The diagram shows a mitochondrion.

1.

(a) Name the parts labelled X and Y.

(i) X ______________________________

(ii) Y ______________________________
(2)

Scientists isolated mitochondria from liver cells. They broke the cells open in an ice-cold, isotonic
solution. They then used a centrifuge to separate the cell organelles. The diagram shows some
of the steps in the process of centrifugation.

(b) Suggest which pellet, A, B or C contained the mitochondria.

(1)

(c) Explain why the solution used was

(i) ice-cold

______________________________________________________________

______________________________________________________________
(1)

Page 1 of 36
 (ii) isotonic.

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________
(2)

(d) People with mitochondrial disease have mitochondria that do not function properly.

Some people with mitochondrial disease can only exercise for a short time. Explain why a
person with mitochondrial disease can only exercise for a short time.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)
(Total 8 marks)

(a) (i) The equation shows the reaction catalysed by the enzyme lactase. Complete this
2. equation.

Lactose + ________________ Glucose + ________________

(2)

(ii) Name the type of chemical reaction shown in this equation.

______________________________________________________________
(1)

(b) Lactase is an enzyme. Lactose is a reducing sugar.

(i) Describe how you could use the biuret test to distinguish a solution of the enzyme,
lactase from a solution of lactose.

______________________________________________________________

______________________________________________________________
(1)

(ii) Explain the result you would expect with the enzyme.

______________________________________________________________

______________________________________________________________
(1)
(Total 5 marks)

Page 2 of 36
 The diagram shows part of a DNA molecule.
3.

(a) (i) DNA is a polymer. What is the evidence from the diagram that DNA is a polymer?

______________________________________________________________

______________________________________________________________

______________________________________________________________
(1)

(ii) Name the parts of the diagram labelled C, D and E.

Part C ________________________

Part D ________________________

Part E ________________________
(3)

(iii) In a piece of DNA, 34% of the bases were thymine.

Complete the table to show the names and percentages of the other bases.

Name of base Percentage

Thymine 34

34

(2)

Page 3 of 36
 (b) A polypeptide has 51 amino acids in its primary structure.

(i) What is the minimum number of DNA bases required to code for the amino acids in
this polypeptide?

(1)

(ii) The gene for this polypeptide contains more than this number of bases.

Explain why

______________________________________________________________

______________________________________________________________

______________________________________________________________
(1)
(Total 8 marks)

Large insects contract muscles associated with the abdomen to force air in and out of the
4. spiracles. This is known as ‘abdominal pumping’. The table shows the mean rate of abdominal
pumping of an insect before and during flight.

Mean rate of abdominal

Stage of flight pumping/dm3 of air kg−1
hour−1

Before 42

During 186

(a) Calculate the percentage increase in the rate of abdominal pumping before and during
flight. Show your working.

Answer ____________________ %
(2)

Page 4 of 36
(b) Abdominal pumping increases the efficiency of gas exchange between the tracheoles and
muscle tissue of the insect. Explain why.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

(c) Abdominal pumping is an adaptation not found in many small insects. These small insects
obtain sufficient oxygen by diffusion.

Explain how their small size enables gas exchange to be efficient without the need for
abdominal pumping.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(1)

Page 5 of 36
The graph shows the concentration of oxygen inside the tracheoles of an insect when at rest. It
also shows when the spiracles are fully open.

(d) Use the graph to calculate the frequency of spiracle opening. Show your working.

Frequency ____________________ times per minute

(2)

Page 6 of 36
 (e) The insect opens its spiracles at a lower frequency in very dry conditions. Suggest one
advantage of this.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(1)

(f) The ends of tracheoles connect directly with the insect’s muscle tissue and are filled with
water. When flying, water is absorbed into the muscle tissue. Removal of water from the
tracheoles increases the rate of diffusion of oxygen between the tracheoles and muscle
tissue. Suggest one reason why.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(1)
(Total 9 marks)

(a) DNA helicase is important in DNA replication. Explain why.

5.
___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

Page 7 of 36
Scientists investigating DNA replication grew bacteria for several generations in a nutrient
solution containing a heavy form of nitrogen (15N). They obtained DNA from a sample of these
bacteria.

The scientists then transferred the bacteria to a nutrient solution containing a light form of
nitrogen (14N). The bacteria were allowed to grow and divide twice. After each division, DNA was
obtained from a sample of bacteria.

The DNA from each sample of bacteria was suspended in a solution in separate tubes. These
were spun in a centrifuge at the same speed and for the same time. The diagram shows the
scientists’ results.

(b) The table shows the types of DNA molecule that could be present in samples 1 to 3.
Use your knowledge of semi-conservative replication to complete the table with a tick if the
DNA molecule is present in the sample.

(3)

Page 8 of 36
 (c) Cytarabine is a drug used to treat certain cancers. It prevents DNA replication. The diagram
shows the structures of cytarabine and the DNA base cytosine.

(i) Use information in the diagram to suggest how cytarabine prevents DNA replication.

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________
(2)

(ii) Cytarabine has a greater effect on cancer cells than on healthy cells. Explain why.

______________________________________________________________

______________________________________________________________

______________________________________________________________
(1)
(Total 8 marks)

A student investigated the rate of respiration of yeast cells. He set up a conical flask with a
6. suspension of yeast in some apple juice. He took samples of the mixture at different times and
found the number of yeast cells.

His results are recorded in the table below.

Page 9 of 36
 Time from start of Mean number of yeast cells
investigation/days (× 106) per cm3

3 7.413

4 8.912

8 16.595

9 19.952

10 23.442

11 23.703

(a) The student set up a suspension of yeast in apple juice. Apple juice contains all the
nutrients that yeast requires for growth. Name two types of nutrients present in the apple
juice that are essential for the growth and reproduction of yeast cells.

1. _________________________________________________________________

2. _________________________________________________________________
(2)

(b) The student counted the yeast cells in a sample of the suspension.
Give one precaution the student should have taken to make sure he obtained a
representative sample. Explain how this precaution would result in a representative
sample.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

(c) Calculate the percentage increase of yeast cells between day 3 and day 4. Show your
working.

Answer ____________________
(2)

Page 10 of 36
 (d) The increase in the number of yeast cells was less between days 10 and 11 than it was
between days 3 and 4.
Give two reasons why.

1. _________________________________________________________________

___________________________________________________________________

2. _________________________________________________________________

___________________________________________________________________
(2)
(Total 8 marks)

Students investigated the effect of different concentrations of sodium chloride solution on discs
7. cut from an apple. They weighed each disc and then put one disc into each of a range of sodium
chloride solutions of different concentrations. They left the discs in the solutions for 24 hours and
then weighed them again. Their results are shown in the table.

Concentration of
Mass of disc at Mass of disc at Ratio of mass at start
sodium chloride
start / g end / g to mass at end
solution / mol dm–3

0.00 16.1 17.2 0.94

0.15 19.1 20.2 0.95

0.30 24.3 23.2 1.05

0.45 20.2 18.7 1.08

0.60 23.7 21.9

0.75 14.9 13.7 1.09

(a) (i) Calculate the ratio of the mass at the start to the mass at the end for the disc placed
in the 0.60 mol dm–3 sodium chloride solution.

Answer ____________________
(1)

Page 11 of 36
 (ii) The students gave their results as a ratio. What is the advantage of giving the results
as a ratio?

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________
(2)

(iii) The students were advised that they could improve the reliability of their results by
taking additional readings at the same concentrations of sodium chloride.

Explain how.

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________
(2)

(b) (i) The students used a graph of their results to find the sodium chloride solution with the
same water potential as the apple tissue. Describe how they did this.

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________
(2)

Page 12 of 36
 (ii) The students were advised that they could improve their graph by taking additional
readings. Explain how.

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________
(2)
(Total 9 marks)

(a) Describe the role of the enzymes of the digestive system in the complete breakdown of
8. starch.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(5)

Page 13 of 36
 (b) Describe the processes involved in the absorption of the products of starch digestion.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(5)
(Total 10 marks)

Scientists investigated the effect of lipase and a 3% bile salts solution on the digestion of
9. triglycerides. The graph below shows their results.

Page 14 of 36
 (a) Describe what curve Y shows about the effect of lipase and bile salts on the pH of the
mixture.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

(b) The concentration of lipase did not change during the course of the investigation.
Explain why.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(1)

(c) One of the scientists decided to repeat the investigation at a temperature 10°C below the
original temperature.
Describe how you would expect his plotted curve to be different from curve Z.

___________________________________________________________________

___________________________________________________________________
(1)
(Total 4 marks)

Scientists investigated the effects of different concentrations of sodium chloride on the

10. germination of the seeds of two varieties of barley. The seeds were soaked for one hour in
different concentrations of sodium chloride solutions and then germinated in distilled water at
25°C. The scientists found the percentage of germinated seeds after 4 days and again after 8
days.

Page 15 of 36
Page 16 of 36
 Describe what the data in above shows about the effect of sodium chloride concentration on
germination in these two varieties of barley.

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________
(Total 3 marks)

A student investigated the rate of transpiration from a leafy shoot. She used a potometer to
11. measure the rate of water uptake by the shoot. The diagram shows the potometer used by the
student.

(a) Give one environmental factor that the student should have kept constant during this
investigation.

___________________________________________________________________
(1)

(b) The student cut the shoot and put it into the potometer under water. Explain why.

___________________________________________________________________

___________________________________________________________________
(1)

Page 17 of 36
(c) The student wanted to calculate the rate of water uptake by the shoot in cm3 per minute.
What measurements did she need to make?

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

(d) The student assumed that water uptake was equivalent to the rate of transpiration.

Give two reasons why this might not be a valid assumption.

1. _________________________________________________________________

___________________________________________________________________

2. _________________________________________________________________

___________________________________________________________________
(2)

(e) The student measured the rate of water uptake three times.

(i) Suggest how the reservoir allows repeat measurements to be made.

______________________________________________________________

______________________________________________________________
(1)

(ii) Suggest why she made repeat measurements.

______________________________________________________________

______________________________________________________________
(1)
(Total 8 marks)

Page 18 of 36
 (a) Some seeds contain lipids. Describe how you could use the emulsion test to show that a
12. seed contains lipids.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(3)

(b) A triglyceride is one type of lipid. The diagram shows the structure of a triglyceride
molecule.

(i) A triglyceride molecule is formed by condensation. From how many molecules is this
triglyceride formed?

(1)

Page 19 of 36
 (ii) The structure of a phospholipid molecule is different from that of a triglyceride.
Describe how a phospholipid is different.

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________
(2)

(iii) Use the diagram to explain what is meant by an unsaturated fatty acid.

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________
(2)
(Total 8 marks)

(a) The table shows some substances found in cells. Complete the table to show the
13. properties of these substances. Put a tick in the box if the statement is correct.

Substance

Statement DNA
Starch Glycogen Deoxyribose
helicase

Substance contains only

the elements carbon,
hydrogen and oxygen

Substance is made from

amino acid monomers

Substance is found in both

animal cells and plant cells

(4)

Page 20 of 36
 (b) The diagram shows two molecules of β-glucose.

On the diagram, draw a box around the atoms that are removed when the two β-glucose
molecules are joined by condensation.
(2)

(c) (i) Hydrogen bonds are important in cellulose molecules. Explain why.

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________
(2)

(ii) A starch molecule has a spiral shape. Explain why this shape is important to its
function in cells.

______________________________________________________________

______________________________________________________________

______________________________________________________________
(1)
(Total 9 marks)

Phenylketonuria is a disease caused by mutations of the gene coding for the enzyme PAH. The
14. table shows part of the DNA base sequence coding for PAH. It also shows a mutation of this
sequence which leads to the production of non-functioning PAH.

DNA base sequence coding C A G T T C G C T A C G

for PAH

DNA base sequence coding C A G T T C C C T A C G

for non-functioning PAH

(a) (i) What is the maximum number of amino acids for which this base sequence could
code?

(1)

Page 21 of 36
 (ii) Explain how this mutation leads to the formation of non-functioning PAH.

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________
(3)

PAH catalyses a reaction at the start of two enzyme-controlled pathways.

The diagram shows these pathways.

(b) Use the information in the diagram to give two symptoms you might expect to be visible in
a person who produces non-functioning PAH.

1. _________________________________________________________________

2. _________________________________________________________________
(2)

(c) One mutation causing phenylketonuria was originally only found in one population in
central Asia. It is now found in many different populations across Asia. Suggest how the
spread of this mutation may have occurred.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(1)
(Total 7 marks)

Page 22 of 36
 Figure 1 shows part of a gene that is being transcribed.
15.
Figure 1

(a) Name enzyme X.

___________________________________________________________________
(1)

(b) (i) Oestrogen is a hormone that affects transcription. It forms a complex with a receptor
in the cytoplasm of target cells. Explain how an activated oestrogen receptor affects
the target cell.

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________
(2)

(ii) Oestrogen only affects target cells. Explain why oestrogen does not affect other cells
in the body.

______________________________________________________________

______________________________________________________________
(1)

Page 23 of 36
 (c) Some breast tumours are stimulated to grow by oestrogen. Tamoxifen is used to treat these
breast tumours. In the liver, tamoxifen is converted into an active substance called
endoxifen. Figure 2 shows a molecule of oestrogen and a molecule of endoxifen.

Figure 2

Use Figure 2 to suggest how endoxifen reduces the growth rate of these breast tumours.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)
(Total 6 marks)

(a) The table contains statements about three biological processes.

16.
Complete the table with a tick if the statement in the first column is true, for each process.

Photosynthesis Anaerobic Aerobic respiration

respiration

ATP produced

Occurs in
organelles

Electron transport
chain involved

(3)

(b) Write a simple equation to show how ATP is synthesised from ADP.

___________________________________________________________________
(1)
Page 24 of 36
(c) Give two ways in which the properties of ATP make it a suitable source of energy in
biological processes.

1. _________________________________________________________________

___________________________________________________________________

2. _________________________________________________________________

___________________________________________________________________
(2)

(d) Humans synthesise more than their body mass of ATP each day. Explain why it is
necessary for them to synthesise such a large amount of ATP.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)
(Total 8 marks)

Page 25 of 36
Mark schemes
(a) (i) Crista / inner membrane;
1. 1

(ii) Matrix;
1

(b) B;
1

(c) (i) Reduce / prevent enzyme activity;

1

(ii) Prevents osmosis / no (net) movement of water;

So organelle / named organelle does not burst / shrivel;

Q Allow reference to cell rather than organelle for first mark point
only.
Regard damage as neutral
2

(d) (Mitochondria) use aerobic respiration;

Mitochondria produce ATP / release energy required for muscles (to contract);
Q Do not accept reference to making / producing energy.
2
[8]

(a) (i) (Lactose +) Water; → (Glucose +) Galactose;

2.
Accept: H2O for water
2

(ii) Hydrolysis;
Accept: if phonetically correct
1

(b) (i) (Add Biuret reagent to both solutions) – no mark;

Neutral: positive / negative result

Lactase / enzyme will give purple / lilac / mauve;

Neutral: incorrect reference to the method

OR

Lactose / reducing sugar will not give purple / lilac / mauve / will remain blue;
1

(ii) Lactase / enzyme is a protein;

Accept: lactase / enzyme contains peptide bonds
1
[5]

Page 26 of 36
 (a) (i) Repeating units / nucleotides / monomer / molecules;
3.
Allow more than one, but reject two
1

(ii) 1. C = hydrogen bonds;

2. D = deoxyribose;
Ignore sugar

3. E = phosphate;
Ignore phosphorus, Ignore molecule
3

(iii)
Name of base Percentage

Thymine 34

Cytosine / Guanine 16

Adenine 34

Cytosine / Guanine 16

Spelling must be correct to gain MP1

First mark = names correct
Second mark = % correct, with adenine as 34%
2

(b) (i) 153;

1

(ii) Some regions of the gene are non-coding / introns / start / stop code / triplet /
there are two DNA strands;
Allow addition mutation
Ignore unqualified reference to mutation
Accept reference to introns and exons if given together
Ignore ‘junk’ DNA / multiple repeats
1
[8]

(a) Correct answer of 342.8 − 343 = 2 marks;;

4.
Credit incorrect answers that show the numerator as 144 (or 186-42) or denominator
as 42 for 1 mark;
2

Page 27 of 36
 (b) 1. More air / oxygen enters / air / oxygen enters quickly / quicker;
1. Accept: converse for carbon dioxide
1. Can be in any correct context eg insect, tracheoles, muscle
1. Neutral: air / oxygen enters

(So) maintains / greater diffusion or concentration gradient;

2

(c) Large(r) SA:VOL / short(er) diffusion distance (to tissues);

Accept: thin diffusion pathway
1

(d) 6 / 6.6 / 6.7 / 7 / 7.5 / 8 = 2 marks;;

Different answers given for different interpretations of the graph

Award 1 mark for incorrect answers that have divided 60 by any number;
2

(e) Less / no water lost / (more) water retained;

Accept: less dehydration / less evaporation
Q Reject: less ‘transpiration’
Q Reject: less water lost by osmosis
1

(f) 1. Greater surface area exposed to air;

Neutral: shorter diffusion distance

2. Gases move / diffuse faster in air than through water;

2. Q Neutral: ‘harder to diffuse’
2. Accept gases diffuse directly, rather than through water

3. Increases volume / amount of air;

1 max
[9]

(a) 1. Separates / unwinds / unzips strands / helix / breaks H-bonds;

5.
1. Q Neutral: strands / helix split
1. Accept: unzips bases

2. (So) nucleotides can attach / are attracted / strands can act as templates;
2. Q Neutral: bases can attach
2. Neutral: helix can act as a template
2

Page 28 of 36
 (b)

One mark for each correct row

3

(c) (i) 1. Similar shape / structure (to cytosine) / added instead of cytosine / binds
to guanine;
1. Accept: idea that only one group is different
1. Reject: same shape

2. Prevents (complementary) base pairing / prevents H-bonds forming /

prevents formation of new strand / prevents strand elongation / inhibits /
binds to (DNA) polymerase;
2. Accept: prevents cytosine binding
Neutral: ’prevents DNA replication‘ as given in the question stem
Neutral: ’competitive inhibitor‘ unqualified
Neutral: inhibits DNA helicase
2

(ii) (Cancer cells / DNA) divide / replicate fast(er) / uncontrollably;

Accept: converse argument for healthy cells
1
[8]

(a) 1. Carbohydrate / sugar / named carbohydrate;

6.
2. Minerals / named mineral ion;
Accept alternatives for mineral such as inorganic substances / ions.
Accept symbol for ion. Accept incorrect symbols providing that
answers are not ambiguous.

3. Amino acids / protein;

4. Vitamins;
2 max

(b) 1. Shake / stir / mix;

2. Even distribution of yeast / cells;

Accept other terms with a similar meaning for both points
2
Page 29 of 36
 (c) Two marks for correct answer of 20 / 20.2 / 20.22;;

One mark for incorrect answer in which student clearly shows increase as 8.912 –
7.413 or as 1.499;
Ignore references to 106
2

(d) 1. More competition;

2. Less oxygen;

3. Less glucose / sugar / carbohydrate / respiratory substrate;

4. Ethanol / alcohol becomes toxic / inhibits respiration / inhibits reproduction;

5. Fall in pH;
2 max
[8]

(a) (i) 1.08;

7.
Must be to 3 significant figures, as in the table
1

(ii) Allows comparison / shows proportional change;

Neutral: sizes / amounts

Idea that discs had different starting masses / weights;

Neutral: different masses
2

(iii) (Allows)
Accept: outliers instead of anomalies

Anomalies to be identified / effect of anomalies to be reduced / effect of

variation in data to be minimised;
Reject: idea of not recording anomalies / preventing anomalies from
occurring

A mean to be calculated;
Neutral: average
2

(b) (i) Plot (sodium chloride) concentration against ratio / draw line of best fit;
Reject: if wrong axes or type of graph

Find (sodium chloride concentration from the graph) where the ratio is 1 / there
is no change in mass;
2

Page 30 of 36
 (ii) Line / curve of best fit is more reliable / precise;
Neutral: graph

Intercept / point where line crosses axis is more reliable / precise;

Reject: references to ‘more accurate’

OR

Can plot SD values / error bars;

(To show) variability about the mean / how spread out the results are;
2
[9]

(a) Amylase;
8.
(Starch) to maltose:

Maltase;

Maltose to glucose;

Hydrolysis;

(Of) glycosidic bond;

Q Do not penalise incorrect site for digestion or incorrect site of
enzyme production.
5 max

(b) Glucose moves in with sodium (into epithelial cell);

Via (carrier / channel) protein / symport;

Sodium removed (from epithelial cell) by active transport / sodium- potassium pump;

Into blood;

Maintaining low concentration of sodium (in epithelial cell) / maintaining sodium

concentration gradient (between lumen and epithelial cell);

Glucose moves into blood;

By (facilitated) diffusion;
Q Only allow diffusion mark in context of movement of glucose into
the blood.
5 max
[10]

(a) pH goes down and levels out;

9. after 30 min / pH 6.5;
2

(b) Enzyme not used up in reaction;

1

Page 31 of 36
 (c) Curve will be less steep:
Only accept answers relating to curve not rate of reaction
1
[4]

Affects germination of Y more than (germination of) X;

10.
After four days:
No effect on (germination of) X up to 15 (mmol dm-3) and then constant decrease /
(causes) sharp decrease in (germination of) Y up to 15 (mmol dm-3) and then more gradual
decrease;

After eight days:

Decrease in (germination of) X up to 45 (mmol dm-3) and then no further decrease / sharp
decrease in (germination of) Y up to 15(mmol dm-3) and then more gradual decrease;
[3]

(a) Light (intensity) / temperature / air movement / humidity;

11. 1

(b) Prevent air entering / continuous water column;

Allow answer in context of shoot, xylem or potometer.
1

(c) Distance and time;

Reject ‘amount bubble moves’
1

Radius / diameter / area (of capillary tube);

1

(d) (used to provide) turgidity / support / description of;

(used in) photosynthesis / (produced in) respiration;

Apparatus not sealed / ’leaks’;

2 max

(e) (i) Returns bubble (to start);

1

(ii) Increases reliability (of results) / anomalous result can be identified;

Q Ignore references to validity / precision / accuracy etc.
1
[8]

Page 32 of 36
 (a) 1. Crush / grind;
12.
2. With ethanol / alcohol;

3. Then add water / then add to water;

2. Water must be added after ethanol for third mark.

4. Forms emulsion / goes white / cloudy;

4. Do not accept carry out emulsion test.
3

(b) (i) 4 / four;

1

(ii) 1. Phosphate / PO4;

“It” refers to phospholipid.

2. Instead of one of the fatty acids / and two fatty acids;

1. Accept minor errors in formula. Do not accept phosphorus /
phosphorus group.
2

(iii) 1. Double bonds (present) / some / two carbons with only one hydrogen /
(double bonds) between carbon atoms / not saturated with hydrogen;
Answer refers to unsaturated unless otherwise clearly indicated.
May be shown in appropriate diagram.

2. In (fatty acid) C / 3;
2
[8]

(a)
13.

One mark for each correct column

Mark ticks only and ignore crosses
4

(b) 1. Two marks for box round two hydrogens and one of the oxygens from OH
groups on carbons 1 and 4;;

2. One mark from incorrect answer involving any two hydrogens and an oxygen
from carbons 1 and 4;
Do not award marks if all atoms concerned are on same carbon
atom or are on carbon atoms other than 1 and 4 or where the
answer does not have two hydrogen and one oxygen
2

Page 33 of 36
 (c) (i) 1. Holds chains / cellulose molecules together / forms cross links between
chains / cellulose molecules / forms microfibrils, providing strength /
rigidity (to cellulose / cell wall);

2. Hydrogen bonds strong in large numbers;x

Principles here are first mark for where hydrogen bonds are formed
and second for a consequence of this.
Accept microfibres
2

(ii) Compact / occupies small space / tightly packed;

Answer indicates depth required. Answers such as “good for
storage”, “easily stored” or “small” are insufficient.
1
[9]

(a) (i) 4;
14. 1

(ii) 1. Change in amino acid / (sequence of) amino acids / primary structure;
1. Reject = different amino acids are 'formed'

2. Change in hydrogen / ionic / disulphide bonds alters tertiary structure /

active site (of enzyme);
2. Alters 3D structure on its own is not enough for this marking
point.

3. Substrate not complementary / cannot bind (to enzyme / active site) / no

enzyme- substrate complexes form;
3

(b) 1. Lack of skin pigment / pale / light skin / albino;

2. Lack of coordination / muscles action affected;

2 max

(c) Founder effect / colonies split off / migration / interbreeding;

Allow description of interbreeding e.g. reproduction between
individuals from different populations
1
[7]

(a) RNA polymerase;

15.
DNA polymerase is incorrect
Ignore references to RNA dependent or DNA dependent
Allow phonetic spelling
1

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 (b) (i) (Receptor / transcription factor) binds to promoter which stimulates RNA
polymerase / enzyme X;

Transcribes gene / increase transcription;

2

(ii) Other cells do not have the / oestrogen / ERα receptors;

But do not accept receptors in general.
1

(c) Similar shape to oestrogen;

Binds receptor / prevents oestrogen binding;

Receptor not activated / will not attach to promoter / no transcription;

Accept alternative
Complementary to oestrogen;
Binds to oestrogen;
Will not fit receptor;
2 max
[6]

(a)
16.
Anaerobic Aerobic
Photosynthesis
respiration respiration

ATP produced

Occurs in
organelles

Electron
transport chain
involved

1 mark per column

Mark ticks only. Ignore anything else if different symbols such as
crosses are used as well.
If crosses are used instead of ticks allow cross as equivalent to a
tick.
Reject tick with a line through
3

(b) ADP + Pi → ATP;

Both sides correct, but allow other recognised symbols or words for
phosphate ion. Reject P unless in a circle.
Accept = as equivalent to arrow
Accept reversible arrow
Ignore any reference to kJ / water
1

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(c) 1. Energy released in small / suitable amounts;

2. Soluble;

3. Involves a single / simple reaction;

1. In context of release, not storage. Ignore producing energy /
manageable amounts.
2. Reject "broken down easily / readily". Reject "quickly / easily
resynthesised".
2 max

(d) 1. ATP cannot be stored / is an immediate source of energy;

2. ATP only releases a small amount of energy at a time;

2
[8]

Page 36 of 36