1.1 Cell Structure 2 MS

M1.
(a) (i) nucleus

1
(ii) diffusion
1
(b) increases / larger surface area (for diffusion)

ignore large surface area to volume ratio
1
(c) (i) sugar / glucose

accept amino acids / other named monosaccharides
1
(ii) against a concentration gradient

or
from low to high concentration
1
(iii) (active transport requires) energy

1
(from) respiration
1
(d) minerals / ions

accept named ion ignore nutrients
do not accept water
1
[8]
Page 2
PhysicsAndMathsTutor.com
M2. (a) contract / shorten
ignore relax
do not allow expand
1
to churn / move / mix food

accept peristalsis / mechanical digestion
ignore movement unqualified
1
(b) 400
acceptable range 390-410
allow 1 mark for answer in range of 39 to 41
allow 1 mark for answer in range of 3900 to 4100
2
(c) to transfer energy for use

allow to release / give / supply / provide energy
do not allow to ‘make’ / ฀produce’ / ‘create’ energy
allow to make ATP
ignore to store energy
1
by (aerobic) respiration or from glucose

do not allow anaerobic
energy released for respiration = max 1 mark
1
(d) (i) to make protein / enzyme

ignore ‘antibody’ or other named protein
1
(ii) too small / very small

allow light microscope does not have sufficient magnification
/ resolution
Page 3
allow ribosomes are smaller than mitochondria
ignore not sensitive enough
ignore ribosomes are transparent
1
[8]
Page 4
M3. (a) Marks awarded for this answer will be determined by the Quality of Written
Communication (QWC) as well as the standard of the scientific response. Examiners
should also refer to the information in the Marking guidance, and apply a ‘best-fit’
approach to the marking.
0 marksNo relevant content.
Level 1 (1-2 marks)There is a brief description of at least one of the stages

(pre-inoculation, inoculation, post-inoculation).
Level 2 (3-4 marks)There is a simple description of at least two stages and an

explanation of at least one of them.
Level 3 (5-6 marks)There is a clear description of all three stages and an

explanation of at least two of them.
Examples of Biology points made in the response:
Pre-inoculation
• Petri dish and agar sterilised before use
• to kill unwanted bacteria
• inoculating loop passed through flame / sterile swab
• to sterilise / kill (other) bacteria
Inoculation
• loop/swab used to spread/streak bacterium onto agar
Allow other correct methods, eg bacterial lawns
• lid of Petri dish opened as little as possible
• to prevent microbes from air entering
Post-inoculation
• sealed with tape
• to prevent microbes from air entering
• incubate
Page 5
• to allow growth of bacteria
6
(b) (i) bacteria killed / destroyed

ignore fights / attacks / stops growth / got rid of
1
(ii) Might be correct
largest area / space where no bacteria are growing

allow most bacteria killed
1
Might not be correct
(need more evidence as) D may be harmful to people / animals /

surfaces
ignore ref to cost / dangerous or harmful unqualified
1
or may work differently with different bacteria
or disinfectants may be different concentrations

ignore different amounts of disinfectant unless reference to
different drop size
or may not last as long

ignore take longer to work
allow reference to anomalous result or not repeated
[9]
Page 6
M4. (a) any two from:
• only one ‘chromosome’

allow one strand of DNA
• circular
allow loop
• may have plasmids
• not in a nucleus / no nucleus
2
(b) (i) any one from:
• London is much higher

or converse
• more variable / wider range
allow ‘on average it is 5 / 6 times greater’
1
(ii) increases
Included figures must be correct
1
(iii) overall slight increase

accept ‘doesn’t change much’
1
variable / goes up and down

1
(c) (i) both axes correctly labelled
x = Year
y = Number of cases
1
correct points
Page 7
all correct = 2 marks
1-2 errors = 1 mark
> 2 errors = 0 marks
2
suitable line of best fit

accept straight line or smooth curve
1
(ii) doesn’t fit the pattern / line of best fit

1
(d) provides immunity / protection (to TB)

ignore ‘stops people catching it’
ignore ‘resistance’
1
prevents TB spreading
accept ref to herd immunity
1
[13]
Page 8
M5. (a) (i) chloroplast
1
(ii) cell wall

1
(b) (i) osmosis

accept diffusion
1
(ii) cell wall (prevents bursting)

1
(c) (i) carbon dioxide

allow correct formula
1
glucose
allow sugar / starch
1
(ii) any two from:
• light sensitive spot detects light

• tells flagellum to move towards light
• more light = more photosynthesis
2
(d) (cell has) larger SA:volume ratio

1
short (diffusion) distance

allow correct description
1
Page 9
(diffusion) via cell membrane is sufficient / good enough
or
flow of water maintains concentration gradient

1
[11]
Page 10
M6. (a) (i) xylem
1
(ii) water
1
minerals / ions / named example(s)

ignore nutrients
1
(b) (i) movement of (dissolved) sugar

allow additional substances, eg amino acids / correct named
sugar (allow sucrose / glucose)
allow nutrients / substances / food molecules if sufficiently
qualified
ignore food alone
1
(ii) sugars are made in the leaves

1
so they need to be moved to other parts of the plant for respiration /

growth / storage
1
(c) (i) mitochondria

1
(ii) for movement of minerals / ions

Do not accept ‘water’
1
against their concentration gradient
Page 11
1
[9]
Page 12

1.1 Cell Structure 2 MS

Uploaded by

Copyright:

Available Formats

1.1 Cell Structure 2 MS

Uploaded by

Document Information

Original Description:

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

1.1 Cell Structure 2 MS

Uploaded by

Copyright:

Available Formats

M1.

(a) (i) nucleus

(b) increases / larger surface area (for diffusion)

(c) (i) sugar / glucose

(ii) against a concentration gradient

(iii) (active transport requires) energy

(d) minerals / ions

to churn / move / mix food

(c) to transfer energy for use

by (aerobic) respiration or from glucose

(d) (i) to make protein / enzyme

(ii) too small / very small

0 marksNo relevant content.

Level 1 (1-2 marks)There is a brief description of at least one of the stages

Level 2 (3-4 marks)There is a simple description of at least two stages and an

Level 3 (5-6 marks)There is a clear description of all three stages and an

Examples of Biology points made in the response:

• Petri dish and agar sterilised before use

• to kill unwanted bacteria

• inoculating loop passed through flame / sterile swab

• to sterilise / kill (other) bacteria

• loop/swab used to spread/streak bacterium onto agar

Allow other correct methods, eg bacterial lawns

• lid of Petri dish opened as little as possible

• to prevent microbes from air entering

• sealed with tape

• to prevent microbes from air entering

(b) (i) bacteria killed / destroyed

(ii) Might be correct

largest area / space where no bacteria are growing

Might not be correct

(need more evidence as) D may be harmful to people / animals /

or may work differently with different bacteria

or disinfectants may be different concentrations

or may not last as long

• only one ‘chromosome’

(b) (i) any one from:

• London is much higher

(iii) overall slight increase

variable / goes up and down

(c) (i) both axes correctly labelled

suitable line of best fit

(ii) doesn’t fit the pattern / line of best fit

(d) provides immunity / protection (to TB)

(ii) cell wall

(b) (i) osmosis

(ii) cell wall (prevents bursting)

(c) (i) carbon dioxide

(ii) any two from:

• light sensitive spot detects light

(d) (cell has) larger SA:volume ratio

short (diffusion) distance

flow of water maintains concentration gradient

minerals / ions / named example(s)

(b) (i) movement of (dissolved) sugar

(ii) sugars are made in the leaves

so they need to be moved to other parts of the plant for respiration /

(c) (i) mitochondria

(ii) for movement of minerals / ions