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IGCSE Biology 2020 Paper 6 Syllabus

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100% found this document useful (2 votes)

655 views196 pages

IGCSE Biology 2020 Paper 6 Syllabus

Uploaded by

Zaenab004

We take content rights seriously. If you suspect this is your content, claim it here.

Available Formats

Download as PDF, TXT or read online on Scribd

Cambrige

Lat
igcse Syl est
lab
us
biology

Classified Paper 6
chem-bio.info
For Answers
2020
Table of Contents
1.CLASSIFICATION OF PLANTS AND ANIMALS .....1

2.MOVEMENT IN AND OUT OF CELLS ............31

3.BIOLOGICAL MOLECULES ....................48

4.ENZYMES ................................63

5.PLANT NUTRITION ........................90

6.TRANSPORT IN PLANTS ....................105

7.HUMAN NUTRITION ........................129

8.TRANSPORT IN ANIMALS ....................133

9.GAS EXCHANGE ...........................144

10.RESPIRATION ...........................148

11.HOMEOSTASIS ...........................153

12.REPRODUCTION IN PLANTS .................163

13.VARIATION .............................188
Summer 2011, Variant 1, Question: 3

11 Fig. 3.1 shows sections through ginger (Zingiber officinale) and lotus (Nelumbo nucifera)
stems.

Classification of Plants & Animals

ginger lotus

Fig. 3.1

(a) (i) State one visible similarity between the two stems.

[1]

(ii) Complete Table 3.1 to show three visible differences between the two stems.

Table 3.1

stem

difference ginger lotus

…………………………… ……………………………
1

…………………………… ……………………………

…………………………… ……………………………
2

…………………………… ……………………………

…………………………… ……………………………
3

…………………………… ……………………………

[3]

1
Fig. 2.1 shows a photograph of the larva of an insect.

Fig. 2.1

(a) (i) In the space below make a large drawing of the larva shown in Fig. 2.1.

Classification of Plants & Animals

Labels are not needed.

[5]

2
(ii) Measure the length of the larva in Fig. 2.1 and in your drawing.

length of larva in Fig. 2.1

length of larva in your drawing [2]

(iii) Calculate the magnification of your drawing compared with the larva in Fig. 2.1.

Show your working.

Classification of Plants & Animals

magnification [2]

3
(b) The larva eats through leaf tissue making tunnels in which it lives.

Fig 2.2 shows part of a leaf that has been damaged by these tunnels.

vein position of larva inside tunnel

midrib

Classification of Plants & Animals

Fig. 2.2

(i) Calculate the percentage of the leaf area which has been damaged by the tunnels.

Show your working.

answer % [3]

(ii) Suggest and explain why the tunnels do not extend across the leaf midrib.

[2]

4
Summer 2012, Variant 2, Question: 2

32 The animals labelled A and B in Fig. 2.1 are both arthropods.

A B

×25
×15

Classification of Plants & Animals

Fig. 2.1
(a) Make a large labelled drawing of the head of arthropod B

[5]

(b) A and B belong to the same group of arthropods.

(i) Name this group

[1]

(ii) State two visible features of A and B which show that they belong to this group

2 [2]

5
Fig. 2. shows a anana an a si ilar fr it calle a plantain.

banana

plantain

100 mm

Fig. 2.3

Classification of Plants & Animals

Suggest an investigation to find out if fruit flies are more likely to feed on banana or
plantain.

[3]

[Total: 19]

6
43 Fig. 2.1 shows an arthropod.

Classification of Plants & Animals

× 2.5

Fig. 2.1

(a) You are going to calculate the actual length of the part of the leg that is marked ST in
Fig. 2.1.

Measure the length of line ST.

length of line ST mm

Calculate the actual length of the part of the leg that is marked ST.

Show your working.

actual length of leg mm [3]

(b) Use features, visible in Fig. 2.1, to identify the group of arthropods to which this animal
belongs.

Give two reasons for your answer.

Group

reason 1

reason 2

[3]

[Total: 6]

7
Winter 2011, Variant 1, Question: 2

54 Birds have feathers to cover their bodies.

Fig. 2.1 shows two types of feather, A and B.

Classification of Plants & Animals

A B
Fig. 2.1

(a) (i) Make a labelled outline drawing of feather A.

[4]

8
ii ggest a f nction of feather .

[1]

(iii) Suggest a function of feather B and explain how it is adapted for this function.

Classification of Plants & Animals

[2]

Fig. 2.2 shows feather B placed upon a grid. You will use this to help you to estimate the
surface area of feather B.

Fig. 2.2
(b) (i) Measure the size of one of the grid squares. Use this to calculate the surface area
of feather B.
Show your working.

area of feather B cm2 [3]

9
ii escri e a ore acc rate etho that o co l se to fin the act al s rface
area of feather .

[2]

[Total: 12]

Fig. 3.1 shows three animals A, B and C which belong to the same group of arthropods.

Classification of Plants & Animals

Not to scale

A B C

Fig. 3.1

(a) (i) List three visible features, other than size, which are used to classify them all in the
same group of arthropods.

3 [3]

(ii) Give one visible difference, other than size, between animal,

A and B

A and C . [2]

(iii) Name the group of arthropods to which these three animals belong.

[1]

(b) Name one other group of arthropods and describe how this group differs from the one
you have named in (a)(iii).

group of arthropods

difference 1

difference 2 [3]

10 [Total: 9]
Winter 2012, Variant 1, Question: 2

5 Fig. 2.1 shows the upper surface of two leaves, W3 and W4.

W3 W4
Fig. 2.1

Classification of Plants & Animals

(a) Make a large, labelled drawing of leaf W3.

[4]
(b) Carefully observe leaf W3 and leaf W4 in Fig. 2.1.

Describe one similarity and two differences that you can see. Do not include size in
your comparison.

(i) similarity

[1]

(ii) differences

[2]

11
Fig. 2.2 shows a photo icrograph of a section of a leaf si ilar to .

cell Y

A B

Classification of Plants & Animals

× 280

Fig. 2.2

(ii) Draw arrows on Fig. 2.2 to show the pathway that carbon dioxide gas must take to
reach the photosynthetic cell labelled in (c)(i) from the air outside the leaf. [2]

12
eas re the length fro to of cell on Fig. 2.2.
ecor o r eas re ent.

length fro to
mm
Calculate the actual length of cell Y.

Show your working.

Classification of Plants & Animals

actual length of cell Y mm [3]

13
hen leaves ie the fall fro the tree an are event all eco pose .
o e st ents investigate the eco position of sa ples of leaves. he a e rawings an weighe the
sa ples at intervals over a perio of two ears.

a le 2.1 shows the res lts of this investigation.

mass of leaves in appearance of one leaf in

time / months
sample / g the sample.

0 42.5

Classification of Plants & Animals

6 46.0

12 32.5

18 16.0

24 7.5

(e) (i) Describe and explain the changes in appearance of the leaves during the two
years.

[3]

14
ii se the eas re ents fro a le 2.1 to plot a graph to show how the ass of the
leaf sa ples change with ti e.

Classification of Plants & Animals

[4]

(iii) Describe the results for the change in mass shown on the graph.

[3]

[Total: 23]

15
Winter 2012, Variant 1, Question: 2

6 Fig. 2.1 shows two leaves, R and S, from different plants.

R S

Classification of Plants & Animals

actual size

Fig. 2.1

(a) (i) Make a large drawing of R to show:

• the shape of the leaf

• the arrangement of the veins in the leaf.

Label the main vein (midrib).

[4]

16
(ii) Draw a line across the widest part of R in Fig. 2.1. Measure, in millimetres, the distance
and record your result. Include your units.

distance across the widest part of R ..................................................................................

Draw a line across the widest part of your drawing, measure the distance (in millimetres)
and record your result. Include your units.

distance across widest part of drawing of R ...................................................................[3]

(iii) Calculate the magnification of your drawing.

Show your working.

Classification of Plants & Animals

Give your answer to the nearest whole number.

magnification × ............................................................[2]

(b) (i) Complete Table 2.1 by recording two visible differences, other than colour, between
leaves R and S.

Table 2.1

R S

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

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

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

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

[2]

(ii) State, with a reason, which of the leaves, R or S, is from a monocotyledon.

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

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

17
(c) Some students were provided with two leaves, V and W, from different plants. In an
investigation into water loss, the students recorded the mass of each of these leaves every
5 minutes for 60 minutes.

(i) The humidity did not change during the investigation.

State two other variables that should be kept constant during the investigation.

Describe how each variable could be kept constant.

1. variable ..........................................................................................................................

method of keeping constant ..............................................................................................

Classification of Plants & Animals

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

2. variable ..........................................................................................................................

method of keeping constant ..............................................................................................

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

The results are shown in Table 2.2.

Table 2.2

time / min mass of V / g mass of W / g

0 5.2 7.5

5 4.8 7.2

10 4.0 6.5

15 5.5 6.0

20 3.2 5.5

25 2.9 5.1

30 2.8 4.3

35 2.7 4.0

40 2.4 3.6

45 2.2 3.2

50 1.8 3.0

55 1.8 2.9

60 1.8 2.7

18
(ii) The students assumed that the change in mass was due to water loss.

Describe how the students could show that water is lost from the leaves.

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

Classification of Plants & Animals

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

(iii) Describe two similarities and two differences in the pattern of water loss of leaf V and leaf
W.

similarities

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

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

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

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

differences

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

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

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

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

[Total: 23]

19
Summer 2018, Variant 1, Question: 2

7 A student wanted to investigate a garden ecosystem.

She counted the number of insects caught in spider webs in one small section of the garden.

She found six spider webs in the small section of garden sampled.

Diagrams of the spider webs are shown in Fig. 2.1. Each black dot represents one insect
caught in a spider web.

A B

Classification of Plants & Animals

C D

E F

not drawn to scale

Fig. 2.1

20
(a) (i) Use Fig. 2.1 to complete Table 2.1.

Table 2.1

spider web number of insects caught in each web

Classification of Plants & Animals

total

[2]

(ii) Calculate the average number of insects per web in the small section of garden, using
the information in Fig. 2.1 and Table 2.1.

Space for working.

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

(iii) The student counted the total number of spider webs in the whole garden and found that
there were a total of 102 spider webs.

Use this information and your answer to part 2(a)(ii) to estimate the total number of
insects caught in webs in the whole garden.

Space for working.

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

(iv) Suggest one reason why the estimated total number of insects caught in webs in the
whole garden may not be accurate.

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

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

21
(b) Fig. 2.2 is a photograph of a spider.

is the upper part of the body and starts at label X on Fig. 2.2. The lower part of the body is
called the abdomen and is nearest to label Y on Fig. 2.2.

Classification of Plants & Animals

Fig. 2.2
(i) Make a large drawing of the spider in Fig. 2.2 to show its outline, including its legs.
Label the abdomen.

[5]
22
(ii) Measure the length of the spider between points X and Y on Fig. 2.2. Include the units.

Length of line XY on the spider in Fig. 2.2 ........................................................................

Draw a line in the same position on your drawing and measure the length on your
drawing.

Length of line XY on the spider in your drawing ................................................................

Calculate the magnification of your drawing using your measurements and the following
equation:

length of line XY on your drawing

magnification =
length of line XY on Fig. 2.2

Space for working.

Classification of Plants & Animals

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

Table 2.2

type of organism number found in the garden ecosystem

trees 2
bushes 5
other plants 37
herbivores 118
carnivores 14

23
(i) Plot a bar chart of the data in Table 2.2.

Classification of Plants & Animals

[3]

(ii) Herbivores and carnivores are animals.

Use the data in Table 2.2 to calculate the ratio of animals to plants.

Show your working and give your answer in its simplest form.

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

[Total: 18]

24
Summer 2018, Variant 3, Question: 2

8 Fig. 2.1 shows an image of a monarch butterfly, Danaus plexippus.

head

forewing

Classification of Plants & Animals

hindwing

magnification ×1

Fig. 2.1

(a) Make a large drawing of one of the hindwings of the monarch butterfly shown in Fig. 2.1.

[4]

25
(b) Fig 2.2 shows an image of a viceroy butterfly, Limenitis archippus.

magnification ×1

Classification of Plants & Animals

Fig. 2.2

Describe one visible similarity and two visible differences between the viceroy and the
wings.

similarity ....................................................................................................................................

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

difference 1 ...............................................................................................................................

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

difference 2 ...............................................................................................................................

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

26
(c) A student investigated the relationship between the body mass of monarch butterflies and the
length of their forewings. The student recorded the data for five butterflies in Table 2.1.

Table 2.1

butterfly body mass / g forewing length / mm

A 0.2 38
B 0.3 42
C 0.5 50
D 0.7 58
E 0.8 62

Classification of Plants & Animals

(i) Plot a graph on the grid to show the relationship between body mass and forewing
length.

[4]
(ii) Describe the relationship shown on the graph.
...........................................................................................................................................

.......................................................................................................................................[1]
(iii) A student found a monarch butterfly with a forewing length of 55 mm. Use the graph to
estimate the body mass of this butterfly.

Show on the graph how you obtained your answer.

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

27
Winter 2012, Variant 3, Question: 1

9 Fig. 1.1 shows a woodlouse.

Classification of Plants & Animals

Fig. 1.1

(a) (i) Name the invertebrate group to which this animal belongs.

[1]

(ii) Describe two features that are characteristic of this invertebrate group.

2 [2]

Small invertebrates such as woodlice respond to different environmental conditions.

24 woodlice were placed in a choice chamber linked by a connecting passage, as shown in

Fig. 1.2.

12 of the woodlice were placed in the damp area on one side of the choice chamber; the
other 12 were placed in the dry area on the other side of the choice chamber.

connecting passage woodlouse

transparent lid
choice chamber
damp dry

Fig. 1.2

28
After 5 minutes the number of woodlice in each area of the chamber was recorded.

The woodlice were released into their natural environment.

This procedure was repeated four more times using different woodlice.

The results are shown in Table 1.1.

Table 1.1

positions of woodlice number of number of

trial woodlice in woodlice in
damp area dry area the damp area the dry area

Classification of Plants & Animals

connecting
1 passage
...................... ......................

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

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

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

5
...................... ......................

total
...................... ......................

mean
...................... ......................

(b) Complete Table 1.1 by:

(i) counting and recording the number of woodlice in each area of the choice chamber
for each trial;

[2]

(ii) calculating the total number of woodlice and the mean for each area.

[2]

29
(c) Draw a pie-chart on the diagram below to show the mean number of woodlice in each
area of the chamber. Give a key to identify the areas.

Key

Classification of Plants & Animals

. [2]

(d) Explain how the behaviour of the woodlice would help them to survive in their natural
habitat.

[3]

(e) Suggest how you might improve this investigation.

[3]

[Total: 15]

30
Winter 2005, Variant 1, Question: 1

Fifteen pieces of raw Irish potato, Solanum tuberosum, were cut carefully to a length of
60mm.

Three pieces were placed in each of five different concentrations of glucose solution and left
for 2 hours. The pieces were removed and their lengths measured.

Table 1.1 shows the appearance of these pieces at the end of the two hours.

Table 1.1
concentration potato pieces after being left in length of change in
of glucose glucose solutions potato / mm length / mm
solution /
mol dm–3

0.2 65
1 ..............

Movement in and Out of Cells

67
2 ..............
66
3 ..............

66
mean ........ .................

0.4 65
1 ..............
61
2 ..............
63
3 ..............

63
mean ........ .................

0.6 56
1 ..............
61
2 ..............
60
3 ..............

59
mean ........ .................

0.8 1 ..............

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

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

mean ........ .................

1.0 1 ..............

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

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

mean ........ .................

31
(a) (i) Measure the length of each piece carefully and record these measurements in
Table 1.1. Write in the figures on the dotted lines. Nine measurements have been
completed for you.
[1]

(ii) Calculate the mean [average] length of the potato pieces. The first three rows have
been completed for you.
[1]

(iii) Calculate the change in mean length in all five concentrations of glucose solutions.
[2]

(iv) Explain why three pieces of potato were used in each solution and not just one
piece.

Movement in and Out of Cells

[1]

(b) (i) Plot the change in mean length of potato against concentration of glucose solution
on the grid below.

Draw a line of best fit through the points.

change
in mean
length
/ mm

concentration of glucose solution / mol dm–3

[4]

32
(ii) Describe and explain the changes in mean length of the potato pieces in the different
glucose solutions.

Movement in and Out of Cells

[4]

(c) (i) Using the information from the graph, estimate the glucose concentration which
results in no change in mean length.

[1]

(ii) Suggest why, at this glucose concentration, there is no change in length.

[2]

total [16]

33
Winter 2011, Variant 2, Question: 2

An investigation was carried out to find the effect of salt (sodium chloride) solution, on
potato tissue.

A large potato was cut into long thin strips, called chips. Each chip measured 60 mm in
length.

One chip was placed in a concentrated salt solution and another chip was placed in distilled
water.

After three hours these chips were removed from the liquids.

The chips are shown in Fig. 2.1.

Movement in and Out of Cells

salt solution distilled water

Fig. 2.1

(a) (i) Measure the length of the chips in Fig. 2.1.

Calculate any change in length.
Record your measurements in Table 2.1.

Table 2.1

chip in salt solution chip in distilled water

length / mm

change / mm

[2]

34
(ii) Explain the changes that you have recorded for these two chips.

Movement in and Out of Cells

[4]

(b) A similar investigation was carried out by a group of students.

They measured the mass of five chips before putting each chip in a different
concentration of sucrose solution.
The chips were left in the solution for two hours.
After two hours each chip was removed from the sucrose solution and its mass
measured.

Their results are shown in Table 2.2.

Table 2.2

concentration of mass after difference in

mass at start percentage
sucrose solution 2 hours mass
/g change
/ g dm-3 /g /g

0.0 1.36 1.49 +0.13 +9.56

35.0 1.41 1.48 +0.07 +4.96

70.0 1.46 1.47 +0.01 +0.68

175.0 1.47 1.38 −0.09 −6.12

345.0 1.45 1.31 −0.14

…………….

35
(i) Complete Table 2.2 by calculating the percentage change in mass for the most
concentrated solution. Show your working.

[1]

(ii) Suggest why it is necessary to calculate the percentage change in mass when
comparing the chips.

[1]

Movement in and Out of Cells

(iii) Plot a graph to show the percentage change in mass against the concentration of
the sucrose solution. Use the grid and axes provided.
percentage change in mass

concentration of sucrose
solution / g dm–3

[4]

g dm-3 [1]

(ii) Explain why the mass of a chip in this solution would stay the same.

[1]

[Total: 14]

36
Summer 2018, Variant 3, Question: 1

3 A student investigated the effect of different concentrations of salt solution on a hollow plant stem.

They were provided with a 2% salt solution and distilled water. The student used these to make up
different concentrations of salt solution.

Step 1 Four test-tubes were labelled 1, 2, 3 and 4.

Step 2 The information in Table 1.1 was used to make up the four different salt solutions in the
test-tubes.

Table 1.1

test-tube volume of 2% salt volume of distilled final percentage

solution / cm3 water / cm3 concentration of salt
solution

Movement in and Out of Cells

1 0 20 0.0
2 5 15
3 10 10 1.0
4 20 0 2.0

(a) (i) Complete Table 1.1 by calculating the final percentage concentration of the salt solution
in test-tube 2.

Space for working.

[1]

Step 3 The contents of each test-tube were poured into four Petri dishes labelled 1, 2, 3 and 4.

Step 4 A hollow stem was cut into 12 rings using a sharp scalpel. Each stem ring was
approximately 2 mm long, as shown in Fig. 1.1.

2 mm long section of hollow stem

Fig. 1.1

37
Step 5 Each stem ring was then cut open as shown in Fig. 1.2.

Movement in and Out of Cells

Step 6 Three cut stem rings were put into each of the different salt solutions in the labelled Petri
dishes and left for 10 minutes.

Fig. 1.3 shows the appearance of the cut stem rings after 10 minutes.

Petri dish 1 Petri dish 2

Petri dish 3 Petri dish 4

Fig. 1.3

Step 7 The distance between the two cut ends of each stem ring can be measured, as shown in
Fig. 1.4.

In the example shown in Fig. 1.4 the distance is 12 mm.

0 10 20 30 40 50 60 70 80 90 100

38
(ii) Measure the gap between the cut ends of all of the stem rings shown in Fig. 1.3.

Prepare a table in the space provided and record your measurements in your table.

Your table should show:

• all of your results

• a calculated average for each solution.

Movement in and Out of Cells

[4]

(iii) Use Table 1.1 and your measurements to describe the results shown in Fig. 1.3.

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

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

(b) Identify one hazard in step 4 and describe a suitable safety precaution.

hazard .......................................................................................................................................

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

precaution .................................................................................................................................

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

39
(c) Explain why more than one ring of the hollow stem was placed into each Petri dish.

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

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

(d) (i) State the variable that was changed (independent variable) in this investigation.

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

(ii) Identify two variables that were kept constant in this investigation.

Movement in and Out of Cells

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

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

(e) There are potential errors in steps 4 and 7.

Identify two of these errors and suggest an improvement for each.

error 1 .......................................................................................................................................

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

improvement 1 ..........................................................................................................................

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

error 2 .......................................................................................................................................

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

improvement 2 ..........................................................................................................................

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

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

40
(f) Fig 1.5 shows a section through a hollow plant stem observed through a light microscope.

B
magnification ×50

Fig. 1.5

Movement in and Out of Cells

Measure the length of AB on Fig. 1.5. Include the unit.

measured length of AB on Fig. 1.5 ....................................

Calculate the actual length of AB using the following equation:

measured length of AB
magnification =
actual length of AB

Show your working.

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

[Total: 20]

41
March 2018, Variant 2, Question: 1

4 (a) A student investigated the effect of different concentrations of sucrose solution on the
movement of water into and out of potato cells by osmosis.

Water enters cells if the solution outside the cells is less concentrated than the solution inside
the cells.

Water exits cells if the solution outside the cells is more concentrated than the solution inside
the cells.

Prepare a table to record your results in (a)(i).

The student was given four different concentrations of sucrose solution labelled A, B, C
and D.

The student was also given four potato sticks which were cut to the same length and diameter.

Movement in and Out of Cells

Step 1 The student measured the length of four potato sticks. The potato sticks for this step
are shown in Fig. 1.1.

length

A B C D

Fig. 1.1

Step 2 The student labelled a large test-tube A and used a syringe to put 25 cm3 of sucrose
solution A into the large test-tube.

Step 3 The student repeated step 2 using solutions B, C and D and three more large test-
tubes. The student reused the syringe from step 2.

42
Step 4 The student placed one potato stick into each of the four large test-tubes, A, B, C
and D. This step is shown in Fig. 1.2.

potato stick

Movement in and Out of Cells

solution

A B C D

Fig. 1.2

Step 5 The potato sticks were left in the solutions for 30 minutes.

Step 6 After 30 minutes the student removed the potato sticks from the solutions and
measured the length of each potato stick. The potato sticks for this step are shown
in Fig. 1.3.

A B C D

Fig. 1.3

43
(i) Measure the length of each potato stick in Fig. 1.1 and Fig. 1.3 and record the results in
your table in (a)(i).

Prepare a table to record your results in the space provided.

Your table should show:

• the length of the potato sticks at the start

• the length of the potato sticks after 30 minutes
• the change in length of the potato sticks.

Movement in and Out of Cells

[4]

(ii) Suggest why it is important to compare the change in length rather than the final lengths
of the potato sticks in this type of investigation.

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

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

44
(b) The student examined each potato stick after the 30 minutes soaking time. Their observations
are recorded in Fig. 1.4.

potato stick A - slightly soft, bends a little

potato stick B - very hard and easy to snap in half

potato stick C - very soft and bends easily

potato stick D - does not bend but difficult to snap in half

Fig. 1.4

Movement in and Out of Cells

(i) Use the information in your table of results and in Fig. 1.2 and Fig. 1.4 to identify solutions
A, B, C and D.

Write your answers in Table 1.1.

Table 1.1

relative concentration of solution

sucrose solution letter
least concentrated

most concentrated
[2]

(ii) Explain how the results support your answer to part (b)(i).

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

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

(iii) Identify one source of error with the method and suggest an improvement.

error ...................................................................................................................................

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

improvement .....................................................................................................................

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

45
(iv) State one of the controlled variables for this investigation.

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

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

(c) Another investigation was carried out into the effect of different concentrations of sucrose
solution on potato sticks.

In this investigation students decided to measure the change in mass rather than the change
in length.

The students followed a similar method to the one in your investigation but they left the potato
sticks to soak for three hours instead of 30 minutes.

(i) Suggest why the students left the potato sticks in the solutions for three hours instead of

Movement in and Out of Cells

30 minutes.

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

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

(ii) The students dried the potato sticks on paper towels before measuring the mass of each
potato stick.

Suggest why this step was not important in the investigation described in 1(a), where
length was measured.

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

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

Table 1.2 shows their results.

Table 1.2

concentration of percentage
sucrose solution change
/ g per dm3 in mass
0 29.5
70 12.0
140 –3.0
210 –15.0
280 –26.0
350 –29.5

46
(iii) Using Table 1.2, plot a graph on the grid to show the effect of the concentration of
sucrose solution on the percentage change in mass.

The y-axis has been started for you.

Movement in and Out of Cells

[4]

(iv) Use your graph to find the concentration of sucrose solution that would cause no change
in mass of the potato stick.
Mark this point on your graph with a + and record the concentration.
Include the unit.

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

(v) Students tested other potatoes and found different values for the concentration of
sucrose solution that would cause no change in mass.

Suggest one reason for this.

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

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

[Total: 22]

47
Winter 2002, Variant 1, Question: 2
17
1 Ascorbic acid (vitamin C) is found in fresh fruits and vegetables. The amount in a known
quantity of fruit juice can be determined by decolourising a blue dye, DCPIP.

(a) Students were provided with 0.1% ascorbic acid solution (0.1 g ascorbic acid in
100 cm3 water) and 0.1% freshly prepared DCPIP solution.

1 cm3 DCPIP was placed in a clean test-tube. The ascorbic acid was added, using a
graduated pipette, until the blue colour disappeared.

The test was carried out five times and the results are shown in Table 2.1.

Table 2.1

volume of
test ascorbic
acid (cm3)

1 1.5

Biological Molecules
2 1.0

3 1.1

4 0.9

5 1.0

average

(i) Complete Table 2.1 by calculating the average (mean) value of the data. [1]

(ii) Examine the data in Table 2.1.

Suggest a more reliable average value, stating a reason for your answer.

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

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

48
(b) The test was repeated on a range of different fruit juices using 1 cm3 of DCPIP each
time.

Fig. 2.1 shows the results of these tests. Each graduated pipette originally contained
1 cm3 of a different fruit juice.

lemon apple grapefruit lime grape

0 0 0 0 0 original level
of fruit juice
0.1 0.1 0.1 0.1 0.1

0.2 0.2 0.2 0.2 0.2 1 cm3 graduated

0.3 0.3 0.3 0.3 0.3
pipette
0.4 0.4 0.4 0.4 0.4

0.5 0.5 0.5 0.5 0.5

0.6 0.6 0.6 0.6 0.6

0.7 0.7 0.7 0.7 0.7

Biological Molecules
0.8 0.8 0.8 0.8 0.8

0.9 0.9 0.9 0.9 0.9

Fig. 2.1

In Table 2.2,

(i) record the volumes of fruit juices used;

(ii) calculate and record the amount of ascorbic acid in each fruit juice using the
formula
n
= concentration of ascorbic acid in a fruit juice in g per cm3
p
where,

n = volume of ascorbic acid from (a)(ii);

p = volume of fruit juice needed to decolourise DCPIP.

49
Table 2.2

type of juice lemon apple grapefruit lime grape

volume of juice
used to decolourise
DCPIP = p cm3
n
= g of
p
ascorbic acid

[5]
(iii) On the grid, show your results in an appropriate form to compare the ascorbic acid
content of the five fruit juices.

[4]
Biological Molecules

Describe a simple investigation you could carry out to show the effect of storage on the
ascorbic acid content of one of the five fruit juices.

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

......................................................................................................................................[3]
[Total : 15]

50
Summer 2011, Variant 3, Question: 1

2 Some students carried out tests for vitamin C.

They were provided with three vitamin C solutions, S1, S2 and S3.

S1 had a concentration of 0.2% vitamin C.

S2 had a concentration of 0.05% vitamin C.
The concentration of S3 was not known.

• The students measured 1 cm3 of starch solution into a test-tube.

• They added 1 cm3 of solution S1.

• The students added iodine solution, counting drop by drop, until a blue colour
appeared. This was the end-point for solution S1.

• They repeated the test on solutions S2 and S3.

These are the results that the students recorded.

Biological Molecules
(a) Record the students’ observations in a suitable table using the space below.

[4]

51
(b) Use these results to suggest the approximate vitamin C concentration of S3.

Give reasons for your answer.

[3]

Biological Molecules
1.

[4]

52
Summer 2013, Variant 1, Question: 1

3 Fig. 1.1 shows a bird’s egg. Part of the shell has been removed.

shell

yolk

albumen

Fig. 1.1

Approximately 90 % of albumen is water. The remaining 10 % is made up of other

substances such as reducing sugar.

Biological Molecules
(a) Describe how you could safely test a sample of albumen for reducing sugar.

[4]

(b) A student tested some albumen for the presence of protein using Biuret reagent.
The solution changed colour. It was a positive result.

Describe this colour change.

[1]

53
(c) Fig. 1.2 shows an experiment to investigate the effect of acid on albumen.

3 drops 3 drops of
of water dilute acid

Biological Molecules
test-tube 1 test-tube 2
Fig. 1.2

The test-tubes were observed after five minutes.

The results are shown in Table 1.1.

Table 1.1

test-tube observation

1 stayed as a clear liquid

2 changed from a clear liquid to a white solid

(i) State a conclusion that can be made from these results.

[1]

(ii) State why water was added to test-tube 1.

[1]

54
(d) Fat is present in the yolk.
A student carried out the emulsion test on a sample of yolk and it gave a positive result.
State what the student would observe.

[1]

(e) Two students wanted to investigate the effect of concentration of acid on albumen.

For this investigation, suggest a suitable:

variable to change;

variable to measure or observe;

variable to control. [3]

Biological Molecules
[Total: 11]

55
Summer 2013, Variant 3, Question: 1

4 (a) Some students investigated the effect of enzyme concentration on starch.

They were provided with a Petri dish containing a layer of starch agar jelly.
The students cut three small holes in the starch agar jelly and labelled them as shown
in Fig. 1.1.

Petri dish starch agar jelly

R Q hole in the
starch agar jelly

Fig. 1.1

They placed the starch agar jelly that had been cut out of the holes on a white tile and
added two drops of dilute iodine solution to each piece.

The dilute iodine solution changed from yellow/brown to deep blue.

(i) State why the colour changed.

Biological Molecules
[1]

The students were given two different concentrations of the same enzyme,
solution 1 and solution 2.

• They put two drops of enzyme solution 1 into hole P.

• They put two drops of enzyme solution 2 into hole Q.
• They put two drops of water into hole R.
• After 15 minutes dilute iodine solution was poured over the surface of the
starch agar jelly.

56
Fig. 1.2 shows the appearance of the surface of the starch agar jelly after dilute iodine
solution had been added. The Petri dish was placed on a piece of squared paper.

P
key
deep blue
clear
hole in the
starch agar
R Q

Biological Molecules
jelly

1 small square = 4mm 2

= 4mm 2

Fig. 1.2

(ii) Holes P, Q and R are the same size.

Use the grid and count the squares to estimate the area of hole R.

area of hole R mm2 [1]

57
(iii) Describe the results shown in Fig. 1.2.

[3]

(iv) Explain the results shown in Fig. 1.2.

Biological Molecules
[3]

(v) Suggest the name of the enzyme used in this investigation.

[1]

(vi) State why water was added to hole R.

[1]
(b) Germinating seeds produce enzymes that change stored food into soluble materials.

Suggest a method similar to that in (a) that you would use to find out if germinating pea
seeds produce the same enzyme as in enzyme solutions 1 and 2.

[4]

58
Paper 6: Osmosis & Biological Molecules
Summer 2014, Variant 1, Question: 1
29
5 Starch is broken down into reducing sugars in the alimentary canal. The digested products are
absorbed into the blood.

Some students investigated the action of enzymes on the digestion of starch.

(a) Describe how you would carry out a test for starch.

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

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

(b) Describe how you would safely carry out a test for reducing sugars.

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

Biological Molecules
...................................................................................................................................................

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

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

The students used a length of tubing that had been securely tied at one end.

• 5 cm3 of starch solution and 5 cm3 of enzyme solution were added to the tubing.
• A knot was used to close the open end of the tubing.
• The outside of the tubing was rinsed with water.
• The tubing was supported as shown in Fig. 1.1.

knot

large
test-tube
tubing
containing
containing
water
starch and
enzyme solutions

knot
beaker containing water at 35°C

Fig. 1.1

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

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

59
• 2 cm3 were removed immediately from the water in the large test-tube. One drop was placed
on a white tile to test for starch. The remainder was placed in a test-tube to test for reducing
sugar. This was sample 1.

• Four further samples were removed at 10 minute intervals. Each sample was tested for starch
and reducing sugar.

(d) (i) Complete Table 1.1 by writing in the observations for the five reducing sugar tests.

Table 1.1

sample time / min observation conclusion

1 0 none

2 10 very little

Biological Molecules
3 20 some present

4 30 more sugars present

5 40 large amount present

[3]

(ii) The observations for the starch tests were all brown.

Explain what can be concluded from these observations.

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

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

(e) Suggest and explain what happened during the 40 minutes to give the results in (d)(i) and
(d)(ii).

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

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

60
(f) Explain why each of the following procedures was carried out:

(i) the outside of the tubing was rinsed before it was placed in the large test-tube of water;

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

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

(ii) a white tile was used for the starch test.

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

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

(g) (i) Suggest which region of the alimentary canal is represented by the tubing.
Give a reason for your answer.

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

Biological Molecules
...........................................................................................................................................

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

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

(ii) State the name of the enzyme that works in the alimentary canal to break down starch.

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

(h) Some students investigated the effect of pH on the activity of this enzyme.
Their results are shown in Table 1.2.

Table 1.2

pH time for starch to be broken down / min

3.5 9.0
4.0 7.0
5.2 4.0
6.6 1.5
7.0 1.0
8.0 4.5
8.5 10.0

61
(i) Plot a graph to show the results in Table 1.2.

Biological Molecules
[4]

(ii) Use the graph to suggest the optimum (best) pH for this enzyme.

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

(iii) Describe the effect of pH on the activity of this enzyme.

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

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

(iv) Suggest a suitable control for this investigation.

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

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

[Total: 28]

62
March 2016, Variant 2, Question: 1

1 Some students investigated the effect of temperature on the activity of amylase.

Amylase is an enzyme that catalyses the break down of starch.

Starch changes the colour of iodine solution from orange-brown to blue-black.

Step 1 The students added 2 cm3 of starch solution to a test-tube, labelled it W, and placed it
into a beaker of warm water.

Step 2 They added 2 cm3 of starch solution to a second test-tube, labelled it C, and placed it into
a beaker of iced water.

Step 3 The students placed one dropping pipette into each of test-tubes W and C.

Step 4 They waited five minutes before continuing.

Step 5 The students added 10 drops of amylase solution to each of test-tubes W and C and
shook both test-tubes gently.

Step 6 They started a timer.

Step 7 The students immediately tested the liquids in test-tubes W and C for starch using iodine
solution.

Enzyme
Step 8 The students repeated step 7 after 2, 4, 6 and 8 minutes.

(a) Iodine solution can affect the activity of amylase.

The students tested the liquids in test-tubes W and C using iodine solution without affecting
the activity of the amylase.

Describe how the students did this.

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

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

63
The students observed that the liquid from test-tube W turned the iodine solution blue-black after
0 minutes, dark brown after 2 minutes, and it remained orange-brown after 4, 6 and 8 minutes.

The liquid from test-tube C turned the iodine solution blue-black after 0, 2 and 4 minutes and dark
brown after 6 and 8 minutes.

(b) Prepare a table to record these observations in the space below.

[4]
Enzyme
(c) Suggest reasons for:

(i) waiting for five minutes at step 4

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

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

(ii) using separate dropping pipettes for test-tubes W and C.

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

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

64
(d) Explain the observations for test-tube W.

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

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

(e) The students concluded:

“The higher the temperature, the greater the activity of amylase.”

Do you agree with this conclusion?

Give a reason for your answer.

Enzyme
...................................................................................................................................................

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

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

(f) There is a source of error in step 5 of the method.

(i) Identify this source of error.

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

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

(ii) Suggest apparatus that could be used to minimise this source of error.

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

65
(g) State one other source of error in the method used in this investigation.

Suggest how to improve the method to minimise this source of error.

error ..........................................................................................................................................

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

improvement .............................................................................................................................

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

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

(h) Some students stated:

“The activity of amylase is greatest at 40 °C.”

Describe an investigation to test whether this statement is correct.

Enzyme
The investigation should be similar to that described in steps 1–8.

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

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

66
(i) Amylase breaks starch down into reducing sugars.

Outline how the students could show that reducing sugars are present in a solution.

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

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

[Total: 24]

Enzyme

67
Summer 2016, Variant 1, Question: 1

Metabolic reactions in cells produce toxic chemicals which can be converted to harmless or less
toxic chemicals.

Hydrogen peroxide is broken down using the enzyme catalase which is found in most cells.

Fig. 1.1 shows this reaction.

catalase
hydrogen peroxide water and oxygen
2H2O2 2H2O + O2

Fig. 1.1

A student investigated the effect of alcohol (ethanol) on the activity of catalase found in potato,
using three pieces of potato cut to the same size.

Fig. 1.2 shows these pieces of potato.

height

width
length

Enzyme
A B C

Fig. 1.2

(a) (i) Measure the length, width and height of one of these pieces of potato.

Record your results in Table 1.1.

Table 1.1

length of potato piece width of potato piece height of potato piece

/ mm / mm / mm

[1]

Step 1 The student labelled six test-tubes, 1, 2, 3, 4, 5, and 6 and used a syringe to add 10 cm3
of hydrogen peroxide solution to each of the test-tubes.

Step 2 They cut potato piece A to obtain two slices of similar size.

Step 3 The student placed the free end of a delivery tube into a large test-tube containing water.

Step 4 They placed one of the slices of potato piece A into the hydrogen peroxide solution in
test-tube 1.

Step 5 The student immediately placed the rubber bung attached to the delivery tube into
test-tube 1 and pushed it in as tightly as possible, as shown in Fig. 1.3.

68
delivery tube
bung bubble
water in large
test-tube

hydrogen peroxide empty beaker

solution
potato slice

Fig. 1.3

Step 6 They counted the number of bubbles released from the delivery tube in 3 minutes.

Step 7 The student repeated steps 4–6 for the second slice of potato piece A using test-tube 2.

Step 8 They repeated steps 2–7 for potato piece B using test-tubes 3 and 4.

Step 9 They repeated steps 2–7 for potato piece C using test-tubes 5 and 6.

The student used a tally to count the number of bubbles.

Fig. 1.4 shows their tally count.

Enzyme
A1 A2

B1 B2

C1 C2

Fig. 1.4

69
(ii) Prepare a table to record the student’s results.
Your table should show:

• the numbers of bubbles produced by each slice of potato in 3 minutes

• the mean number of bubbles produced by each of potato piece A, B and C.

Complete your table using the results from Fig. 1.4.

Enzyme
[5]

(b) (i) Suggest why the free end of the delivery tube was placed in the water before adding the
potato slice to the hydrogen peroxide solution and connecting the test-tube to the bung
of the delivery tube.

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

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

(ii) Explain why the bung of the delivery tube must fit tightly into the test-tube.

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

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

70
(c) The pieces of potato that the student used in their investigation were soaked in different
concentrations of alcohol for 24 hours.

• Potato piece A was soaked in 20% alcohol.

• Potato piece B was soaked in 2% alcohol.
• Potato piece C was soaked in 10% alcohol.

(i) Suggest the relationship between the number of bubbles and the activity of catalase.

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

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

(ii) Compare the activity of catalase in the potato pieces A, B and C.

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

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

(iii) Predict the number of bubbles that would be produced in 3 minutes if a piece of potato

Enzyme
was soaked in 50% alcohol before being placed in hydrogen peroxide solution.

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

(d) (i) State one variable that has been controlled in the student’s investigation.

Describe how this variable was controlled.

variable ..............................................................................................................................

how it was controlled .........................................................................................................

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

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

(ii) The method of measuring the oxygen gas produced is a source of error.

State one reason why this method is a source of error.

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

Suggest how to improve the method to minimise this error.

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

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

71
(iii) Identify the source of error in step 2. State why this is a source of error.

source of error ...................................................................................................................

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

reason ...............................................................................................................................

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

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

(iv) Describe a control experiment that the student could carry out for this investigation.

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

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

Enzyme
(v) Predict the result expected from the control experiment described in (iv).

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

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

(e) State one safety precaution required when ethanol is used in an investigation.

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

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

72
Winter 2016, Variant 3, Question: 1

Catalase is an enzyme found in plant and animal cells. It catalyses the breakdown of hydrogen
peroxide to form water and oxygen.

catalase
hydrogen peroxide water + oxygen
2H2O2 2H2O + O2

Students investigated the effect of surface area on the breakdown of hydrogen peroxide by
catalase.

They used potato as a source of catalase. They varied the surface area of the potato and measured
the volume of oxygen gas produced by the break down of the hydrogen peroxide.

Step 1 Three potato sticks, of the same diameter, were placed next to each other on a white tile.

Each potato stick was cut to exactly 4 cm in length.

Step 2 One of the potato sticks was cut into eight equal pieces as shown in Fig. 1.1.

Enzyme
Fig. 1.1

Step 3 Step 2 was repeated with another potato stick. The last potato stick was left whole.

Step 4 A 25 cm3 measuring cylinder was submerged in a tub of water and allowed to fill with
water. The measuring cylinder was turned upside down keeping the open end under the
water in the tub as shown in Fig. 1.2.

bung delivery tube

large test-tube

inverted
measuring
cylinder

bubble

potato hydrogen water

peroxide
tub

open end of the

delivery tube

Fig. 1.2

73
A practice experiment was carried out using one of the potato sticks that had been cut into eight
pieces.

Step 5 The open end of the delivery tube was placed into the inverted measuring cylinder in the
tub of water.

Step 6 A syringe was used to add 20 cm3 of hydrogen peroxide to a large test-tube.

Step 7 All eight pieces of potato were added to the large test-tube and the delivery tube bung
was immediately placed into the large test-tube.

Step 8 A timer was started and the large test-tube was shaken every 30 seconds for three
minutes.

Step 9 The volume of oxygen gas collected in the measuring cylinder for the practice experiment
was recorded as 2.5 cm3.

Step 10 The contents of the large test-tube were discarded. The large test-tube was rinsed with
distilled water before being reused.

Step 11 Steps 4 to 8 were repeated with the remaining whole potato stick. The volume of oxygen
gas collected is shown in Fig. 1.3.

Step 12 Steps 4 to 8 were repeated using the remaining potato stick that had been cut into eight

Enzyme
pieces. The volume of oxygen gas collected is shown in Fig. 1.3.

Whole potato Cut potato

stick stick

gas
1 1
2 2
3 3
4 4
5 5
6 6
7 7
8 8
9 9
10 10
water

Fig. 1.3

Step 13 Read the volume of oxygen gas collected in the two measuring cylinders shown in
Fig. 1.3 and record the results in your table in 1(a).

74
(a) Prepare a table to record the results shown in Fig. 1.3. Complete the table by entering the
results.

[4]

(b) (i) The students measured the volume of oxygen gas produced in three minutes. Calculate
the rate of oxygen gas production for each of the values in your table. Give your answer
in cm3 per minute.

Show your working.

Enzyme
whole potato stick ...................................... cm3 per minute

cut potato stick ...................................... cm3 per minute

[2]

(ii) Describe the effect on the surface area of the potato of cutting the potato stick into eight
pieces.

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

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

(iii) Describe and explain, using the results from (b)(i), the effect of surface area on the
volume of oxygen gas produced.

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

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

75
(c) The student used a 25 cm3 measuring cylinder to collect the gas in their practice experiment.
The practice volume of oxygen gas recorded was 2.5 cm3. Suggest why the student then
chose to use a 10 cm3 measuring cylinder for the rest of their investigation.

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

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

(d) State two variables that were kept constant in this investigation.

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

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

(e) Identify two sources of error in this method and suggest an improvement for each error.