enzymes before the signal protein was
produced was 450 µmol dm−3 g−1 hour−1.

Calculate the rate of secretion per second after the response to the signal protein.

Answer = _________________________ µmol dm−3 g−1 second−1

(2)

(f)      A student who read this passage concluded that farmers should not use fertilisers to
increase yields when growing tomato plants.

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 Evaluate his conclusion.

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(4)
(Total 15 marks)

Q11.
Scientists measured the rate of carbon dioxide release by three groups of insects of the
same species at 10 °C, 20 °C and 30 °C. They also determined the mean mass of each
group of insects.

The scientists results are shown in the table.

 
Rate of carbon Rate of carbon
 Temperature / °C Mean mass / g dioxide release / dioxide
µdm3 minute−1 release per gram /
µdm3 g−1 minute−1

 10 0.047 0.12  

 20 0.046 0.33  

 30 0.048 0.56  

(a)     Complete the table above and plot a graph of your calculated values against
temperature on the graph paper. Express your calculated rates with the appropriate
number of significant figures.

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(3)

The body temperature of the insects was largely determined by the temperature they were
kept at. At each temperature, the scientists recorded rate of carbon dioxide release by
individual insects over time. This rate depends upon spiracles opening or closing.

The graphs below show results for three insects.

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(b)     Calculate the change in the rate per hour of opening of the spiracles between 10 °C
and 20 °C.

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(1)

(c)     Explain how you could determine the total amount of carbon dioxide secreted at
30 °C during the period of recording.

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 (1)

(d)     Suggest an explanation for the effect of temperature on the rate of carbon dioxide
release.

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(3)
(Total 8 marks)

Q12.
Ecologists developed a method for estimating the biomass of trees in a plantation.
The plantation consisted of trees of the same species.

They collected samples of wood from trees. For each sample they:

•        determined the density of the freshly cut wood

•        dried the wood in an oven at 103 °C for 24 hours
•        determined the volume of the dried wood sample
•        determined the density of the dried wood.

The table below shows data about one wood sample.

 
Volume of freshly Density of freshly Volume of dried Density of dried
cut wood sample cut wood wood sample wood sample
/ dm3 / g per dm3 / dm3 / g per dm3

1.345 993.0 1.125 769.0

(a)     The loss of mass of the wood sample was due to loss of water. Water has a density
of 1 g per cm3.

Use the data in the table to calculate the percentage of water in the freshly cut wood
sample. Show your working.

Percentage of water = __________________________________

(2)

(b)     The ecologists dried the samples in an oven at 103 °C for 24 hours. Describe how
the ecologists could have determined whether or not this drying removed all the

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 water from a sample of wood.

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(2)

(c)     Ecologists then investigated the relationship between the diameter of the trunk of
the trees and their biomass.

The graph below shows their results. Each point is the result for one tree.

What does the graph show about the relationship between the diameter of the trunk
of the trees and their biomass?

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(2)

(d)     Plantations of trees are often created to remove carbon dioxide from the
atmosphere, to help to balance the carbon dioxide released by burning fossil fuels.

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For different species of tree, information is available for:

•        the relationship between diameter of trunk and freshly cut biomass

•        the percentage of water in fresh-cut wood
•        the mean dried density of wood.

Using only the information provided in part (c), suggest how the mass of carbon in
the wood of a plantation of trees of a particular species could be estimated.

Start with measuring the diameter of a large number of trees.

Assume that the dry biomass of a tree consists of biological molecules that contain
carbon.

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(4)
(Total 10 marks)

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Mark schemes

Q1.
(a)     C = M line / M disc / myosin filament

D = mitochondrion

E = myofibril
3

(b)     Sarcomere
1

(c)     Answer in range 1.14–1.18

1

(d)     1.      As a store of glucose

Ignore provide energy
OR

To be hydrolysed to glucose;

2.      For respiration / to provide ATP;

2

(e)     1.      Low pH changes shape of calcium ion receptors

Do not accept tropomyosin does not move

2.      Fewer calcium ions bind to tropomyosin;

Accept troponin

3.      Fewer tropomyosin molecules move away;

4.      Fewer binding sites on actin revealed;

5.      Fewer cross-bridges can form

OR

Fewer myosin heads can bind

Must include idea of fewer at least once
3 max
[10]

Q2.
(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

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 (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 2.720.5 × 10 / 2.725 / e0.5 × 10 / = 1 mark
2
[9]

Q3.
(a)     1.      Method of randomly determining position (of quadrats) e.g. random numbers
table/generator;
Ignore line/belt transect

2.      Large number/sample of quadrats;

Accept many/multiple
Ignore point quadrat
If a specified number is given, it must be 20 or more

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 3.      Divide total percentage by number of quadrats/samples/readings;
3

(b)     1.      Beach grass is the pioneer (species);

2.      Pioneers/named species change the (abiotic)

environment/habitat/conditions/factors;
Must convey idea of change being caused by a species
Accept example of change e.g. more humus

3.      (So) less hostile for named species

OR
(So) more suitable for named species;

4.      Conifer/hardwood trees represent climax community;

4

(c)     Trees block/reduce (sun)light;

Reject ‘blocks’ all of the light
1

(d)     1.      (NPP) remains constant;

2.      GPP/photosynthesis and respiration constant;

Accept GPP/photosynthesis equals respiration

OR

3.      (NPP) low/decreases;

4.      Less light so less photosynthesis/GPP;

Reject no photosynthesis
Mark in paired statements
1 and 2 or 3 and 4
2
[10]

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

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 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)     7.7(%);
1

(b)     1.      No error bars / SD;

2.      To show if overlap occurs so difference (in means) is not significant / due to
chance
OR
To show if no overlap occurs so difference (in means) is significant / is not due
to chance.
Do not accept ‘no statistical test performed’ as Chi squared /
Spearman’s rank would be inappropriate.
Ignore references to sample size as it can be assumed that
scientists completed the study using appropriate
methodology.
2

(c)     1.      Reduced transfer of protons across thylakoid membrane

OR
Reduced chemiosomotic gradient / proton gradient across thylakoid
membrane;

2.      (So) less ATP produced;

3.      (So) less reduced NADP produced;

Accept NADPH / NADPH2 / NADPH+
Reject reduced NAD

4.      (So) light-independent reaction slows / stops;

OR
Less reduction of GP to triose phosphate.
4

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 (d)     Idea that energy is released from high energy / excited electron/s (that were lost
from chlorophyll)
1
[8]

Q6.
(a)     1.      (μg because) very little ammonia (in soil);

2.      (μg because) avoids use of (lots of) decimal places (in their results) / avoids
the use of powers of 10 / avoids the use of standard form;
Accept makes numbers more manageable
Accept makes easier to plot graph

3.      (g–1) to allow comparisons (between samples);

2 max

(b)     Answer between 4.5 and 4.6 μg g–1 day–1;;

Award 1 mark for correct number but wrong / no units

Ignore plus or minus signs
Accept ‘per gram’ AND / OR ‘per day’
2

(c)     1.      pH 4.3 / B has fastest rate of breakdown (of ammonia);

2.      A + B / mixture at pH 6.9 slowest / slower (than A or B);

Not just ref. to A and then B on their own

3.      Suggests (community / bacteria at) pH 4.3 / B doesn’t work (well) at pH 6.9 /

pH of mixture;
Accept converse that only (community / bacteria at) pH 6.9 /
A is working in the mixture
3

(d)     (Species S because) no mark

1.      Species S change of 990,000 (per gram of soil);

Award MP1 and 2 OR MP3 and 4
Accept standard forms 9.9 × 105 and 9.9 × 103 for either
Accept for 1 mark for 100 times greater in correct context
with no other calculations shown

2.      Species T change of 9,900 (per gram of soil);

Accept standard forms 9.9 × 105 and 9.9 × 103 for either

OR

(Species T because) no mark

3.      Species S has 99% change;

4.      Species T has 9900% change;

2

(e)     1.      They didn’t count bacteria / cells / population(s);

Page 1 of 39
 Ignore ref. to other factors / other named factors affecting
growth

2.      Copies / number of mRNA related to amount of enzyme / amoA produced /

translated;

3.      Don’t know how much mRNA / amoA produced by each cell;

Accept some bacteria produce more mRNA / amoA than
others

4.      Don’t know if amoA (mRNA / enzyme) is linked to cell division / growth (of
population);
Amount of amoA does not show cell division / growth
Reject references to mitosis / meiosis
4

(f)      1.      Suitable method;
eg in boiling water / steam / autoclave / wash in disinfectant / wash in alcohol
Ignore heat unqualified
Ignore flaming of bottle
Accept radiation

2.      (Reason) to remove / kill other bacteria / organisms that might break down
ammonia;
Ignore ref to removing bacteria that ‘affect the result’
Accept other bacteria producing amoA
Accept other bacteria compete with / kill bacteria that
produce amoA
Ignore contamination unqualified
2
[15]

Q7.
(a)     1.      (Less/no) ATP;

2.      (Less/no) reduced NADP;

Accept NADPH, NADPH + H, NADPH2 NADPH + H+
Reject reduced NAD, NADH etc,
2

(b)     1.      (Less/no) carbon dioxide (reacts) with RuBP;

2.      (Less/no) GP;
2

(c)     1.      Stroma (of/in chloroplast);

Reject: stoma
Reject stroma of cytoplasm/chlorophyll
Reject stroma of mitochondrion
Ignore references to Calvin cycle or the light-independent
reaction
1

Page 1 of 39
 (d)     1.      Rubisco activity increases with temperature
OR
Rubisco optimum temperature is above (rubisco activase);

2.      (Rubisco) activase activity decreases at high temperatures (allow any

temperature above 25 ºC.)
OR
(Rubisco) activase optimum (allow in range) 25 to 30 ºC.;
Accept denatures at high temperature (allow any
temperature above 25 ºC)

3.      (Results/graphs suggest) activase cannot/does not affect activity of rubisco;

4.      (Results are) only for cotton;

Accept may not be the same in other species/types of plant
Ignore: only one study

5.      (Results are) for isolated enzymes;

6.      No stats test;

4 max
[9]

Q8.
(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

Page 1 of 39
 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]

Q9.
(a)     1.      Osmosis does not occur;
2.      Chloroplast / organelle does not burst / lyse / shrivel / shrink;
1.      Accept: osmosis would occur if water potentials were
not the same.
1 and 2, Accept: correct reference to osmotic lysis for 2
marks.
2.      Accept: chloroplast would burst / lyse / shrivel / shrink
if water potentials were not the same.
2.      Reject: ‘cell bursts/shrivels’
2.      Ignore: damage to chloroplasts on its own is not
enough for a mark.
3.      Reject: becomes turgid / flaccid.
2

(b)     1.      To show light does not affect DCPIP;

2.      To show chloroplasts are required;
Ignore: comparison with other tubes.
2

(c)     1.      Reduction of DCPIP by electrons;

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

(d)     Provides a standard / reference point

OR
Can compare different chemicals/weed-killers
OR
Can compare different concentrations of chemicals / weed-killers;
Accept: decolourises quicker than 100% or saves time
waiting for complete decolourisation.
Note: comparisons must be qualified.
Accept: find the most effective weed-killer or the most
effective concentration.
Accept: answers relating to cost effectiveness.
1

(e)     1.      Less / no ATP produced;

2.      Less / no reduced NADP produced;
3.      Less / no GP reduced / converted to TP;
2, Accept: less / no NADPH / NADPH2 / NADPH + H
2 max
[9]

Page 1 of 39
Q10.
(a)     1.      (Required to) make ATP / glucose phosphate, so less respiration / less energy
for growth;

2.      (Required to) make nucleotides, so less DNA / mRNA / tRNA for cell division /
production of protein (for growth);

3.      (Required to) make RuBP / NADP, so less CO2 fixed / reduced into sugar;

4.      (Required to) make phospholipids for membranes;

2 max

(b)     1.      Hydrolyse;
Accept digest

2.      murein / glycoprotein (in cell wall);

2

(c)     1.      Bind to receptor (on target plant);

2.      Acts as / leads to production of a transcription factor;

3.      (Which) binds to promoter

OR
stimulates transcription of genes
OR
production of mRNA (for defensive enzymes);
3

(d)     1.      Direct plant-to-plant transmission;

2.      (So) localised response

OR
faster response
OR
no dilution of signal protein;
2

(e)     0.278;
Accept 1 mark for 1001.7 or

× 100

= 122.6
2

(f)      Should not use:

1.      Fertilisers prevent development of mycorrhizae;

2.      Mycorrhizae help plants to defend themselves (causing an increase in crop

yield);

3.      Mycorrhizae help plants to take up nitrates / phosphates (causing an increase

in crop yield);

Should use:

Page 1 of 39
 4.      Fertilisers containing phosphate and nitrate increase gross primary production
so increase yield;

5.      Most soil is poor in phosphate so without fertiliser (tomato) plant might not get
enough phosphate;
4 max
[15]

Q11.
(a)     1.      Line graph with rate on y axis and temperature on x axis and linear scales;

2.      Values calculated to appropriate sf;

3.      Rates correctly calculated and plotted, with ruled line connecting points and no
extrapolation;
3

(b)     8 or 9;
1

(c)     1.      Determine the area under the curve;

1

(d)     1.      Enzymes / metabolism faster;

2.      Higher rate of respiration and carbon dioxide production / release;

3.      Spiracles open more often / remain open to excrete / get rid of carbon dioxide /
get more oxygen;
Note – explanation required
3
[8]

Q12.
(a)     1.      35.22 or 35.23% = 2 marks;

Award 1 mark if only fresh and dry masses correct, 1335.59 and 865.13 g;
2

(b)     (After 24 hours)

1.      Record mass and reheat;

Accept return to oven = reheat

2.      Until constant mass recorded;

2

(c)     1.      Positive correlation (between diameter and biomass);

2.      Not linear / geometric / exponential / gradient gets steeper;

2

(d)     1.      Calculate a mean diameter;

2.      (Use this to) estimate / determine the mean fresh biomass of trees;

Page 1 of 39
3.      Use the percentage water content to find the dried biomass;

4.      Use the dried density to calculate the mass of tree;

5.      Count / estimate the number of trees in plantation and multiply by (mean)

carbon content (to find total carbon);
4 max
[10]

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