AS Workshop – SAQ Revision

Topic C – Enzymes
Learning outcomes
a) explain that enzymes are globular proteins that catalyse metabolic reactions
b) explain the mode of action of enzymes in terms of active site, enzyme/substrate complex, lowering of activation energy and
enzyme specificity
Example: Question 1 :: Notes ::
Describe how enzymes take part in chemical reactions. [4]
Enzymes are proteins which will speed up a chemical reaction. Enzymes 3M

have active site which is very specific, thus it only binds with its specific
complementary substrate to form enzyme substrate complex, then
product.
Mould around substrate

Example: Question 2 :: Notes ::

Enzymes are globular proteins that catalyse specific reactions. 3M

Explain how enzymes catalyse specific reactions. [3]

Enzymes have specific active site which binds with its complementary
substrate, thus it provides an alternative pathway for for the substrates to
react with a lower activation energy. More substrates will be able to
obtain sufficient energy to overcome the activation energy, products are
formed in a faster rate.
Induced fit.
“Lock and Key” mechanism
Forms enzyme substrate complex

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Learning outcomes
c) follow the time course of an enzyme-catalysed reaction by measuring rates of formation of products or rates of disappearance
of substrate
d) investigate and explain effects of temperature, pH, enzyme concentration and substrate concentration on the rate of enzyme-
catalysed reactions
Example: Question 3 :: Notes ::
Enzymes catalyse reactions in which substrate molecules are converted to
2M
products.
There are two main approaches to investigation of the activity of an
enzyme. State the two ways in which the activity of an enzyme can be
found. [2]
(i) appearance of product
(ii) disappearance of substrate

Example: Question 4
A student investigated the activity of catalase by measuring the release of oxygen from hydrogen peroxide. The
reaction occurs as follows.

2 H2O2  2 H2O + O2
The student used a solution of catalase that was mixed with a 5% hydrogen peroxide solution and placed in the
apparatus shown in Fig. 2.1. The total volume of gas collected was recorded every 15 seconds. The results are
shown in Fig. 2.2.

Figure 2.1

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 Figure 2.2
a) Explain why the total volume of gas collected after 210 seconds :: Notes ::
remains constant. [1] 1M
All substrate, hydrogen peroxide has been reacted with with the
catalyse to formits product, water and oxygen gas.
Catalase and hydrogen peroxide were kept separately at 10 °C for 30 1M
minutes before they were added together. The reaction mixture was then
kept at 10 °C.
b) Sketch, on Fig. 2.2, the results you would expect when the
experiment was repeated at 10 °C. [1]
c) Describe and explain the results you would expect if the catalase 3M
solution was pretreated by being kept in a water bath at 70 °C before
being added to the hydrogen peroxide. [3]
The rate of reaction will be very slow or even nil. This is because
enzyme kept at high temperature, 70 °C will denature. Bonds
forming in the enzymes will be disrupted, causes the active site of the
enzyme to alter. Therefore, enzyme can no longer bind with its
complementary substrate, to form enzyme substrate complex, so no
or less product will be formed. Hydrogen/ Ionic bond

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d) Explain how you would use this apparatus to investigate the effect of 3M
changing the substrate concentration on the activity of catalase. [4]
Temperature is fixed at 20°C. Repeat the experiment using 5 different
concentration of substrate such as 0.5 Mol, 1.0, 1.5, 2.0, 2.5. Record
volume of oxygen gas collected at every 50 seconds. Use fresh
solution of catalase each time. Repeat readings. Method of
calculation: volumein 15 seconds/concentration

***

Topic F – Genetic Control

Learning outcomes
a) describe the structure of RNA and DNA and explain the importance of base pairing and hydrogen bonding
Example: Question 1
Fig. 1.1 shows the replication of one strand of a DNA double helix.

Figure 1.1

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a) Name W to Y. [3] :: Notes ::
W cytosine, 2M
X pentose sugar (deoxyribose)
Y nucleotide

Learning outcomes
b) explain how DNA replicates semi-conservatively during interphase
Example: Question 2 :: Notes ::
a) Explain how the structure of DNA enables it to replicate semi-
3M
conservatively. [3]
It is double stranded, and coiled to each other by hydrogen bonds
formed between the complementary pairing of bases such as adenine
with thymine and guanine with cytosine. During semi-conservative
replication, two strands of DNA will uncoil by helicase, each act as a
template then, DNA polymerase will bring the free nucleotides to
bind together to form a new strand of DNA. Two new DNA produced
are identical to each other.
b) Explain why it is important that an exact copy of DNA is made 2M
during replication. [2]
So that there is no mutation. Genetic information can be maintained.
Number of chromosomes can be maintained in each generation.

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Learning outcomes
c) state that a gene is a sequence of nucleotides as part of a DNA molecule, which codes for a polypeptide
d) describe the way in which the nucleotide sequence codes for the amino acid sequence in a polypeptide
e) describe how the information on DNA is used to construct polypeptides, including the role of messenger RNA, transfer RNA
and the ribosomes
Example: Question 3
During an immune response, B-lymphocytes become plasma cells and begin to make
polypeptides that are assembled into antibodies.
Fig. 3.1 is a diagram showing the formation of a polypeptide at a ribosome in a plasma cell.

Figure 3.1
a) State the sequence of bases at J. [1] :: Notes ::
______________________CAG_____________________________ 1M
b) Use the information in Fig. 3.1 to describe the role of transfer RNA 3M
molecules in translation. [5]
TRNA will bind with an amino acid to form amino-acyl tRNA with
aid of amino acyl tRNA synthase. Trna carries anticodon with is
complementary to the triplet codon in the Mrna. Anticodon of the trna
will bind with the codon. Each time 2 trna are available to ind with a
mrna. Hydrogen bond will form in between acino acids. Specificity
***
Topic G – Transport in plants
Learning outcomes

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 f) relate the structure of xylem vessel elements, sieve tube elements and companion cells to their functions

Example: Question 1 :: Notes ::

Describe the role of companion cells in translocation in the phloem. [2]
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________

Learning outcomes
g) explain the movement of water between plant cells and between them and their environment, in terms of water potential (no
calculations involving water potential will be set)

Example: Question 2 :: Notes ::

Explain, using the term water potential, how water moves from the
vascular tissue to the atmosphere. [4]
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________

Learning outcomes
j) explain translocation as an energy-requiring process transporting assimilates, especially sucrose, between the leaves (sources)
and other parts of the plant (sinks)
k) explain the translocation of sucrose using the mass flow hypothesis

Example: Question 3 :: Notes ::

Explain how the structure of sieve tube elements helps the translocation
of substances in the phloem. [3]
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________

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Example: Question 4 :: Notes ::
The liquid extracted from the phloem of C. pepo contains sucrose.
Explain how sucrose is transported in the phloem along the stem from the
leaf to the fruit. [4]
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___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________

Example: Question 5 :: Notes ::

Fig. 4.1 shows the movement of sucrose from source to sink through the
phloem in a plant.
a) With reference to Fig. 4.1,
i) name an example of a source and a sink. [1]
source _______________________________________________
sink _______________________________________________
ii) name cells C and D. [1]
cell C _______________________________________________
cell D _______________________________________________
b) With reference to Fig. 4.1, explain how sucrose travels from,
the source to cell C. [2]
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
cell C to the sink. [2]
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________

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Figure 4.1