www.dynamicpapers.

com

Cambridge International AS & A Level

* 5 0 9 7 5 0 8 0 1 2 *

BIOLOGY 9700/43
Paper 4 A Level Structured Questions May/June 2022

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 24 pages. Any blank pages are indicated.

DC (CE/CB) 302739/3
© UCLES 2022 [Turn over
 www.dynamicpapers.com
2

1 (a) The water potential of mammalian blood needs to be maintained within narrow limits so that
cells function efficiently. This process is called osmoregulation.

The relative medullary thickness (RMT) indicates the proportion of a kidney that is composed
of medullary tissue.

thickness of medulla
RMT = × 10
kidney size

Table 1.1 shows the relationship between the RMT and the concentration of urine produced
by four mammals from different habitats.

Table 1.1

mammal habitat RMT urine

concentration / arbitrary
units
beaver rivers and lakes 1.4 0.90
warthog savannah 2.8 2.35
human variable 3.2 2.50
kangaroo rat desert 8.6 10.50

(i) Name the parts of the nephron that are located in the medulla.

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

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

(ii) Name a hormone involved in osmoregulation.

..................................................................................................................................... [1]

(iii) Describe the relationship between the RMT and the concentration of urine produced and
explain the differences between the data for the beaver and the kangaroo rat.

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

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

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

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

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

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

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

..................................................................................................................................... [4]

© UCLES 2022 9700/43/M/J/22

 www.dynamicpapers.com
3

(b) The warthog, Phacochoerus africanus, is a member of the pig family. The warthog lives in dry
savannah areas of sub-Saharan Africa.

Fig. 1.1 shows a warthog.

Fig. 1.1

A warthog and a human have similar values of RMT and concentration of urine. A human
can survive only a few days without drinking water, whereas a warthog can live for several
months without drinking water.

Suggest how a warthog is able to survive several months without drinking water.

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

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

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

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

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

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

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

[Total: 9]

© UCLES 2022 9700/43/M/J/22 [Turn over

 www.dynamicpapers.com
4

BLANK PAGE

© UCLES 2022 9700/43/M/J/22

 www.dynamicpapers.com
5

2 Photosynthesis is an energy transfer process that results in the production of carbohydrate. It has
two stages: the light-dependent stage and the light-independent stage.

Cyclic photophosphorylation and non-cyclic photophosphorylation are essential pathways in

photosynthesis that occur in the light-dependent stage.

(a) (i) Describe the similarities and differences between cyclic photophosphorylation and
non-cyclic photophosphorylation.

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

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

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

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

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

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

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

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

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

..................................................................................................................................... [4]

(ii) Explain why herbicides that prevent cyclic photophosphorylation and non-cyclic
photophosphorylation stop carbohydrate being produced in the chloroplast.

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

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

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

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

© UCLES 2022 9700/43/M/J/22 [Turn over

 www.dynamicpapers.com
6

(b) The rate of regeneration of RuBP in the Calvin cycle is known to limit the rate of photosynthesis.

Sedoheptulose-1,7-bisphosphatase (SBPase) is an enzyme in the Calvin cycle that controls

the rate of regeneration of RuBP. SBPase is coded for by the gene SBPase.

In an experiment, wheat plants were genetically modified to make more SBPase by introducing
the SBPase gene from another grass species, Brachypodium distachyon. The resulting GM
wheat plants were named Sox4.

• Wild type plants (not GM) and Sox4 plants were grown.
• A leaf from the wild type plant was placed in a sealed glass vessel.
• The carbon dioxide (CO2) concentration in the vessel was increased so that the
intercellular air spaces also had an increase in CO2 concentration.
• The other environmental conditions were kept constant.
• The rate of fixation of CO2 was measured for the leaf.
• The experiment was repeated with a leaf from a Sox4 plant.

Fig. 2.1 shows the rate of fixation of CO2 by the leaves of wild type plants and Sox4 plants
when the intercellular air space CO2 concentration was increased.

50

wild type
40 Sox4

30
CO2 fixation rate
/ μmol CO2 m–2 s–1

20

10

0
0 200 400 600 800 1000 1200 1400 1600 1800 2000

CO2 concentration / mg m–3

Fig. 2.1

© UCLES 2022 9700/43/M/J/22

 www.dynamicpapers.com
7

(i) With reference to Fig. 2.1, describe and explain the results shown by the wild type plants.

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

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

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

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

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

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

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

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

..................................................................................................................................... [4]

(ii) With reference to Fig. 2.1, describe and suggest explanations for the differences in the
rate of fixation of CO2 between wild type plants and Sox4 plants.

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

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

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

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

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

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

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

..................................................................................................................................... [3]

[Total: 13]

© UCLES 2022 9700/43/M/J/22 [Turn over

 www.dynamicpapers.com
8

3 (a) ATP is synthesised from ADP and Pi in a phosphorylation reaction.

State the two different ways in which this phosphorylation reaction occurs in aerobic respiration.

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

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

(b) Coenzymes are important in all four stages of aerobic respiration.

Describe and explain the role of the coenzymes NAD and FAD in aerobic respiration.

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

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

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

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

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

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

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

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

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

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

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

............................................................................................................................................. [6]

(c) The enzyme pyruvate dehydrogenase catalyses the link reaction. Pyruvate dehydrogenase is
inhibited when the ratio of acetyl coenzyme A to coenzyme A increases.

Suggest the importance of this inhibition to the functioning of the cell.

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

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

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

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

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

[Total: 10]

© UCLES 2022 9700/43/M/J/22

 www.dynamicpapers.com
9

4 In 1973, a technique for genetic engineering was used for the first time. Recombinant DNA was
made using a plasmid and this was successfully transferred into an organism.

In 2012, a new technique for genetic engineering, called gene editing, was developed.

(a) Table 4.1 lists some statements about the two genetic engineering techniques.

Complete Table 4.1 to compare the original genetic engineering technique using a plasmid
vector with the newer technique of gene editing.
For each row, place a tick (3) in the correct column if the statement applies and leave a blank
if the statement does not apply.

Table 4.1

statement genetic engineering gene editing

using a plasmid
It can add a new phenotypic
characteristic to an organism.
It can change an A–T base pair
to C–G.
It can inactivate a desired
selected gene in an organism.
It may change DNA in a way
that cannot be distinguished
from a natural mutation.
It requires a DNA donor and a
recipient.
[5]

© UCLES 2022 9700/43/M/J/22 [Turn over

 www.dynamicpapers.com
10

(b) Camelina sativa is a fast-growing plant with oil-rich seeds.

C. sativa grows in dry and poor soils and so it may be important as a food crop in the future.
The oil from its seeds has a high content of polyunsaturated fatty acids. This shortens the
time that the oil can be stored for, which is a disadvantage.

Scientists used gene editing to develop two types of C. sativa with different genetic changes.
The gene edited C. sativa seeds produced oil with longer storage times.

Fig. 4.1 shows the percentage composition of fatty acids in the oil extracted from seeds of
gene edited and wild type (not gene edited) C. sativa.

Key type A type B type C

60

40
percentage composition
of fatty acids 20

0
16:0 18:0 18:1 18:2 18:3 20:1 22:1

fatty acids shown as number

of carbons:number of
C=C double bonds

Fig. 4.1

(i) Identify the letter that represents the oil of the wild type C. sativa on Fig. 4.1.

..................................................................................................................................... [1]

(ii) With reference to Fig. 4.1, discuss the social benefits of this example of gene editing.

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

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

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

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

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

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

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

..................................................................................................................................... [3]

[Total: 9]

© UCLES 2022 9700/43/M/J/22

 www.dynamicpapers.com
11

5 The puma, Puma concolor, lives in North and South America.

Fig. 5.1 shows a puma.

Fig 5.2 shows the distribution of the puma species.

Fig. 5.1

Florida

Texas

puma distribution

Fig. 5.2

© UCLES 2022 9700/43/M/J/22 [Turn over

 www.dynamicpapers.com
12

(a) Members of different subspecies belong to the same species but have some morphological
differences and are found in different geographical locations.

In the past the puma has been divided into 32 subspecies. The subspecies of puma varied in
body size, coat colour and behaviour to adapt each population to its environment.

Explain how the different subspecies of puma evolved.

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

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

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

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

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

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

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

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

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

............................................................................................................................................. [4]

In 2016, genetic analysis concluded that there are only two genetically distinct subspecies of
puma, one in North and Central America and one in South America.

(b) Outline how practical techniques could be used to conduct a genetic analysis of the
puma species.

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

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

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

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

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

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

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

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

............................................................................................................................................. [3]

© UCLES 2022 9700/43/M/J/22

 www.dynamicpapers.com
13

(c) Fig. 5.2 shows the location of an isolated puma population in Florida. In 1990, the size of this
population was very small, with fewer than 30 individuals.

Three phenotypic features that vary in pumas are the shape of the tail, the pattern of hair
growth on the back and the position of the testes in male pumas.

Variant forms of these phenotypic features that are normally rare occur at a high frequency in
the small Florida population. These variant forms are:
• bent tail
• abnormal pattern of hair growth on the back
• testes remain in abdomen (undescended) in some male pumas.

(i) Predict, with reasons, whether these phenotypic features show a continuous or a
discontinuous pattern of variation.

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

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

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

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

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

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

(ii) Explain how the small size of the Florida population resulted in a high frequency of these
normally rare variant forms.

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

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

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

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

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

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

..................................................................................................................................... [3]

© UCLES 2022 9700/43/M/J/22 [Turn over

 www.dynamicpapers.com
14

(iii) In 1995, eight puma females from Texas were introduced to Florida to increase the
breeding success and future size of the puma population in Florida. In the next 20 years
the population grew substantially.

Suggest why the introduced females were taken from Texas and not from points A or B
on Fig. 5.2.

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

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

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

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

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

[Total: 14]

© UCLES 2022 9700/43/M/J/22

 www.dynamicpapers.com
15

6 The role of sensory receptor cells in mammals is to detect stimuli and generate action potentials in
sensory neurones.

Human taste buds on the tongue contain chemoreceptor cells. Different chemoreceptor cells
respond to different chemical stimuli.

Fig. 6.1 is a diagram of chemoreceptor cells in a taste bud.

Y
tight junction

support cell

chemoreceptor cell A

sensory neurone B

Fig. 6.1

(a) Name the structures in the region Y and describe their function in a chemoreceptor cell.

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

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

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

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

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

............................................................................................................................................. [3]

© UCLES 2022 9700/43/M/J/22 [Turn over

 www.dynamicpapers.com
16

(b) When a sugar molecule binds to a receptor protein on the cell surface membrane of cell A,
calcium ions are released into the cytoplasm of the cell by the endoplasmic reticulum.

Explain how the release of calcium ions will lead to an action potential being generated in
sensory neurone B.

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

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

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

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

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

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

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

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

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

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

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

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

............................................................................................................................................. [6]

[Total: 9]

© UCLES 2022 9700/43/M/J/22

 www.dynamicpapers.com
17

7 (a) Epistasis occurs when a gene at one locus can affect the expression of a gene at
another locus.

Define the terms gene and locus.

gene ..........................................................................................................................................

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

locus .........................................................................................................................................

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

(b) Fur colour in mice, Mus musculus, is determined by a number of genes. One example is the
result of epistatic interaction between two genes, A and B.

• Allele A codes for the production of pigment in the fur.

• Allele a does not code for the production of pigment and results in white fur (albino).

• Allele B codes for the production of brown fur.

• Allele b codes for the production of black fur.

Construct a genetic diagram to show the results, including the ratio, of a cross between two
mice heterozygous for both genes.

parent genotypes AaBb x AaBb

parent phenotypes

gametes

ratio ...................................................................................................................................... [6]

© UCLES 2022 9700/43/M/J/22 [Turn over

 www.dynamicpapers.com
18

(c) White fur is due to a mutation of the TYR gene. This is called albinism.

Explain how a mutation of the TYR gene can result in albinism.

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

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

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

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

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

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

............................................................................................................................................. [3]

[Total: 11]

© UCLES 2022 9700/43/M/J/22

 www.dynamicpapers.com
19

8 (a) The Malayan tapir, Tapirus indicus, lives in the rainforest of South East Asia.

Fig. 8.1 shows a Malayan tapir and her calf.

Fig. 8.1

On the International Union for the Conservation of Nature (IUCN) Red List of Threatened
Species, the Malayan tapir is categorised as endangered and could become extinct. One
problem is the illegal trade in the Malayan tapir.

Apart from illegal trading, suggest and explain reasons why the Malayan tapir has become
endangered and could become extinct.

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

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

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

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

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

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

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

© UCLES 2022 9700/43/M/J/22 [Turn over

 www.dynamicpapers.com
20

(b) The trade in Malayan tapirs is regulated by the Convention on International Trade in
Endangered Species (CITES).

Suggest ways by which CITES attempts to regulate the trade in wild fauna and flora.

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

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

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

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

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

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

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

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

............................................................................................................................................. [3]

(c) Many endangered species, such as the Malayan tapir, are protected in zoos.

Outline the role of zoos in the conservation of endangered species.

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

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

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

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

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

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

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

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

............................................................................................................................................. [4]

[Total: 9]

© UCLES 2022 9700/43/M/J/22

 www.dynamicpapers.com
21

9 (a) Fig. 9.1 shows a cross-section through a myelinated neurone.

Fig. 9.1

Identify structures A and B.

A ...............................................................................................................................................

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

(b) With reference to voltage-gated sodium ion channels, explain the difference in speed of
transmission of an action potential along a myelinated neurone and a non-myelinated neurone.

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

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

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

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

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

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

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

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

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

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

............................................................................................................................................. [4]

[Total: 6]

© UCLES 2022 9700/43/M/J/22 [Turn over

 www.dynamicpapers.com
22

10 (a) Insulin has an important role in the maintenance of blood glucose concentration.

An investigation measured how blood glucose concentration and blood insulin concentration
changed after a glucose-rich meal had been eaten.

The results are shown in Fig. 10.1.

7.5 300

7.0 280

6.5 260

6.0 240

5.5 220

5.0 200

4.5 180

blood glucose 4.0 160 blood insulin

concentration concentration
/ mmol dm–3 3.5 –3
140 / pmol dm

3.0 120

2.5 100

2.0 80

1.5 60

1.0 40

0.5 20

0.0 0
07.00 08.00 09.00 10.00 11.00 12.00
time of day
Key
glucose-rich meal eaten blood glucose
concentration
blood insulin
concentration

Fig. 10.1

© UCLES 2022 9700/43/M/J/22

 www.dynamicpapers.com
23

(i) Describe and explain how the results shown in Fig. 10.1 indicate a relationship between
blood glucose concentration and blood insulin concentration after the consumption of a
glucose-rich meal.

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

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

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

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

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

..................................................................................................................................... [3]

(ii) Suggest and explain how the results shown in Fig. 10.1 would change if the meal was
mostly starch rather than glucose.

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

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

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

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

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

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

..................................................................................................................................... [3]

© UCLES 2022 9700/43/M/J/22 [Turn over

 www.dynamicpapers.com
24

(b) Glucagon is synthesised by cells in the pancreas known as alpha (α) cells. Glucagon binds
to G-protein-coupled receptors in the cell surface membrane of liver cells. This results in the
activation of G-proteins.

Outline the sequence of events occurring within the cell after the activation of G-proteins that
helps to restore the blood glucose concentration to its set point.

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

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

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

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

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

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

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

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

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

............................................................................................................................................. [4]

[Total: 10]

The boundaries and names shown, the designations used and the presentation of material on any maps contained in this question paper/insert do not imply
official endorsement or acceptance by Cambridge Assessment International Education concerning the legal status of any country, territory, or area or any of its
authorities, or of the delimitation of its frontiers or boundaries.

Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every
reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the
publisher will be pleased to make amends at the earliest possible opportunity.

To avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the Cambridge
Assessment International Education Copyright Acknowledgements Booklet. This is produced for each series of examinations and is freely available to download
at www.cambridgeinternational.org after the live examination series.

Cambridge Assessment International Education is part of Cambridge Assessment. Cambridge Assessment is the brand name of the University of Cambridge
Local Examinations Syndicate (UCLES), which is a department of the University of Cambridge.

© UCLES 2022 9700/43/M/J/22