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CIE IAL BIOLOGY Topic Questions PDF

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192 views137 pages

CIE IAL BIOLOGY Topic Questions PDF

Uploaded by

Maisha Islam

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Cambridge International AS & A Level

1: Biological molecules – Topic questions

The questions in this document have been compiled from past papers, as indicated in the table below.

Use these questions to formatively assess your learners’ understanding of this topic.

Question Year Series Paper number

2 2017 May/June 21
4 2017 May/June 23
6 2017 May/June 23

The mark scheme for each question is provided at the end of the document.

You can find the complete question papers and the complete mark schemes (with additional notes where
available) on the School Support Hub at www.cambridgeinternational.org/support

1: Biological molecules – Topic questions 1 Copyright © UCLES 2018

2 Phosphatases are enzymes that catalyse the removal of phosphate groups from organic
compounds.

Some students investigated the effect of substrate concentration on the rate of the reaction
catalysed by an acid phosphatase (enzyme A). The results are shown in Fig. 2.1.

10
rate of reaction
/ μmol dm–3 8
min–1
6

0
0.0 0.5 1.0 1.5 2.0 2.5 3.0 3.5
concentration of substrate / mmol dm–3

Fig. 2.1

(a) The students used Fig. 2.1 to derive the Michaelis-Menten constant (Km) for enzyme A as
0.3 mmol dm–3.

Explain how they derived Km.

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

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

1: Biological molecules – Topic questions 2 Copyright © UCLES 2018

(b) The students investigated a different phosphatase enzyme (enzyme B) and found the value
of Km to be higher than 0.3 mmol dm–3.

Explain the difference between the values of Km for these two phosphatase enzymes.

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

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

They used the same concentrations of substrate as before, but added a competitive inhibitor
to each reaction mixture.

They used the same concentration of the inhibitor in each reaction mixture.

The students found that Vmax was the same as before, but Km was higher than
0.3 mmol dm–3.

Explain how the addition of the competitive inhibitor results in the same value for Vmax but a
higher value for Km.

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

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

[Total: 8]

1: Biological molecules – Topic questions 3 Copyright © UCLES 2018

4 (a) Complete Table 4.1 by using a tick (3) to indicate which statements apply to each of the
molecules. Use a cross (7) for statements that do not apply.

Some of the boxes have been completed for you.

Table 4.1

statement ATP cellulose haemoglobin phospholipid

contains phosphorus 3 7

found in plants

contains iron 7

has a structural role

[4]

(b) Fig. 4.1 shows two amino acids.

Complete Fig. 4.1 to show how a peptide bond forms between these two amino acids.

H CH3
H O H O
N C C N C C
H OH H OH
H H

Fig. 4.1
[3]

[Turn over

1: Biological molecules – Topic questions 4 Copyright © UCLES 2018

(c) Some glycoproteins in cell surface membranes function as transport proteins.

State two other functions of glycoproteins in cell surface membranes.

1 ................................................................................................................................................

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

2 ................................................................................................................................................

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

[Total: 9]

1: Biological molecules – Topic questions 5 Copyright © UCLES 2018

6 (a) In the space below, draw a diagram to show a hydrogen bond between two water molecules.

[3]

(b) (i) Movement of water in xylem depends on the force of attraction between water molecules
as a result of hydrogen bonding.

State the name given to this force of attraction.

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

(ii) State the property of water that results in a cooling effect as water evaporates from the
surface of organisms.

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

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

[Total: 5]

1: Biological molecules – Topic questions 6 Copyright © UCLES 2018

Mark scheme abbreviations

; separates marking points

/ alternative answers for the same point
A accept (for answers correctly cued by the question, or by extra guidance)
R reject
AW alternative wording (where responses vary more than usual)
underline actual word given must be used by candidate (grammatical variants accepted)
max indicates the maximum number of marks that can be given
ora or reverse argument
mp marking point (with relevant number)
ecf error carried forward
I ignore
AVP alternative valid point

Question Answer Mark

2(a) half Vmax / AW, = 7 (µmol dm–3 min–1) / take half of Vmax of 14 (µmol dm–3 min–1) ; 2
A description of using the graph to find ½ Vmax without reference to figures

read (substrate concentration) from x-axis / AW ;

alternative
plot 1 / [S] = x

1: Biological molecules – Topic questions 7 Copyright © UCLES 2018

Question Answers Marks

2(b) allow phosphate group(s) / organic compound for substrate max 2

if affinity not used, accept idea of ability to form ESC
check for ora
I ref. to competitive inhibition

1 enzyme B has a lower affinity for its substrate (than enzyme A)

or
the higher the Km the lower the affinity of the enzyme for its substrate ;
R if substrate has affinity for the enzyme
2 enzyme B needs a higher concentration of substrate to reach, Vmax / ½Vmax / Km (than enzyme A) ;
3 AVP ; e.g.
enzyme B forms fewer ESC in the same unit of time
enzyme B active site is a less good fit for substrate
idea that in normal cell enzyme A is saturated (with substrate) so works at a constant rate
variations in substrate concentration will have less effect on the rate of formation of product by enzyme A
I ref. to turnover number(s)

2(c) marks can be taken from a sketch graph max 4

1 competitive inhibitor, occupies / competes with substrate for / AW, active site (of the enzyme) ;
2 reduces frequency of collisions (with substrate) / fewer ESCs form ;
R no ESCs form
3 reduces reaction rate at low substrate concentrations ;
4 idea that curve with inhibitor is to the right of the curve without inhibitor ;
5 at high substrate concentration / with increasing substrate concentration, the inhibitor has, no / less, effect ;
A idea that substrate outcompetes inhibitor at high substrate concentration
6 therefore Vmax is the same as it is determined by the enzyme concentration / AW ;
A explanation in terms of active sites, saturated / fully occupied
7 idea of intercept to curve gives a higher value for Km ;

Total: 8

1: Biological molecules – Topic questions 8 Copyright © UCLES 2018

Question Answer Marks

4(a) 4

4(b) allow diagrams with glycine on right 3

bond forms between the C of the carboxyl group and the N of the amino group ; A amine for amino
water / H2O, is formed ; A condensation (reaction) R hydrolysis amino acid residues correctly drawn ;

1: Biological molecules – Topic questions 9 Copyright © UCLES 2018

Question Answer Marks

4(c) receptor(s) / cell signalling ; max 2

cell recognition / antigens ;
cell adhesion ;
form H-bonds with water to stabilise membrane ;
enzyme ;
AVP ; e.g. ref. to role in antigen presentation / MHC

Total: 9

Question Answer Marks

6(a) two water molecules drawn with correct bonding ; I Fischer projections 3
partial charges shown as σ+ on at least one H and σ– on at least one O ;
hydrogen bond shown ; e.g. labelled or as dashed or dotted lines between H of one molecule and O of another ;

6(b)(i) cohesion ; 1

6(b)(ii) high / large, latent heat of, vapourisation / evaporation ; 1

A takes a large amount of, heat / energy, to evaporate / turn liquid to water vapour

Total: 5

1: Biological molecules – Topic questions 10 Copyright © UCLES 2018

Cambridge International AS & A Level

2: Cells as the basic units of life – Topic questions

The questions in this document have been compiled from past papers, as indicated in the table below.

Use these questions to formatively assess your learners’ understanding of this topic.

Question Year Series Paper number

1 2017 May/June 21
3(c)(d) 2017 May/June 22
6 2016 May/June 21

The mark scheme for each question is provided at the end of the document.

You can find the complete question papers and the complete mark schemes (with additional notes where
available) on the School Support Hub at www.cambridgeinternational.org/support

2: Cells as the basic units of life 1 Copyright (c) UCLES 2018

Answer all the questions.

1 (a) Each of the statements A to D describes a structure found in eukaryotic cells.

Identify the structure that is described in each statement.

A An organelle that contains 70S ribosomes.

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

B A thread-like structure composed of DNA and histone proteins.

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

C The organelle that modifies and packages proteins for secretion.

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

D The structure that synthesises rRNA and combines it with proteins.

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

(b) Prokaryotes and plant cells have cell walls.

Outline the composition of the cell wall of a prokaryote and the composition of the cell wall of
a plant cell to show how they differ.

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

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

[Total: 6]

2: Cells as the basic units of life 2 Copyright (c) UCLES 2018

3 Malaria is a disease caused by the protoctist, Plasmodium. The organism has a very complex life

Fig. 3.1 is a transmission electron micrograph showing the developing Plasmodium cells inside a
protective structure known as an oocyst. In this stage of the life cycle the oocysts are found in the
mosquito gut. When mature, the Plasmodium cells are released and travel to the salivary glands
of the mosquito.

20 μm

Fig. 3.1

(c) The magnification used in Fig. 3.1 can also be obtained using a light microscope.
Suggest why an electron microscope was used to obtain this image instead of a light
microscope.

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

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

(d) Use the scale bar to calculate the magnification of the image shown in Fig. 3.1.

Write down the formula and use it to make your calculation. Show your working.

formula

magnification × ...........................................................[3]

[Total: 5]
2: Cells as the basic units of life 3 Copyright (c) UCLES 2018
13

6 Fig. 6.1 shows an incomplete diagram of the fluid mosaic model of membrane structure. The
diagram shows the cell surface membrane of a eukaryotic cell.

Fig. 6.1

(a) State what is meant by the term fluid mosaic.

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

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

(b) State the thickness of a cell surface membrane.

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

1 ................................................................................................................................................

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

2 ................................................................................................................................................

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

3 ................................................................................................................................................

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

4 ................................................................................................................................................

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

[Total: 7]

2: Cells as the basic units of life 4 Copyright (c) UCLES 2018

Mark scheme abbreviations

; separates marking points

Question Answers Marks

1(a) A chloroplast / mitochondrion ; 4
B chromosome(s) / chromatid / chromatin ;
C Golgi (body / apparatus / complex) ;
D nucleolus ;

1(b) max 1 if only written about prokaryote wall or only about plant wall max 2

1 prokaryote cell wall has, peptidoglycan / murein ;

2 plant cell wall has, cellulose / polymer of β glucose ; I lignin
3 AVP ; e.g.
prokaryote wall is made of chains crossed linked by, peptides / amino acids
hydrogen bonds between cellulose molecules (within microfibrils) in plant cell wall A cellulose chains
other components such as pectins / hemicelluloses in plant cell walls

Total: 6

2: Cells as the basic units of life 5 Copyright (c) UCLES 2018

Question Answer Marks

3(c) max 2

3(d) image / scale bar (length) 3

(magnification =) ; A triangle / letters only
actual / object (length)

(x) 500 ; using 10 mm as measured length A calculated values for measured length of 9 mm or 11 mm
allow one mark if correct answer given with units
allow one mark if incorrect answer and
correct measurement and correct working
correct measurement and formula but incorrect conversion
measurement ±2 mm and correct working

2: Cells as the basic units of life 6 Copyright (c) UCLES 2018

Question Answers Marks

6(a) fluid 2
phospholipids (and proteins), move / AW ;
mosaic
proteins / glycoproteins, scattered / AW (in the phospholipid bilayer) ;
A different types of proteins
I pattern unqualified

6(b) 7 nm ; A any size or range within 6 nm and 10 nm 1

A 7 nanometres

6(c) cholesterol ; Max 4

unsaturated fatty acids ; A phospholipid tails
carbohydrate chains added to protein(s) / glycoproteins ;
A oligosaccharides for carbohydrate chains
carbohydrate chains added to lipids / glycolipids ;
glycocalyx ;
channel protein(s) / AW ; A aquaporin(s) ;
carrier proteins / AW ;
peripheral / extrinsic, proteins ;
attachment to, cytoskeleton / microfilaments ;
receptor(s) ;
antigen(s) ;
AVP ;

Total: 7

2: Cells as the basic units of life 7 Copyright (c) UCLES 2018

Cambridge International AS & A Level

3: DNA and the mitotic cell cycle – Topic questions

The questions in this document have been compiled from past papers, as indicated in the table below.

Use these questions to formatively assess your learners’ understanding of this topic.

Question Year Series Paper number

4 2017 May/June 21
5 2017 May/June 23
4 2017 May/June 22

The mark scheme for each question is provided at the end of the document.

You can find the complete question papers and the complete mark schemes (with additional notes where
available) on the School Support Hub at www.cambridgeinternational.org/support

3: DNA and the mitotic cell cycle 1 Copyright (c) 2018

4 (a) Fig. 4.1 shows part of a DNA molecule.

O
O
H3C
O
H
H O N O O
N
N
N O O P O¯
O
N A H
O
O¯ P O N
N
O O N
N
O O
H H O
N
N N O P O¯
O
H
N O
O¯ P O C N
H H
O O N O

O O
Key: O¯
O O P
A = adenine
C = cytosine O
O¯ P O
O

Fig. 4.1

Use Fig. 4.1 to explain how the structure of mRNA differs from the structure of DNA.

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

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

[Turn over

3: DNA and the mitotic cell cycle 2 Copyright (c) 2018

(b) Fig. 4.2 shows:

• the first seven amino acids of the β chain of haemoglobin

• the first amino acid in the sequence is valine (Val)
• the 21 base pairs in the sequence of DNA that code for these seven amino acids.

amino acid
Val His Leu Thr Pro Glu Glu
sequence

base sequence CAC GTG GAC TGA GGA CTC CTC

in DNA GTG CAC CTG ACT CCT GAG GAG

Fig. 4.2

Table 4.1 shows the triplets of bases that code for seven amino acids.

Using Fig. 4.2 and Table 4.1, state what will happen to the sequence of amino acids in the
first part of the β chain of haemoglobin:

(i) if the base pair at position 6 is deleted

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

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

(ii) if the three base pairs at positions 7, 8 and 9 are deleted.

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

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

Table 4.1

amino acid DNA triplets

cysteine (Cys) TGT TGC
glutamic acid (Glu) GAA GAG
histidine (His) CAT CAC
leucine (Leu) CTT CTC CTA CTG
proline (Pro) CCT CCC CCA CCG
threonine (Thr) ACT ACC ACA ACG
valine (Val) GTT GTC GTA GTG
no amino acid STOP TAA TAG TGA

3: DNA and the mitotic cell cycle 3 Copyright (c) 2018

Complete Table 4.2 by using a tick (3) to indicate which features apply to each of the
processes. Use a cross (7) for features that do not apply.

The first row has been completed for you.

Table 4.2

feature replication transcription

a single-stranded molecule
7 3
is produced
hydrogen bonds are broken
both strands of DNA act as
templates
phosphodiester bonds are
formed
DNA polymerase is used
[4]

(d) Telomeres are parts of chromosomes. Describe the function of telomeres.

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

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

(e) Describe the function of ribosomes in protein synthesis.

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

...............................................................................................................................................[4]
[Turn over
[Total: 16]

3: DNA and the mitotic cell cycle 4 Copyright (c) 2018

5 (a) Describe the process of DNA replication.

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

...............................................................................................................................................[5]

(b) State the name of the part of the chromosome that prevents the loss of genes during DNA
replication.

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

(i) A transversion event is where a pyrimidine is used in the newly synthesised strand
instead of a purine, or the other way round.

Name the two possible bases that could be used instead of cytosine in a transversion
event.

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

(ii) A transition event is where an incorrect purine is used or an incorrect pyrimidine is used.

Suggest why transversion events are less likely to occur than transition events.

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

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

3: DNA and the mitotic cell cycle 5 Copyright (c) 2018

(d) Outline how mutations can cause healthy cells to become tumour cells.

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

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

[Total: 12]

3: DNA and the mitotic cell cycle 6 Copyright (c) 2018

4 Meristematic tissue is found in the growing regions of plants, such as root tips.

(a) Fig. 4.1 summarises a cell cycle for a meristematic cell in the root tip. The two phases of this
cell cycle are shown:
• interphase, which is divided into the G1, S and G2 stages
• cell division, which is divided into stages 1–5.

G2
1 cell division

2
S 3
4 Key
5
interphase
interphase
cell division
G1

Fig. 4.1

(i) In Fig. 4.1, stage 2 is metaphase.

The stages shown in Fig. 4.1 are listed below. Draw a circle around the stage in the
cell cycle that is cytokinesis and describe what happens in this stage in the root tip
meristematic cell.

1 2 3 4 5 G1 S G2

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

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

[Turn over

3: DNA and the mitotic cell cycle 7 Copyright (c) 2018

(ii) The stages shown in Fig. 4.1 are listed below. Draw a circle around the stage in the cell
cycle in which the semi-conservative replication of DNA occurs and state what is meant
by semi-conservative replication.

1 2 3 4 5 G1 S G2

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

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

(b) Meristematic cells have a similar role to stem cells found in animals.

Suggest the role of a meristematic cell and explain the features that help it to carry out its
role.

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

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

[Turn over

3: DNA and the mitotic cell cycle 8 Copyright (c) 2018

(i) State what is meant by a sink.

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

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

(ii) Suggest what is meant by a strong sink.

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

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

[Turn over

3: DNA and the mitotic cell cycle 9 Copyright (c) 2018

(d) Describe and explain how sucrose is loaded into phloem sieve tubes.

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

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

[Total: 15]

3: DNA and the mitotic cell cycle 10 Copyright (c) 2018

Mark scheme abbreviations

; separates marking points

Question Answers Marks

4(a) mRNA max 4

1 single-stranded ;
2 no hydrogen bonding / only DNA has hydrogen bonding ;
3 no base pairs / only DNA has base pairs ;
4 uracil and not thymine / DNA has thymine instead of uracil ;
treat as neutral T and U, look for complete term
5 ribose not deoxyribose ;
6 detail, e.g. –H and not –OH on C2 ;
7 short(er) / DNA is longer ; A smaller / bigger
8 not a helix ;

4(b)(i) third triplet is a stop codon so max 1

only two amino acids are joined by peptide bonds / chain only 2 amino acids long ;
A will still have Val-His as the first two amino acids
very short molecule is produced / chain stops after His(tidine) ;
R frameshift / description of frameshift

3: DNA and the mitotic cell cycle 11 Copyright (c) 2018

Question Answers Marks

4(b)(ii) a triplet is deleted so max 1

(polypeptide / sequence / β chain) has one less amino acid ;
polypeptide does not have Leu (as the third amino acid) ;
I Leu is not, produced / made / synthesised

4(c) 4

4(d) I functions of telomerase max 2

permits continued replication (in stem cells / meristematic cells) ; A ora
prevents loss of, genes / genetic material / DNA ; A ora
A prevents shortening of, chromosomes / DNA
length of telomere determines lifespan of, cells / cell lineage ;
AVP ; e.g. prevents ends of chromosomes attaching to each other prevents apoptosis / cell death / cell destruction

3: DNA and the mitotic cell cycle 12 Copyright (c) 2018

Question Question Question

4(e) 1 translation / construction of polypeptide(s) ; max 4

2 provide binding site for mRNA / mRNA attaches to ribosome / AW ;
A entering ribosome
3 provides binding sites for (two) tRNA molecules ;
A entering ribosome
4 two amino acids are held close together ;
5 formation of peptide bond(s) ; R dipeptide / polypeptide, bond
6 (allows) assembly of amino acids into, sequence / primary structure ;
7 AVP ; e.g.
P and A site (and E site)
bond between amino acids catalysed by peptidyl transferase

Total: 16

3: DNA and the mitotic cell cycle 13 Copyright (c) 2018

Question Answer Marks

5(a) 1 DNA (double helix) unwinds ; A uncoils I unzips R DNA strand unwinds max 5
2 hydrogen bonds break between, base pairs / bases / strands ;
3 both strands used as templates ;
4 catalysed by / AW, DNA polymerase ;
5 ref. to (free) activated nucleotides / AW ;
6 complementary (DNA) nucleotides added ; R RNA nucleotides
A described in terms of complementary base pairing
7 step-by-step / sequentially / AW ;
8 idea that process continues, along whole DNA molecule ;
9 replication bubbles / described
or
ref. to Okazaki fragments ;
10 replication is semi-conservative / each newly formed molecule contains one original and one newly synthesised strand
11 AVP ; e.g. ref. to repair / proofreading
ref. to, helicase / ligase in correct context

5(b) telomere(s) ; 1

5(c)(i) adenine and guanine ; 1

5(c)(ii) idea that purines and pyrimidines are different sizes / two rings and one ring ; max 2
purine normally bonds with pyrimidine (to maintain DNA double strand width) ;
idea that two purines or two pyrimidines will distort the double helix width (in a transversion event) ; ora
AVP ; e.g. (transversion event) more likely to be detected by the repair mechanism ora

3: DNA and the mitotic cell cycle 14 Copyright (c) 2018

Question Answer Marks

5(d) idea that mutation occurs for a gene controlling cell division ; max 3
detail ; e.g. proto-oncogene to oncogene
tumour suppressor gene switched off ;
ref. to disruption of cell cycle / shortened interphase ;
(results in) uncontrolled cell division ; I uncontrolled growth
other detail of result of mutation ; e.g.
divide indefinitely / no programmed cell death
do not respond to signals to stop dividing
loss of, specialisation / function

Total: 12

Question Answer Marks

4(a)(i) 1 circle round 5 ; max 3

to max 2 but 4 cells produced = max 1 out of 2

I details of telophase leading to cytokinesis

cell plate forms (across equator of cell)

2 or
cell wall / cellulose, laid down ; A cell wall forms (between the two)

3 (so) cytoplasm divided (into two) ;

R cytoplasm constricts / pinches in / cleavage furrow
forms / cleavage forms (i.e. referring to animal cell)

4 AVP ; detail of cell plate formation e.g. ref. to vesicles transported to equator / involvement of cytoskeletal structures
idea that organelles shared out

3: DNA and the mitotic cell cycle 15 Copyright (c) 2018

Question Answer Marks

4(a)(ii) circle round S ; 3

synthesis of two identical DNA, molecules / double helices (from one) ;
each new molecule consists of one, original / parental, strand, and one, new / newly synthesised, strand ; AW
A daughter for newly synthesised

4(b) role max 3

1 form cells that can, differentiate / become specialised ;
A can develop into other cell types / totipotent
A named examples

2 for, cell replacement / tissue repair / growth ; R for cell growth

I found in growing region

3 divides to give continuous supply of, meristematic / stem, cells ;

A divides to forms more, meristematic / stem, cells

feature
4 (stem cells are) undifferentiated ; A not specialised / unspecialised

5 able to divide ; must be in context of mitosis

A able to undergo mitosis A can replicate I reproduce
R uncontrolled division

6 idea that genes not switched off ; ora

3: DNA and the mitotic cell cycle 16 Copyright (c) 2018

Question Answer Marks

4(c)(i) growing / storage, area / region / correct named part of plant ; max 1

examples of part of plant that stores / growing
root / shoot tip / bud / flower / maturing leaf / tuber / fruit / seed

I where sucrose, used / used up I nutrients unqualified

receives, assimilates / sucrose / AW ; A area where sucrose unloaded
in context of, via phloem / from source / from leaf

4(c)(ii) strong max 1

high requirement for assimilates ;
fast growing / highly active ; AW e.g. requires a lot of energy

3: DNA and the mitotic cell cycle 17 Copyright (c) 2018

Question Answer Marks

4(d) accept H+ / protons, throughout for hydrogen ions max 4

1 active process / uses ATP / requires energy ;

2 hydrogen ions, pumped / active transport / move(d), out of companion cells ;

this also gets mp1 if stated as, pumped / active transport / move by proton pump

3 into cell wall / apoplast ; A intercellular space

R pumped into phloem sieve tube

4 hydrogen ion gradient builds up ;

5 hydrogen ions re-enter companion cell, down gradient / AW ;

A facilitated diffusion

6 via, cotransport protein(s) / cotransporter(s) ; A carrier protein(s)

‘hydrogen ions diffuse back into companion cell through cotransport protein’ is two marks

7 cotransport sucrose (molecules) ; A secondary active transport

A idea of bringing sucrose into companion cell if cotransport / er stated for previous mp
R cotransport if into phloem sieve tube from companion cell

8 transport of sucrose against gradient ;

9 diffusion of sucrose into phloem sieve tube (element) ; R facilitated diffusion

A moves from high to low concentration

10 via plasmodesmata ;

Total: 15

3: DNA and the mitotic cell cycle 18 Copyright (c) 2018

Cambridge International AS & A Level

4: Transport and gas exchange – Topic questions

The questions in this document have been compiled from past papers, as indicated in the table below.

Use these questions to formatively assess your learners’ understanding of this topic.

Question Year Series Paper number

5 2017 May/June 21
1 2017 May/June 23
4 2016 May/June 21

The mark scheme for each question is provided at the end of the document.

You can find the complete question papers and the complete mark schemes (with additional notes where
available) on the School Support Hub at www.cambridgeinternational.org/support

4: Transport and gas exchange – Topic questions Copyright (c) UCLES 2018
10

5 Sugar molecules enter cells through transport proteins.

(a) Explain why transport proteins are required for the movement of sugar molecules, such as
glucose and fructose, into cells.

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

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

Some plant cells convert fructose and glucose into sucrose for transport from sources to sinks.
Sucrose is moved into phloem sieve tubes as shown in Fig. 5.1.

H+ +
Y
H+ H+ H X
+
H H+ H+

cell surface membrane

of companion cell

ATP ATP + Pi
H+ H+

cell wall
mesophyll
cell

companion
cell

sieve tube element

Fig. 5.1 not to scale

4: Transport and gas exchange – Topic questions 2 Copyright (c) UCLES 2018
11

(b) Use the information in Fig. 5.1 to explain how sucrose:

• moves into the companion cell

• moves from the companion cell into the sieve tube element.

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

...............................................................................................................................................[5]

(c) Sucrose travels in phloem sieve tubes to sinks.

State two examples of sinks.

1 ................................................................................................................................................

2 ............................................................................................................................................[1]

[Total: 8]

4: Transport and gas exchange – Topic questions 3 Copyright (c) UCLES 2018
Answer all the questions.

1 Mammals have a closed double circulation system.

(a) Explain what is meant by a closed double circulation.

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

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

(b) Table 1.1 shows some structures in the mammalian circulatory system.

Complete Table 1.1 to show the sequence of structures through which blood flows, starting
with the pulmonary vein.

Use the numbers 2 to 5 to indicate the correct sequence.

Table 1.1

structure sequence of blood flow

left ventricle

vena cava

pulmonary vein 1

aorta

right atrium
[2]

4: Transport and gas exchange – Topic questions 4 Copyright (c) UCLES 2018
3

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

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

(ii) Smoking causes carbon monoxide and nicotine to enter the blood.

Describe the short-term effects of each of these substances on the cardiovascular

system.

carbon monoxide

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

nicotine

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

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

[Total: 10]

4: Transport and gas exchange – Topic questions 5 Copyright (c) UCLES 2018
7

4 (a) Transpiration is often described as ‘an inevitable consequence of gas exchange in leaves’.

Explain what is meant by this description.

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

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

(b) Explain how hydrogen bonding is involved in the movement of water in the xylem.

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

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

Southern beech trees of the genus Nothofagus grow in forests in the South Island of New Zealand.
Fig. 4.1 shows a small part of a forest.

Most of the trees in the forests form a thick canopy of leaves. These are known as canopy trees.
The tallest trees are known as emergent trees. Some trees do not reach the canopy and are
known as suppressed trees.

canopy
trees

emergent tree

suppressed
tree

Fig. 4.1
[Turn over
4: Transport and gas exchange – Topic questions 6 Copyright (c) UCLES 2018
Researchers determined the rates of transpiration of emergent, canopy and suppressed trees in
a forest over a 14 hour period from 06.00 until 20.00 on one day in the summer. The results are
shown in Fig. 4.2A. They also recorded changes in light intensity above the canopy over the same
time period as shown in Fig. 4.2B.

9 $

8 Key
emergent trees
7
canopy trees
suppressed trees
mean 6
transpiration
rate per tree 5
/ kg h–1
4

2

1

0
06.00 08.00 10.00 12.00 14.00 16.00 18.00 20.00
time of day
2.0

1.5

light intensity
/ arbitrary units 1.0

0.5

0.0
06.00 08.00 10.00 12.00 14.00 16.00 18.00 20.00
time of day
Fig. 4.2
4: Transport and gas exchange – Topic questions 7 Copyright (c) UCLES 2018
9

(c) Use Fig. 4.2A to compare the transpiration rates of the emergent, canopy and
suppressed trees in the forest over 14 hours.

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

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

(d) The factors that affect transpiration rate vary considerably at different places inside forests.

Use the information in Fig. 4.1 and Fig. 4.2 to suggest reasons for the difference in the
transpiration rates of the emergent and suppressed trees.

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

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

[Total: 14]

4: Transport and gas exchange – Topic questions 8 Copyright (c) UCLES 2018
Mark scheme abbreviations

; separates marking points

Question Answers Marks

5(a) sugar (molecules) / glucose / fructose, is polar / is water soluble / not lipid soluble / hydrophilic ; 2

cannot pass through, (phospho)lipid bilayer / hydrophobic core / fatty acid ‘tails’ / hydrocarbon ‘tails’ ; A non-polar regions

5(b) accept H+ for proton throughout max 5

1 (at Y) protons, pumped out (of companion cell) / moved out by active transport / move out through proton pump ;
A protons are moved out against concentration gradient
2 creates a, proton gradient / electrochemical gradient ;
3 protons go into the, cell wall / apoplast ; R mesophyll cell
4 (at X) protons enter cell by facilitated diffusion ;
5 (X is) cotransporter / cotransport protein ;
6 sucrose transported into (companion) cell together with protons ;
7 (sucrose enters) against concentration gradient ;
8 sucrose concentration, increases / maintained, in companion cell ;
9 sucrose diffuses into sieve tube (element) ;
10 through plasmodesmata ;
11 AVP ; e.g. ref. to, secondary / indirect, active transport

4: Transport and gas exchange – Topic questions 9 Copyright (c) UCLES 2018
Question Answers Marks

5(c) look for names of plant organs other than leaves, ignore names such as potato, iris, onions max 1
R leaves unqualified

any two for max 1

root / root tip
stem / stem tip / shoot / shoot tip
tubers
bulbs
corms
rhizomes
buds
flowers
fruits
seeds
young / maturing / developing / infected, leaves
AVP

Total: 8

4: Transport and gas exchange – Topic questions 10 Copyright (c) UCLES 2018
Question Answer Marks
1(a) blood contained in (blood) vessels AW 2
or
blood contained in any three of
heart, arteries, veins, capillaries ;

systemic and pulmonary, systems / circulation ;

A described if circulations not named
e.g. for each complete circuit (round the body) blood passes through heart twice
blood transported from heart to lungs and back, then to (rest of) body and back

1(b) 2

1st and 5th boxes (2 and 5) correct ;

2nd and 4th boxes (4 and 3) correct ;

1(c)(i) assume answer refers to arteries unless stated otherwise max 2

withstand / AW, higher pressure (of blood) ;
prevent rupturing / bursting (from high blood pressure) ; I collapsing

one from
thicker / AW, tunica media ;
more elastic, tissue / fibres, and (smooth) muscle tissue ;
more / AW, elastic, tissue / fibres, to maintain, blood pressure / blood flow ;
more (smooth) muscle to maintain, blood pressure / blood flow ;

Total: 6

4: Transport and gas exchange – Topic questions 11 Copyright (c) UCLES 2018
Question Answers Marks
4(a) transpiration is an inevitable consequence because 3
1 stomata open ;
2 for diffusion in of carbon dioxide / carbon dioxide required for photosynthesis ;
3 water vapour, diffuses out / moves out down the water potential gradient ;
A description of water potential gradient / high to low water potential
A vapour pressure gradient / water vapour gradient
allow water vapour if it is clear that evaporation has occurred
A water evaporates and diffuses out
R water evaporates out
I water (vapour) concentration gradient

4(b) 1 adhesion of water to, cellulose / lining / walls (of xylem vessels) ; max 3
A adhesive force
2 ref to, hydrophilic / polar, property of cellulose (fibres) ;
A hydrophilic / polar, parts of lignin
3 cohesion between water molecules ; cohesive force
4 maintains column of water / prevents water column breaking / AW ;
5 ref. to transpiration pull / AW ; I transpiration unqualified
4(c) mp3 – units for rates of transpiration must appear once correctly in the whole answer to award this point max 4

1 rate (of transpiration) of all trees is 0 at, 06.00 / start ; A no transpiration

2 rates (of transpiration) increase and decrease (in all three) ; A peaks
3 highest rates:
emergent trees at 14.30 at 8.5 kg h–1
canopy trees at 14.30 at 3.5 kg h–1
suppressed trees at 13.00 at 1.6–1.7 kg h–1 ;
must have units at least once
accept kg / h or kg per hour
4 emergent trees (always) have highest rate or suppressed trees have lowest rate;
A emergent trees have higher rate than, canopy and suppressed, trees
5 rate of emergent trees is, much / AW, higher than rates for canopy and
suppressed trees ;
6 emergent trees have, steeper / steepest, increase in (transpiration) rate ;
A emergent trees have, steeper / steepest, decrease in (transpiration) rate

4: Transport and gas exchange – Topic questions 12 Copyright (c) UCLES 2018
Question Answers Marks

4(d) following factors may be given in answers, any three of these factors = 1 mark max 4
light, intensity / wavelength I ‘more light’
humidity
temperature
wind speed / air movement
size of tree / height / area of leaves
water availability / depth or length of roots
transpiration rate for emergent trees is higher because … accept ora for suppressed trees
accept vapour pressure gradient / water vapour pressure gradient / water vapour diffusion gradient for water
potential gradient
1 high(er) light intensity for emergent trees increase in stomatal aperture ; ora
A more sunlight
A stomata open more
I more stomata open
2 lower humidity for emergent trees so steeper water potential gradient ; ora
A description of water potential gradient
3 higher temperature / AW, for emergent trees so higher rate of, evaporation /
diffusion ; ora
4 higher wind speed for emergent trees so, steeper water potential gradient / lower
humidity ; ora
A ref. to diffusion shells / descriptions of water potential gradient
5 emergent trees have longer roots so take up more water ;
6 emergent trees have more leaves so, greater surface area / more stomata per unit area (of leaf)

Total: 14

4: Transport and gas exchange – Topic questions 13 Copyright (c) UCLES 2018
Cambridge International AS & A Level

5: Disease and protection against disease –

Topic questions
The questions in this document have been compiled from past papers, as indicated in the table below.

Use these questions to formatively assess your learners’ understanding of this topic.

Question Year Series Paper number

3 2017 May/June 21
6 2017 May/June 21
3 2017 May/June 23

The mark scheme for each question is provided at the end of the document.

You can find the complete question papers and the complete mark schemes (with additional notes where
available) on the School Support Hub at www.cambridgeinternational.org/support

5: Disease and protections against disease – Topic questions 1 Copyright (c) UCLES 2028
5

3 Fig. 3.1 is a diagram that shows the structure of an antibody molecule.

variable region variable region

constant region

Fig. 3.1

(a) State why the antibody molecule shown in Fig. 3.1 has quaternary structure.

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

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

(b) (i) Use Fig. 3.1 to explain how the structure of the variable region of an antibody molecule is
related to its function.

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

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

(ii) State the role of the constant region of an antibody.

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

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

[Turn over
5: Disease and protections against disease – Topic questions 2 Copyright (c) UCLES 2028
6

(i) Outline how monoclonal antibodies are produced.

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

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

(ii) Suggest the advantages of using monoclonal antibodies in diagnosis of disease.

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

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

[Total: 11]

5: Disease and protections against disease – Topic questions 3 Copyright (c) UCLES 2028
12

6 Cholera bacteria release the toxin, choleragen, when they are in the intestine.

(a) (i) Name the bacterium that is the pathogen of cholera.

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

(ii) Describe the way in which cholera is transmitted from an infected person to an uninfected
person.

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

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

Gangliosides are glycolipids that bind choleragen. These glycolipids are found on many cell
surface membranes.

When choleragen is released from the bacteria in the intestine, it binds to gangliosides on epithelial
cells and enters these cells as shown in Fig. 6.1.

pathogen

choleragen

ganglioside intestinal
epithelial cell

Fig. 6.1 not drawn to scale

5: Disease and protections against disease – Topic questions 4 Copyright (c) UCLES 2028
13

(b) Suggest how choleragen interacts with gangliosides on intestinal epithelial cells.

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

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

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

Once inside the cells choleragen is activated. One effect is to increase the movement of chloride
ions through channel proteins out of cells.

(d) Suggest and explain the likely consequences on the intestinal epithelial cells of the loss of
chloride ions through the channel proteins.

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

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

(e) Health authorities recommend that antibiotics, such as tetracycline, are only to be used for
treating people with severe cases of cholera.

Explain why it is recommended that antibiotics should not be given to people with mild cases
of cholera or to protect people from cholera.

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

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

[Total: 11]

5: Disease and protections against disease – Topic questions 5 Copyright (c) UCLES 2028
7

3 (a) Name the causative organism of tuberculosis (TB).

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

(b) Fig. 3.1 shows the number of deaths from TB and the number of new cases of TB from 1925
to 2010 in Canada.

120

100

number 80
per
100 000 60
population
40

0
1925

1930

1935

1940

1945

1950

1955

1960

1965

1970

1975

1980

1985

1990

1995

2000

2005

2010
year
Key
deaths from TB
new cases of TB

Fig. 3.1

The vaccine for TB was introduced in Canada for widespread use from 1948.

Antibiotics, such as streptomycin, were introduced in Canada from 1940.

Use the information in Fig. 3.1 to comment on the effect of the introduction of the vaccine and
antibiotics on the number of new cases and deaths from TB.

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

...............................................................................................................................................[5]

[Turn over
5: Disease and protections against disease – Topic questions 6 Copyright (c) UCLES 2028
8

Swaziland also had a high number of new cases of HIV infection in its population in 2010.

People who are infected with HIV are described as HIV+ and people who are not infected
with HIV are described as HIV–.

Table 3.1 shows the number of deaths from TB in Swaziland in 2010.

Table 3.1

number of deaths from TB

HIV status
per 100 000 population
HIV+ 400

HIV– 91

Using the information in Table 3.1, suggest why the number of deaths per 100 000 population
of people who are HIV+ is much higher than that in people who are HIV–.

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

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

[Total: 9]

5: Disease and protections against disease – Topic questions 7 Copyright (c) UCLES 2028
Mark scheme abbreviations

; separates marking points

Question Answers Marks

3(a) (antibody has) more than one polypeptide ; A four polypeptides 1

R two / two or more / two types of / many / AW, polypeptides

3(b)(i) allow epitope for antigen max 3

1 (two) antigen-binding, site(s) / region(s) ;
A binds to / AW, antigens
R active site
2 (shape / structure is) complementary to antigen ;
3 idea of specificity / AW ;
4 ref. to, primary structure / sequence of amino acids ;
5 ref. to R-groups / (amino acid) side chains, and interactions with antigen / giving specific shape ;

3(b)(ii) binds to (receptors on), phagocytes / macrophages / neutrophils ; max 1

A other correct named cell of the immune system
AVP ; e.g. gives class of antibody (e.g. IgM, IgG, IgA, IgE)

5: Disease and protections against disease – Topic questions 8 Copyright (c) UCLES 2028
Question Answers Marks

3(c)(i) 1 antigen, introduced / AW, into, (small) mammal ; A named small mammal max 4
2 B-lymphocytes / B cells / plasma cells / splenocytes / antibody-producing lymphocytes, are taken / are isolated (from
the spleen / lymph nodes) ;
3 (these) cells are fused / AW, with, myeloma / cancer, cells ;
4 hybridoma cells / hybridomas, formed ; R hybridised cells / hybrid cells
5 hybridoma cell, is cloned / AW ;
6 screening / testing, for hybridoma that produces desired antibody ;
7 ref. to scaling up / large-scale production / grow in a fermenter ;
8 AVP ; e.g.
fusion using, fusogen / polyethylene glycol / PEG / electric current (electrofusion) / (Sendai) virus
HAT medium, for, hybridoma growth / inhibiting myeloma growth
humanisation of monoclonal antibody

3(c)(ii) I suggestions for treatment max 2

1 monoclonal antibodies used all have the same specificity ;

R ‘are specific’ unqualified
2 detect only one, antigen / epitope ;
3 can distinguish between different, pathogens / strains of, pathogens ; A types of cancer cells
4 can be, labelled / tagged / marked / AW ; e.g. with fluorescent label
5 monoclonal antibodies can detect location of, tissues expressing antigen / cancer cells / blood clots ; A idea of
locating areas of infection
6 fast(er) (diagnosis) ;
7 can detect antibody levels (e.g. HIV) ;
8 AVP ; e.g. some pathogens cannot be cultured
I ref. to cost

Total: 11

5: Disease and protections against disease – Topic questions 9 Copyright (c) UCLES 2028
Question Answers Marks

6(a)(i) Vibrio cholerae ; 1

6(a)(ii) faecal-oral route ;; max 2

description of faecal / oral route

infected person
faeces / sewage / stool, contaminating (drinking) water R (human) waste unqualified
or
poor hygiene so transferring, faecal material / sewage, onto utensils / food / AW
or
defaecating / putting sewage, onto vegetable plots ;
or
flies in contact with contaminated faeces landing on food and contaminating / AW

uninfected person
eating contaminated food / using contaminated utensils
or
drinking contaminated water ;

6(b) 1 ganglioside is the receptor for choleragen ; max 2

2 choleragen is complementary to ganglioside ;
3 any interaction between molecules ; e.g. (hydrogen / ionic) bonding

6(c) endocytosis ; A phagocytosis / pinocytosis 1

6(d) 1 loss of water / dehydration ; max 2

2 by osmosis ;
3 (water moves out) down water potential gradient / from high to low water potential / high Ψ to low Ψ ;
4 Loss of cations / positively-charged ions (as well as chloride ions) ;
5 change in potential (difference) / change in charge across membrane ;
6 AVP ; e.g.
disruption of absorption (of products of digestion / vitamins / mineral ions)
disruption of digestion

5: Disease and protections against disease – Topic questions 10 Copyright (c) UCLES 2028
Question Answers Marks

6(e) 1 rehydration therapy, is effective / can treat cholera / reduces death rate ; max 3

2 any detail ; e.g. solution of glucose and salts
3 antibiotic is a selection pressure / described ;
4 ref. to, antibiotic / tetracycline, resistance ;
5 ref. to, vertical transmission / horizontal transmission, of resistance ;
A described, A transfer for transmission
6 antibiotics will become, ineffective / less effective / AW ;
7 keep antibiotics for use ‘as last resort’ ; AW
8 ref. to cost ;
9 antibiotics kill gut bacteria ;
10 idea that disrupts functions of digestive system ;
11 AVP ; e.g. antibiotics going into the environment / food chain
antibiotics can cause mutation
decreases need to develop new drugs
prevents development of active immunity
idea of transmission between bacterial species
plasmids with resistance genes
Total: 11

5: Disease and protections against disease – Topic questions 11 Copyright (c) UCLES 2028
Question Answer Marks

3(a) Mycobacterium tuberculosis / Mycobacterium bovis ; correct spelling 1

3(b) 1 deaths decrease to zero / new cases fall to 4 per 100 000, (in 2010) ; max 5
A other values that confirm decrease
(after introduction of antibiotics)
2 deaths relatively constant / approx. 52 per 100 000, until 1943–6 (accept any in range) ; A for a few years
A idea that rate of decrease not improved
3 number of new cases initially stops increasing / plateaus ;
4 (overall) number of new cases increases before decreases ;
5 data to support mp 3 or 4 ; e.g. 88–90 per 100 000 (1940–44)
rises to / drops from, 104 per 100 000 in 1946 ;
(after introduction of vaccination)
6 no change in trend of decrease in deaths / deaths continue to decrease ;
7 decrease from 36–40 per 100 000 (in 1948) ;

8 short plateau / 100 per 100 000 (until 1950), in new cases, then decreases ;

9 antibiotics may not have been in widespread use at first ; ora

10 vaccine, reduces spread / gives (herd) immunity ;
11 ref. to decrease less steep initially as time needed to build up herd immunity ;
12 AVP ; e.g. suggestion why increase in new cases after introduction of antibiotics
suggestion why cases have not decreased to zero
not possible to tell relative effect of vaccine v antibiotic

5: Disease and protections against disease – Topic questions 12 Copyright (c) UCLES 2028
Question Answer Marks

3(c)(i) some people who are HIV+ will have developed HIV / AIDS ; max 3
HIV / AIDS weakens immune, system / response ; ora

allow ecf for HIV+ people

detail of why immune response weakened ;
people with HIV / AIDS, prone to opportunistic diseases ;
A TB is an opportunistic disease
A more susceptible to, diseases / TB
(Table 3.1 shows that) a greater proportion / AW, people die of TB if they are HIV+ ; AW e.g. greater chance of dying from TB
if HIV+
dormant TB more likely to become the active form in, HIV+ people / people with HIV / AIDS ; AW

AVP ; a high proportion of deaths from HIV / AIDs is due to TB mortality

HIV+ people do not respond well to treatment for life-threatening diseases
inability to pay for treatment for all conditions for HIV+ people

Total: 9

5: Disease and protections against disease – Topic questions 13 Copyright (c) UCLES 2028
Cambridge International AS & A Level

6: The diversity of life – Topic questions

The questions in this document have been compiled from past papers, as indicated in the table below.

Use these questions to formatively assess your learners’ understanding of this topic.

Question Year Series Paper number

8 2017 May/June 41
8 2017 May/June 42
5 2016 May/June 41

The mark scheme for each question is provided at the end of the document.

You can find the complete question papers and the complete mark schemes (with additional notes where
available) on the School Support Hub at www.cambridgeinternational.org/support

6: The diversity of life – Topic questions 1 Copyright (c) UCLES 2018

Paper 41

8 There is considerable variation in the ecosystems that occur in the continent of North America.
These include coniferous forest, prairie grassland, scrub and desert. Large areas of land that once
contained natural ecosystems are now used for agriculture.

(a) Explain how the variation in ecosystems in North America contributes to biodiversity.

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

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

(b) The diversity of some beetle species that feed on animal dung (faeces) was investigated at
two types of grassland site in North America. The first type of grassland site was grazed by
cattle and the second type of site was not grazed.

Dung beetles were collected, identified and counted from two areas of the same total size.
Some of the results are shown in Table 8.1.

Table 8.1

beetle species number of dung number of dung

beetles on beetles on grassland
grassland grazed not grazed
by cattle
Onthophagus pennsylvanicus 4267 6641
Canthon ebenus 2005 774
Canthon pilularius 353 108
Onthophagus hecate 218 85
total 6843 7608

6: The diversity of life – Topic questions 2 Copyright (c) UCLES 2018

(i) State the null hypothesis for a statistical test comparing the data from the two types of site.

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

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

(ii) State how many genera and how many species of beetle are shown in Table 8.1.

genera ................................................. species .................................................

[1]

(iii) Simpson’s Index of Diversity for the beetles on the grassland grazed by cattle was
calculated as 0.521 using the formula:

n 2
D=1– ΣN 
n = number of individuals of each species present in the sample
N = the total number of all individuals of all species

Calculate Simpson’s Index of Diversity for the beetles on the grassland that was not
grazed. Complete Table 8.2 to show your working. Show all working to three decimal
places. Write your final answer on the dotted line.

Table 8.2

species number on n n 2
grassland N N
not grazed

Onthophagus pennsylvanicus 6641

Canthon ebenus 774

Canthon pilularius 108

Onthophagus hecate 85

total 7608

Simpson’s Index of Diversity = ............................................................ [3]

(iv) Describe what the results in Table 8.1 and both figures for Simpson’s Index of Diversity
show about the effect of grazing on the diversity of dung beetles.

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

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

[Total: 11]
6: The diversity of life – Topic questions 3 Copyright (c) UCLES 2018
Paper 42 19

8 An investigation was carried out in a temperate woodland that contained a number of areas with
two different types of ground cover vegetation.

• On higher ground where the soil was drier, the dominant ground cover plant was bracken,
Pteridium aquilinum.

• On lower ground where the soil was wetter, the dominant ground cover plant was
bramble, Rubus fruticosus.

(a) Describe how the abundance of the two plant species at higher and lower ground sites could
be measured.

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

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

[Turn over

6: The diversity of life – Topic questions 4 Copyright (c) UCLES 2018

(b) Soil from under bracken and under brambles was collected and placed in two funnels. A
bright light was placed over each funnel so that small invertebrate animals moved down the
funnels and were collected in two collecting vessels.

The main groups of invertebrates present were identified and counted. Some of the results
are shown in Table 8.1.

Table 8.1

invertebrate group number present in number present in

soil under bracken soil under brambles
pseudoscorpion 49 21
wireworm 22 12
gamasid mite 18 7
springtail 10 1
total 99 41

(i) It was not possible to identify the invertebrates as far as genus or species level, and only
the wireworm group could be classified as far as the taxonomic level above genus.

Name the taxonomic level represented by the wireworm group.

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

(ii) State the null hypothesis for a statistical test comparing the data from the two types of
site.

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

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

6: The diversity of life – Topic questions 5 Copyright (c) UCLES 2018

(iii) Simpson’s Index of Diversity for invertebrates from the soil under bracken was calculated
as 0.663 using the formula:

n 2
D=1– ΣN 
n = number of individuals of each species present in the sample
N = the total number of all individuals of all species.

Calculate Simpson’s Index of Diversity for the invertebrates from the soil under brambles.
Complete Table 8.2 and use the space provided to show your working. Show all working
to three decimal places. Write your final answer on the dotted line.

Table 8.2

animal taxon number present in n n 2

soil under brambles N  
N

pseudoscorpion 21

wireworm 12

gamasid mite 7

springtail 1

total 41

Simpson’s Index of Diversity = ............................................................ [3]

(iv) Describe what Table 8.1 and the calculated figures for Simpson’s Index of Diversity show
about the effect of bracken and bramble vegetation cover on the diversity and abundance
of soil invertebrates in the woodland.

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

...........................................................................................................................................
[Turn over
...........................................................................................................................................

...................................................................................................................................... [2]
[Total: 11]

6: The diversity of life – Topic questions 6 Copyright (c) UCLES 2018

5 Fig. 5.1 shows a water vole, Arvicola amphibius. This species is native to Great Britain.

Fig. 5.1

The numbers of water voles are estimated to have fallen by 94% in the last century.

This is thought to be due to habitat fragmentation and also to extensive predation by mink,
Neovison vison, shown in Fig. 5.2. Mink originated in North America but were brought to Great
Britain for fur farming. Some escaped or were released into the wild, where their numbers rapidly
increased.

Fig. 5.2

(a) Name and describe a method for estimating the abundance of water voles in a local area.

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

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

6: The diversity of life – Topic questions 7 Copyright (c) UCLES 2018

(b) Both water voles and mink are classified as class Mammalia, phylum Chordata, kingdom
Animalia.

Outline two features of the cells of members of the kingdom Animalia that distinguish them
from the cells of other multicellular eukaryotes.

1 ...............................................................................................................................................

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

2 ...............................................................................................................................................

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

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

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

(ii) Suggest one way of controlling mink numbers in Great Britain.

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

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

[Total: 10]

6: The diversity of life – Topic questions 8 Copyright (c) UCLES 2018

Mark scheme abbreviations

; separates marking points

/ alternative answers for the same point
R reject
A accept (for answers correctly cued by the question, or by extra guidance)
AW alternative wording (where responses vary more than usual)
underline actual word given must be used by candidate (grammatical variants accepted)
max indicates the maximum number of marks that can be given
ora or reverse argument
mp marking point (with relevant number)
ecf error carried forward
I ignore
AVP alternative valid point

Paper 41
Question Answer Marks

8(a) max 4 of: 4

1 different habitats ;

2 different niches ;

3 many (different) species / large variety of species ;

4 ref. to (much) genetic diversity within a species ;

5 different selection pressures ;

6 ref. to adaptation ;

7 different, climate / rainfall / temperature / soil / topography / conditions ;

8(b)(i) both sites are the same / no (significant) difference between two sites ; 1

8(b)(ii) genera 2 and species 4 ; 1

6: The diversity of life – Topic questions 9 Copyright (c) UCLES 2018

Question Answer Marks

8(b)(iii) all figures to 3 d.p. to score but only penalise extra d.p. or rounding error associated with extra d.p. once 3

n / N figures correct / numbers of each species divided by total ;

(n / N)2 calculated and added up ; ecf from incorrect column 1 including figures with fewer / more than 3 d.p.

0.228 ; ecf total figure subtracted from 1

8(b)(iv) greater species evenness on grazed grassland ; ora A mostly, one species / O. pennsylvanicus, on not grazed 2

grazing increases (dung beetle species) (bio)diversity ; ora

if opposite conclusion reached check answer for (iii) and apply ecf for mp2 if D > 0.521

Total: 11

6: The diversity of life – Topic questions 10 Copyright (c) UCLES 2018

Paper 42
Question Answer Marks

8(a) 1. random sampling ; max 4

2. (using) random number generator for coordinates ;

3. in both sites ;

4. measure, percentage cover / (Braun-Blanquet / ACFOR) scale cover ;

5. using (square frame) quadrats ;

6. repeat sampling ;

8(b)(i) family / sub-family ; 1

8(b)(ii) that there is no significant difference (between the two sites) ; 1

8(b)(iii) 3

n / N figures correct or numbers of each species divided by total ;

(n / N)2 calculated and added up ;

total figure subtracted from 1 / 1 – 0.378 = 0.622 ; ecf

6: The diversity of life – Topic questions 11 Copyright (c) UCLES 2018

Question Answer Marks

8(b)(iv) apply ecf from (iii) if D is very different to 0.663 / 0.622 2

1. bracken and bramble / both sites, have similar Simpson’s Index of Diversity (D) numbers ;
or
bracken and bramble / type of vegetation, has little effect on soil organism diversity ;

2. soil organisms more abundant under bracken ; ora

Total: 11

Question Answer Marks

5(a) 1 mark-release-recapture / AW ; A catch, mark, return, catch [max 4]
A mark-and-recapture
description (max 3)
2 detail of trapping ; e.g. Longworth / Sherman / live / small mammal
3 detail of marking ; e.g. felt tip pen / clipping fur / not to have adverse effects
4 detail of timing of second trapping ; e.g. not too soon or mixing will not occur / not too long after as
migration may occur / after 24 hours / 1 day (any number of days up to two weeks)
5 detail of calculation ; e.g. Lincoln Index / Petersen index
or number marked time 1 × no. captured time 2 number of marked individuals recaptured time 2
A symbols in equation if key is given

5 (b) glycogen ; [max 2]

centrioles / centrosomes ;
(may have) cilia / flagella / microvilli ;
no cell wall ;
no, large / central / permanent, vacuole ; A no tonoplast

6: The diversity of life – Topic questions 12 Copyright (c) UCLES 2018

Question Answer Marks
5(c)(i) 1 reduce, other organisms’ abundance / biodiversity ; A endanger, rare species / water voles A causes extinction [max 3]
2 alter food, chains / webs ;
3 due to predation ;
4 due to competition ;
5 due to spreading disease ;
6 may change habitat ; e.g. create shade, change soil pH
7 may be toxic / threaten human health ;
5(c)(ii) culling / hunting / trapping ; [max 1]
contraceptive measures ;
biological control disease agent ; I introduce new mink-eating predator
I biological control alone

Total: 10

6: The diversity of life – Topic questions 13 Copyright (c) UCLES 2018

Cambridge International AS & A Level

7: Genetics, population genetics and

evolutionary processes – Topic questions
The questions in this document have been compiled from past papers, as indicated in the table below.

Use these questions to formatively assess your learners’ understanding of this topic.

Question Year Series Paper number

7 2017 May/June 41
7 2017 May/June 42
3 2015 May/June 41

The mark scheme for each question is provided at the end of the document.

You can find the complete question papers and the complete mark schemes (with additional notes where
available) on the School Support Hub at www.cambridgeinternational.org/support

7: Genetics, population genetics ... – Topic questions Copyright (c) UCLES 2018
16

7 (a) The stems of raspberry plants have spines.

Fig. 7.1 shows part of a raspberry plant.

spines

Fig. 7.1

The colour of the spines is controlled by two genes, A/a and B/b. The two genes are on
different pairs of chromosomes.

• Allele A produces a pink anthocyanin pigment in the spines.

• Allele B has no effect by itself, but increases the colour produced by allele A to give
red spines.
• Alleles a and b have no effect on colour.
• In the absence of anthocyanin, the spines are green.

State the colour of the spines of raspberry plants with the genotypes Aabb and aaBB.

Aabb .........................................................................................................................................

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

7: Genetics, population genetics ... – Topic questions 2 Copyright (c) UCLES 2018
(b) Plants with the genotype AaBb were crossed with plants with the genotype aabb. The
resulting seeds were sown and the seedlings grown until their stems developed spines.

Use a genetic diagram to show the outcome of this cross, including the ratio of offspring
phenotypes.

[5]

(c) Suggest why the ratio you have given in your genetic diagram would be different if the genes
A/a and B/b were on the same homologous pair of chromosomes.

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

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

[Total: 9]

7: Genetics, population genetics ... – Topic questions 3 Copyright (c) UCLES 2018
17

7 (a) Cats with either black fur or white fur are common in Europe, whereas cats with brown fur are
less common.

A gene, coding for an enzyme involved in pigment production, has two alleles.
• The dominant allele, B, results in black fur.
• The recessive allele, b, results in brown fur.

A second gene can affect fur colour.

• The dominant allele, A, prevents pigment production, resulting in a cat with white fur.
• The recessive allele, a, has no effect on fur colour.

The two genes are on different pairs of autosomes.

Use a genetic diagram to show how a cross between two cats, heterozygous at both loci, can
produce offspring with three different colours: white, black and brown.

State the expected ratio of the different coloured offspring.

[6]

7: Genetics, population genetics ... – Topic questions 4 Copyright (c) UCLES 2018
18

(b) Suggest how the presence of allele A prevents pigment production.

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

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

[Total: 9]

7: Genetics, population genetics ... – Topic questions 5 Copyright (c) UCLES 2018
3 The monkey flower, Mimulus guttatus, is cross-pollinated by bumblebees. It does not normally
self-pollinate.

Since the number of bumblebees in many parts of the world is falling, an experiment was carried
out in Kansas to investigate the effects on these plants of the loss of pollinators.

• 1600 Mimulus plants were grown in a field.

• 1600 Mimulus plants were grown in a glasshouse which bumblebees could not enter.

Seeds were repeatedly collected and sown for several generations at each site.

At first, the plants in the glasshouse produced few seeds, but after five generations the plants
were able to self-pollinate and the number of seeds produced was almost the same as that of the
plants in the field.

After five generations, the flowers of the plants in the glasshouse were significantly smaller than
those of the plants in the field.

(a) Explain why offspring produced by cross-pollination and self-pollination differ in their genetic
variation.

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

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

(b) Suggest how smaller flowers could lead to an increase in self-pollination.

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

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

7: Genetics, population genetics ... – Topic questions 6 Copyright (c) UCLES 2018
8

(c) Explain how natural selection produced the smaller flower size of the plants grown for five
generations in the glasshouse.

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

.............................................................................................................................................. [5]

[Total: 9]

7: Genetics, population genetics ... – Topic questions 7 Copyright (c) UCLES 2018
Mark scheme abbreviations

; separates marking points

Paper 41

Question Answer Marks

7(a) Aabb – pink ; 2

aaBB – green ;

7: Genetics, population genetics ... – Topic questions 8 Copyright (c) UCLES 2018
Question Answer Marks

7(b) 5
1 parents phenotypes red green ;

2 gametes AB Ab aB ab × ab ;

3 offspring genotypes AaBb Aabb aaBb aabb ;

4 offspring phenotypes red spines pink spines green spines green spines ;
(must be linked)

5 ratio 1 : 1 : 2

ecf mp 3 derived from incorrect 2

mp 4 matching incorrect 3
mp 5 matching incorrect 4

7(c) max 2 of: 2

1 genes would be, linked / inherited together ;

2 no independent assortment ;

3 ratio 1:1 / only two classes (of phenotypes) ; A red and green or pink and green

4 rare cross-over events / recombination (gives small numbers of third phenotype) ;

Total: 9

7: Genetics, population genetics ... – Topic questions 9 Copyright (c) UCLES 2018
Paper 42
Question Answer Marks

7(a) parental genotypes AaBb x AaBb ; 6

gametes AB Ab aB ab x AB Ab aB ab ;

offspring

;;

m
max 2 for all offspring correct
max 1 if one error
max 0 if more than one error

offspring phenotype correctly linked to genotype ;

ratio 12 white : 3 black : 1 brown ;

7: Genetics, population genetics ... – Topic questions 10 Copyright (c) UCLES 2018
Question Answer Marks

7(b) 1. example of, gene interaction / epistasis ; max 3

2. ref. to blocking (one step in) pathway to pigment production ;

3. (allele A) product / protein, inhibits enzyme (producing pigment) ;

4. (allele A) product / protein, is a repressor ; A allele codes for a repressor

5. (which) blocks transcription / RNA polymerase cannot bind / switches off allele (coding for pigment) ;

6. (by), binding to / blocking, operator / promoter ;

7. (allele A) product / protein, prevents transcription factor complex formation / AW ;

Total: 9

Question Answer Marks

3(a) self-pollination ora for cross-pollination [max 3]
1 gametes / alleles / genes / DNA, come(s) from one parent ;

2 gives, less genetic variation / more genetic uniformity ;

3 results in inbreeding ;

4 increases homozygosity / decreases heterozygosity ;

7: Genetics, population genetics ... – Topic questions 11 Copyright (c) UCLES 2018
Question Answer Marks
3(b) anthers and stigma / stamens and carpels, closer together ; 1

3(c) 1 range of flower size in original population ; [max 5]

2 genetic variation (affecting flower size) in original population ; I mutation

3 change in environment / selection pressure,

is absence of, bees / insect pollination (in greenhouse) ;

4 plants with small, flowers / petals, are,

selected for / reproduce / at a selective advantage ; ora

5 alleles for small size passed to offspring ; ora I gene

6 frequency of, advantageous / smallness, allele increases ; ora

7 directional selection ;

8 temperature / irrigation / space / competition, different in field and glasshouse ;

9 small size explanation linked to factor in mp8 ;

Total: 9

7: Genetics, population genetics ... – Topic questions 12 Copyright (c) UCLES 2018
Cambridge International AS & A Level

8: Molecular biology and gene technology – Topic questions

The questions in this document have been compiled from past papers, as indicated in the table below.

Use these questions to formatively assess your learners’ understanding of this topic.

Question Year Series Paper number

3 2017 May/June 41
4 2017 May/June 42
5 2017 May/June 42

The mark scheme for each question is provided at the end of the document.

You can find the complete question papers and the complete mark schemes (with additional notes where
available) on the School Support Hub at www.cambridgeinternational.org/support

8: Molecular biology and gene technology 1 Copyright (c) 2018

3 Oil seed rape (canola), Brassica napus, has been genetically modified to be resistant to herbicides
containing glufosinate ammonium. The genetically modified (GM) oil seed rape contains the bar
gene, obtained from a soil bacterium. This gene codes for an enzyme that converts glufosinate
ammonium into a non-toxic compound.

(a) Outline the advantages to farmers of growing glufosinate-resistant oil seed rape.

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

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

(b) The bar gene was introduced into the oil seed rape using plasmids. The plasmids also
contained a promoter taken from thale cress, Arabidopsis thaliana.

(i) Outline the structure of a plasmid.

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

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

(ii) Explain how the properties of plasmids make them suitable for use during genetic
modification programmes.

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

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

8: Molecular biology and gene technology 2 Copyright (c) 2018

(iii) Describe the role of a promoter in gene expression.

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

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

8: Molecular biology and gene technology 3 Copyright (c) 2018

(c) The pollen of oil seed rape is transferred from one flower to another by insects. After
pollination, fertilisation and seed formation can occur. One of the potential problems of growing
glufosinate–resistant oil seed rape is that pollen from these plants could be transferred to the
flowers of wild relatives, such as wild radish, Raphanus raphanistrum. This could result in
genetic changes in these wild species.

An experiment was carried out to investigate whether glufosinate–resistant hybrids between

GM oil seed rape and wild radish plants are likely to compete successfully with non-hybrid or
non-resistant plants in the natural environment.

• Type 1 hybrids were produced by transferring pollen from wild radish (diploid
number 18) to glufosinate–resistant oil seed rape (diploid number 38).
• Type 2 hybrids were produced by transferring pollen from glufosinate–resistant oil
seed rape to wild radish.

• Each hybrid was then crossed with wild radish over several generations.
• The resulting offspring were then grown in field trials, together with normal wild
radish.
• The height of the plants and number of seeds each produced were measured. Then
the plants were tested for the bar gene.

Table 3.1 shows the results.

Table 3.1

type of plant number of mean height presence of

seeds per / cm bar gene
plant
offspring from 265 22.3 absent
type 1 hybrid
and wild radish 99 28.3 present

offspring from 3958 88.7 absent

type 2 hybrid
and wild radish 2047 95.0 present

wild radishes 3515 76.5 absent

(i) Predict the diploid number of chromosomes in a hybrid between oil seed rape and wild
radish.

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

(ii) Suggest how the researchers could have determined whether or not the bar gene was
present in the plants.

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

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

8: Molecular biology and gene technology 4 Copyright (c) 2018

(iii) Many varieties of GM oil seed rape are male sterile, meaning that they do not produce
pollen.

With reference to Table 3.1, suggest the advantages to the environment of growing male
sterile varieties of GM oil seed rape, rather than GM varieties that produce pollen.

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

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

[Total: 14]

8: Molecular biology and gene technology 5 Copyright (c) 2018

4 Weeds reduce crop yields by competing with crop plants for space, light, water and minerals. The
modes of action of three different types of herbicide are summarised in Table 4.1.

Table 4.1

type of herbicide mode of action year of first

widespread use
photosystem II inhibitor prevents photophosphorylation 1960
prevents synthesis of the amino
ALS inhibitor acids isoleucine, leucine and 1980
valine
prevents synthesis of the amino
glyphosate acids phenylalanine, tryptophan 1990
and tyrosine

Fig. 4.1 shows the cumulative number of species of weeds that have become resistant to these
three types of herbicide since 1960.

160

140 ALS inhibitor

120

100
photosystem II inhibitor
number
80
of species
60

20 glyphosate

0
1965 1975 1985 1995 2005 2015

year

Fig. 4.1

8: Molecular biology and gene technology 6 Copyright (c) 2018

(a) (i) Describe how the number of weed species resistant to herbicides has changed since
1960.

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

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

(ii) Explain how a weed species becomes resistant to a herbicide.

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

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

8: Molecular biology and gene technology 7 Copyright (c) 2018

(b) ALS inhibitor herbicides work by binding to an enzyme present in chloroplasts called
acetolactate synthetase (ALS). ALS is a globular protein consisting of four identical
polypeptides each composed of 668 amino acids.

The primary structure of the ALS polypeptide of each weed species resistant to ALS inhibitor
herbicides has been sequenced. Amino acid substitutions at positions as far apart as
position 122 and position 574 can result in resistance.

(i) The gene that codes for the ALS polypeptide does not contain any non-coding sections
(introns). The first amino acid in the final polypeptide is methionine.

State the number of base pairs in the gene that codes for an ALS polypeptide.

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

(ii) Explain why resistance to ALS inhibitor herbicide can result from substitutions of amino
acids that are far apart in the primary sequence.

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

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

8: Molecular biology and gene technology 8 Copyright (c) 2018

method 1: crossing a crop plant with a herbicide-resistant wild plant belonging to the
same genus and then applying the herbicide

method 2: causing mutations in the crop plants and then applying the herbicide.

State two benefits of using method 1 and two benefits of using method 2 to develop herbicide
resistance in crop plants.

method 1 ...................................................................................................................................

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

method 2 ...................................................................................................................................

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

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

[Total: 14]

8: Molecular biology and gene technology 9 Copyright (c) 2018

5 Cancer is a disease in which normal controls over cell division are lost and malignant tumours
form. An early diagnosis of many types of cancer can result in successful treatment.

The BRCA2 protein is involved in suppressing the development of tumours. The gene that codes
for this protein is on chromosome 13.

Several different dominant alleles of this gene, BRCA2, code for faulty versions of the protein. The
presence of any one of these faulty alleles leads to an increased chance of developing several
types of cancer, including breast cancer. Not everyone with one of these alleles develops cancer.
This is because environmental factors, including lifestyle, are also involved.

Fig. 5.1 is a pedigree (family tree) showing the occurrence of cancers in four generations of a
family. The presence of a faulty BRCA2 allele was confirmed in person 15. The other individuals
with cancer were not tested for the presence of the allele. Individuals 24–30 are all under twelve
years old.

1 2 3 4

5 6 7 8 9 10 11 12

13 14 15 16 17 18 19 20 21 22 23

24 25 26 27 28 29 30

female cancer allele present but no cancer no information

male cancer allele present but no cancer no information

Fig. 5.1

8: Molecular biology and gene technology 10 Copyright (c) 2018

(a) Discuss the extent to which Fig. 5.1 provides evidence that a faulty BRCA2 allele increases
the risk of a person developing cancer.

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

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

(b) People whose families are suspected of having a faulty BRCA2 allele may choose to be
tested for its presence in their own genome.

A company based in the USA sells a microarray containing DNA probes for 20 different alleles
that are associated with an increased risk of cancer, including the faulty BRCA2 alleles. This
microarray can be used in a medical facility or research laboratory to test blood samples for
the presence of these alleles.

(i) Explain the meaning of the term genome.

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

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

(ii) Suggest a type of cell from a blood sample that is suitable for testing for the presence of
this allele and explain your choice.

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

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

8: Molecular biology and gene technology 11 Copyright (c) 2018

(iii) Outline how a microarray enables the detection of particular alleles.

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

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

(iv) Suggest one advantage and one disadvantage of screening for faulty alleles of BRCA2
before any symptoms occur.

advantage .........................................................................................................................

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

disadvantage .....................................................................................................................

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

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

[Total: 12]

8: Molecular biology and gene technology 12 Copyright (c) 2018

Mark scheme abbreviations

; separates marking points

Question Answers Marks

max 2 of:
3(a) 2
1 can, kill / control, weeds ; R kill, insects / pests
2 reduce competition / increase yield (of rape) ;
3 AVP ; e.g. manual weeding / hoeing, difficult / expensive
ref. to glufosinate converted to non-toxic compound
circle of / circular, DNA ; I loop R single-stranded 2
3(b)(i)
small / supplementary ;
3(b)(ii) max 3 of: 3
1 small so can be taken up by, cells / bacteria ;
2 replicate, independently / fast ; A have ori / origin of replication / high copy number
3 (DNA) has restriction site(s) / can be cut by restriction enzymes ; A have polylinker
4 have, marker genes / genes for resistance (for screening) ;
5 AVP ; e.g. circular so, increased stability / reduced host cell degradation

8: Molecular biology and gene technology 13 Copyright (c) 2018

3(b)(iii) max 2 of: 2
1 RNA polymerase binds ;
2 so, transcription / mRNA synthesis, begins / occurs / allowed ;
3 AVP ; e.g. correct / template, strand is transcribed ref. to tissue-specific / inducible, expression

3(c)(i) 28 ; 1
3(c)(ii) max 1 of: 1
spray with herbicide and, those that die did not have the bar gene / those that survive did have the bar gene ;

add gene for fluorescence with bar gene and test plants under UV / use PCR with primer complementary to bar gene / use
(gene) probe (on Southern blot) of electrophoresis gel ;
3(c)(iii) max 3 of: 3
advantage of male sterile GM variety
1 avoid transferring, bar / resistance, gene to wild, radish / relations ; ora
2 avoid superweeds ; ora
3 avoid type 2 hybrids ; ora
disadvantage of type 2 hybrids (from GM variety that produces pollen)
4 taller (than wild radish) ; A very tall / 88 cm / 95 cm
5 produce, more / many, seeds (than wild radish) ; A 3958 / 443 more
6 may (out)compete, wild radish / crops ;

Total: 14

8: Molecular biology and gene technology 14 Copyright (c) 2018

Question Answers Marks

1. no resistance to any herbicide at start of use ;

4(a)(i) max 3
2. resistant to photosystem II inhibitors – increases, to 101–103 or from 1969 to 2013 ;
3. resistant to ALS inhibitors – increase to 153 – 155 or from 1981 to 2014 ;
4. resistant to glyphosate - increase to 32 / 33 or from 1993 - 1995 to 2014 ;
5. comparative point described ; e.g. ALS steepest gradient / ALS has highest number of species

4(a)(ii) 1. random / spontaneous, mutation ;

max 4
2. herbicide is selection pressure ;
3. mutant / resistant, individuals, survive / reproduce ; ora
4. pass on, mutant / resistance, allele ; ora
5. (mutant / resistance) allele increases in frequency (in population) ; ora
6. ref. to many generations ;
4(b)(i) (668 ⋅ 3) + 3 (stop codon) = 2007 bp 1
or
668 ⋅ 3 = 2004 bp ;
4(b)(ii) 1. after folding substituted amino acids are close together ;
max 2
2. ref. to different bonding ;
3. (substituted amino acids) causes change to protein, 3D / tertiary / quaternary / globular, structure ;
4. herbicide / inhibitor, unable to bind to, active / allosteric, site ;

8: Molecular biology and gene technology 15 Copyright (c) 2018

4(c) method 1 benefits max 3
max 4
1. hybrid vigour / reduces inbreeding depression ;
2. increase in, genetic variation / gene pool / variety of alleles ;
3. increase in heterozygosity ; ora
4. idea that low tech / easy to do / cheaper ;
method 2 benefits
5. no need to find a suitable (wild) plant / can proceed even if no resistant (wild) plant exists ;
6. will not introduce, unwanted alleles / poor characteristics, from (wild) plant ;
7. no chance of disease transfer ;

Total: 14

8: Molecular biology and gene technology 16 Copyright (c) 2018

Question Answer Marks
5(a) 1. individual 8 or 11 has, BRCA2 / allele, but does not have cancer ; max 4
2. no evidence / unknown, that individuals (apart from 15) with cancer have, BRCA2 / allele
or
individuals with cancer (apart from 15) may have a different mutation ;
3. no children of individual 15, (known to) have the allele / have cancer ;
4. individuals in fourth generation / children of individual 15, may develop cancer later in life ;
5. individual 15 has cancer and, BRCA2 / allele ;
6. (some) individuals with cancer in third generation had a parent with cancer
or
(some) individuals with cancer in third generation had a parent with, BRCA2 / allele ; ora
7. individual 3 or 4 may have had the, BRCA2 / allele
or
any individual from 8 to 11 may have inherited, BRCA2 / allele, from 3 or 4 ;
8. idea that overall data inconclusive ;
5(b)(i) all the, DNA / genetic material (in a person's cell) ;
1
5(b)(ii) (named) white cell, because it contains a nucleus ;
1

8: Molecular biology and gene technology 17 Copyright (c) 2018

Question Answer Marks
5(b)(iii) 1. ref. to probes are (short) lengths of ssDNA ;
max 4
2. complementary to the, alleles / DNA, being tested for ;
3. many copies of one type of probe placed in each cell (of the microarray) ;
4. (target), alleles / DNA, made single-stranded
or
single-stranded DNA made from mRNA ;
5. (target), alleles / DNA, labelled, (with fluorescent 'tags') ;
6. (target), alleles / DNA, hybridises / binds, with, probes / ssDNA ;
7. unbound (target), alleles / DNA, washed off
or
bound (target), alleles / DNA, will not be washed off ;
8. laser / UV light, used to detect presence of, fluorescence / hybridised probes / alleles / DNA ;
5(b)(iv) advantage max 1
max 2
1. if present, enables lifestyle change / early treatment / regular check-ups ;
2. if not present removes worry ;
3. preventative treatment may be cheaper than treating disease itself ;
disadvantage max 1
4. if present may cause worry ;
5. if present person may not develop cancer ;
6. test is expensive ;
7. may have implications for life insurance / AW ;
8. may decide to not have children / may be tested after they have children ;

Total: 12

8: Molecular biology and gene technology 18 Copyright (c) 2018

Cambridge International AS & A Level

9: Respiration – Topic questions

The questions in this document have been compiled from past papers, as indicated in the table below.

Use these questions to formatively assess your learners’ understanding of this topic.

Question Year Series Paper number

4 2017 May/June 41
1 2017 May/June 42
7 2015 May/June 41

The mark scheme for each question is provided at the end of the document.

You can find the complete question papers and the complete mark schemes (with additional notes where
available) on the School Support Hub at www.cambridgeinternational.org/support

9: Respiration 1 Copyright (c) 2018

4 (a) ATP is used or produced at different stages in the respiration of glucose in aerobic conditions.

Complete the table to show whether ATP is used or produced at each stage of respiration.

Write either YES or NO in each box.

stage of respiration ATP used ATP produced

glycolysis

link reaction

Krebs cycle

oxidative phosphorylation

[2]

(b) An experiment was carried out to investigate the effect of epicatechin on mitochondrial
respiration in mice. Epicatechin is a naturally occurring compound in cocoa beans and so is
present in chocolate.

Two groups of mice, group A and group B, were used in this experiment.

• Group A was given water containing epicatechin, twice a day for 15 days.
• Group B was given water without epicatechin, twice a day for 15 days.

After 15 days, the structure of mitochondria from striated muscle cells in both groups of mice
was examined.

The surface area of the inner membrane of the mitochondria was divided by the surface area
of the outer membrane to obtain a ratio for each mouse.

Table 4.1 shows the mean ratios for the two groups of mice.

Table 4.1

group mean ratio

A 2.0 : 1
B 1.7 : 1

The mice in group A were able to exercise longer than the mice in group B.

9: Respiration 2 Copyright (c) 2018

With reference to Table 4.1, explain why the mice in group A were able to exercise for
longer than the mice in group B.

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

.............................................................................................................................................. [5]

[Total: 7]

9: Respiration 3 Copyright (c) 2018

Section A

Answer all the questions.

1 (a) Fig. 1.1 represents the link reaction.

R + coenzyme A

NAD

reduced NAD

S + acetyl coenzyme A

Fig. 1.1

With reference to Fig. 1.1:

(i) name substances R and S

R ....................................................................................

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

(ii) explain what happens to the reduced NAD.

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

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

9: Respiration 4 Copyright (c) 2018

(b) The pH of the blood of an athlete decreases during a race and returns to its normal level after
the race. The decrease in the pH of the blood is caused by the presence of waste products
that have been excreted by cells during respiration.

Name the waste products that are excreted and describe what occurs to these products to
help return the pH of the blood back to a normal level.

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

.............................................................................................................................................. [5]

[Total: 9]

9: Respiration 5 Copyright (c) 2018

7 (a) Outline the process of glycolysis in a mammalian cell.

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

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

(b) Within a mammalian cell, ATP can be produced in a number of ways, including:
• substrate level phosphorylation during the Krebs cycle
• oxidative phosphorylation.

Table 7.1 compares both processes.

Complete Table 7.1.

Use a tick () if the statement is correct or a cross () if the statement is incorrect.
The first row has been done for you.

Table 7.1

statement substrate level oxidative

phosphorylation phosphorylation

enzymes are involved  

occurs in cytoplasm

occurs in mitochondria

channel proteins are

involved

9: Respiration 6 Copyright (c) 2018

(c) An investigation into the RQ values of germinating maize seeds was carried out.
• A sample of maize seeds was soaked in water for one hour.
• The mean RQ value of some of the seeds was then calculated and the remaining
seeds were then planted in soil.
• After 12 hours, the mean RQ value of some of the planted seeds was calculated.
• The remaining seeds were allowed to germinate and grow into seedlings.
• After 21 days, the mean RQ value of some of the seedlings was calculated.

Table 7.2 shows the results of the investigation.

Table 7.2

stage of germination and growth mean RQ

seeds soaked in water 5.6
seeds after 12 hours in the soil 0.8
seedlings after 21 days 1.0

Suggest an explanation for each of the RQ values shown in Table 7.2.

seeds soaked in water ..............................................................................................................

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

seeds after 12 hours in the soil .................................................................................................

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

seedlings after 21 days .............................................................................................................

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

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

[Total: 15]

9: Respiration 7 Copyright (c) 2018

Mark scheme abbreviations

; separates marking points

Question Answers Marks

4(a) 2
stage of respiration ATP used ATP produced
glycolysis yes yes
link reaction no no
Krebs cycle no yes
oxidative phosphorylation no yes
;;
4 correct = 2 marks, 2 or 3 rows correct = 1 mark
If ticks and crosses used need all 4 correct for maximum 1 mark

9: Respiration 8 Copyright (c) 2018

4(b) max 5 of: 5
group A (accept ora for group B throughout) accept ‘they’ = group A
1 higher ratio ;
2 larger / more, inner membrane / cristae (than B) ;
3 more, ETCs / cytochromes / ATP synth(et)ase / stalked particles ; I ATPase
4 oxidative phosphorylation ;
5 more ATP produced ;
6 muscles can contract for, longer / more time / without getting tired ; I exercise longer I muscles contract faster
7 AVP ; e.g. chemiosmosis or detail thereof:
H+ move, down gradient / through ATP synth(et)ase I ATPase
If B and A switched round penalise once only
Total: 7

9: Respiration 9 Copyright (c) 2018

Question Answers Marks

1(a)(i) R – pyruvate ; 2
S – carbon dioxide ;
1(a)(ii) idea that, hydrogen(s) / protons and electrons, are released ; 2
A (reduced NAD), oxidised / dehydrogenated
at ETC / (for) oxidative phosphorylation ;

1(b) 1. lactate (produced) ; A lactic acid max 5

2. (lactate) taken to liver ;
3. converted to pyruvate ;
4. (pyruvate) converted to, glucose / glycogen ;
5. carbon dioxide (produced) ;
6. ref. to carbon dioxide / pH, receptors ;
7. (carbon dioxide) goes into alveoli ;
8. increased breathing (rate) ;
9. ref. to haemoglobin acts as a buffer for carbon dioxide ;

Total: 9

9: Respiration 10 Copyright (c) 2018

Question Answers Marks

7(a) 1 glucose phosphorylated by ATP ; max 6

2 (forms) hexose / fructose, bisphosphate ;
3 raises energy level of / activates, glucose / sugar
OR
lowers activation energy of reaction ;
4 breaks down to two TP ;
5 6C _ 2 × 3C ;
6 hydrogen (atoms) removed / dehydrogenated / oxidised ;
7 2 reduced NAD formed ; A NADH / NADH2
8 ref. to 4 ATP produced / net gain of 2 ATP ;
9 pyruvate produced ;
10 AVP ; e.g. ref. to substrate level phosphorylation / dehydrogenase /
phosphofructokinase / hexokinase

9: Respiration 11 Copyright (c) 2018

7(b) 3

7(c) seeds soaked in water max 6

1 little / no, oxygen (in water) ;
2 (mostly) anaerobic respiration ;
seeds after 12 hours in the soil
3 (more) aerobic respiration / less anaerobic respiration ;
4 mixture of substrates ; e.g. 2 of carbohydrates, proteins and lipids
seedlings after 21 days
5 aerobic respiration ;
6 substrate is, glucose / carbohydrate ;
7 ref. to presence of leaves / photosynthesis ;

Total: 15

9: Respiration 12 Copyright (c) 2018

Cambridge International AS & A Level

10:
0 Mammalian physiology, control and co-ordination – Topic
questions
The questions in this document have been compiled from past papers, as indicated in the table below.

Use these questions to formatively assess your learners’ understanding of this topic.

Question Year Series Paper number

1 2017 May/June 41
6 2017 May/June 41
10 2017 May/June 42

The mark scheme for each question is provided at the end of the document.

You can find the complete question papers and the complete mark schemes (with additional notes where
available) on the School Support Hub at www.cambridgeinternational.org/support

10: Mammalian physiology, control and co-ordination 1 Copyright (c) 2018

1 (a) The mammalian kidney is an organ involved in homeostasis.

Explain what is meant by the term homeostasis.

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

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

(b) Fig. 1.1 shows a section through a kidney.

A
B

Fig. 1.1

(i) With reference to Fig. 1.1, name structures A and B.

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

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

(ii) On Fig. 1.1, use label lines and letters to label where:

U – ultrafiltration occurs

L – the loop of Henle is found

C – blood urea concentration is low.

[3]

10: Mammalian physiology, control and co-ordination 2 Copyright (c) 2018

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

.............................................................................................................................................. [5]

[Total: 11]

10: Mammalian physiology, control and co-ordination 3 Copyright (c) 2018

6 (a) Describe how tropomyosin and myosin are each involved in the sliding filament model of
muscle contraction.

(i) tropomyosin .......................................................................................................................

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

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

(ii) myosin ...............................................................................................................................

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

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

10: Mammalian physiology, control and co-ordination 4 Copyright (c) 2018

(b) Striated muscle is made up of many specialised muscle cells known as muscle fibres or
myocytes.

There are two different types of muscle fibre in striated muscle:

• fast twitch muscle fibres that contract quickly, but rapidly fatigue (get tired)
• slow twitch muscle fibres that contract slowly and continue to contract for a long
time.

Table 6.1 shows some features of fast twitch and slow twitch muscle fibres.

Table 6.1

feature fast twitch fibre slow twitch fibre

respiration mainly anaerobic mainly aerobic
glycogen concentration high low
capillaries few many

Use the information in Table 6.1 to suggest and explain one advantage of:

(i) the high glycogen concentration in fast twitch fibres

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

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

(ii) many capillaries supplying slow twitch fibres.

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

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

[Total: 10]

10: Mammalian physiology, control and co-ordination 5 Copyright (c) 2018

10 (a) Compare the endocrine and nervous systems in control and co-ordination in mammals. [8]

(b) Outline the role of a chemoreceptor cell in the human taste bud in detecting stimuli and in
stimulating the transmission of nerve impulses in sensory neurones. [7]

[Total: 15]

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

10: Mammalian physiology, control and co-ordination 6 Copyright (c) 2018

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

10: Mammalian physiology, control and co-ordination 7 Copyright (c) 2018

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

10: Mammalian physiology, control and co-ordination 8 Copyright (c) 2018

Mark scheme abbreviations

; separates marking points

Question Answers Marks

1(a) maintain / keep / restore, constant / stable / set-point / within narrow limits, internal environment / in body ; 1
1(b)(i) A – pelvis ; note if labelled medulla as affects ecf in part (ii) 2
B – ureter ;
1(b)(ii) A full labels instead of letters 3
if region A (pelvis) was mislabelled as medulla in (i) can apply:
ecf for L placed in pelvis
ecf U placed in medulla only if word cortex also written by U / ultrafiltration
U – pointing to the cortex ;
L – pointing to the medulla ;
C – pointing to the renal vein ;

10: Mammalian physiology, control and co-ordination 9 Copyright (c) 2018

1(c) max 5 of: 5
1 hypothalamus detects (changes in) water potential (of the blood) ;
2 osmoreceptors shrink when, low / less, water in blood ; ora
3 ADH, produced / made, in hypothalamus ;
4 if low, water / Ψ, ADH secreted from posterior pituitary ; ora
R ADH produced in posterior pituitary
5 ref. to neurosecretory cells
or
impulse / ADH transported, from hypothalamus to posterior pituitary ;
6 aquaporins ;
7 ADH increases permeability of, distal convoluted tubule / collecting duct ; ora
8 ADH causes, more water reabsorption / smaller volume of urine / more concentrated urine ; ora
A both with and without ADH compared

Total: 11

10: Mammalian physiology, control and co-ordination 10 Copyright (c) 2018

Question Answers Marks

6(a)(i) max 2 of: 2

1 tropomyosin / it, covers / uncovers, myosin binding sites on actin ; R inhibits R active site
2 when calcium ions bind to troponin, tropomyosin / it, moves / changes shape ;
3 allows myosin to, bind to actin / form cross-bridges ; ora
6(a)(ii) max 4 of: 4
1 ATP hydrolysis / ATP → ADP + Pi ;
2 (causes myosin) head to, pivot / rotate / tilt / stand up ;
3 myosin / head, binds to actin / forms cross-bridges with actin ; R active site
4 ADP and Pi detach ;
5 (myosin) head, swings back / returns to previous position ;
6 actin is moved / power stroke occurs ;
7 (new) ATP binds ;
8 myosin / head, detaches from actin / cross-bridges break ;
A mps in any order apart from 1, 4 and 7 which must be linked to correct action
6(b)(i) max 2 of: 2
1 to, supply / provide, (enough / plenty of) glucose ;
2 for glycolysis ;
3 as little ATP is produced by anaerobic respiration ;
4 as few capillaries are present (to supply glucose directly) ;
6(b)(ii) max 2 of: 2
1 to, supply / provide, (enough / plenty of) oxygen ;
2 aerobic respiration / oxidative phosphorylation ;
3 to remove, carbon dioxide / lactate ; A lactic acid
4 to, avoid fatigue or promote, stamina / endurance (for exercise / work) ;
Total: 10

10: Mammalian physiology, control and co-ordination 11 Copyright (c) 2018

Question Answers Marks

10(a) Differences max 8

Similarities

10: Mammalian physiology, control and co-ordination 12 Copyright (c) 2018

10(b) 1. chemicals act as a stimulus ; max 7
2. ref. to specificity of chemoreceptors ;
3. sodium ions diffuse into cell ;
4. via microvilli ;
5. membrane depolarised ;
6. receptor potential / generator potential ;
7. stimulates opening of calcium (ion) channels ;
8. calcium ions enter cell ;
9. causes movement of vesicles containing neurotransmitter ;
10. neurotransmitter released by exocytosis / described ;
11. neurotransmitter stimulates, action potential / impulses, in sensory neurone ;
12. ref. to (chemoreceptors are) transducers / description ;
13. AVP ; e.g. threshold / all or nothing law / papilla

Total: 15

10: Mammalian physiology, control and co-ordination 13 Copyright (c) 2018

Cambridge International AS & A Level

11: Plant physiology and biochemistry – Topic questions

The questions in this document have been compiled from past papers, as indicated in the table below.

Use these questions to formatively assess your learners’ understanding of this topic.

Question Year Series Paper number

2 2017 May/June 41
2 2017 May/June 42
9 2017 May/June 42

The mark scheme for each question is provided at the end of the document.

You can find the complete question papers and the complete mark schemes (with additional notes where
available) on the School Support Hub at www.cambridgeinternational.org/support

11: Plant physiology and biochemistry Copyright (c) UCLES 2018

2 Corals grow in shallow seawater. Corals consist of colonies of small animals called polyps. These
polyps have photosynthetic protoctists called algae inside their cells, which is advantageous both
to the coral polyps and to the algae.

The algae that live within the cells of the polyps can also live independently as free-living algae.

(a) The rate of photosynthesis of algae that live within the cells of coral polyps is higher than that
of free-living algae.

Suggest and explain how living inside the cells of coral polyps increases the rate of
photosynthesis in these algae compared to free-living algae.

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

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

(b) The relative abundance of five different chloroplast pigments in the algae of corals was
determined. The results are shown in Table 2.1.

Table 2.1

chloroplast percentage of
pigment total
chlorophyll a 39
peridinin 39
chlorophyll c2 13
dinoxanthin 7
β-carotene 2

11: Plant physiology and biochemistry 2 Copyright (c) UCLES 2018

5
Outline the method you would use to separate and identify the pigments present in an
extract of these algae.

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

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

(c) Table 2.2 shows the light wavelengths at which each algal chloroplast pigment shows its two
largest peaks of light absorption.

Table 2.2

chloroplast pigment peak 1 wavelength peak 2 wavelength

/ nm / nm
chlorophyll a 430 662
peridinin 456 485
chlorophyll c2 450 396
dinoxanthin 442 471
β-carotene 454 480

Corals kept in tanks are often illuminated by lamps radiating mostly violet and blue light with
wavelengths in the range of 400–490 nm.

With reference to Table 2.1 and Table 2.2, suggest why lamps radiating mostly violet and blue
light are expected to increase coral growth.

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

.............................................................................................................................................. [3]
[Total: 9]

11: Plant physiology and biochemistry 3 Copyright (c) UCLES 2018

2 Chloroplasts belong to a group of organelles called plastids. Although different types of plastid
have different structures and functions, one type of plastid can change into another type of plastid
in response to environmental or developmental signals.

• Example 1: plants grown in the dark have plastids called etioplasts which lack
chlorophyll. If these plants are exposed to light, the etioplasts quickly change into
chloroplasts.

• Example 2: chloroplasts in surface tissues of tomato fruits change into plastids

called chromoplasts as the fruits ripen. Thylakoid membranes break down and
chlorophyll synthesis stops. Chromoplasts synthesise and accumulate red lycopene
and orange β-carotene pigments.

(a) For each of these examples, explain the effect on the rate of photosynthesis of one type of
plastid changing into another type of plastid.

Example 1 .................................................................................................................................

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

Example 2 .................................................................................................................................

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

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

(b) Outline the method you would use to separate and identify the pigments in an extract of
tomato chromoplasts.

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

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

11: Plant physiology and biochemistry 4 Copyright (c) UCLES 2018

(c) Cyanobacteria are prokaryotic organisms. Plastids are thought to have evolved from
cyanobacteria that became incorporated into larger cells. Experiments show that free-living
cyanobacteria can adapt to environmental signals in the same way as plastids.

Fig. 2.1 shows the absorption spectra of cyanobacteria grown under two different lighting
conditions. One group was grown under fluorescent light and the other group was grown
under red light.

The range of light wavelengths absorbed by each group of cyanobacteria was then measured
under identical lighting conditions.

Key: fluorescent light

red light
1.0

0.8

0.6

absorbance

0.4

0.2

0.0
400 450 500 550 600 650 700 750
light wavelength / nm

Fig. 2.1

With reference to Fig. 2.1 and the information given on pages 4 and 5, explain the effect of
different lighting conditions on the absorption spectra of the two groups of cyanobacteria.

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

.............................................................................................................................................. [3]
[Total: 9]
11: Plant physiology and biochemistry 5 Copyright (c) UCLES 2018
Section B

9 (a) Explain the mechanism by which guard cells open stomata. [9]

(b) State the changes in the external environment that lead to stomatal opening and closure.
Explain why these stomatal responses are necessary. [6]

[Total: 15]

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

11: Plant physiology and biochemistry 6 Copyright (c) UCLES 2018

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

11: Plant physiology and biochemistry 7 Copyright (c) UCLES 2018

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

11: Plant physiology and biochemistry 8 Copyright (c) UCLES 2018

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