Cambridge International Examinations

Cambridge International Advanced Subsidiary and Advanced Level

* 8 8 3 1 3 2 7 5 0 1 *

BIOLOGY 9700/43
Paper 4 A Level Structured Questions May/June 2016
2 hours
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Section A
Answer all questions.

Section B
Answer one question.

Electronic calculators may be used.

You may lose marks if you do not show your working or if you do not use appropriate units.

At the end of the examination, fasten all your work securely together.
The number of marks is given in brackets [ ] at the end of each question or part question.

This document consists of 22 printed pages and 2 lined pages.

DC (RW) 126539
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Section A

Answer all the questions.

1 (a) ATP and NAD both play important roles in respiration. Both compounds are nucleotides.

Fig. 1.1 represents the molecular structures of ATP and NAD.

ATP NAD

Fig. 1.1

Using Fig. 1.1, compare the structures of ATP and NAD.

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(b) ATP provides an immediate energy source for metabolic processes such as anabolic
reactions.

State two examples of anabolic reactions in a mammal that require ATP as an energy source.

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

(c) Name the type of chemical reaction by which ATP is made during the Krebs cycle.

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(d) Outline the roles of NAD in the cytoplasm of a cell.

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(e) Carbohydrates and lipids are used as respiratory substrates.

Table 1.1 shows the energy values of carbohydrates and lipids.

Table 1.1

respiratory substrate energy value / kJ g−1

carbohydrate 15.8
lipid 39.4

Explain why lipids have a higher energy value than carbohydrates.

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2 The concentration of carbon dioxide in the atmosphere and the light intensity often limit the rate of
photosynthesis.

(a) Explain what is meant by a limiting factor in relation to photosynthesis.

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(b) Investigations were carried out in Florida, USA, into the effect of different concentrations of
atmospheric carbon dioxide and of light intensity on the rate of photosynthesis of soybean
plants.

Plants were grown from seed in outdoor, computer-controlled growth chambers at different
concentrations of carbon dioxide. The upper parts of the chambers were transparent so that
the plants received natural sunlight.

After the seedlings emerged, the air in the soil was separated from the air around the leaves
by a gas-tight seal in each chamber.

Suggest why the air in the soil and the air around the leaves of the plants were separated.

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(c) In one investigation, two sets of plants, A and B, were grown from seed at different
concentrations of carbon dioxide:
• A – normal atmospheric concentration of carbon dioxide (0.033%)
• B – normal atmospheric concentration of carbon dioxide ×2 (0.066%).

Then, keeping each set of plants in its particular concentration of carbon dioxide,
measurements were made of their rates of photosynthesis at different light intensities.

The results are shown in Fig. 2.1 on page 5.

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4
set B
mean rate of
photosynthesis 3
per unit area of
leaf / arbitrary
units
2 set A

0
0 2 4 6 8 10
light intensity / arbitrary units

Fig. 2.1

With reference to Fig. 2.1:

(i) describe and explain, in terms of limiting factors, the results from the plants in set A

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(ii) explain the difference between the results of set A and set B at high light intensities.

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(d) In a second investigation, two sets of plants, C and D, were grown from seed, as before, in
different carbon dioxide concentrations:

• C – normal atmospheric concentration of carbon dioxide (0.033%)

• D – normal atmospheric concentration of carbon dioxide ×2 (0.066%).

When the plants matured, conditions in the growth chambers were changed to investigate the
rate of photosynthesis of each set of plants in different concentrations of carbon dioxide.

The results are shown in Fig. 2.2.

5
set D

4
mean rate of
photosynthesis
per unit area of
leaf / arbitrary units
3 set C

0
0 2 4 6
concentration of carbon
dioxide / arbitrary units

Fig. 2.2

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Suggest explanations for the higher rate of photosynthesis per unit area of leaf shown by the
plants in set D compared with those in set C.

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3 Malaria is a serious and often fatal infectious disease caused by Plasmodium. Drugs such as
chloroquine are widely used to decrease the risk of getting malaria and also to treat people
who have become infected. However, in many parts of the world, Plasmodium populations have
become resistant to chloroquine.

Sequencing the genome of Plasmodium and the application of bioinformatics has provided several
new targets for the development of anti-malarial drugs.

(a) (i) Define the term bioinformatics.

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(ii) Outline how sequencing the genome of Plasmodium and the use of bioinformatics can
suggest new targets for anti-malarial drugs.

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(b) In parts of the world where Plasmodium is resistant to chloroquine, one of the most effective
anti-malarial drugs currently in use is artemisinin. Artemisinin works by binding to an enzyme
in Plasmodium called PfATP6, acting as an inhibitor.

A substance called curcumin, which has long been used as a spice and yellow food colouring
in India and other countries, is also known to act against chloroquine-resistant Plasmodium.
A group of researchers predicted that curcumin acts by binding to the same enzyme as
artemisinin.

In order to test this hypothesis, and to try to find similar substances that might work even
better than curcumin, the researchers used theoretical modelling to:

• look at the chemical structures of various molecules with a similar structure to

curcumin (curcumin analogues)

• generate a three-dimensional model of the structure of the enzyme PfATP6

• investigate whether each curcumin analogue could bind to PfATP6.

The researchers predicted that several of the curcumin analogues would bind more strongly
than curcumin to PfATP6.

(i) Suggest advantages of using theoretical models in this research, rather than testing
possible drugs in the laboratory.

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(ii) Suggest why theoretical modelling cannot completely replace laboratory trials in the
search for new drugs.

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[Total:10]

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4 Maize is an important food crop that has been improved both by selective breeding and by genetic
modification.

(a) Outline how selective breeding has been used to improve maize.

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(b) Fig. 4.1 shows part of a maize cob. The cob is made up of many individual seeds called
kernels. Each kernel results from a separate fertilisation of a male and a female gamete.
Some kernels are yellow and some are purple.

purple kernel
yellow kernel

Fig. 4.1

Name the type of variation shown in Fig. 4.1. Suggest a genetic explanation for this pattern of
variation in colour.

type of variation ........................................................................................................................

explanation ...............................................................................................................................

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(c) Maize and other crops have been genetically modified since 1996 to produce the Bt toxin to
kill insect pests.

Fig. 4.2 shows the area of Bt crops grown (plotted points) and the number of insect pest
species in which resistance to Bt has been reported (bars).

Bt crops
resistant species
70 7

60 6

50 5

40 4
area of Bt number of
crops grown resistant
/ million pest species
hectares
30 3

20 2

10 1

0 0
6

09

10

11
97

98

99

00

01

02

03

04

05

06

07

08
9
19

20

20
19

19

19

20

20

20

20

20

20

20

20

20

20

year

Fig. 4.2

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(i) Describe and suggest an explanation for the relationship between the area of Bt crops
grown and the number of resistant pest species.

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(ii) Suggest one social advantage and one environmental advantage of growing this Bt
maize.

social advantage ...............................................................................................................

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5 Fig. 5.1 shows a water vole, Arvicola amphibius. This species is native to Great Britain.

Fig. 5.1

The numbers of water voles are estimated to have fallen by 94% in the last century.

This is thought to be due to habitat fragmentation and also to extensive predation by mink,
Neovison vison, shown in Fig. 5.2. Mink originated in North America but were brought to Great
Britain for fur farming. Some escaped or were released into the wild, where their numbers rapidly
increased.

Fig. 5.2

(a) Name and describe a method for estimating the abundance of water voles in a local area.

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(b) Both water voles and mink are classified as class Mammalia, phylum Chordata, kingdom
Animalia.

Outline two features of the cells of members of the kingdom Animalia that distinguish them
from the cells of other multicellular eukaryotes.

1 ...............................................................................................................................................

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(c) (i) Discuss the reasons why alien species should be controlled.

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(ii) Suggest one way of controlling mink numbers in Great Britain.

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6 The fruit fly, Drosophila melanogaster, has eyes, a striped abdomen and wings longer than its
abdomen. This is called a ‘wild-type’ fly.

Mutation has resulted in many variations of these features.

Table 6.1 shows diagrams of a wild-type fly and three other flies, each of which shows one
recessive mutation.

Table 6.1

H\HV present present absent present

DEGRPHQ striped black striped striped

ZLQJGHVFULSWLRQ long long long short

(a) Using appropriate symbols, complete the genetic diagram below.

symbols

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parental with eyes X no eyes

phenotypes black abdomen striped abdomen

parental
genotypes

gametes

offspring
genotypes

offspring with eyes no eyes with eyes no eyes

phenotypes black abdomen black abdomen striped abdomen striped abdomen
[4]

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(b) State how you would carry out a test cross.

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(c) A cross was carried out between a fly heterozygous for striped abdomen and long wings and
a fly with a black abdomen and short wings.

The results are shown below in Table 6.2.

Table 6.2

offspring number
striped abdomen
86
long wing
black abdomen
87
long wing
striped abdomen
81
short wing
black abdomen
78
short wing

total 332

A chi-squared test (χ2) was carried out on these data.

Complete Table 6.3 and calculate the value of χ2.

Table 6.3

observed expected (O − E)2

O−E (O − E)2
number (O) number (E) E

86 ................... ................... ................... ...................

87 ................... ................... ................... ...................

81 ................... ................... ................... ...................

78 ................... ................... ................... ...................

332 332

2
χ2 = Σ (O −E E)
Σ = sum of...
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(d) Table 6.4 shows χ2 values.

Table 6.4

probability
degrees of freedom
0.50 0.20 0.10 0.05 0.02 0.01 0.001
3 2.37 4.64 6.25 7.82 9.84 11.34 16.27

Using Table 6.4, explain what conclusions can be made about the results of the χ2 test.

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[Total: 10]

7 (a) An important function of control systems in mammals is homeostasis.

Explain what is meant by the term homeostasis.

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(b) Insulin plays a part in homeostasis. It affects muscle and liver cells to bring about a decrease
in blood glucose concentration, particularly after a meal.

(i) Insulin is composed of two polypeptides which are made in β cells in the pancreas.

State precisely where in β cells polypeptide molecules are synthesised.

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(ii) Name the process by which insulin is secreted from β cells.

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(iii) Describe the effects of insulin on muscle cells.

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(c) During periods of stress or extreme exercise more glucose needs to be released into the
blood. The hormone adrenaline is released and binds to receptors on the cell surface
membranes of liver cells.

Describe how the effect of adrenaline on liver cells results in an increase in blood glucose
concentration.

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8 (a) Fig. 8.1 is a diagram of a sensory neurone and some receptor cells.

&
UHFHSWRUFHOO

$ % P\HOLQVKHDWK

'

Fig. 8.1

Name the parts of the neurone labelled A, B, C and D.

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(b) Explain how the myelin sheath increases the speed of conduction of nerve impulses.

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(c) Fig. 8.2 shows the changes in the membrane potential of a sensory neurone when the
receptor cells are stimulated.

50

membrane 0
potential time / ms
/ mV
–50

–90

Fig. 8.2

Fig. 8.3 shows the strength of the stimuli applied to these receptor cells.

strength of
stimulus

time / ms

Fig. 8.3

With reference to Fig. 8.2 and Fig. 8.3, describe the relationship between the strength of the
stimulus and the resulting action potential.

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Section B

Answer one question.

9 (a) Outline how ATP is synthesised by oxidative phosphorylation. [8]

(b) Describe respiration in yeast cells in anaerobic conditions. [7]

[Total: 15]

10 (a) Describe the behaviour of chromosomes during meiosis. [9]

(b) Outline the differences between structural and regulatory genes. [6]

[Total: 15]

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