PMT

Cambridge International AS & A Level

* 6 1 4 4 9 5 5 4 3 1 *

BIOLOGY 9700/42
Paper 4 A Level Structured Questions February/March 2023

2 hours

You must answer on the question paper.

No additional materials are needed.

INSTRUCTIONS
● Answer all questions.
● Use a black or dark blue pen. You may use an HB pencil for any diagrams or graphs.
● Write your name, centre number and candidate number in the boxes at the top of the page.
● Write your answer to each question in the space provided.
● Do not use an erasable pen or correction fluid.
● Do not write on any bar codes.
● You may use a calculator.
● You should show all your working and use appropriate units.

INFORMATION
● The total mark for this paper is 100.
● The number of marks for each question or part question is shown in brackets [ ].

This document has 28 pages. Any blank pages are indicated.

DC (CE/SG) 315750/3
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1 (a) Fig. 1.1 is a drawing of a longitudinal section (LS) of a human kidney.

C
D

Fig. 1.1

Use the letters A, B, C and D in Fig. 1.1 to complete Table 1.1.

Each letter may be used once, more than once or not at all.

For each description, list all the letters that are correct.

Table 1.1

region of
description
kidney

location of loops of Henle ........................

location of Bowman’s capsules ........................

location of glomeruli ........................

contains urine at final concentration ........................

[4]

(b) The volume and water potential of the urine produced by the kidney vary according to the
water potential of the blood. This is a result of osmoregulation.

Describe the role of aquaporins in osmoregulation.

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(c) Describe the role of the brain in osmoregulation when the water potential of the blood
increases above the set point.

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Question 2 starts on page 5.

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2 Interferon-alpha (IFN-α) can be produced as a recombinant human protein to treat some types of
cancer. The gene IFNA2 codes for IFN-α.

One method of producing recombinant IFN-α uses genetically engineered Escherichia coli
bacteria that contain recombinant plasmids. Each recombinant plasmid contains:
• the gene IFNA2
• three regulatory sequences of the lac operon (promoter, operator and lacI)
• a gene for antibiotic resistance, AMPR.

Each of the sequences for the lacI gene and AMPR gene contains its own promoter. As a result,
these genes are always expressed in E. coli bacteria that contain this recombinant plasmid.

Fig. 2.1 is a diagram of the recombinant plasmid. The promoter regions of the lacI gene and
AMPR gene are not shown.

oter op
prom era
to

r
IFN
A2
lac

R
I

P
AM

Fig. 2.1

(a) The start of transcription of the gene IFNA2 by E. coli with the recombinant plasmid shown in
Fig. 2.1 needs to be controlled to obtain an optimum yield of IFN-α.

Scientists investigated the effect of two inducers of transcription on the production of

recombinant IFN-α:
• lactose, which is converted to allolactose in E. coli
• IPTG, which is a synthetic molecule with a very similar structure to allolactose. IPTG
cannot be broken down by E. coli.

The scientists grew three cultures of E. coli containing the recombinant plasmid in the same
growth medium. The growth medium contained glucose, amino acids, essential vitamins and
minerals. The growth medium did not contain lactose.

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After four hours, either lactose or IPTG at the same concentration was added to two of the
cultures of E. coli. As a control, the third culture of E. coli was grown without adding lactose or
IPTG.

The concentration of recombinant IFN-α in the cultures was measured at different times over
a period of 28 hours. The results are shown in Fig. 2.2.

300

key
200
culture to which IPTG added
concentration
of IFN-α culture to which lactose added
/ μg dm–3
100 control culture

0
0 10 20 30
time / hours

Fig. 2.2

(i) The regulatory sequences of the lac operon contained in the recombinant plasmid are
involved in the control of transcription of the gene IFNA2.

Explain the role of the gene lacI in the control of transcription of the IFNA2 gene between
0 hours and 4 hours.

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(ii) With reference to Fig. 2.2, describe the changes in the concentration of recombinant
IFN-α in the culture containing IPTG from when IPTG was added at 4 hours to the end
of the experiment at 28 hours.

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(iii) Suggest one reason for the difference between the concentration of recombinant IFN-α
in the culture at 8 hours in the presence of lactose and the concentration of recombinant
IFN-α in the culture at 8 hours in the presence of IPTG.

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(iv) Suggest one reason for the change in the concentration of recombinant IFN-α in the
culture containing IPTG from 12 hours to 16 hours.

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(b) The gene AMPR in the plasmid shown in Fig. 2.1 codes for a protein that provides resistance
to the antibiotic ampicillin.

Suggest how AMPR allows genetically engineered E. coli containing the recombinant plasmid
to be identified.

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(c) Bacteria can evolve antibiotic resistance through natural processes.

Outline how bacteria can evolve to become resistant to antibiotics.

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Question 3 starts on page 10.

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3 Salmon can be genetically modified (GM) to produce increased quantities of growth hormone,
which is a protein. GM salmon modified in this way have a faster growth rate and reach their
maximum body mass at a younger age than non-GM salmon.

(a) Within any population of salmon there is variation in body mass. This is an example of
continuous variation.

Explain what is meant by continuous variation and how it can be caused.

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(b) Scientists investigated whether injection of very young non-GM salmon with recombinant
growth hormone could cause an increase in the growth rate of the salmon.

The scientists used two groups of non-GM salmon:

• a control group of salmon that were not injected with recombinant growth hormone
• an experimental group of salmon that were injected with 1.0 µg of recombinant
growth hormone at the start of the experiment and once a week for the next six
weeks.

The mean body mass of the salmon in the two groups at the start of the experiment was the
same (5.3 g).

After six weeks, the body mass of every salmon was measured again. The results are
summarised in Table 3.1.

Table 3.1

no injection with injected with

recombinant recombinant
growth hormone growth hormone
number of non-GM salmon (n) 28 27
range 6.5–8.6 7.2–12.7
body mass
mean ( xr ) 7.7 9.4
/g
standard deviation (s) 0.4 1.1

A student decided that a t-test should be performed on the results shown in Table 3.1.

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(i) Calculate the value of t for the results shown in Table 3.1 using the formula for the t-test:

xr 1 - xr 2
t=
f + p
s 21 s 22
n1 n2

Give your answer to two decimal places.

Show your working.

t = ...............................................................
[3]

(ii) The critical value at p = 0.05 for these data is 2.01.

The student used the results in Table 3.1 and the t-test to conclude that the injections
of recombinant growth hormone cause an increase in the growth rate of the non-GM
salmon.

Comment on the extent to which the conclusion made by the student can be supported.

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(iii) Suggest one advantage, other than cost, of farming GM salmon that produce increased
quantities of growth hormone instead of farming non-GM salmon that are injected with
recombinant growth hormone each week.

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[Total: 10]

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4 Array comparative genome hybridisation (aCGH) is a technique involving the use of a microarray
to analyse a genome or sections of a genome.

(a) Outline the steps required to prepare the genome of an individual so that the genome is ready
for analysis using a microarray chip.

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(b) DiGeorge syndrome is a dominant inherited disease in humans. DiGeorge syndrome is

caused by deletion of a large number of nucleotides from chromosome 22.

The number of nucleotides deleted varies between individuals in a range from 800 000 to
3 100 000. The largest deletions can cause the removal of up to 46 protein-coding genes from
the chromosome.

Fig. 4.1 shows the results of aCGH using a microarray specific for the section of
chromosome 22 within which the DiGeorge syndrome deletion occurs. The microarray
analysed DNA from two individuals:
• one with DiGeorge syndrome
• one who did not have DiGeorge syndrome (control DNA for comparison).

In the aCGH results shown in Fig. 4.1:

• Each small circle represents the results from a single probe on the microarray.
• The x-axis shows the position of each probe on chromosome 22. The position is
shown as distance along the chromosome in millions of nucleotides.
• A result close to 100% fluorescence on the y-axis means that the DNA from the
individual with DiGeorge syndrome fluoresces at the same intensity as the control
DNA for that probe.
• A result close to 50% fluorescence on the y-axis means that the DNA from the
individual with DiGeorge syndrome fluoresces half as much as the control DNA for
that probe.

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150

fluorescence of
DNA from an 100
individual with
DiGeorge syndrome
as a percentage
of the fluorescence 50
of control DNA

0
16.0 17.0 18.0 19.0 20.0 21.0
position of probe on chromosome 22
/ millions of nucleotides

Fig. 4.1

(i) With reference to Fig. 4.1, estimate the number of nucleotides deleted from the affected
chromosome 22 in the individual with DiGeorge syndrome.

Give your answer to the nearest 100 000 nucleotides.

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(ii) Explain how the microarray technique works to give the results shown in Fig. 4.1.

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(iii) Suggest why the phenotypes of two individuals with DiGeorge syndrome can be different.

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Question 5 starts on page 16.

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5 Meiosis is described as a reduction division because the number of chromosomes in the daughter
cells is reduced by half.

(a) Table 5.1 describes some of the events that take place during four of the different stages of
meiosis in an animal cell.

Table 5.1

stage of meiosis spindle fibres diagram

attach to centromeres and

arrange homologous pairs of
metaphase I
chromosomes at the equator of
the cell

anaphase I

re-form spindle in daughter cells

telophase II disassemble

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Complete Table 5.1 by:

• outlining the behaviour of the spindle fibres during anaphase I
• identifying the stage of meiosis in which spindle fibres re-form the spindle in
daughter cells
• drawing a diagram to show telophase II.

You do not need to add labels to your diagram showing telophase II.
[4]

(b) Explain the need for a reduction division during meiosis.

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6 (a) Fig. 6.1 is a diagram of a section through a mitochondrion.

A B

D
C

Fig. 6.1

The four arrows, A, B, C and D, show the movement of molecules and ions.

Use the letters to identify all the arrows (one or more) that show:

(i) active transport of protons

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(ii) diffusion of carbon dioxide.

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(b) Outline the role of the mitochondrial matrix in respiration.

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(c) Explain how a lack of oxygen affects oxidative phosphorylation.

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7 (a) Fig. 7.1 is a diagram representing a synapse between a chemoreceptor cell from a human
taste bud and a dendrite of a sensory neurone.

microvilli

chemoreceptor cell

synapse

dendrite of
sensory neurone

Fig. 7.1

In an experiment, different concentrations of sodium chloride solution were applied to the

microvilli of the chemoreceptor cell. The membrane potential of the chemoreceptor cell and
the membrane potential of the dendrite of the sensory neurone were recorded for each
concentration.

The resting potential of this chemoreceptor cell is –50 mV and the resting potential of the
dendrite of this sensory neurone is –70 mV.

The results are shown in Table 7.1.

Table 7.1

concentration of membrane potential / mV

sodium chloride
solution / g dm–3 chemoreceptor cell dendrite of sensory neurone

0.1 –50 –70

1.0 +30 +40
10.0 +30 +40

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Explain the results shown in Table 7.1.

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(b) Describe the differences in structure and function between sensory neurones and motor
neurones.

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8 (a) Describe the functions of the internal membranes of the chloroplast in photosynthesis.

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(b) Rubisco activase (RA) is an enzyme that has an effect on the activity of rubisco.

An investigation was carried out on the effect of RA on the activity of rubisco.

• Solutions of rubisco and RuBP were added to two tubes, A and B.

• RA was added to tube A.
• Both tubes were incubated at 25 °C for 6 minutes.
• The activity of rubisco was measured every 30 seconds.

All conditions were kept the same, except for the addition of RA to tube A.

The results are shown in Fig. 8.1.

12
A

10

8
rubisco
activity
6
/ arbitrary
units
4

2
B
0
0 1 2 3 4 5 6
time / min

Fig. 8.1

Describe the results shown in Fig. 8.1 and suggest an explanation for the effect of RA on the
activity of rubisco.

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9 (a) Fig. 9.1 is a diagram of a relaxed sarcomere in striated muscle.

Z-line M-line Z-line

I-band A-band I-band

Fig. 9.1

(i) On Fig. 9.1, use label lines and letters to label:

• an actin filament with the letter P
• a myosin filament with the letter R.
[2]

(ii) State what happens to the A-band and the I-band when the sarcomere contracts.

A-band ...............................................................................................................................

I-band ................................................................................................................................
[2]

(b) The plant Strychnos toxifera produces the toxin curare, which can cause muscle paralysis in
mammals.

The toxin acts by binding to receptors on the cell surface membranes (sarcolemma) of muscle
cells at neuromuscular junctions.

(i) Suggest how binding of curare to receptors may cause muscle paralysis.

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(ii) Suggest why the action of curare may lead to the death of a mammal.

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10 (a) The passage in Fig. 10.1 is about biodiversity.

Complete the passage by using the most appropriate scientific terms.

Biodiversity within an area can be assessed at different levels, including the species

diversity, genetic diversity and ecological diversity.

Species diversity can be assessed by determining the number of different species and

the relative .............................................. of different species in a given area. From this

information, species diversity can be estimated using .............................................. index

of diversity.

Organisms of the same species can show much genetic diversity even though they share the

same .............................................. . This is because they can have different combinations of

.............................................. .

The greater the genetic diversity, the greater the ability of a species to

.............................................. to a changing environment.

Ecological diversity is a measure of the number and range of different ecosystems and

.............................................. within a given area.

Fig. 10.1
[6]

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(b) The International Union for Conservation of Nature (IUCN) Red List of Threatened Species is
updated regularly.

Table 10.1 shows the numbers of endangered animal species counted every three years
between 2007 and 2019.

Table 10.1

year number of endangered species

2007 7 851
2010 9 618
2013 11 212
2016 12 630
2019 14 234

(i) Calculate the rate of increase in the number of endangered species between 2007 and
2019.

Show your working.

Give your answer to the nearest whole number.

rate of increase = ................................................. per year

[2]

(ii) More species of fish were listed as endangered in 2019 than species of mammals.

Suggest reasons why more fish species than mammal species are endangered.

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