Q1.

Monoclonal antibodies (mAbs) are usually made using mouse lymphocytes.

Candida albicans infection produces serious symptoms in patients with a poor immune
system.

Recently scientists have produced mAbs to Candida albicans using human lymphocytes
produced naturally after an infection.

(a) Candida albicans lives in the throat of infected patients.

A sample is taken from the throat of a patient with a suspected Candida albicans
infection.

The sample is transferred onto a microscope slide.

Describe how the mAbs and a fluorescent dye could be used to see any Candida
albicans pathogens on the slide.

Bind fluorescent dye to the mAbs and put the bonded fluorescent dye to the slide, if
mAbs is present the fluorescent due will light up.
__________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(3)

In a laboratory the human lymphocyte mAbs were injected into animals infected with
Candida albicans.

The mAbs caused increased phagocytosis of the Candida albicans pathogens.

Doctors intend to start a trial to give the mAbs to patients severely ill with Candida
albicans.

(b) Explain how increased phagocytosis of the Candida albicans pathogen will help the
patient.

Phagocytosis can help the patient as there will be more phagocytes engulfing the
candida albicans so there is less damage to the tissues.
__________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Page 1 of 55
 (2)

(c) It has been shown that this mAbs treatment is effective in the laboratory using both:
• infected tissue culture cells
• infected live animals.

The mAbs treatment for Candida albicans is now ready for clinical trials on people.

Describe how the clinical trials should be carried out.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(6)

(d) Scientists have also used human lymphocytes to make mAbs to other pathogens
and to some types of cancer cells.

Suggest one reason why these new mAbs have been more successful in treating
diseases in humans than mAbs made using mice.

Because the body will not reject the mAbs as they have come out of a human body,
so there are no foreign substances.
___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(1)
(Total 12 marks)

Q2.
Plants can be infected by fungi, viruses and insects.

Aphids are small insects that carry pathogens.

Page 2 of 55
The diagram below shows an aphid feeding from a plant stem.

(a) An aphid feeds by inserting its sharp mouthpiece into the stem of a plant.

Give the reason why the mouthpiece of an aphid contains a high concentration of
dissolved sugars after feeding.

because the mouthpiece is inserted into the phloem.

_________________________________________________________________

___________________________________________________________________
(1)

(b) Plants infected with aphids may show symptoms of magnesium deficiency.

Magnesium deficiency symptoms include:

• yellow leaves
• stunted growth.

Explain how a deficiency of magnesium could cause these symptoms.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

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Page 3 of 55
 (5)

(c) A farmer thinks a potato crop is infected with potato virus Y (PVY).

The farmer obtains a monoclonal antibody test kit for PVY.

To make the monoclonal antibodies a scientist first isolates the PVY protein from the
virus.

Describe how the scientist would use the protein to produce the PVY monoclonal
antibody.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(4)
(Total 10 marks)

Q3.
This question is about exercise.

(a) During vigorous exercise, anaerobic respiration occurs in a person’s body.

Explain two effects of anaerobic respiration on the person’s body.

1 _muscle fatigue as there is a build up of lactic acid in the muscles.

________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

2 __increased heart rate because the body has to make a lot of oxygen which
needs to break down the lactic acid.
_______________________________________________________________

___________________________________________________________________

___________________________________________________________________

Page 4 of 55
 ___________________________________________________________________
(4)

(b) Design an investigation to show the effect of different types of exercise on the heart
rate of athletes.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(6)

Anabolic steroids are drugs.

Anabolic steroids:
• increase muscle mass in humans
• are banned in most competitive sports.

Some athletes take anabolic steroids to improve their performance in sport.

(c) Explain how taking anabolic steroids could improve an athlete’s performance.

This helps the athletes to have more stamina as they have a lot of muscles which
can be used to for muscle contractions and relaxations.
___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

Scientists use monoclonal antibodies to test for the presence of anabolic steroids in an
athlete’s urine.

To produce monoclonal antibodies, a mouse lymphocyte is combined with a tumour cell.

Page 5 of 55
(d) What type of cell is created when a mouse lymphocyte and a tumour cell combine?

Tick (✓) one box.

Embryo

Hybridoma

Phagocyte

Stem cell

(1)

(e) Describe how scientists make monoclonal antibodies using the cell created when a
mouse lymphocyte and a tumour cell combine.

The mouse lymphocyte and tumar cell are fused together which means the tumor
cell will clone the mouse lymphocyte, which makes a lot of mAbs which are then
purified and extracted for human use.
___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(3)

(f) What property makes a monoclonal antibody useful in detecting the presence of an
anabolic steroid in urine?

Tick (✓) one box.

A monoclonal antibody is quick and easy to produce.

A monoclonal antibody is specific to only one person’s urine.

A monoclonal antibody only binds to the anabolic steroid.

A monoclonal antibody can identify many different drugs at

the same time.
(1)

Page 6 of 55
Figure 1 shows a test strip that can detect the presence of an anabolic steroid in an
athlete’s urine.

Figure 1

The end of the test strip is dipped in urine.

The urine moves up through the test strip.

The test area and the control area contain a dye.

The dye turns blue when monoclonal antibodies bind to it.

(g) Suggest the purpose of the control area in the test strip.

_to show that the test is working.

__________________________________________________________________

___________________________________________________________________
(1)

Figure 2 shows the urine test results of four athletes.

Figure 2

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 (h) Describe the evidence in Figure 2 that shows the test for athlete B has not worked.

Suggest one reason why the test did not work.

Evidence Control area has no color.

_________________________________________________________

___________________________________________________________________

Reason __athlete B doesn’t take any anabolic steroids. urine did not move up the
test strip__________________________________________________________

___________________________________________________________________
(2)

(i) Which athlete has tested positive for anabolic steroids in their urine?

Tick (✓) one box.

A B C D

(1)
(Total 21 marks)

Q4.
Many plants have evolved defence mechanisms.

Figure 1 shows part of a gorse plant and part of a deadly nightshade plant.

Figure 1

(a) The gorse plant has evolved to have sharp thorns.

What type of defence response are thorns?

___________________________________________________________________
(1)

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(b) How do thorns defend the gorse plant?

___________________________________________________________________

___________________________________________________________________
(1)

(c) The deadly nightshade plant has poisonous berries.

What type of defence response are poisonous berries?

___________________________________________________________________
(1)

(d) A scientist noticed that in one area the gorse plants had yellow leaves and had
stunted growth.

One reason for yellow leaves and stunted growth is a deficiency of nitrate ions in the
soil.

Explain two other possible reasons for the yellow leaves and stunted growth.

Do not refer to nitrate ions in your answer.

Reason 1

___________________________________________________________________

___________________________________________________________________

Explanation

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Reason 2

___________________________________________________________________

___________________________________________________________________

Explanation

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(5)

The gorse plant has nodules on its roots.

Page 9 of 55
The nodules are part of the living root tissue.

Bacteria which convert nitrogen gas into soluble nitrate ions live in the nodule tissue.

Figure 2 shows the nodules on the roots.

Figure 2

(e) Suggest how the nodules benefit the bacteria.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

(f) Explain how the nodules benefit the gorse plant.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

(g) For many years drugs have been extracted from plants.

Which plant material was chewed as a painkiller?

Tick (✓) one box.

Page 10 of 55
 Blackcurrant berries

Foxglove leaves

Rose petals

Willow bark

(1)
(Total 13 marks)

Q5.
A root is a plant organ.

Plant roots contain many different types of tissue.

(a) What is a tissue?

___________________________________________________________________

___________________________________________________________________
(1)

(b) Tissue in the tip of a plant root contains stem cells.

Stem cells can differentiate into any type of cell.

Name the type of tissue in plants that contains stem cells.

___________________________________________________________________
(1)

In the past many drugs were extracted from plants.

(c) Aspirin is a painkiller.

Which plant does aspirin originate from?

___________________________________________________________________
(1)

Scientists have extracted chemical A from the deadly nightshade plant.

Chemical A can be used as a painkiller.

The table below shows information about where chemical A is found.

Part of deadly
Mass of chemical A in 100 g of
nightshade
plant tissue in grams
plant

Page 11 of 55
 Roots 1.3

Leaves 1.2

Berries 0.7

(d) The scientists usually extract chemical A from the berries of the deadly nightshade
plant.

Suggest one reason why berries are used instead of leaves or roots.

___________________________________________________________________

___________________________________________________________________
(1)

A deadly nightshade plant has chlorosis (yellow leaves).

The mass of chemical A found in the leaves of the plant is 60% of the mass shown in the
table above.

(e) Calculate the mass of chemical A in 200 g of the leaves with chlorosis.

Give your answer in mg.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Mass of chemical A = _________________ mg

(4)

(f) Suggest one reason why the leaves of the deadly nightshade plant have chlorosis.

___________________________________________________________________

___________________________________________________________________
(1)

Chemical A has not been tested in large-scale clinical trials in the UK.

(g) It is important for drugs to be tested in clinical trials before the drugs are approved
for use by the public.

Give two reasons why.

1 _________________________________________________________________

Page 12 of 55
 ___________________________________________________________________

2 _________________________________________________________________

___________________________________________________________________
(2)

There are many online reports making claims about the effects of chemical A.

Some of these reports are biased.

(h) Suggest one reason why a report making claims about the effects of chemical A
may be biased.

___________________________________________________________________

___________________________________________________________________
(1)

(i) How can scientists be sure that claims about new drugs are valid?

Tick (✓) one box.

Advertise the claims on social media.

Ask an international company to produce the

drug.

Have the claims peer reviewed.

Publish the claims in a newspaper.

(1)
(Total 13 marks)

Q6.
The image below shows some cells in the lining of the stomach.

(a) (i) Use words from the box to name structures A and B.

cell membrane chloroplast cytoplasm vacuole

Page 13 of 55
 A _____________________________________

B _____________________________________
(2)

(ii) What is the function of the nucleus?

Tick ( ) one box.

To control the activities of the cell

To control movement of substances into and out of the cell

To release energy in respiration

(1)

(b) Draw one line from each part of the human body to its correct scientific name.

Part of human body Scientific name

An organ

Layer of cells lining the

stomach

An organism

Stomach

An organ system

Mouth, stomach, intestines,

liver and pancreas

A tissue
(3)
(Total 6 marks)

Q7.
Viruses cause disease.

(a) What name is given to microorganisms that cause disease?

Tick (✓) one box.

Pathogens

Page 14 of 55
 Predators

Prokaryotes

(1)

(b) How do viruses cause the symptoms of disease?

Tick (✓) one box.

Viruses engulf white blood cells,

destroying them.

Viruses produce antibodies that

damage tissues.

Viruses reproduce inside cells,

damaging them.
(1)

Figure 1 shows a virus and an animal cell.

Figure 1

(c) Suggest one reason why viruses are not classed as cells.

___________________________________________________________________

___________________________________________________________________
(1)

A vaccine can protect humans from a viral disease.

(d) What does the vaccine contain?

Tick (✓) one box.

A toxic form of a virus

Page 15 of 55
 A weakened form of a virus

An active form of a virus

(1)

In some cases, a first vaccination needs to be followed by a second vaccination sometime

later.

(e) Which graph shows how the concentration of antibodies in a person’s blood
changes after the first and second vaccinations?

Tick (✓) one box.

(1)

Tobacco mosaic virus (TMV) causes disease in plants.

TMV affects the rate of photosynthesis in plants.

(f) Which part of a plant shows discolouration caused by TMV?

Page 16 of 55
 Tick (✓) one box.

Flower

Leaf

Root

(1)

The table below shows the rate of photosynthesis in four different tobacco plants.

Rate of
Level of TMV
Tobacco photosynthesis
infection in
plant in arbitrary
plant
units

A None 15

B Mild 13

C Medium 7

D High 3

(g) Complete Figure 2.

You should:
• label the y-axis
• add the correct scale to the y-axis
• plot the data from the table above
• label each bar.

Figure 2

Page 17 of 55
 (5)

(h) What conclusion can be made from the data in the table above?

___________________________________________________________________

___________________________________________________________________
(1)

(i) Explain why a high level of TMV infection reduces growth in a plant.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)
(Total 14 marks)

Q8.
Plants and animals have many defence responses.

(a) The table below shows some plant defences.

Identify whether each defence is a chemical response or a physical response.

Tick (✓) one box in each row.

Type of response

Plant defence Chemical Physical

Thick, waxy layer on leaf

surface

Page 18 of 55
 Berries that are poisonous

Bark on trees that falls off

(2)

Mimicry is a mechanical adaptation seen in both plants and animals.

Figure 1 shows two insects.

Figure 1

(b) Hornets are insects that sting other animals and cause pain.

Hornet moths do not sting other animals.

Suggest how mimicry helps the hornet moth survive.

___________________________________________________________________

___________________________________________________________________
(1)

Adult hornet moths lay eggs that hatch into larvae.

Figure 2 shows the larvae of a hornet moth.

Figure 2

(c) The larvae of the hornet moth:

• live inside the roots of trees
• use the tree roots as a source of food
• cause damage to the tree roots.

Explain why a tree might die if the roots of the tree are damaged.

___________________________________________________________________

___________________________________________________________________

Page 19 of 55
 ___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(6)

(d) The larvae of the hornet moth form when fertilised eggs divide by mitosis.

Describe how mitosis produces two genetically identical cells.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(4)

(e) The cells which are first formed from the fertilised eggs of the hornet moth are stem
cells.

Name the process by which these stem cells then form specialised cells.

___________________________________________________________________
(1)
(Total 14 marks)

Q9.
This question is about photosynthesis.

(a) Complete the word equation for photosynthesis.

Page 20 of 55
 __________________ + _________________ → _________________ + oxygen
(2)

(b) Describe how energy for the photosynthesis reaction is gained by plants.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

Students investigated the effect of temperature on the rate of photosynthesis.

The students shone light from a lamp onto pondweed and measured the volume of
oxygen produced per hour.

The table below shows the results.

Rate of photosynthesis in cm3/hour

Temperature in °C
Test 1 Test 2 Test 3 Mean

20 18.5 19.3 19.5 X

25 32.6 34.1 32.9 33.2

30 41.9 45.2 44.9 44.0

35 38.6 39.8 44.0 40.8

40 23.1 20.5 22.4 22.0

45 1.9 14.2 2.2 2.1

(c) Calculate mean value X.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

X = _______________ cm3/hour
(2)

The students identified one anomalous result in the table above.

(d) Draw a ring around the anomalous result in the table above.
(1)

(e) Suggest one possible cause of the anomalous result.

___________________________________________________________________

___________________________________________________________________

Page 21 of 55
 (1)

(f) How did the students deal with the anomalous result?

___________________________________________________________________

___________________________________________________________________
(1)

(g) Give one factor the students should have kept constant in this investigation.

___________________________________________________________________
(1)

The table above is repeated below.

Rate of photosynthesis in cm3/hour

Temperature in °C
Test 1 Test 2 Test 3 Mean

20 18.5 19.3 19.5 X

25 32.6 34.1 32.9 33.2

30 41.9 45.2 44.9 44.0

35 38.6 39.8 44.0 40.8

40 23.1 20.5 22.4 22.0

45 1.9 14.2 2.2 2.1

(h) Why did the rate of photosynthesis decrease from 35 °C to 45 °C?

___________________________________________________________________

___________________________________________________________________
(1)

(i) Complete the graph below using data from the table above.

You should:
• label the y-axis
• use a suitable scale for the y-axis
• plot the mean data from the table above for temperatures from 25 °C to 45 °C
• draw a line of best fit.

Page 22 of 55
 (5)
(Total 16 marks)

Q10.
A student carried out an investigation using leaf epidermis.

This is the method used.

1. Peel the lower epidermis from the underside of a leaf.

2. Cut the epidermis into six equal sized pieces.
3. Place each piece of lower epidermis into a different Petri dish.
4. Add 5 cm3 of salt solution to the six Petri dishes. Each Petri dish should have a
different concentration of salt solution.
5. After 1 hour, view each piece of epidermis under a microscope at ×400
magnification.
6. Count and record the total number of stomata present and the number of open
stomata that can be seen in one field of view.

The student’s results are shown in the table.

Concentratio Number of Percentage (%)

Number of
n of salt open of open
stomata in
solution in stomata in stomata in field
field of view
mol / dm3 field of view of view

Page 23 of 55
0.0 7 7 100

0.1 8 8 100

0.2 7 6 X

0.3 9 6 67

0.4 10 4 40

0.5 9 2 22

(a) Calculate value X in the table above.

___________________________________________________________________

___________________________________________________________________

X = ____________________ %
(1)

(b) Give one conclusion from the results in the table above.

___________________________________________________________________

___________________________________________________________________
(1)

(c) How could the student find out what concentration of salt solution would result in half
of the stomata being open?

___________________________________________________________________

___________________________________________________________________
(1)

(d) The student measured the real diameter of the field of view to be 0.375 mm.

Calculate the number of open stomata per mm2 of leaf for the epidermis placed in
0.4 mol / dm3 salt solution.

Use information from the table above.

Take π to be 3.14

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Number of open stomata = ____________________ per mm2

Page 24 of 55
 (3)

(e) The diagram below shows two guard cells surrounding a closed stoma and two
guard cells surrounding an open stoma.

When light intensity is high potassium ions are moved into the guard cells.

Describe how the movement of potassium ions into the guard cells causes the
stoma to open.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(4)
(Total 10 marks)

Q11.
Ragwort is a weed that grows on farmland.

Ragwort is poisonous to horses.

(a) Plan an investigation to estimate the size of a population of ragwort growing in a

rectangular field on a farm.

___________________________________________________________________

___________________________________________________________________

Page 25 of 55
 ___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(4)

The herbicide glyphosate will kill ragwort and other weeds.

Scientists use bacteria for the genetic engineering of crop plants to make the crops
resistant to glyphosate.

Figure 1 shows the growth of a culture of the bacteria in a solution of nutrients at 25 °C

Figure 1

(b) Why did the rate of reproduction increase between 2 hours and 7 hours?

Page 26 of 55
 ___________________________________________________________________

___________________________________________________________________
(1)

(c) After 12 hours, the rate of reproduction decreased.

Suggest three ways the scientists could maintain a high rate of reproduction in the
bacterial culture.

1 _________________________________________________________________

___________________________________________________________________

2 _________________________________________________________________

___________________________________________________________________

3 _________________________________________________________________

___________________________________________________________________
(3)

(d) The rate of reproduction of the bacteria is fastest at 7 hours.

How many times faster is the rate of reproduction at 7 hours than the rate at
12 hours?

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Rate at 7 hours is ________________________________ times faster.

(4)

(e) Scientists transferred a gene for resistance to the herbicide glyphosate into the
bacteria.

The genetically-modified (GM) bacteria can then transfer the glyphosate-resistance

gene to a crop plant.

Explain the advantage of making crop plants resistant to glyphosate.

___________________________________________________________________

___________________________________________________________________

Page 27 of 55
 ___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(3)
(Total 15 marks)

Q12.
This question is about the decay of milk.

(a) Name two types of microorganism that cause decay.

1. ________________________________________________________________

2. ________________________________________________________________
(2)

(b) Cows’ milk is pH 6.6.

As milk decays, lipids in the milk are broken down.

One of the products of the breakdown of lipids causes the pH of milk to decrease.

Name the product that causes the pH to decrease.

___________________________________________________________________
(1)

A student investigated the effect of temperature on the time taken for different types of
milk to decay.

This is the method used.

1. Put cows’ milk in six test tubes.
2. Keep each test tube at a different temperature.
3. Measure the pH of the milk in each tube every day for 12 days.
4. Record the number of days taken to reach pH 5.
5. Repeat steps 1 to 4 with goats’ milk and with almond milk.

(c) Give one way the pH can be measured.

___________________________________________________________________
(1)

(d) Give two control variables the student should have used in this investigation.

1. ________________________________________________________________

Page 28 of 55
 2. ________________________________________________________________
(2)

The student improved the investigation to produce valid results.

The graph shows the results.

(e) Which type of milk stays fresh the longest at 10 °C?

___________________________________________________________________
(1)

(f) Describe the effect of temperature on the time taken for goats’ milk to reach pH 5.

Use data from the graph above in your answer.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

Page 29 of 55
 (g) The time taken for cows’ milk to reach pH 5 at 10 °C is less than the time taken for
cows’ milk to reach pH 5 at 5 °C.

Suggest one reason why.

___________________________________________________________________

___________________________________________________________________
(1)

(h) Suggest two reasons why the different types of milk took different lengths of time to
reach pH 5.

1 _________________________________________________________________

___________________________________________________________________

2 _________________________________________________________________

___________________________________________________________________
(2)

(i) The student said:

‘The temperature milk is stored at affects

how likely the milk is to cause food poisoning.’

How can the investigation be developed to find out if the student is correct?

Tick (✓) one box.

Determine the types of bacteria present in the milk

Record the pH every 12 hours

Use more than three different types of milk

(1)
(Total 13 marks)

Q13.
A student prepared some onion cells.

The student viewed the onion cells using a light microscope.

This is the method used.

1. Cut an onion into pieces using a sharp knife.

2. Peel off a thin layer of onion epidermis from one piece of onion.

3. Place the onion epidermis onto a microscope slide in a single flat layer.

Page 30 of 55
4. Add three drops of iodine solution.

5. Slowly lower a cover slip at an angle onto the onion epidermis.

6. Place the slide on the stage of the microscope.

(a) The table below shows a risk assessment for this experiment.

Complete the table.

Hazard Risk Plan to minimise risk

Iodine
May cause allergic
solution is an
reaction or skin rash
irritant

Sharp knife

(2)

(b) Give a reason for each of the following steps in the method.

A thin layer of onion epidermis is used.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Iodine solution is added to the onion epidermis.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

The cover slip is lowered onto the onion epidermis at an angle.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(3)

Figure 1 shows what the student saw under the microscope at a magnification of ×400.

Figure 1

Page 31 of 55
(c) The length of cell Z in Figure 1 is 4.8 cm.

Calculate the real length of cell Z.

Give your answer in micrometres (µm).

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Real length of cell Z = _______________µm

(5)

Figure 2 shows the student’s drawing of Figure 1.

Figure 2

Page 32 of 55
 (d) Give two ways the student could improve the drawing in Figure 2.

1 _________________________________________________________________

___________________________________________________________________

2 _________________________________________________________________

___________________________________________________________________
(2)

(e) Onion cells can be seen using an electron microscope.

Give two ways onion cells would look different when seen using an electron
microscope.

1 _________________________________________________________________

___________________________________________________________________

2 _________________________________________________________________

___________________________________________________________________
(2)
(Total 14 marks)

Q14.
This question is about food and digestion.

(a) Proteins are needed to make new body cells by mitosis.

Give one reason why a person needs new body cells.

___________________________________________________________________

___________________________________________________________________
(1)

(b) What are proteins made of?

Tick (✓) one box.

Page 33 of 55
 Amino acids

Fatty acids

Glucose

Starch

(1)

(c) Which chemical is used to test for protein in food?

Tick (✓) one box.

Benedict’s
reagent

Biuret reagent

Ethanol

(1)

(d) What colour would be seen in a positive test for protein?

Tick (✓) one box.

Black

Purple

Red

White

(1)

Enzymes break down food molecules in the human body.

(e) Characteristics of enzymes are linked to their function.

Draw one line from each characteristic to its effect on enzyme function.

Characteristic Effect on enzyme

Page 34 of 55
 function

Only fits one molecule

Has a special shape

Speeds up reactions

Is a catalyst

Works fast at high pH

(2)

Figure 1 shows how pH affects the rate of breakdown of protein.

Figure 1

(f) Which pH does enzyme Y work fastest at?

pH = ______________
(1)

(g) Explain why enzyme X works best in the stomach.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

(h) Complete the sentences.

Choose answers from the box.

active site antigen glucose starch substrate

Enzyme Y does not break down protein at pH 6 because the shape of the enzyme
has changed.

Page 35 of 55
 The part of the enzyme that changes shape is

the _________________________.

The change in shape means the enzyme cannot bind to

the _________________________.
(2)

(i) Amylase is an enzyme which breaks down starch.

A student investigated the effect of pH on the rate of starch breakdown by amylase.

Figure 2 shows some of the apparatus the student used.

Figure 2

Describe a method to investigate the effect of pH on the rate of starch breakdown by

amylase.

You should include the apparatus shown in Figure 2.

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 ___________________________________________________________________

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(6)
(Total 17 marks)

Q15.
Malaria is caused by a protist.

The protist is passed from one person to another person by mosquitos.

(a) Which term describes the mosquito?

Tick (✓) one box.

Bacterium

Gene

Vector

(1)

(b) The malarial protist is a eukaryotic cell.

The figure below shows a malarial protist.

Give two features of the malarial protist that show the cell is eukaryotic and not
prokaryotic.

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 1 _________________________________________________________________

___________________________________________________________________

2 _________________________________________________________________

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(2)

(c) Which organism is prokaryotic?

Tick (✓) one box.

Cow

Grass

Salmonella

(1)

(d) The malarial protist reproduces asexually.

What is a feature of asexual reproduction?

Tick (✓) one box.

Only one parent is involved.

The offspring show genetic variation.

Two gametes fuse.

(1)

(e) Mitosis occurs in the malarial protist during asexual reproduction.

The protist has 14 chromosomes.

How many chromosomes will each new protist cell have after mitosis?

Tick (✓) one box.

7 14 21 28

(1)

(f) When a person has malaria, the protists destroy red blood cells.

What change would happen in the blood of a person with malaria?

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 Tick (✓) one box.

Decreased antibodies

Decreased haemoglobin

Increased plasma

Increased platelets

(1)

(g) It is estimated that 210 million people are infected with malaria every year.
Half of these infected people survive the disease.

Calculate how many people would survive the disease in 3 years if the estimate is
correct.

Give your answer in standard form.

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Number of people (in standard form) = ___________________________________

(4)

(h) The spread of malaria can be controlled by using mosquito nets to avoid being
bitten.

Describe two other ways that people can reduce the chance of being bitten by
mosquitos.

Do not refer to mosquito nets in your answer.

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2 _________________________________________________________________

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(2)

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 (i) Different types of disease may interact.

Scientists studied how having disorder S interacts with malaria.

The scientists calculated the chance of children with disorder S getting malaria.

The table below shows the results.

Percentage (%) chance of

Age in years children with disorder S
getting malaria

2 70

4 65

6 50

8 45

Describe the trend shown in the table.

Use data from the table above.

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(2)
(Total 15 marks)

Q16.
The protist that causes malaria is passed from one person to another person by
mosquitos.

(a) What term describes an organism that passes a pathogen from one person to
another person?

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(1)

(b) The figure below shows the malarial protist.

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 The malarial protist is a eukaryotic cell.

Describe three ways the structure of the malarial protist is different from the
structure of a prokaryotic cell.

Do not refer to size in your answer.

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2 _________________________________________________________________

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3 _________________________________________________________________

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(3)

(c) During one stage of malaria infection, the malarial protists enter red blood cells and
cause them to burst.

Explain why the bursting of red blood cells causes tiredness.

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(2)

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(d) The malarial protist reproduces sexually and asexually during a life cycle.

Complete Table 1 to give three differences between sexual reproduction and

asexual reproduction.

One difference has been completed for you.

Table 1

Sexual reproduction Asexual reproduction

Involves two parents Involves one parent

(3)

(e) One drug for treating malaria prevents mitosis occurring in the malarial protist.

The drug stops the synthesis of new DNA bases in the cell.

Suggest how the drug prevents mitosis occurring.

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(1)

(f) Describe the process of cell division by mitosis.

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(3)

(g) Different types of disease may interact.

Scientists studied the incidence of malaria infections in children:

• with disorder S
• without disorder S.

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 The incidence of malaria in children with disorder S was calculated as a percentage
of the incidence in children without disorder S.

Table 2 shows the results.

Table 2

Calculated percentage (%)

Age in years incidence of malaria in children
with disorder S

2 to < 4 69

4 to < 6 63

6 to < 8 50

8 to 10 45

> 10 73

Describe what the results in Table 2 show about the interaction between disorder S
and malaria.

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(2)
(Total 15 marks)

Q17.
This question is about photosynthesis.

(a) Complete the word equation for photosynthesis:

__________________ + __________________ → __________________ + oxygen

(2)

A student investigated photosynthesis using pondweed.

Figure 1 shows the apparatus the student used.

Figure 1

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This is the method used.

1. Set up the apparatus as shown in Figure 1.

2. Switch on the lamp.

3. After 20 minutes, record the volume of oxygen collected in the measuring cylinder.

4. Repeat steps 1–3 using bulbs of different power output.

(b) What was the independent variable in the investigation?

Tick (✓) one box.

Power output of bulb

Rate of photosynthesis

Time to collect oxygen

Volume of oxygen
collected
(1)

(c) Suggest two ways the method could be improved so the results would be more
valid.

1 _________________________________________________________________

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2 _________________________________________________________________

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(2)

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The table below shows the student’s results.

Volume of
Rate of
Power output of oxygen collected
photosynthesis
bulb in watts in 20 minutes in
in cm3/hour
cm3
60 0.5 1.5
100 0.8 2.4
150 1.1 X
200 1.2 3.6
250 1.2 3.6

(d) Calculate value X in the table above.

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X = _____________________ cm3/hour
(1)

(e) Complete Figure 2.

You should:

• label the x-axis

• use a suitable scale
• plot the data from the table above and your answer to part (d)
• draw a line of best fit.

Figure 2

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 (4)

(f) Determine the expected rate of photosynthesis with a bulb of power output 75 watts.

Use Figure 2.

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Rate of photosynthesis at 75 watts = ______________________cm3/hour

(1)

(g) Which graph shows the effect of temperature on the rate of photosynthesis?

Tick (✓) one box.

(1)
(Total 12 marks)

Q18.

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Photosynthesis produces oxygen.

(a) Complete the word equation for photosynthesis.

Choose answers from the box.

carbon dioxide fat glucose

nitrogen protein water

__________________ + __________________ → __________________ + oxygen

(3)

(b) Explain how oxygen is used in cells.

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(2)

A student investigated the effect of light from different coloured light bulbs on
photosynthesis.

The student:
• used pondweed in a beaker of water
• used different coloured light bulbs in a lamp
• counted the number of bubbles of oxygen the pondweed produced in 2 minutes for
each colour of light bulb.

(c) Give one hazard the student would need to consider when using the apparatus in
this investigation.

Give the risk the hazard would cause.

Hazard ____________________________________________________________

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Risk ______________________________________________________________

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(2)

(d) The student needed to keep the temperature of the water in the beaker the same
throughout the investigation.

Describe how the student could keep the temperature of the water the same.

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 (1)

(e) The beaker of water contained the pondweed.

Explain why the temperature of the water in the beaker needed to be kept the same
throughout the investigation.

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(2)

The table below shows the results.

Number of bubbles of
Colour of light
oxygen produced in 2
bulb
minutes

Blue 46

Green 8

Red 38

Yellow 29

(f) Which colour of light caused the highest rate of photosynthesis in the pondweed?

Tick (✓) one box.

Blue

Green

Red

Yellow

(1)

(g) What is the best way to display the data in the table above?

Tick (✓) one box.

Bar graph

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 Line graph

Scatter graph

(1)

(h) The student wanted to measure the volume of oxygen the pondweed produced in 2
minutes.

Name one piece of apparatus the student could use to measure the volume of
oxygen.

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(1)

(i) Another student investigated the effect of light intensity on the rate of
photosynthesis.

The figure below shows the results.

Describe what the figure shows about the relationship between light intensity and
the rate of photosynthesis.

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(2)

Page 49 of 55
 (Total 15 marks)

Q19.
A scientist investigated the rate of photosynthesis of one type of tomato plant.

The tomato plants were grown in a greenhouse.

The table below shows the results.

Percentage (%)
Rate of
concentration of
photosynthesis in
carbon dioxide in the
arbitrary units
air

0.00 0

0.02 5

0.04 16

0.06 19

0.08 20

0.10 20

0.12 20

(a) Give two control variables the scientist should have used in the investigation.

1 _________________________________________________________________

2 _________________________________________________________________
(2)

(b) Which range of carbon dioxide concentrations caused the rate of photosynthesis to
change the most?

Tick (✓) one box.

From 0.00% to 0.02%

From 0.02% to 0.04%

From 0.04% to 0.06%

From 0.06% to 0.08%

(1)

(c) How could the scientist have improved the validity of the results?

Page 50 of 55
 Tick (✓) one box.

Repeat each reading three times and

calculate a mean.

Use concentrations of carbon dioxide

above 0.12%.

Use different tomato plants for each

concentration.
(1)

(d) Explain the change in the rate of photosynthesis when the concentration of carbon
dioxide increased between 0.00% to 0.08%.

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(2)

(e) A farmer decided not to use a concentration of carbon dioxide higher than 0.08% to
grow tomato plants.

Suggest two reasons for the farmer’s decision.

Use information from above table and your own knowledge.

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2 _________________________________________________________________

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(2)
(Total 8 marks)

Q20.
This question is about photosynthesis.

(a) Complete the symbol equation for photosynthesis.

6 __________ + 6 __________ → C6H12O6 + 6 __________

(1)

Figure 1 shows how the rate of photosynthesis changes with light intensity.

Figure 1

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(b) Which part of the graph could be represented by the equation y = mx + c ?

Tick (✓) one box.

From 0 to 5 000 lux

From 10 000 to 15 000 lux

From 15 000 to 20 000 lux

From 20 000 to 25 000 lux

(1)

A student investigated the effect of colour of light on the rate of photosynthesis in leaves.

Figure 2 shows how the investigation was set up.

Figure 2

Table 1 shows the results.

Table 1

Time taken for 10 leaf discs to

Colour of light reach the surface of the solution
in seconds

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 Blue 115

Green 831

Red 397

(c) Give one way the student could change the colour of the light shining on the leaf
discs.

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(1)

(d) Give the independent variable and the dependent variable in this investigation.

Independent variable _________________________________________________

___________________________________________________________________

Dependent
variable ___________________________________________________

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(2)

(e) All of the air had to be removed from the leaf discs before placing them in the
beaker.

Suggest one reason why.

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(1)

(f) The leaf discs were placed in a beaker of sodium hydrogencarbonate (NaHCO3)
solution.

Explain why sodium hydrogencarbonate solution was used instead of water.

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(2)

(g) Explain why the leaf discs moved to the surface of the solution during the
investigation.

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 ___________________________________________________________________

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(2)

There are two types of chlorophyll in leaves.

Figure 3 shows the percentage of different wavelengths of light that the two types of
chlorophyll absorb.

Figure 3

Table 2 shows the colour of different wavelengths of light.

Table 2
Range of wavelength of light in nm
380 – 435
450 – 499
500 – 570
571 – 590
620 – 720
Colour of light
violet
blue
green
yellow
red

(h) Suggest the advantage to a plant of having two types of chlorophyll.

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 ___________________________________________________________________
(1)

(i) Table 1 is repeated below.

Table 1

Time taken for 10 leaf discs to

Colour of light reach the surface of the solution
in seconds

Blue 115

Green 831

Red 397

The leaf discs in the investigation are green.

Explain the results in Table 1 for blue light and for green light.

Use data from Figure 3 and Table 2.

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(4)
(Total 15 marks)

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