Documente Academic
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104 minutes
82 marks
Page 1 of 25
Q1.
Essay
You should write your essay in continuous prose.
Your essay will be marked for its scientific accuracy.
It will also be marked for your selection of relevant material from different parts of the
specification and for the quality of your written communication.
The maximum number of marks that can be awarded is
Scientific
Breadth of knowledge
Relevance
Quality of written communication
16
3
3
3
Page 2 of 25
Q2.
(a) A student investigated the effect of pH on the activity of the enzyme amylase.
She set up the apparatus shown in the diagram.
The tubes were made from Visking tubing. Visking tubing is partially permeable.
She added an equal volume of amylase solution and starch to each tube.
After 30 minutes, she measured the height of the solutions in both tubes.
She then tested the solutions in tubes A and B for the presence of reducing sugars.
Describe how the student would show that reducing sugars were present in a solution.
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(3)
Page 3 of 25
(b)
After 30 minutes, the solution in tube B was higher than the solution in tube A.
(i)
(ii)
The student concluded from her investigation that the optimum pH of amylase
was pH8. Is this conclusion valid? Explain your answer
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(1)
(Total 7 marks)
Page 4 of 25
Q3.
Six cylinders of a standard size were cut from a single large potato. One cylinder was
placed in distilled water and the others were placed in sucrose solutions of different
concentrations. The length of each cylinder was measured every 5 minutes for the next 50
minutes.
The graph shows the changes in length at each sucrose concentration.
(a)
Explain why
(i)
(ii)
the potato cylinder in the 1.0 mol dm3 sucrose solution showed no further
decrease in length after 40 minutes.
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(2)
Page 5 of 25
(b)
(i)
Describe the difference in the rate of decrease in length during the first 10 minutes
between the cylinder in the 0.4 mol dm3 and the cylinder in
the 0.8 mol dm3 solution.
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(1)
(ii)
(c)
After 45 minutes the potato cylinder in the 0.8 mol dm3 solution was removed and blue dye
added to this solution. Some of this blue-stained solution was drawn into a syringe. A drop
was then released, slowly, halfway down a test tube of fresh 0.8 mol dm3 sucrose solution
as shown in the diagram. The blue drop quickly moved to the surface of the liquid in the
test tube.
(i)
The density of a solution depends on its concentration. The more concentrated the
solution the greater its density. Explain why the blue drop had a lower density and
therefore moved up.
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(2)
Page 6 of 25
(ii)
A sucrose solution of concentration 0.3 mol dm3 has a water potential which is
equivalent to that of the potato cells. Describe and explain what would happen to the
blue drop from this solution.
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(2)
(Total 10 marks)
Q4.
(a) A plant cell was observed with an optical microscope. Describe how the length of the
cell could be estimated.
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(2)
(b)
The water potential of a plant cell is 400 kPa. The cell is put in a solution with a water
potential of 650 kPa. Describe and explain what will happen to the cell.
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(3)
Page 7 of 25
(c)
(i)
Concentration of sucrose /
mol dm3
Percentage decrease in
length of carrot cylinder
0.4
4.2
0.5
8.7
0.6
13.0
0.7
16.8
0.8
18.1
0.9
18.1
1.0
18.1
The carrot cylinders were left for 18 hours in the sucrose solutions. Explain why they
were left for a long time.
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(1)
(ii)
Explain how you would use a graph to predict the concentration of sucrose that
would result in no change in length of the carrot cylinders.
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(2)
Page 8 of 25
(iii)
Young carrots store sugars in their tissues but, in older carrots, some of this is
converted to starch. How would using cylinders of tissue from older carrots affect the
results obtained for a sucrose solution of 0.6 mol dm3? Give a reason for your
answer.
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(2)
(Total 10 marks)
Q5.
Tradescantia is a house plant. There are small hairs on its flowers. These hairs are made of
cells. Figure 1 shows the appearance of cells from one of these hairs after 20 minutes in
distilled water. Figure 2 shows cells from another hair after 20 minutes in a solution of
potassium nitrate.
Figure 1 (in distilled water)
(a)
What does Figure 2 suggest about the permeability of the plasma membranes
surrounding these cells?
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(1)
Page 9 of 25
(b)
(c)
How would the water potential of the sap in the vacuole of cell E differ from the water
potential of the sap in the vacuole of cell D? Explain your answer.
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(3)
(Total 6 marks)
Q6.
A student investigated the effect of putting cylinders cut from a potato into sodium chloride
solutions of different concentration. He cut cylinders from a potato and weighed each cylinder.
He then placed each cylinder in a test tube. Each test tube contained a different concentration of
sodium chloride solution. The tubes were left overnight. He then removed the cylinders from the
solutions and reweighed them.
(a)
Before reweighing, the student blotted dry the outside of each cylinder. Explain why.
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(2)
Page 10 of 25
The student repeated the experiment several times at each concentration of sodium chloride
solution. His results are shown in the graph.
(b)
The student made up all the sodium chloride solutions using a 1.0 mol dm3 sodium
chloride solution and distilled water.
Complete the table to show how he made 20 cm3 of a 0.2 mol dm3 sodium chloride
solution.
Volume of 1.0 mol dm3 sodium chloride
solution
(1)
(c)
The student calculated the percentage change in mass rather than the change in mass.
Explain the advantage of this.
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(2)
Page 11 of 25
(d)
The student carried out several repeats at each concentration of sodium chloride solution.
Explain why the repeats were important.
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(2)
(e)
Use the graph to find the concentration of sodium chloride solution that has the same
water potential as the potato cylinders.
.............................. mol dm3
(1)
(Total 8 marks)
Q7.
(a)
Concentration of
sodium chloride
solution / mol dm3
Mass of disc at
start / g
Mass of disc at
end / g
0.00
16.1
17.2
0.94
0.15
19.1
20.2
0.95
0.30
24.3
23.2
1.05
0.45
20.2
18.7
1.08
0.60
23.7
21.9
0.75
14.9
13.7
(i)
1.09
Calculate the ratio of the mass at the start to the mass at the end for the disc placed
in the 0.60 mol dm3 sodium chloride solution.
Answer ......................................
(1)
Page 12 of 25
(ii)
The students gave their results as a ratio. What is the advantage of giving the results
as a ratio?
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(2)
(iii)
The students were advised that they could improve the reliability of their results by
taking additional readings at the same concentrations of sodium chloride.
Explain how.
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(2)
(b)
(i)
The students used a graph of their results to find the sodium chloride solution with
the same water potential as the apple tissue. Describe how they did this.
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(2)
(ii)
The students were advised that they could improve their graph by taking additional
readings. Explain how.
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(2)
(Total 9 marks)
Page 13 of 25
Q8.
A group of students investigated the effect of sucrose concentration on the length of cylinders
cut from a carrot.
(a)
The students used a cork borer to cut cylinders from the carrot. Describe how the
students should cut these cylinders to make sure that this was a fair test and would
produce reliable results.
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(2)
(b)
They measured the initial length of each cylinder then placed the cylinders into test tubes
containing different concentrations of sucrose solution. Bungs were placed in the tubes
and the tubes were left overnight. Explain why the bungs were placed in the tubes.
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(2)
Page 14 of 25
(c)
The students then measured the final lengths of the carrot cylinders. Their results are
shown in the table.
(i)
0.0
1.4
0.2
1.4
0.4
1.2
0.6
1.1
0.8
0.9
The students used these results to find the concentration of sucrose that has the
same water potential as the carrot cylinders. Describe how they could have done
this.
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(2)
(ii)
Was it important in this investigation that the carrot cylinders had the same initial
length? Explain your answer.
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(1)
(Total 7 marks)
Page 15 of 25
M1.
Mark
16
Good
14
12
10
Average
Descriptor
Most of the material reflects a comprehensive
understanding of the principles involved and a
knowledge of factual detail fully in keeping with a
programme of A-level study. Some material,
however, may be a little superficial. Material is
accurate and free from fundamental errors but
there may be minor errors which detract from the
overall accuracy.
Some of the content is of an appropriate depth,
reflecting the depth of treatment expected from a
programme of A-level study. Generally accurate
with few, if any, fundamental errors. Shows a
sound understanding of the key principles involved.
6
4
Poor
2
0
Descriptor
A balanced account making reference to most areas that might realistically
be covered on an A-level course of study.
A number of aspects covered but a lack of balance. Some topics essential
to an understanding at this level not covered.
Unbalanced account with all or almost all material based on a single aspect.
Material entirely irrelevant or too limited in quantity to judge.
Descriptor
All material presented is clearly relevant to the title. Allowance should be
made for judicious use of introductory material.
Material generally selected in support of title but some of the main content of
the essay is of only marginal relevance.
Some attempt made to relate material to the title but considerable amounts
largely irrelevant.
Material entirely irrelevant or too limited in quantity to judge.
Page 16 of 25
Descriptor
Material is logically presented in clear, scientific English. Technical
terminology has been used effectively and accurately throughout.
Account is logical and generally presented in clear, scientific English.
Technical terminology has been used effectively and is usually accurate.
The essay is generally poorly constructed and often fails to use an
appropriate scientific style and terminology to express ideas.
Material entirely irrelevant or too limited in quantity to judge.
[25]
selection of relevant knowledge and understanding from different areas of the specification
coverage of the main concepts and principles that might be reasonably be expected in
relation to the essay title
connection of concepts, principles and other information from different areas in response
to the essay title
clear and logical expression, using accurate specialist vocabulary appropriate to A level
includes a level of detail that could be expected from a comprehensive knowledge and
understanding of relevant parts of the specification
covers a majority of the main areas that might be expected from the essay title (These
areas will be indicated in the mark scheme). (Occasionally a candidate may tackle an
essay in an original or unconventional way. Such essays may be biased in a particular
way, but where a high level of understanding is shown a high mark may be justified.)
demonstrates clearly the links between principles and concepts from different areas.
Page 17 of 25
Note that it is not expected that an essay must be 'perfect' or exceptionally long in order to gain
maximum marks, bearing in mind the limitations on time and the pressure arising from exam
conditions.
An average essay
is likely to have less detail and be more patchy in the depth to which areas are covered,
and to omit several relevant areas
is likely to include some errors and misunderstandings, but should have few fundamental
errors
A poor essay
is likely to cover only a limited number of relevant areas and may be relatively short
Having decided on the basic category, examiners may award the median mark, or the ones
above or below the median according to whether the candidate exceeds the requirements or
does not quite meet them.
Marking the essay
In marking scientific content, letters in the margin show each key area covered; these are used
to assess the breadth of criteria. A single tick is used to indicate accurate coverage of each
significant area, and a double tick to emphasise good depth of content. Errors are indicated with
a cross. A squiggly line in the margin is used to highlight irrelevance and Q to highlight poor use
of terminology, unclear grammar and inappropriate style.
Specific guidance for assessing Scientific Content and Breadth of Knowledge in Essays
The following provides guidance about topics which might be included in the essays. It is not an
exclusive list; the assessment of scientific content does not place restrictions on topics that
candidates might refer to, provided they are
relevant;
accurate.
It is not expected that candidates would refer to all, or even most, of the topics to gain a top
mark; the list represents the variety of approaches commonly encountered in the assessment to
the essays. In both essays, topics either from the option modules or beyond the scope of the
specification should also given credit where appropriate.
Page 18 of 25
definition (D)
(2)
(3)
(4)
Breadth of knowledge
3 marks
2 marks
1 mark
(b)
(1)
ATP (A)
synthesis from ADP and P
role as an energy source
(2)
photosynthesis (P)
excitation of electrons
generation of ATP and reduced NADP
photolysis
reduction of glycerate phosphate to carbohydrate
structure of chloroplast in relation to energy transfers
(3)
respiration (R)
net gain of ATP in glycolysis
production of ATP in Krebs cycle
synthesis of ATP associated with electron transfer chain
ATP production in anaerobic respiration
structure of mitochondrion in relation to energy transfers
(4)
Breadth of knowledge
3 marks
2 marks
1 mark
M2.
(a)
2.
1.
Add Benedicts;
Hydrolyse with acid negates mp1
Heat;
2. Accept warm, but not an unqualified reference to water bath
3.
(b)
(i)
1.
2.
3.
(ii)
[7]
M3.
(a)
(i)
(ii)
(b)
(i)
(ii)
Page 20 of 25
(c)
(i)
(ii)
[10]
M4.
(b)
(c)
(i)
(ii)
(iii)
[10]
Page 21 of 25
M5.
(b)
(c)
[6]
M6.
(a)
Water will affect the mass/only want to measure water taken up or lost;
(b)
4 cm3 (of 1.0 mol dm3 sodium chloride solution) and 16 cm3 (of
distilled water);
Reject: factors and multiples of these figures e.g. 2 cm3 and 8 cm3,
as final volume should be 20 cm3
1
(c)
(d)
Page 22 of 25
(e)
[8]
M7.
(a)
(i)
1.08;
Must be to 3 significant figures, as in the table
1
(ii)
(iii)
(Allows)
Accept: outliers instead of anomalies
Anomalies to be identified/effect of anomalies to be reduced/
effect of variation in data to be minimised;
Reject: idea of not recording anomalies/preventing anomalies from
occurring
A mean to be calculated;
Neutral: average
2
(b)
(i)
(ii)
[9]
Page 23 of 25
M8.
(a)
(b)
(c)
(i)
(ii)
[7]
Page 24 of 25
Page 25 of 25