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AS
BIOLOGY
Paper 1

Tuesday 21 May 2019 Afternoon Time allowed: 1 hour 30 minutes

Materials
For Examiner’s Use
For this paper you must have:
• a ruler with millimetre measurements Question Mark
• a scientific calculator.
1

Instructions 2
• Use black ink or black ball-point pen. 3
• Fill in the boxes at the top of this page. 4
• Answer all questions.
5
• You must answer the questions in the spaces provided. Do not write
outside the box around each page or on blank pages. 6
• Show all your working. 7
• Do all rough work in this book. Cross through any work you do not want
8
to be marked.
9
Information TOTAL
• The marks for the questions are shown in brackets.
• The maximum mark for this paper is 75.

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Answer all questions in the spaces provided. box

0 1 . 1 The nucleus and a chloroplast of a plant cell both contain DNA.

Give three ways in which the DNA in a chloroplast is different from DNA in the
nucleus.
[3 marks]

0 1 . 2 Some DNA nucleotides have the organic base thymine, but RNA nucleotides do not
have thymine. RNA nucleotides have uracil instead of thymine.

Give one other difference between the structure of a DNA nucleotide and the
structure of an RNA nucleotide.
[1 mark]

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Figure 1 shows a tRNA molecule. box

Figure 1

0 1 . 3 Name the structures labelled W and X in Figure 1.

[1 mark]

0 1 . 4 Not all mutations in the nucleotide sequence of a gene cause a change in the
structure of a polypeptide.

Give two reasons why.

[2 marks]

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0 2 . 1 What is a monoclonal antibody? box

[1 mark]

0 2 . 2 After a disease is diagnosed, monoclonal antibodies are used in some medical

treatments.

Give one example of using monoclonal antibodies in a medical treatment.

[1 mark]

0 2 . 3 Describe the role of antibodies in producing a positive result in an ELISA test.

[4 marks]

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0 3 Figure 2 shows the structure of two ⍺-glucose molecules. box

Figure 2

0 3 . 1 On Figure 2, draw a box around one chemical group in each glucose molecule used
to form a glycosidic bond.
[1 mark]

0 3 . 2 A precipitate is produced in a positive result for reducing sugar in a Benedict’s test.

A precipitate is solid matter suspended in solution.

A student carried out the Benedict’s test. Suggest a method, other than using a
colorimeter, that this student could use to measure the quantity of reducing sugar in a
solution.
[2 marks]

[Extra space]

Question 3 continues on the next page

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In an investigation, a student wanted to identify the solutions in two beakers, A and B. box

She knew one beaker contained maltose solution and the other beaker contained
glucose solution. Both solutions had the same concentration.
She did two separate biochemical tests on a sample from each beaker.

Test 1 – used Benedict’s solution to test for reducing sugar.

Test 2 – added the enzyme maltase, heated the mixture at 30 °C for 5 minutes, and
then used Benedict’s solution to test for reducing sugar.

Maltose is hydrolysed by maltase.

The student’s results are shown in Table 1.

Table 1

Colour of solution after testing with

Benedict’s solution

Beaker Test 1 Test 2

A red red

B red dark red

0 3 . 3 Explain the results for beakers A and B in Table 1.

[2 marks]

Beaker A

Beaker B

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0 3 . 4 Use of a colorimeter in this investigation would improve the repeatability of the
student’s results.

Give one reason why.

[1 mark]

In Test 1, the student used a measuring cylinder to measure 15 cm3 of solution from a
beaker. The measuring cylinder gives a volume with an uncertainty of ±1 cm3. She
used a graduated syringe to measure 5.0 cm3 of Benedict’s solution. The graduated
syringe gives a volume with an uncertainty of ± 0.5 cm3. She mixed these volumes of
liquid to do the biochemical test.

0 3 . 5 Calculate the percentage error for the measurements used to obtain a 20 cm3 mixture
of the solution from the beaker and Benedict’s solution. Show your working.
[2 marks]

8
Answer = %

Turn over for the next question

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0 4 A scientist identified and counted the invertebrate species present in samples taken at
two sites in a river. The scientist also measured the rate of water flow at each site.

His results are shown in Table 2 and Table 3.

Table 2

Invertebrate species Site 1 Site 2

Anglers’ Curse mayfly 17 5

Flat-headed mayfly 6 8

Slate Drake mayfly 0 6

Water beetle 12 13

Midge fly 13 13

Total number caught 48 45

Table 3

Site 1 Site 2

Index of diversity 4.7

Rate of water flow / cm s–1 1–14 30–60

0 4 . 1 Complete Table 3 by calculating the index of diversity (d) at Site 1.

N(N–1)
d=
∑ n(n–1)
[1 mark]

Index of diversity (d) =

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0 4 . 2 Explain why it is more useful to calculate an index of diversity than to record species
richness.
[2 marks]

0 4 . 3 Suggest how the scientist measured the rate of water flow in the river.
[1 mark]

0 4 . 4 Use information in Table 2 and Table 3 to suggest and explain a reason for the
difference in the numbers of Slate Drake mayfly at these sites in this river.
[2 marks]

0 4 . 5 It was important that the sampling procedure was standardised when collecting the
Slate Drake mayflies from the two sites.

Give one way in which the sampling procedure could be standardised.

[1 mark]

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0 5 . 1 Place a tick ( ) in the box next to the sequence that shows the correct order of box

magnitude of these measurements.

[1 mark]

50 nm < 0.5 µm < 5 × 10–2 mm < 0.5 × 10–5 m

50 nm < 0.5 µm < 0.5 × 10–5 m < 5 × 10–2 mm

0.5 µm < 50 nm < 0.5 × 10–5 m < 5 × 10–2 mm

0.5 µm < 50 nm < 5 × 10–2 mm < 0.5 × 10–5 m

Figure 3 is an electron micrograph of a chloroplast.

Figure 3

0 5 . 2 Identify structures labelled D and E.

[2 marks]

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0 5 . 3 The detail shown in Figure 3 would not be seen using an optical microscope.

Explain why.
[2 marks]

0 5 . 4 Name an organelle found in both a chloroplast and a prokaryotic cell.

[1 mark]

0 5 . 5 A scientist determined the volume of a plant cell and the volume of organelles it
contained.

They found:

• the volume of a plant cell is 17 500 µm3

• the volume of all the mitochondria in a plant cell is 262.5 µm3
• the volume of all the mitochondria and all the chloroplasts in a plant cell is 44.1% of
the volume of a plant cell.
Use this information to calculate the volume of all the chloroplasts in a plant cell.
[2 marks]

Answer = µm3

Question 5 continues on the next page

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0 5 . 6 A biologist separated cell components to investigate organelle activity. She prepared
a suspension of the organelles in a solution that prevented damage to the organelles.

Describe three properties of this solution and explain how each property prevented
damage to the organelles.
[3 marks]

Property 1

Explanation

Property 2

Explanation

Property 3

Explanation

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0 6 Figure 4 is an image of a fish gill taken using a scanning electron microscope.
Figure 4

0 6 . 1 Identify structures labelled F and G.

[1 mark]

0 6 . 2 Describe and explain the advantage of the counter-current principle in gas exchange
across a fish gill.
[3 marks]

Question 6 continues on the next page

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Scientists captured a large number of three species of fish. box

The scientists measured:

• the water depth where fish were caught

• the concentration of dissolved oxygen at all water depths
• the mean gill surface area and mean body mass of each species of fish caught.
The scientists calculated the ratio of gill surface area to fish body mass.

The results are shown in Figure 5 and Table 4.

Figure 5

Table 4

Water depth where Ratio of gill surface

Fish species
fish were caught / m area to body mass

Anoplopoma fimbria 450–1280 148:1

Careproctus melanurus 850–1307 124:1

Embassichtys bathybius 1205–1307 20:1

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0 6 . 3 Use information in Figure 5 and Table 4 to describe the relationship between:
1. dissolved oxygen concentration and increasing water depth
2. dissolved oxygen concentration and the distribution of Anoplopoma fimbria.
[2 marks]

1. dissolved oxygen concentration and increasing water depth

2. dissolved oxygen concentration and the distribution of Anoplopoma fimbria

0 6 . 4 Using information from Figure 5 and Table 4, what can you conclude about the
adaptation of the gas exchange surfaces of these species of fish?
[2 marks]

Turn over for the next question

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0 7 . 1 Explain how the active site of an enzyme causes a high rate of reaction.
[3 marks]

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Question 7 continues on the next page box

DO NOT WRITE ON THIS PAGE

ANSWER IN THE SPACES PROVIDED

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The action of the enzyme catalase is shown below.

A student investigated the effect of hydrogen peroxide concentration on the rate of

this reaction. He used catalase from potato tissue.

The student:
• put five potato chips in a flask
• added 20 cm3 of 0.5 mol dm–3 hydrogen peroxide solution to the flask
• measured the time in seconds for production of 10 cm3 of oxygen gas
• repeated this procedure with four different concentrations of hydrogen
peroxide solution.

His results are shown in Table 5.

Table 5

Hydrogen peroxide Time for production Rate of reaction

concentration / mol dm–3 of 10 cm3 of oxygen / arbitrary units
gas / seconds

0.5 18

1.0 10

1.5 7

2.0 6

2.5 6

0 7 . 2 Other than those stated, give one factor the student would have controlled in his
investigation.
[1 mark]

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0 7 . 3 The student gave the maximum rate of reaction a value of 1.0 arbitrary units. box

Complete Table 5 by calculating the rate of reaction in arbitrary units at each

hydrogen peroxide concentration. Record the rates using an appropriate number of
significant figures.
[2 marks]

0 7 . 4 Plot a suitable graph of your processed data shown in Table 5.

[3 marks]

0 7 . 5 Suggest a change the student could make to his procedure so that 10 cm3 of oxygen
would be produced in less than 6 seconds.
[1 mark]

10

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0 8 . 1 Describe a biochemical test to confirm the presence of protein in a solution. box

[2 marks]

0 8 . 2 A dipeptide consists of two amino acids joined by a peptide bond. Dipeptides may
differ in the type of amino acids they contain.

Describe two other ways in which all dipeptides are similar and one way in which they
might differ.
[3 marks]

Similarities

Difference

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A solution contained a mixture of three different amino acids. A scientist passed an box

electric current through the solution to separate the amino acids.

She placed a drop of the mixture at one end of a piece of filter paper, attached an
electrode to each end of the paper and switched on the current. She switched off the
current after 20 minutes and stained the paper to show spots of the amino acids at
new positions.

Her results are shown in Figure 6.

Figure 6

0 8 . 3 Explain what the positions of the spots in Figure 6 show about these amino acids.
[3 marks]

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0 9 Read the following passage.

In laboratory tests, scientists investigated the effects of a new drug called ABZ
on stomach tumour cells. They found ABZ stopped mitosis by preventing the
formation of spindle fibres. They also found that ABZ affected some healthy
cells.

Mitosis is a controlled process. Cyclin B is a protein found in a cell’s nucleus. 5

It regulates the timing of mitosis during the cell cycle. Mitosis starts when the
concentration of Cyclin B in the nucleus rises sharply and ends when it falls.
The scientists found that ABZ increased, and maintained, a high concentration
of Cyclin B in stomach tumour cells.

Programmed cell death is called apoptosis. Two nuclear proteins, Bcl-2 and 10
Bax, are involved in controlling apoptosis. Apoptosis is prevented when the
ratio of Bcl-2 to Bax is high and is promoted when this ratio is low. The
scientists found that ABZ decreased the concentration of Bcl-2 and increased
the concentration of Bax in stomach tumour cells.

From their results the scientists claimed that ABZ could be used for the 15
successful treatment of stomach cancer.

Use information from the passage and your own understanding to answer the
questions.

0 9 . 1 Suggest why preventing the formation of spindle fibres (lines 2–3) stopped the cell
cycle.
[2 marks]

0 9 . 2 Suggest and explain why ABZ could be used as a treatment for cancer even though it
affects some healthy cells (lines 3–4).
[1 mark]

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0 9 . 3 What can you conclude about the effect of ABZ on tumour cells?

Use information about changes in the concentrations of Cyclin B (lines 6–7), and
Bcl-2 and Bax (lines 10–14).
[4 marks]

[Extra space]

Question 9 continues on the next page

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0 9 . 4 Evaluate the scientists’ suggestion that ABZ could be used for the successful
treatment of stomach cancer.
[3 marks]

[Extra space]

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END OF QUESTIONS

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