A LEVEL

of

BIOLOGY
PRACTICALS

No part of this book may be reproduced, stored in any retrieval system, or transmitted in any form
or by any means for scholarly purposes without prior written permission of the author

In life as in football, you won‘t go far unless you know where the goalposts are. Have a
vision in life. The vision must be followed by venture. It is not enough to stair up the steps
but you must step up the stairs.
Patience and perseverance have a magical effect before which difficulties disappear and
obstacles vanish
THEME: TINOFAMBA NEVANOFAMBA

GWANZURA .R. 0773266 377 / 0717 558 917

MICROSCOPE NOTES

Drawings from a microscope

• Single, clear lines drawn with a sharp pencil.

• No shading or colour on the diagram.
• Informative title to be included.
• Scale included (e.g. high power, low power, x80, x10) to show approximate
magnification.
• Low power tissue plans may not include cells.
• High power diagrams show a few adjacent cells only; adjacent cells must have complete
lines.
• Cells or tissues should be in correct proportions.
• Label lines drawn in pencil using a ruler.

When completing low power plans, you should:

• use a sharp pencil.
• not use any shading
• not draw any individual cells
• make your drawing at least half a page of A4 in size and position the labels to the
side of the drawing
• make all lines clear, complete and not overlapping
• draw label lines with a ruler to the centre of the tissue layer, they should not cross
each other
• ensure tissue layers are all drawn to the correct proportion
• draw a line across two tissues and give the width of this line in eyepiece units.
• check tissue boundaries by using a higher objective lens than that being used to
draw the plan

Annotations

• Whilst a label might be the name of a tissue, an annotation adds a descriptive quality
such as shape, size or colour.

General Principles when drawing.

When assessing biological drawing, marks are awarded for both quality of drawing and labelling. The latter
may include annotation. The general principles described below apply to all types of biological drawing:
Use a sharp pencil only. Don’t use pens or coloured pencils.
Use clear, continuous lines. A line which encloses a shape, such as a circle, should join up neatly without
obvious overlap. Overlapping lines is a common error in hastily drawn sketches and is easily spotted and
penalised by examiners.
Don’t use any form of shading. This includes stippling, cross-hatching and shading. Students find this is a
hard instruction to follow, and it is sometimes difficult to justify. Although shading may help to make the
drawing look more realistic and/or to discriminate between areas of the specimen, it does not represent a
permanent structural feature. Artistic impression is certainly not what is required.

Accuracy is paramount. It shows good observation. Remember that observation is assisted by

understanding, so a good knowledge of theory goes alongside good drawing. Pay particular attention to

A LEVEL BIOLOGY PRACTICALS GWANZURA .R. 0773 266 377 / 0717 558 917 TINOFAMBA
NEVANOFAMBA
the outlines of structures and to the relative proportions of different parts of the specimen. Don’t draw what
you think you should see, for example text book style drawings. Draw what you observe.

Guidelines can help. Faint sketching of the main areas of the specimen which can later be erased may help.
Some students find a simple grid helps them.

Magnification and illumination. To help in the drawing process it is often useful to use a hand lens or a
magnifying glass for larger specimens and, for microscopy, both low and high power lenses when making
preliminary observations. Field biologists usually carry a hand lens as standard equipment. Dissection, and
drawing from a dissection, is greatly aided by good illumination of the specimen by a lamp and by a tripod
lens placed over the material where possible.

Make the drawing large enough. If the specimen is a relatively large structure such as a plant or a section of
an organ, it should normally occupy more than half the available space on the page. In microscopy,
individual cells drawn at high power should be about one to several centimetres in diameter.
• Correct mistakes. If you make a mistake, use a good quality eraser to rub out the lines completely.
• Include a title. Include a title stating what the specimen is.
• Include a scale. Include a scale if relevant (see Labelling below). If you are drawing from a microscope, it is
useful to state the combined magnification of the eyepiece plus objective lenses used when making the
drawing, e.g. x100 (low power) or x400 (high power). Note, though, that this is not the same as recording
the scale.

Labelling
When labelling biological drawings, follow the guidance below:
Use a sharp pencil.
Label all relevant structures, including all tissues in the case of microscopy.
Use a ruler for label lines and scale bars.
Label lines should start exactly at the structure being labelled; don’t use arrowheads.
Arrange label lines neatly and make sure they don’t cross over each other. It is visually attractive, though not
essential, if the length of the label lines is adjusted so that the actual labels are right or left justified, i.e. line
up vertically above each other on either side of the drawing.
Labels should be written horizontally, as in a textbook, not written at the same angle as the label line.
As previously mentioned, a title, stating what the specimen is, should be added at the top or bottom of the
drawing.
Add a scale bar immediately below the drawing if necessary (see below).

Scale and magnification

It is useful to give an indication of the scale/magnification of a drawing, particularly for large specimens
drawn without the aid of a microscope. The actual size of a plant or leaf, for example, may be impossible to
judge simply from a drawing. For drawings made using microscopes, if the actual scale or magnification is
not given, it may be useful simply to indicate whether a low or high power lens was used, preferably the
actual magnification achieved by the combined eyepiece and objective lens, usually just below the title.

Calculating scale/magnification of a drawing

A LEVEL BIOLOGY PRACTICALS GWANZURA .R. 0773 266 377 / 0717 558 917 TINOFAMBA
NEVANOFAMBA
Scale, or magnification, is simply how much bigger or smaller the drawing is compared with the actual
specimen. Calculate as follows:
1. Measure between two appropriate points of the drawing (e.g. total length or width).
2. Measure between the same two points of the specimen.
3. Divide measurement 1 by measurement 2.

Low power drawings

The purpose of a low power drawing is usually to show the distribution of the main tissues within an organ,
for example in a transverse section of a stem or a trachea. Students are required only to identify the tissues
and to delimit the different tissues with boundary lines. No individual cells should be drawn. There should
be no mysterious gaps between tissues.
The temptation is to try to make the drawing look like the specimen, hence the tendency to fill spaces with
cells. The final drawing is basically a map – accurate details of the cells can only be revealed at high power.
Follow these guidelines:
Identify the different tissues, using high power to help if necessary
Draw all tissues and completely enclose each tissue by lines
Don’t draw individual cells
Accuracy is important – the specimen will not necessarily look like a textbook drawing. For example, vascular
bundles in a stem may vary in size and shape.
A representative portion may be drawn if the structure is symmetrical, e.g. a wedge or half of a transverse
section of root or stem, or in the case of a leaf, half a midrib and a small portion of the adjacent lamina.

High power drawings

The purpose of highpower drawings is to show as much accurate detail as microscopy will allow. It is
important to realise that the high power and low power drawings are complementary – neither on its own
looks like the whole
specimen being viewed, but the combination would allow someone to reconstruct the structure being
drawn. As with low power drawings, students often fall into the trap of wanting the drawing to ‘look like
what they see down the microscope’ and draw a lot of cells, none accurately.
Draw only a few representative adjacent cells (assessment questions will usually give specific instructions
about what exactly is required.) If all the cells are similar, then three cells is often sufficient to show both cell
structure and the way in which cells are arranged in relation to each other. In such a case, detail of only one
cell may be needed, with outlines only of adjacent cells just to show their relative positions.
Don’t shade in nuclei – just draw the outline. Similarly with nucleoli

Recording and presenting observations and data

The contents of the results table

The layout and contents of a results table, whether it is for recording numerical data or
Observations, should be decided before the experiment is performed.
‘Making it up as you go along’ often results in tables that are difficult to follow and don’t make
the best use of space. Space should be allocated within the table for any manipulation of the
data that will be required.

The column headings in a results table

The heading of each column must be clear and unambiguous. In columns which are to
contain numerical data, the heading must include both the quantity being measured and the

A LEVEL BIOLOGY PRACTICALS GWANZURA .R. 0773 266 377 / 0717 558 917 TINOFAMBA
NEVANOFAMBA
units in which the measurement is made. The manner in which this information is given
should conform to ‘accepted practice’.

The level of precision of recorded data

It is important that all data in a given column is recorded to the same level of precision, and
that this level of precision is appropriate for the measuring instrument being used.

Tables

The following guidelines should be followed when presenting results in tables.

• All raw data in a single table with ruled lines and border.
• Independent variable (IV) in the first column; dependent variable (DV) in columns to the
right (for quantitative observations) OR descriptive comments in columns to the right (for
• qualitative observations).
• Processed data (e.g. means, rates, standard deviations) in columns to the far right.
• No calculations in the table, only calculated values.
• Each column headed with informative description (for qualitative data) or physical
quantity
• and correct SI units (for quantitative data); units separated from physical quantity using
• either brackets or a solidus (slash).
• No units in the body of the table, only in the column headings.
• Raw data recorded to a number of decimal places and significant figures appropriate to
the least accurate piece of equipment used to measure it.
• All raw data recorded to the same number of decimal places and significant figures.
• Processed data recorded to up to one decimal place more than the raw data.

Graphs

The following general guidelines should be followed when presenting data in graphs.
• The type of graph used (e.g. bar chart, histogram, line graph, pie chart or
scattergram)
• should be appropriate to the data collected.
• The graph should be of an appropriate size to make good use of the paper.
• There should be an informative title.

Line graphs

A LEVEL BIOLOGY PRACTICALS GWANZURA .R. 0773 266 377 / 0717 558 917 TINOFAMBA
NEVANOFAMBA
 • Straight lines should join points. A smooth curve is only drawn if there is reason to
believe that intermediate values fall on the curve.
• The independent variable should be plotted on the horizontal axis (x) and the
dependent variable plotted on the vertical axis (y).
• Axis labels should be stated horizontally and in lower case, using SI units.
• Axes should have an arrow end when there is no scale. If the origin (0,0) is not
included in a printed graph, the axis should be broken.
• Points should be plotted with encircled dots ( ) or saltire crosses ( x ). When multiple
curves are being plotted, vertical crosses ( + ) can be employed.
• If a graph shows more than one curve, then each curve should be labelled to show
what it represents.

• Display of calculations and reasoning

Where calculations are done as part of the analysis, all steps of the calculations must be
displayed so that thought processes involved in reaching the conclusion are clear to a
reader. Similarly, where conclusions are drawn from observational data, the key steps in
reaching the conclusions should be reported and should be clear, sequential and easy to
follow.

• Significant figures
Students should be aware that the number of significant figures to which the answer is
expressed shows the precision of a measured quantity. Therefore, great care should be
taken with regard to the number of significant figures quoted in a calculated value. The
general rule is to use the same number of significant figures as (or at most one more than)
that of the least precisely measured quantity.

• Data layout
Students should be able to make simple decisions concerning how best to present the data
they have obtained, whether this is in the form of tabulated data or as a graph. When plotting
graphs they should be able to follow best practice guidelines for choosing suitable axis
scales, plotting points and drawing curves or lines of best fit. In drawing tables they should
be able to construct a table to give adequate space for recording data or observations.

A LEVEL BIOLOGY PRACTICALS GWANZURA .R. 0773 266 377 / 0717 558 917 TINOFAMBA
NEVANOFAMBA
A LEVEL BIOLOGY PRACTICALS GWANZURA .R. 0773 266 377 / 0717 558 917 TINOFAMBA
NEVANOFAMBA
A LEVEL BIOLOGY PRACTICALS GWANZURA .R. 0773 266 377 / 0717 558 917 TINOFAMBA
NEVANOFAMBA
COMMON QUESTIONS

Suggest three ways in which you could improve this experiment to make your results
more reliable.(eg potato expt)

• Ensure widths of strips are all the same

• Use biger range of solutions (between 0-1)
• Large number of strips/ repeat expt
• Temperature control
• Even dry with paper towel
• All strips from same potato
• Leave for time more than 20 min;
• Increase length of strips
• Cover petri dish
• Weigh

Explain three ways by which you could improve the experimental design.

• Repeat and average

• Shoots of same mass /length / size
• Make it quantitative .ie. measure volume of oxygen
• Control temperature
• Same age/ variety
• Control pH

A LEVEL BIOLOGY PRACTICALS GWANZURA .R. 0773 266 377 / 0717 558 917 TINOFAMBA
NEVANOFAMBA
Table of results

Your table should have:

 correct column headings

 appropriate units in headings (not in body of table)

 columns for sufficient repeats

 appropriate recording of readings, time to the nearest second, same number of

decimal places throughout table except 0

Exemplar table of results

Independent Dependent variable (unit)

variable (unit) Trial 1 Trial2 Trial 3 Mean
Value 1
Value 2
Value 3
Value 4
Value 5

Graphs

Your graph should have:

 the independent variable plotted on the x axis

 the dependent variable plotted on y axis

 the axes labelled correctly

 used at least half of the grid should have been used on both axes

 the correct units on both axes

 a suitable linear scale used on each axis, including a figure at the origin for both axes

 all plots accurately plotted

 the points accurately joined with a suitable line with no extrapolation. Point to point
using a ruler through centres is advised for most graphs

 range bars correctly drawn

5
 Analysis of results

You should be able to :

 identify a trend in the results

 comment on the consistency of the readings

 comment on the accuracy of the readings

 suggest improvements for any inaccuracies identified

 give an explanation of results using relevant and sound biological knowledge

 draw a suitable valid conclusion

6
Calibration of microscope
In order to measure the size of a structure on a microscope slide it is necessary to calibrate
the microscope. Inside the eyepiece of the microscope there is an eye piece graticule. It is
graduated 1-10 with 10 subdivisions between each number therefore the eyepiece graticule
has 100 eyepiece units [epu] along its length.

With different magnifications, the divisions on the eyepiece graticule will cover different
actual lengths of the specimen on the slide.

A stage micrometer is used to measure the length of each division at different

magnifications. There are two types of stage micrometer available, check which you are
using.

Either

The stage micrometer is a slide with a line 1 mm long on it. The line is also marked for
tenths and hundredths of a mm. There are 100 stage micrometer units [smu] on the 1 mm
line. Each stage micrometer unit = 0.01 mm or 10 µm.

Or

The stage micrometer is a slide with a line 10 mm long on it. The line is also marked for
tenths and hundredths of a mm. There are 100 stage micrometer units [smu] on the 10 mm
line. Each stage micrometer unit = 0.1 mm or 100 µm .

7
 To calibrate the microscope

 Line up the zero of the eyepiece graticule and the zero of the stage micrometer.
 Make sure the scales are parallel.
 Look at the scales and see where they are in line again.

eyepiece

stage micrometer

Using this x40 objective lens, 20 stage micrometer units make up 80 eyepiece units.

80 eyepiece units = 20 stage micrometer units

If 1 stage micrometer unit = 0.01 mm

20
1 eye piece unit = = 0.25 stage micrometer units
80

1 stage micrometer unit = 0.01 mm

1 eye piece unit = 0.25 x 0.01 mm

= 0.0025 mm or 0.0025 x 1000 µm
= 2.5 µm

If 1 stage micrometer unit = 0.1 mm

20
1 eye piece unit = = 0.25 stage micrometer units
80

1 stage micrometer unit = 0.1 mm

1 eye piece unit = 0.25 x 0.1 mm

= 0.025 mm or 0.025 x 1000 µm
= 25 µm

8
Microscope drawing

Low power plan

This shows the distribution of tissues in a transverse section (TS) or longitudinal section (LS)
of a structure.
T.S. Leaf of Ligustrum – Low power plan

It is not always necessary to draw a plan of the entire structure but if a part is drawn it should
be indicated that it is a part of a structure. This is usually done by drawing dotted lines to
show where the tissues continue.

When completing low power plans, you should:

 use a sharp pencil.

 not use any shading
 not draw any individual cells
 make your drawing at least half a page of A4 in size and position the labels to the
side of the drawing
 make all lines clear, complete and not overlapping
 draw label lines with a ruler to the centre of the tissue layer, they should not cross
each other
 ensure tissue layers are all drawn to the correct proportion
 draw a line across two tissues and give the width of this line in eyepiece units. If one
line across tissue A has been given 48 epu and the second line across tissue B has
been given 12 epu, the correct proportion should show that tissue A is 4 times the
width of tissue B at that point.
 check tissue boundaries by using a higher objective lens than that being used to
draw the plan

9
 High power drawing of individual cells

When completing high power drawings of individual cells, you should:

 use a sharp pencil

 not use any shading
 draw two or three cells
 make your drawing at least half a page of A4 in size and position the labels to the
side of the drawing
 make all lines clear, complete and not overlapping
 use single lines to represent the tonoplast membrane or the cell membrane. A double
line should be used to represent the cell wall
 calculate the actual length or diameter of the cells
 not draw structures which you cannot see for example details of the structure of the
chloroplast or mitochondria using a x40 objective

Magnification of a drawing
Magnification shows us the size of a drawing or image in relation to the size of the actual
object.
The magnification, size of object or size of image can be calculated using the triangle
method.

A M

I = Size of image

A = Actual size of object

M = magnification.

Cover what you wish to calculate and the equation is given.

I = A x M.
I
M =
A
I
A =
M

Check that the units for the size of the object and image are the same.

10
 2

Each candidate must be provided with the following apparatus and materials.

To be supplied by the Centre

Question 1

The candidates will be determining the osmotic effect of five different sugar solutions of unknown
concentration on potato tuber tissue.

(i) A Petri dish containing 20 cm3 of a 1.0 M sucrose solution, labelled W3.
The solution should be prepared by dissolving 34.2 g of sucrose in 100 cm3 of distilled water.
(ii) A Petri dish containing 20 cm3 of a 0.8 M solution of sucrose, labelled W1.
(iii) A Petri dish containing 20 cm3 of a 0.6 M solution of sucrose, labelled W5.
(iv) A Petri dish containing 20 cm3 of a 0.4 M solution of sucrose, labelled W4.
(v) A Petri dish containing 20 cm3 of a 0.2 M solution of sucrose, labelled W2.
(vi) Ten strips of freshly cut, peeled potato tuber, approximately 2 ⫻ 2 mm, and longer than 5 cm,
labelled W6.
Ideally, the strips should be prepared immediately before the examination.
If prepared in advance, the strips should be stored in a plastic bag and kept cool, to avoid any
loss of water or enzymic browning.
(vii) Paper towel.
(viii) A ruler, measuring in mm.
(ix) A scalpel or sharp knife.
(x) Sight of a stopwatch or clock.
(xi) A white tile or cutting board.

Question 2

(i) Slide K7 (from Cambridge).

(ii) A hand lens.
(iii) A ruler, measuring in mm, as above.

To be supplied by Cambridge

(i) Answer books, which also contain the questions.

(ii) Slide K7 (Question 2 and shared between two candidates).

9700/3/INST/M/J/02
 2 For
Examiner’s
Use
Question 1 [45 minutes]

You are provided with five different concentrations of sucrose solution in Petri dishes, labelled
W1, W2, W3, W4 and W5.
The concentration of the sucrose solution does not correspond to the order of the labelling.

You are also provided with ten potato strips, labelled W6.

Using a scalpel or a sharp knife, carefully trim each strip to a length of 50 mm. It is very important
that you perform this task as accurately as possible.

Place two strips of potato into each Petri dish and leave for at least twenty minutes.

While you are waiting, you should start Question 2.

After twenty minutes, remove the strips from each Petri dish, blot carefully with a paper towel and
accurately re-measure their lengths.

(a) (i) Record the lengths of the strips in Table 1.1 and calculate the mean strip length
and mean change in strip length, for each solution.

Table 1.1

W1 W2 W3 W4 W5

length of strip 1

length of strip 2

mean length

mean change in
length

[4]

(ii) The concentration of each solution is given in Table 1.2.

From your results, decide which labelled solution corresponds to the concentration
indicated and enter W1, W2, W3, W4 and W5 in the table.

Table 1.2

solution
concentration 1.0 0.8 0.6 0.4 0.2
mol / dm3

solution name

[3]

9700/3/M/J/02
 3 For
Examiner’s
Use
(iii) On the grid, plot a graph of the mean change in length against the molar
concentration.

[3]

(iv) Use the graph to determine the molar concentration that is equal to the solute
potential of the potato cell sap.

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

(v) State what is happening to the osmotic movement of water, through the cell
membrane, at this concentration.

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

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

9700/3/M/J/02 [Turn over

 4 For
Examiner’s
Use
(b) Suggest three ways in which you could improve this experiment to make your results
more reliable.

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

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

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

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

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

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

[Total : 15]

9700/3/M/J/02
 2

Each candidate must be provided with the following apparatus and materials.

To be supplied by the Centre

Question 1

(i) Ten sticks of skinless potato tissue.

The sticks should be cut from a fresh potato and be approximately 5 mm square and exactly
50 mm in length. Once cut, two sticks should be placed in five boiling tubes (or suitable
containers), each containing the following solutions of sucrose.

0.0 mol dm–3 (distilled water) 0.25 mol dm–3 0.5 mol dm–3 0.75 mol dm–3 1.0 mol dm–3

The boiling tubes should be labelled 0.0 mol dm–3, 0.25 mol dm–3, 0.5 mol dm–3,
0.75 mol dm–3, and 1.0 mol dm–3, respectively.

Care should be taken to ensure that the potato sticks are completely submerged.
The sticks should be left in the solution for at least 3 hours but no more than 24 hours.

(ii) A pair of forceps.

(iii) Paper towels for blotting dry the potato sticks.

(iv) A ruler measuring in mm.

(v) A white tile or similar.

To be supplied by Cambridge

(i) Answer books, which also contain the questions.

REPORT FORM

In order to minimise the disadvantages of a practical examination at which the Examiner is not
present, the teacher responsible for the examination is asked to complete the Report Form on the
back cover of the script of the candidate whose name appears first on the attendance register.
Further comments by teachers need only be made on those scripts where difficulties are
encountered.

9700/3/INST/O/N/02
 2 For
Examiner’s
Use
1 You are provided with 10 sticks of potato tissue that have been placed either in distilled water
or in one of four concentrations of sucrose solution overnight.
You are required to determine the water potential of the potato tissue.

The potato sticks were initially cut to a length of exactly 50 mm and two sticks were placed
into each of five boiling tubes containing 20 cm3 of either 0.0 mol dm–3 (distilled water),
0.25 mol dm–3, 0.5 mol dm–3, 0.75 mol dm–3 or 1.0 mol dm–3 sucrose solution and labelled as
such.

(a) The four sucrose solutions were all made up from a stock solution of 1.0 mol dm–3
sucrose solution.

Complete Table 1.1 to show the volumes of 1.0 mol dm–3 sucrose solution and distilled
water you would have used to make 20 cm3 of the four concentrations of sucrose
solution.
The first one has been completed for you.

Table 1.1

1.0 mol dm–3 sucrose solution distilled water

0.25 mol dm–3 5 cm3 15 cm3

0.5 mol dm–3

0.75 mol dm–3

1.0 mol dm–3

[3]

• Use your forceps to remove the two potato sticks from the boiling tube labelled
0.0 mol dm–3 and place them on the white tile. Gently blot them dry with paper
towel.

• Measure the length of the sticks accurately, to the nearest mm.

• Record your results in Table 1.2 on page 3.

• Repeat this procedure with the remaining four boiling tubes.

9700/3/O/N/02
 3 For
Examiner’s
Use
Table 1.2

concentration initial final length of change in length of

of sucrose length of potato stick / mm potato stick / mm mean change
solution potato stick first second first second in length / mm
/ mol dm–3 / mm stick stick stick stick

0.0 50

0.25 50

0.5 50

0.75 50

1.0 50

(b) (i) Calculate the change in length for each potato stick and then calculate the mean
change in length for each pair of potato sticks.
Enter the results of your calculations in Table 1.2.
Use + and – to indicate whether the sticks increased in length or decreased in
length. [5]

(ii) On the grid, plot a graph of the mean change in length against the molarity of the
sucrose solution.

[3]

9700/3/O/N/02 [Turn over

 4 For
Examiner’s
Use
(iii) Explain, in terms of water potential, the mean changes in length of the potato sticks
that occurred in

0.0 mol dm–3 (distilled water); ....................................................................................

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

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

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

1.0 mol dm–3 sucrose solution. ..................................................................................

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

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

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

(iv) From your graph, determine the original molarity of the cell contents of the potato
sticks. Give a reason for your answer.

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

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

(c) Another way to perform this experiment is to measure the mass of each potato stick,
rather than measure its length.
Suggest and explain an advantage of measuring mass rather than length.

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

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

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

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

9700/3/O/N/02
 5 For
Examiner’s
Use
(d) Explain how you would carry out an experiment to investigate microscopically the effect
on plant cells, such as epidermal cells, of immersion in the same range of sucrose
solutions as you are using in (a).
State any conclusions that you can draw from such an experiment.
Space has been provided for any diagrams that you might wish to draw, to aid your
explanation.

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

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

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

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

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

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

[5]

[Total: 25]

9700/3/O/N/02
 2

Each candidate must also be provided with the following apparatus and materials.

To be supplied by the Centre

Question 1

(i) Slide K1 (from Cambridge).

Question 2

Candidates will be required to carry out an experiment to find the effect of pea plumules on hydrogen
peroxide.

(i) Three pea seedlings, labelled S4.

The peas should be germinated in advance to ensure that each seedling has a shoot growth
of about 2 cm. The peas can be germinated by soaking for five hours in water and placing
them on damp cotton wool. The time taken for germination will vary depending upon local
conditions, and should be tried out well in advance of the examination.

(ii) A small beaker.

(iii) A Bunsen burner or some other source of flame.

(iv) A glass rod.

[H] (v) 25 cm3 of 20 volumes hydrogen peroxide, labelled S5.

(vi) A glass marker pen for labelling test-tubes.

(vii) A 10 cm3 or 25 cm3 measuring cylinder.

(viii) A scalpel or a sharp knife.

(ix) Test-tubes (×4) and a test-tube rack.

(x) A tripod and gauze.

(xi) A water source, including distilled water.

(xii) A white tile.

(xiii) A spatula.

(xiv) A small quantity of washed, salt-free sand for macerating the seedlings. (Candidates will
need to use four spatulas full.)

(xv) Paper towelling.

To be supplied by Cambridge

(i) Answer books, which also contain the questions.

(ii) Slide K1 (Question 1 and shared between two candidates).

9700/5/INST/O/N/02
 4 For
Examiner’s
Use
Question 2 [50 minutes]

You have been provided with three germinated pea seeds, labelled S4, and a solution of
hydrogen peroxide, labelled S5.

Germinating peas produce the enzyme catalase. The enzyme catalyses the following reaction.

2H2O2 → 2H2O + O2

Carefully remove the whole length of the shoot from one of the pea seedlings and place it in a
beaker. Cover the shoot with distilled water and gently boil the shoot for three minutes.
Remove the shoot and place it on a white tile. Add a spatula full of sand.
Use a glass rod and ensure the shoot is well macerated (crushed).
Place the macerated tissue in a test-tube and label it S6.

Wash and blot dry the glass rod and the tile.

Carefully remove the shoots from the second and third pea seedlings. Do not boil these shoots,
but place them on the tile, add a spatula full of sand to each and carefully squash each shoot
separately with the glass rod. Place each fresh, macerated shoot in separate test-tubes, labelled
S7 and S9.

Place a spatula full of sand in a test-tube and label it S8.

(a) Put 2 cm3 of hydrogen peroxide in a measuring cylinder and pour it into test-tube S6.

Record your observations in Table 2.1.

Table 2.1

observations

S6

S7

S8
[1]

Repeat this procedure for S7 and S8.

(b) Put 1 cm3 of hydrogen peroxide and 1 cm3 of distilled water in a measuring cylinder and
add this to S9.

Record your observations in Table 2.2.

Table 2.2

observations

S9
[1]

9700/5/O/N/02
 5 For
Examiner’s
Use
(c) Compare your observations of S6, S7, S8 and S9 and explain them.

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

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

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

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

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

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

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

(d) Explain three ways by which you could improve the experimental design.

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

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

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

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

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

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

Question 2 continues on the next page.

9700/5/O/N/02 [Turn over

 6 For
Examiner’s
Use
An experiment was carried out to determine the uptake of oxygen, using germinating peas
placed in a respirometer, as shown in Fig. 2.1.

syringe

screw-clip
scale

respiration
chamber
compensation
tube
filter paper wick

water
strong KOH
solution
manometer

Fig. 2.1

(e) Describe the function of the compensation tube in the respirometer.

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

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

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

(f) Explain the procedures that you would follow to determine the rate of oxygen uptake by
the germinating peas in the respirometer.

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

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

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

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

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

(g) Suggest and explain how the respirometer could be modified to determine the
respiratory quotient (RQ) of the germinating peas.

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

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

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

[Total : 16]

9700/5/O/N/02
 2

Each candidate must be supplied with the following apparatus and materials.

To be supplied by the Centre

Question 1

(i) 25 cm3 of actively respiring yeast solution (made up according to the manufacturer’s
instructions or 10 g in 100 cm3 of distilled water and kept at a temperature of approximately
35 °C) with an additional 10 g of glucose added per 100 cm3 of yeast solution) and labelled
S1.
Prepare this up to 18 hours before the examination and add a further 10 g of glucose 15
minutes before the examination.
(ii) Two test-tubes plus two boiling tubes (approximately 25 mm in diameter) with bungs and
delivery tubes made up as shown in Fig. 1.1.

T1 T2

Fig. 1.1

(iii) Access to tap water.

(iv) A water-bath or means of maintaining the temperature i.e. beaker, Bunsen, tripod and gauze.
(v) A thermometer 0–100 °C.
(vi) A stopclock or stopwatch or sight of a clock with second hand.
(vii) A measuring cylinder to measure 25 cm3.

Question 2

(i) Slide S2 (from Cambridge).

(ii) An eyepiece graticule (from Cambridge).

9700/03/INST/M/J/03
 2 For
Examiner’s
Use
Question 1 [45 minutes]

Enzymes in respiring yeast convert glucose to carbon dioxide and water. You are required to
investigate the effects of temperature on these enzymes by measuring the rate of carbon dioxide
production.

You are provided with a suspension of yeast in water to which glucose has been added, labelled
S1.

Prepare a water-bath by half-filling a 250 cm3 beaker with water and maintain its temperature
between 35 °C and 40 °C.

Label two boiling tubes T1 and T2 respectively.

Add 20 cm3 of yeast suspension to a boiling tube T1 and fit the bung and delivery tube provided.
Add 20 cm3 of tap water to T2 and fit the bung and delivery tube provided. Ensure that the bungs
are of a sufficiently tight fit to make them airtight.
Place the boiling tubes in the water-bath with the delivery tubes in test-tubes of cold water, as
shown in Fig. 1.1.

T1 T2

Fig. 1.1

You will soon notice bubbles of gas appearing from the ends of the delivery tubes.

Wait three minutes.

(a) (i) Count the number of bubbles produced by T1 in 30 seconds. Enter your reading in
Table 1.1. Wait 30 seconds and then count the bubbles produced by T2 in the next
30 seconds. Repeat this procedure twice more. This will give you three readings for
each boiling tube.

9700/03/M/J/03
 3 For
Examiner’s
Use
Table 1.1

bubbles / 30 sec

35 °C – 40 °C 45 °C – 50 °C

reading T1 T2 T1 T2

mean

(ii) Increase the temperature of the water-bath to between 45 °C and 50 °C and repeat the
experiment.
Enter your readings in Table 1.1.
(iii) Calculate the mean bubbling rates for all four sets of figures and enter your results in
Table 1.1.
[4]

(b) Explain why you waited three minutes before counting the gas bubbles.

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

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

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

(c) With reference to your results, explain the effect of raising the temperature of T1 to
between 45 °C and 50 °C.

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

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

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

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

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

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

9700/03/M/J/03 [Turn over

 4 For
Examiner’s
Use
(d) State the purpose of T2 in your experiment and explain how it could be used to make
your results more reliable.

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

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

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

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

(e) Explain how you could improve the procedure even further to ensure that your results
were even more reliable.

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

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

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

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

[Total : 15]

9700/03/M/J/03
 Page 1 Mark Scheme Syllabus Paper
A/AS LEVEL EXAMINATIONS – JUNE 2003 9700 3

Question Expected Answers Mark Additional Guidance

1 (a) (i)-(iii) T1 > T2; 1

T1 results have increased; 1
35-40 means correct; 1
45-50 means correct; 1

(b) Allow the yeast to get to the correct

temperature; 1
Allow the gas to expand and vent/
contract and suck back; 1

(c) Correct ref. to results e.g. T1 higher; 1 REJECT unqualified rates

Increased kinetic energy of of reaction.
molecules/move faster; 1 If T1 lower then ecf, i.e.
More collisions; 1 accept correct ref. to table
Rate of diffusion of glucose into yeast; 1 and denaturisation
i.e. max 2

(d) Two from: IGNORE for better

Explanation of control, i.e. yeast or no comparison/control/fair
yeast/enzyme; test
eliminate effects of gas expansion
due to temp fluctuations;
Number of bubbles produced by T2
deducted from totals for T1; Max 2

(e) Three from: Allow reduce volume of

Not alternate counting; reagents if qualified
Keep at constant temperature;
Take more readings;
Control pH;
Measure volume of gas; Max 3

(15)

2 (a) Clear single lines (quality); 1

3 arms to drawing; 1
Nuclei drawn; 1
Red blood cells smaller than nuclei; 1
Wall of alveoli not more than 3
diameters of nuclei; 1

3 correct labels from:

air space/alveolus; nucleus;
cytoplasm; cell membrane; red blood
cells; epi/endothelium; alveolus wall; 3
Max 6

© University of Cambridge Local Examinations Syndicate 2003

 2

Immediately upon receipt of the urease tablets, these should be placed in a refridgerator as
prolonged exposure to ambient temperatures above 30°C will reduce the activity of the enzyme.

Each candidate must be provided with the following apparatus and materials.

To be supplied by the Centre

Question 1

(i) Three test-tubes, labelled F1, F2 and F3, in a test-tube rack.

F1 to contain 5 cm3 of distilled water.
F2 to contain 5 cm3 of urea solution. The solution to be made by dissolving 10 g of urea in
400 cm3 of distilled water.
F3 to contain 5 cm3 of urea solution. The solution to be made by dissolving 2 g of urea in
400 cm3 of distilled water.

Each test-tube should be fitted with a bung.

(ii) 30 cm3 of urease solution, labelled F4, made by dissolving 0.4 g (2 tablets) in 400 cm3 of
distilled water. Test the activity of the urease solution by mixing 5 cm3 of urease solution and
5 cm3 of solution F2 in a test tube. Moist red litmus paper suspended above the mixture in the
test tube should show a colour change within 5 minutes.
(iii) Several pieces of red litmus paper.
(iv) A stopclock or stopwatch or sight of a clock with second hand.
(v) Access to water.
(vi) A 5 cm3 syringe or pipette.

Question 2

(i) Slide S3 (from Cambridge).

Question 3

No apparatus is required.

To be supplied by Cambridge

(i) Answer books, which also contain the questions.

(ii) Urease tablets.
(iii) Slide S3 (Question 2 and shared between two candidates).

9700/05/M/J/03
 2 For
Examiner’s
Use
Question 1 [30 minutes]

You are required to compare the amount of urea in three different samples of artificial body fluid.
The three artificial body fluids are plasma from the renal artery, plasma from the renal vein and
urine. They are in test-tubes labelled F1, F2 and F3 but not necessarily in that order.

Urease is an enzyme that breaks down urea to produce ammonia.

You are also provided with a solution of urease, labelled F4.

Ammonia turns red litmus paper blue.

Use the syringe provided to add 5 cm3 of urease to each test-tube.

Moisten three pieces of litmus paper with water and place a piece of litmus paper in each test-
tube, such that it is trapped by the bung, as shown in Fig 1.1.

bung

damp litmus

solution

Fig. 1.1

Start timing and record how long it takes for the litmus paper to begin to change colour.
If a colour change has not occurred within 20 minutes, record the time as infinity (∞).

(a) (i) Record your results in Table 1.1.

Table 1.1

test-tube time taken to begin to

change colour / min
F1
F2
F3

[2]

9700/05/M/J/03
 3 For
Examiner’s
Use
(ii) State what colour the litmus paper turned in F2.

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

(iii) For each solution, F1, F2 and F3, suggest which is urine, which is renal artery
plasma and which is renal vein plasma.
Explain your answer.

F1 .............................................................................................................................

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

F2 .............................................................................................................................

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

F3 .............................................................................................................................

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

(b) Suggest how the experiment could be modified to improve the accuracy of your results.

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

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

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

[Total: 10]

9700/05/M/J/03 [Turn over

 Page 1 Mark Scheme Syllabus Paper
A/AS LEVEL EXAMINATIONS – JUNE 2003 9700 6

Option 1 – Biodiversity

1 (a) (existence of many) different species;

with (a wide range of) different, genes/alleles;
(many) different, habitats/ecosystems; max 2

(b) has a very high, species diversity/biodiversity;

is being lost rapidly;
may be a carbon sink/ref. to global warming;
loss may affect rainfall patterns;
loss may affect, soil erosion/flooding; max 3

(c) (i) more variety of plants in system A than (B, C or) D;

ref. to different levels of vegetation in original forest (canopy,
understory);
therefore greater variety of habitats for birds;
greater variety of food sources for birds; ref. pesticides; max 2

(ii) more coffee trees grown in a (unit) area;

no competition with other trees;
better availability of light;
loss of habitats for pests;
increased use of fertilisers;
increased use of pesticides; max 2

(iii) populations of pests (on coffee trees) can become very high in D;
plentiful food source for them;
fewer bird species to predate them/fewer predators; max 2

(d) nitrogen fixation;

bacteria/Rhizobium/root nodules, provide nitrate/ammonium; 2

(e) pay premium for coffee grown, in system A/in sustainable way;
provide, grants/subsidies, to coffee farmers to use system A;
encourage/educate/inform, consumers to encourage them to buy
coffee grown in system A;
find uses for the non-coffee trees in system A; max 2

[Total 15]

2 (a) A operculum;
B gill bar; 2

(b) (each gill arch has) many (gill) filaments;

each filament has many (gill) lamellae;
which provides large surface area;
distance between water and blood very small;
filaments interlocked/packed closely, to slow water flow; max 3

(c) counter-current;
partial pressure/concentration, of oxygen in blood always lower than in
water next to it or always a diffusion gradient between water and
blood;
water progressively loses oxygen as it passes through the gills;

© University of Cambridge Local Examinations Syndicate 2003

 6 For
Examiner’s
Use
Question 3 [30 minutes]

An experiment was carried out to investigate the effect of wind speed on the rate of transpiration
of a leafy shoot. The apparatus used is shown in Fig. 3.1.

reservoir
fan

rubber tubing
clip scale
1 2 3 4 5 6 7 8

T-junction capillary tube

Fig. 3.1

(a) Explain how you would set up the apparatus before starting the experiment.

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

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

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

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

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

(b) Explain what factors, other than wind speed, would need to be controlled in order to
obtain reliable results.

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

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

(c) Explain how you would carry out the experiment and what measurements you would
take.

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

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

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

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

9700/05/M/J/03
 7 For
Examiner’s
Use
(d) Explain how you could calculate the volume of water being absorbed by the plant.

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

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

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

[Total:10]

9700/05/M/J/03 [Turn over

Page 2 Mark Scheme Syllabus Paper
A/AS LEVEL EXAMINATIONS – JUNE 2003 9700 5

(c) Two from:

brush border: no brush border;
columnar: angular or circular;
nucleus oval: circular;
cells side by side: cells scattered;
no matrix: cells separated by matrix; Max 2

(10)

3 (a) Three from:

Ref to fan;
Ref to support;
Ref to under water;
Ref to acclimatisation;
Clip closed;
Capillary tube contains water;
Tight fit/no leaks; Max 3

(b) Two from:

Light;
Temperature;
Humidity; Max 2

(c) Three from:

Time measured;
Scale read;
Alter fan speed/change fan distance;
Replication;
Measure leaf area;
Ref to reset apparatus qualified;
Equilibrate if not given in (b); Max 3

(d) πr2 h = 2 marks;

Or length X; 1
Area of capillary; 1

(10)

Paper Total 30

© University of Cambridge Local Examinations Syndicate 2003

 2

Each candidate must be provided with the following apparatus and materials.

To be supplied by the Centre

Question 1

Each candidate will require:

(i) A small tomato or piece of tomato, labelled S1, 2 or 3 grapes or similar soft sweet fruit
labelled S2, and a piece of yellow grapefruit or similar citrus fruit, labelled S3, (sufficient to
provide 1 cm3 of juice from each fruit). If alternative fruits are used, please state the name of
the fruit(s) used on the back of the first script used.

(ii) 10 or 15 cm3 of 5% solution of glucose (by mass), labelled S4.

(iii) 20 cm3 Benedict’s solution.

(iv) Two 1 cm3 syringes graduated with at least 0.5 cm3 intervals.

(v) Pestle and mortar or other suitable means to crush fruit.

(vi) Test-tube rack with eight test-tubes.

(vii) Water-bath or means of heating water e.g. beaker, Bunsen, tripod and gauze.

(viii) A stopclock or stopwatch or sight of a clock with a second hand.

(ix) Distilled water.

(x) Wax pencil or other means of marking test tubes.

(xi) A thermometer, –10 °C to +110 °C at 1 °C.

(xii) Small (100 cm3 approximately) beaker or container.

(xiii) Access to a means of washing syringes and pestle and mortar.

(xiv) Test tube holder.

The teacher present in the examination room at the start of the test should carry out question
1(a) and enter their results on a spare copy of the examination paper, clearly marked ‘Teacher’s
Results’ and showing the Centre Number. This should be returned with the scripts.

Question 2

Each candidate will require:

(i) Slide K1 (from Cambridge).

To be supplied by Cambridge

(i) Answer book, which also contains the questions.

(ii) Slide K1 (shared between two candidates).

9700/03/INST/O/N/03
 2 For
Examiner’s
Use
Question 1 [45 minutes]

You are required to compare the amount of reducing sugar present in three different fruits.

You are provided with:

• a fresh tomato or a piece of tomato, labelled S1
• some fresh grapes or similar fruit, labelled S2
• a piece of fresh grapefruit or similar fruit, labelled S3

You are also provided with a 5% solution of glucose, labelled S4, and Benedict’s solution.

Crush the tomato, separately, in the container provided. Extract 0.5 cm3 of juice with a syringe
and place the juice in a test tube, labelled W1. Wash out the container.
Repeat with the other fruit, labelling test tubes W2 and W3 as appropriate.

Using S4, the 5% glucose solution, make up further solutions of 0.5% and 0.25% glucose, and
label these S5 and S6 respectively.
Place 0.5 cm3 of each of the three glucose solutions into separate test tubes appropriately
labelled W4, W5 and W6.
Carry out Benedict’s test using 1 cm3 of Benedict’s solution in each of the six test tubes, W1 to
W6, taking steps to ensure the reliability of the Benedict’s tests.

(a) (i) Enter your observations of the results of the Benedict’s tests in Table 1.1.

Table 1.1

solution observations

W1

W2

W3

W4

W5

W6

[4]

9700/03/O/N/03
 3 For
Examiner’s
Use
(ii) Explain how you prepared the 0.5% and 0.25% glucose solutions.

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

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

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

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

(iii) Explain how you ensured the reliability of the Benedict’s tests.

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

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

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

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

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

(iv) Explain the purpose of testing the glucose solutions, W4 to W6, with Benedict’s
solution.

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

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

(b) From your results, state the conclusions you would draw about the concentrations of
reducing sugars present in each of the three fruits.

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

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

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

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

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

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

(c) Suggest one reason why this investigation might not give an accurate measurement of
the sugar content of these fruits.

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

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

[Total : 15]

9700/03/O/N/03 [Turn over

Page 1 Mark Scheme Syllabus Paper
GCE AS/A LEVEL – NOV 2003 9700 3

Qn G Expected Answers Marks Additional Guidance

1ai W1 less than W2 & W3; Check order with supervisor’s
W2 most sugar; notes for W1 W2 and W3
W3 less than W2; but see additional guidance Please write SC in margin if
mark scheme is modified to
W4 brick red/ most sugar indicated; match Supervisors Comments.
W5 less than S4;
W6 less than S4 & S5; 4 6correct = 4 5 =3 4=2 3 = 1

1 a ii 1 glucose solution made up to 10; 1

1 new solution made up to 2; 1

1 a iii 3 from:
same volume of juice;
same volume of reagent;
heat for same amount of time;
at same temperature; max 3

1 a iv standards or comparison; 1 Reject control or fair test

1b order of concentrations in fruits correct; 1 Read range from student’s table

correct value range for S1; 1 of results.
correct value range for S2; 1
correct value range for S3; 1

1c non reducing sugar / not a quantitative test; 1 15

2a Plan diagram with no cells and at least 5 clear
single lines;
Upper epidermis labelled;
palisade tissue labelled;
spongy mesophyll labelled;
lower epidermis labelled;
stoma labelled;
vascular / AW, tissue labelled; max 6

2b palisade spongy mesophyll

long / narrow /cubical round / ± rounded ; Reject non comparative
large small ; statements.
chloroplasts no / few chloroplasts ; Leaf upside down then max 2
packed loose ;
large vacuole smaller/less defined vacuole; max 4
10
Paper25

© University of Cambridge Local Examinations Syndicate 2003

 2

Each candidate must be supplied with the following apparatus and materials.

To be supplied by the Centre

Question 1

(i) A 5 cm3 plastic disposable syringe set up as shown.

soda lime

gauze

[C] Freshly obtained soda lime should be used. If the syringes are set up before the examination
they should be kept in a glass jar with a tight fitting lid to prevent the soda lime taking up
carbon dioxide from the air.

(ii) A 10 cm length of 0.4 mm bore capillary tube connected to plastic or rubber tubing as shown.

plastic or rubber tube to connect to syringe

overlap long enough to ensure 0.4 mm capillary tube

that tubes will not separate

(iii) Five germinating mung beans or other small bean seeds that will all fit into the syringe,
labelled S1 (squash or melon seeds could be used if no bean seeds are available).
Seedlings should be germinated in the dark so that they are sprouting to about 1 cm length,
but not turning green.
The time required for germination should be checked at least three weeks before the
examination, as germination will depend upon local variables.
Clearly state the type of seeds used on the back of the first script on the Report Form.
(iv) 5 cm3 of coloured ink or dye, labelled S2. The colour of this should be intense enough so that
a small drop can be very clearly seen in the capillary tube.
(v) A mm ruler.
(vi) A stopclock or stopwatch or sight of a clock with second hand.
(vii) Paper towels.
(viii) Sheet of white paper.

Question 2

(i) Slide K3 (from Cambridge).

(ii) Eye piece graticule (from Cambridge).

9700/05/O/N/03
 2 For
Examiner’s
Use
Question 1 [40 minutes]

You are required to investigate some aspects of respiration in germinating beans, using the
apparatus shown in Fig. 1.1.

0 1 2 3 4 5 6 7 8 9 10

soda lime
plastic or rubber tubing

germinating gauze capillary tube drop of coloured

beans liquid

Fig. 1.1

You are provided with a syringe in which some soda lime has been placed.

Warning: Do not remove the soda lime from the syringe as it will burn your skin.

You are also provided with some germinating beans, labelled S1, and a coloured liquid, labelled
S2.
Place four or five of these beans into the barrel of the syringe and carefully replace the plunger.
Attach the length of glass capillary tube to the syringe, using the rubber tubing provided.
Dip the end of the glass capillary tube into the coloured liquid and very gently pull on the syringe
plunger so that a drop of liquid enters the capillary tube. Remove any excess liquid with paper
towelling. The soda lime will not be harmed by small amounts of the coloured liquid.
Place the apparatus on a sheet of white paper alongside a mm ruler.
Your assembled apparatus should now look like that shown in Fig. 1.1.

Wait until the drop of coloured liquid starts to move.

(a) Mark the position of the coloured liquid with a marker pen on the capillary tube.
Measure how far the liquid moves in one minute.
Repeat the measurement every minute for the next four minutes.

Construct a table in the space below and record your results.

[3]
9700/05/O/N/03
 3 For
Examiner’s
Use
(b) (i) From your table, calculate the mean distance travelled in mm min–1.
Show your working.

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

(ii) With reference to respiration in the beans, explain why the drop of liquid moves
along the capillary tube.

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

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

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

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

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

(c) (i) In an identical experiment with the soda lime removed a student was not expecting
the drop to move at all. The drop of liquid actually moved 1 mm towards the syringe
in five minutes.

Suggest one reason why the drop actually moved towards the syringe.

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

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

(ii) Each 10 mm of capillary tubing has a volume of 1 mm3.

Use the information from (b) and (c) to calculate the RQ of the beans.
Show your working.

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

[Total :13]

9700/05/O/N/03 [Turn over

 Page 1 Mark Scheme Syllabus Paper
GCE AS/A LEVEL – NOV 2003 9700 5

Qn G Expected Answers Marks Additional Guidance

1a Table headed time with units; 1
Table headed distance travelled with units; 1
5 realistic measurements recorded between 1 – Reject fractions of a mm
100 mm; 1

1bi answer correct = 2;; 1 Must be mm min-1

working correct but wrong answer =1; 1

1 b ii CO2 absorbed by soda lime; 1

Oxygen used by peas / respiration; 1
CO2 given off by peas; 1
Reduced pressure / volume moves liquid; 1

1ci Temperature change;

RQ < 1 / correct description of RQ; max 1

1 c ii RQ = CO2 / O2; 1 Accept

bi / 10 – 0.02 bi – 0.2
----------------- ; 1 -------------
bi / 10 bi
answer correct ; 1 13
2a Quality (ie does it look like the slide?) with Please refer to
glomerulus & tubule and cells; photomicrograph of kidney
Both glomerulus and tubule drawn; made from a typical
Circular glomerulus with podocytes shown; UCLES slide.
Tubule with nuclei < 0.5 - > 0.1glomerulus width;

Bowmans capsule labelled;

Podocyte labelled;
Nucleus labelled;
Glomerulus OR tubule labelled max 5

2b 130 – 300; 1
µm; 1 7
3 10 from
1 Correct use of equipment;
2 Range of at least three suitable temperatures; Reject boiling
3 Mix / add milk and renin;
4 Same vols of milk and renin for each temp;
5 Leave for same time / time measured;
6 Repeat;
7 Average determined;
8 Indication of positive result;
9 Method of recording data;
10 Scientific knowledge ie kinetic energy of
molecules;
11 Would it work? 10
Paper30

© University of Cambridge Local Examinations Syndicate 2003

 2

Each candidate must be supplied with the following apparatus and materials.

Question 1

Candidates will be required to carry out tests for reducing sugars, non-reducing sugars and proteins.

Each candidate will require:

(i) Benedict’s solution labelled as such.

(ii) Iodine in potassium iodide solution, labelled as such.
(iii) Biuret reagent or biuret reagents, labelled as such (5% potassium hydroxide and 1% copper
sulphate solution).
(iv) Dilute (1.0 mol dm–3) hydrochloric acid, labelled as such.
(v) 5 g sodium hydrogen carbonate powder, labelled as such, and a spatula.
(vi) 10 cm3 of each of the following solutions:

1% albumen solution, made by dissolving dried albumen in water at 90 °C, labelled S1.

1% sucrose solution labelled S2. It is recommended that you use fresh analar sucrose. Well
in advance of the examination, test the sucrose solution by heating with Benedict’s solution. A
blue colour should be obtained. If any other colour is obtained, please replace the sucrose
with analar sucrose.

1% glucose solution labelled S3.

(vii) Eight test-tubes with rack, or a smaller number and means to wash them.
(viii) Pipette or syringe graduated to 10 cm3 and means of washing it.
(ix) Water bath at 90 °C or above, or beaker, Bunsen, tripod and gauze.
(x) Glass marker pen.
(xi) Stopwatch, stopclock or sight of a clock with a second hand.

Question 2

Each candidate will require:

(i) Slide K1 (from Cambridge).

© UCLES 2004 9700/03/INST/M/J/04

 2 For
Examiner’s
Use
1 You are provided with three solutions, S1, S2 and S3. One of the solutions contains glucose,
one contains another carbohydrate and the third contains a protein. The solutions may not
be in that order.

You are required, using only the reagents provided, to identify each of the solutions, S1, S2
and S3.

(a) (i) Complete the table below giving the test that you used which positively identified
each of the solutions.

solution reagent(s) used observations conclusion

S1

S2

S3

[4]

(ii) Describe the method that you used to identify the carbohydrate solution that was
not glucose.

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

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

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

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

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

© UCLES 2004 9700/03/M/J/04

 3 For
Examiner’s
Use
(iii) Describe how the test you used for glucose can be used as a semi-quantitative test.

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

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

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

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

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

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

[Total : 11]

© UCLES 2004 9700/03/M/J/04 [Turn over

 Page 1 Mark Scheme Syllabus Paper
BIOLOGY – JUNE 2004 9700 3

Question Expected Answers Mark Additional

Guidance
1 (a) (i) S1 – potassium hydroxide and copper sulphate – Accept biuret
lilac/mauve/purple – protein present; 1 Allow 1 ecf only
S2 – hydrochloric acid / HCl; 1
Benedict’s – orange / red – non reducing / }Accept any colour change
sucrose present; 1 }after blue through to red.
S3 – Benedict’s – orange / red – glucose present; 1

1 (a) (ii) Hydrolyse / add acid and heat; Reject less Benedicts
Cool;
Neutralise / add sodium (hydrogen) carbonate;
Volumes used / equal volumes OR > Benedicts;
(Water bath) at 80°C+ / boil;
for => 1 minute; max 3

1 (a) (iii) Make range of at least 3 glucose concentrations;

The more the precipitate the more the glucose;
Range of at least 3 colours;
Green / yellow least;
Orange / red most;
Match colours or precipitate to the standard;
May need to dilute or increase range;
Use of colorimeter; max 4

Total 11
2 (a) Area of chromosomes correct relative size i.e. If not anaphase or
=> ½ of cell length and width; metaphase or no / wrong
Cell wall with 1 or 2 clear continuous close lines; label then max 2
Width of chromosome constant and not pinched
and > width of cell wall; Accept chromosome,
Two correct labels, 1 mark each;; max 4 centromere, cytoplasm,
cell wall, equator or pole.
Reject cell or nuclear
membrane, spindle, any
organelle, nucleus.

2 (b) (i) Correct stages labelled; If not labelled assume first

Interphase drawing interphase and
Circular area of chromatin with no visible second drawing telophase
chromosomes (blank or shaded);
Chromatin labelled correctly;
Nuclear membrane / envelope labelled;
Telophase
Two distinct masses of chromosomes nuclei;
(mass) of chromosomes labelled;
Both labelled as nucleus / daughter nuclei / max 6
membrane;
Length of cell at least twice the width;

2 (b) (ii) Length of cell > telophase drawing in 2bi;

Intact circular nucleus;
Nucleus same size as nucleus in interphase in 2bi;
Vacuole labelled or statement of comparison;
Nucleus small relative to cell of 2bi interphase; max 4 Allow all marks for correct
annotation

Total 14

Paper Total 25

© University of Cambridge International Examinations 2004

 4 For
Examiner’s
Use
2 K1 is a stained, longitudinal section of a young root tip. Some cells are undergoing mitosis.

Use your microscope to examine carefully the regions labelled X and Y in Fig. 2.1.

root cap region X region Y

Fig 2.1

(a) Make a large, labelled, high-power drawing of a single cell in either anaphase or
metaphase.

Identify the stage shown.

[4]

© UCLES 2004 9700/03/M/J/04

 5 For
Examiner’s
Use
(b) (i) Make a labelled, high-power drawing of two cells, to the same scale, from region X.

One cell should be at interphase, the other at or just after telophase.

[6]

(ii) Make a large, high-power drawing of one cell from region Y, to the same scale as
you used in (b)(i).

Annotate your drawing to indicate how it differs from the cells you drew in (b)(i).

[4]

[Total : 14]

© UCLES 2004 9700/03/M/J/04 [Turn over

 Page 1 Mark Scheme Syllabus Paper
BIOLOGY – JUNE 2004 9700 3

Question Expected Answers Mark Additional

Guidance
1 (a) (i) S1 – potassium hydroxide and copper sulphate – Accept biuret
lilac/mauve/purple – protein present; 1 Allow 1 ecf only
S2 – hydrochloric acid / HCl; 1
Benedict’s – orange / red – non reducing / }Accept any colour change
sucrose present; 1 }after blue through to red.
S3 – Benedict’s – orange / red – glucose present; 1

1 (a) (ii) Hydrolyse / add acid and heat; Reject less Benedicts
Cool;
Neutralise / add sodium (hydrogen) carbonate;
Volumes used / equal volumes OR > Benedicts;
(Water bath) at 80°C+ / boil;
for => 1 minute; max 3

1 (a) (iii) Make range of at least 3 glucose concentrations;

The more the precipitate the more the glucose;
Range of at least 3 colours;
Green / yellow least;
Orange / red most;
Match colours or precipitate to the standard;
May need to dilute or increase range;
Use of colorimeter; max 4

Total 11
2 (a) Area of chromosomes correct relative size i.e. If not anaphase or
=> ½ of cell length and width; metaphase or no / wrong
Cell wall with 1 or 2 clear continuous close lines; label then max 2
Width of chromosome constant and not pinched
and > width of cell wall; Accept chromosome,
Two correct labels, 1 mark each;; max 4 centromere, cytoplasm,
cell wall, equator or pole.
Reject cell or nuclear
membrane, spindle, any
organelle, nucleus.

2 (b) (i) Correct stages labelled; If not labelled assume first

Interphase drawing interphase and
Circular area of chromatin with no visible second drawing telophase
chromosomes (blank or shaded);
Chromatin labelled correctly;
Nuclear membrane / envelope labelled;
Telophase
Two distinct masses of chromosomes nuclei;
(mass) of chromosomes labelled;
Both labelled as nucleus / daughter nuclei / max 6
membrane;
Length of cell at least twice the width;

2 (b) (ii) Length of cell > telophase drawing in 2bi;

Intact circular nucleus;
Nucleus same size as nucleus in interphase in 2bi;
Vacuole labelled or statement of comparison;
Nucleus small relative to cell of 2bi interphase; max 4 Allow all marks for correct
annotation

Total 14

Paper Total 25

© University of Cambridge International Examinations 2004

 2

Each candidate must be provided with the following apparatus and materials.

To be supplied by the Centre

Question 1

The candidates will be required to investigate the effect of the adding yeast-alginate beads to hydrogen
peroxide solution.

Each candidate will require:

(i) 10 cm3 of alginate solution in a small beaker or container, labelled ‘alginate solution’. The
alginate solution should be made by mixing 4 g of sodium alginate in 50 cm3 of distilled
water, making up to 100 cm3 and stirring until completely dissolved. This can be stored
overnight in a refrigerator until required, but should be permitted to warm up to room
temperature before use.
(ii) 10 cm3 of 5% yeast suspension in a small beaker or container, labelled ‘5% yeast
suspension’. This should be made up with 5 g of dried baker’s yeast suspended in
50 cm3 of distilled water and made up to 100 cm3 with distilled water. Any kind of live
dried yeast will be suitable, whether intended for baking or fermentation. Some dried
yeast contains sugars or other materials, but these should not affect the outcome of the
experiment. The yeast suspension should be freshly prepared less than half an hour
before the start of each session of the examination.
(iii) Sufficient 1.4% calcium chloride solution to give 3 cm depth in the small beaker (viii)
below. This should be made by mixing 1.4 g of calcium chloride (irritant) in 50 cm3 of
distilled water and making up to 100 cm3, stirring until completely dissolved. This can be
made up well in advance of the examination and kept in a dark, cool place. This should
be in a beaker or small container labelled ‘calcium chloride solution’.
(iv) Distilled water.
(v) 5 test-tubes.
(vi) 10 cm3 syringe, and a means of washing it.
(vii) Glass rod.
(viii) Small beaker (approximately 100 cm3).
(ix) Forceps or tweezers.
[H] (x) 20 cm3 of 1 mol dm–3 hydrogen peroxide solution in a beaker or other glass container,
labelled as ‘1 mol dm–3 hydrogen peroxide solution’. (For those using older units, this is a
3.3 % w/v solution or an 11 volume (11 vol) solution.) This should be prepared by dilution
from a more concentrated solution of hydrogen peroxide (corrosive) within 24 hours of
the start of the examination, and kept in a cool, dark place.
(xi) Stop clock, stop watch or sight of a clock with a second hand.
(xii) A means of washing test-tubes.
(xiii) A supply of clean water.
(xiv) A wooden splint or spill at least 5 cm longer than the test-tubes supplied in (v), narrow
enough to fit into the test-tubes, and strong enough to be used to extract a 5 mm
diameter bead from the bottom of the test-tube.

© UCLES 2004 9700/05/M/J/04

 3

• Well before the examination, a sample of solutions (i), (iii), (x) and suspension (ii) should be
made up.
• Equal volumes of (i) and (ii) should be thoroughly mixed, and then a glass rod used to drop
the mixture into solution (iii) to produce rounded beads approximately 5 mm in diameter that
sink.
• If the beads are smaller than 3 mm or larger than 7 mm, or highly irregular, or float, try
dropping them from a different height above solution (iii) until a few beads of appropriate form
have been made.
• Drop the beads into solution (x) and time how long they take to float to the surface. This
should take less than 2 minutes. If it takes more time than this, make up fresh
solutions / suspensions and try again. Both the dried yeast and the hydrogen peroxide may
‘go off’ and should be replaced with fresh materials if there is any doubt.

Question 2

Each candidate will require:

(i) Slide K1 (from Cambridge).

To be supplied by Cambridge

(i) Answer books, which also contain the questions.

(ii) Slide K1 (Question 2 and shared between two candidates).

© UCLES 2004 9700/05/M/J/04

 2 For
Examiner’s
Use
1 You are to investigate some reactions that occur in live yeast cells after they have been
immobilised in alginate ‘beads’. First make 15 to 20 yeast-alginate beads.

Proceed as follows:

• Place 3 cm3 of well-stirred yeast suspension into a test-tube.

• Add 3 cm3 of alginate solution to the test-tube, and stir well with a glass rod.
• Place about 3 cm depth of calcium chloride solution into a small beaker.
• Use the glass rod to drop some of the yeast-alginate mixture from the test-tube into the
beaker of calcium chloride solution, as shown in Fig. 1.1.

glass rod

yeast-alginate
mixture

calcium chloride
about
solution
3 cm

Fig. 1.1

• A bead of about 5 mm in diameter should be produced.

• Stirring the yeast-alginate solution often with the glass rod, repeat this procedure to
produce 15 to 20 similar beads of which you will need 8.
• Stir the calcium chloride solution for a few minutes until at least 8 of the beads sink to
the bottom of the beaker.
• Remove and discard any that are obviously different in size, distorted in shape or that
float.
• The beads can be picked up gently using a pair of forceps.

© UCLES 2004 9700/05/M/J/04

 3 For
Examiner’s
Use
(a) Place 5 cm3 of 1.0 mol dm–3 hydrogen peroxide solution into a test-tube.

Hydrogen peroxide is corrosive. Use appropriate safety precautions, and if any comes
into contact with your skin wash immediately under cold water.

Drop one of the yeast-alginate beads into the test-tube and observe it for 1 minute.

Repeat this procedure using a fresh bead and a test-tube with 5 cm3 distilled water.

(i) Record your observations of the behaviour and appearance of the beads.

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

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

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

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

(ii) Explain your observations in (a) (i) as fully as possible.

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

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

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

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

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

© UCLES 2004 9700/05/M/J/04 [Turn over

 4 For
Examiner’s
Use
(b) Read all the instructions before beginning this part of the experiment.

Before you start, prepare a table in the space below in which to record your readings
and mean values.

Repeat your procedure in (a) (i) using fresh 1 mol dm–3 hydrogen peroxide solution.
Start timing as soon as the bead touches the bottom of the test-tube. Stop the timing as
soon as the bead rises from the bottom of the test-tube. Remove the bead from the
solution using the wooden splint. Retain the solution.

(i) Record this time interval in seconds in your table.

Repeat this measurement twice more, using a fresh yeast bead each time. Record the
time intervals in your table.

Make up 10 cm3 of 0.2 mol dm–3 hydrogen peroxide solution in a beaker. Place 5 cm3 of
this solution into a clean test-tube.

(ii) Repeat the procedure in (a) (i) this time using the 0.2 mol dm–3 hydrogen peroxide
solution. Record three timed measurements in your table. For each measurement
use a fresh yeast bead.

Calculate the mean time taken for the bead to begin to rise for the 1 mol dm–3 and
0.2 mol dm–3 hydrogen peroxide solutions.

[5]

(iii) Outline the safety precautions you took in carrying out this experiment.

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

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

© UCLES 2004 9700/05/M/J/04

 5 For
Examiner’s
Use
(iv) Explain the results you recorded in the table.

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

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

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

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

(c) Plan, but do not carry out, an investigation to determine the effect of temperature on the
rate of decomposition of hydrogen peroxide by a suspension of yeast.

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

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

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

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

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

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

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

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

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

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

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

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

[Total : 22]

© UCLES 2004 9700/05/M/J/04 [Turn over

 Page 1 Mark Scheme Syllabus Paper
BIOLOGY – JUNE 2004 9700 5

Question Expected Answers Marks Additional Guidance

1 (a) (i) 3 from:

Initially sink;
Bubbles / oxygen form on (surface) of beads;
Then float; Accept ‘no reaction’
No reaction in water / beads do not float; max 3 Reject ‘no change’

1 (a) (ii) 4 from:

H2O broken down;
By catalase / enzyme (in yeast);
Release oxygen / O2;
Correct reference to density;
No hydrogen peroxide / substrate in aii max 4

1 (b) (i) & (ii) Spaces with six readings; 1

Time taken to rise with units / AW in column
/ row heading; 1
Means shown in table; 1
Means correct 1 Accept mop up spills and any
1.0 faster than 0.2; 1 procedure that stops hydrogen
peroxide coming in touch with the skin
1 (b) (iii) goggles / eye protection; 1 or any other sensible procedure
relating to safety.
1 (b) (iv) 3 from:
Ref to conc of hydrogen peroxide /
substrate / amount of molecules:
Means fewer molecules to collide / fewer collisions
/ ORA;
Active sites used less often / empty more of the
time / ORA;
IDEA OF time taken is inverse of rate of reaction; max 3

1 (c) 6 from:
1 At least 5 temperatures between 100 and O°C;
2 Means of maintaining / monitoring temperature;
3 Means of measuring volume of gas produced
(e.g. gas syringe / bubbles counted etc.) OR
means of measuring time.
4 In a given time interval OR time taken for bead
to float;
5 constant volume / concentration of yeast;
6 constant volume / concentration of substrate;
7 Any other variable controlled and means to
achieve it;
8 Repetition max 6

Total 22
2 (a) 4 from:
Single continuous line for epidermis / piliferous
layer;
Single continuous line delineating storage from
non storage tissue;
Two or three concentric circles for encdodermis
and pericycle;
Stelate conductive tissue;
Labels distinguish between xylem & phloem;
Proportion correct i.e. stele <1/3 of root radius;
Tissue only, no cells max 4

(b) Root; 1

(c) cell wall of conducting cell thicker than cell wall of

storage cell; 1
conducting cell empty; 1 If labelled wrong way round then
storage cell has starch grains; 1 max 2.

Total 8

Paper Total 30

© University of Cambridge International Examinations 2004

 6 For
Examiner’s
Use
2 K1 is a stained transverse section through a dicotyledonous plant.
Examine the specimen using the low-power of your microscope.

(a) Make a large, labelled, plan diagram to show the distribution of tissues.

[4]

© UCLES 2004 9700/05/M/J/04

 7 For
Examiner’s
Use
(b) State from which part of the plant the section was taken.

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

(c) Make a high-power drawing of two cells, one from a water conducting tissue and the
other from a storage tissue.

[3]

[Total : 8]

© UCLES 2004 9700/05/M/J/04

 Page 1 Mark Scheme Syllabus Paper
BIOLOGY – JUNE 2004 9700 5

Question Expected Answers Marks Additional Guidance

1 (a) (i) 3 from:

Initially sink;
Bubbles / oxygen form on (surface) of beads;
Then float; Accept ‘no reaction’
No reaction in water / beads do not float; max 3 Reject ‘no change’

1 (a) (ii) 4 from:

H2O broken down;
By catalase / enzyme (in yeast);
Release oxygen / O2;
Correct reference to density;
No hydrogen peroxide / substrate in aii max 4

1 (b) (i) & (ii) Spaces with six readings; 1

Time taken to rise with units / AW in column
/ row heading; 1
Means shown in table; 1
Means correct 1 Accept mop up spills and any
1.0 faster than 0.2; 1 procedure that stops hydrogen
peroxide coming in touch with the skin
1 (b) (iii) goggles / eye protection; 1 or any other sensible procedure
relating to safety.
1 (b) (iv) 3 from:
Ref to conc of hydrogen peroxide /
substrate / amount of molecules:
Means fewer molecules to collide / fewer collisions
/ ORA;
Active sites used less often / empty more of the
time / ORA;
IDEA OF time taken is inverse of rate of reaction; max 3

1 (c) 6 from:
1 At least 5 temperatures between 100 and O°C;
2 Means of maintaining / monitoring temperature;
3 Means of measuring volume of gas produced
(e.g. gas syringe / bubbles counted etc.) OR
means of measuring time.
4 In a given time interval OR time taken for bead
to float;
5 constant volume / concentration of yeast;
6 constant volume / concentration of substrate;
7 Any other variable controlled and means to
achieve it;
8 Repetition max 6

Total 22
2 (a) 4 from:
Single continuous line for epidermis / piliferous
layer;
Single continuous line delineating storage from
non storage tissue;
Two or three concentric circles for encdodermis
and pericycle;
Stelate conductive tissue;
Labels distinguish between xylem & phloem;
Proportion correct i.e. stele <1/3 of root radius;
Tissue only, no cells max 4

(b) Root; 1

(c) cell wall of conducting cell thicker than cell wall of

storage cell; 1
conducting cell empty; 1 If labelled wrong way round then
storage cell has starch grains; 1 max 2.

Total 8

Paper Total 30

© University of Cambridge International Examinations 2004

 2

Each candidate must be provided with the following apparatus and materials.

To be supplied by the Centre

Question 1

The candidates will be determining the change in length of strips of potato after treatment with sucrose
solution.

Each candidate with require:

(i) A Petri dish lid containing 10 g of sucrose, labelled C.
(ii) Three strips of freshly cut, peeled Irish potato tuber, approximately 5 mm x 5 mm and longer
than 50 mm. The strips should be placed in a covered Petri dish, labelled P. Ideally they
should be prepared immediately before the examination.
If prepared in advance, the strips should be stored in a plastic bag and kept cool, to avoid any
loss of water or enzymic browning.
Slices of potato can be cut with a large kitchen knife and strips produced using a scalpel.
Please do not use cork borers because this may damage the tissues.
If potato is not available, a locally available alternative such as yam or carrot may be substituted.
Please record any substitutions on the report form on the back of the first candidate’s script.
(iii) Paper towels.
(iv) A ruler measuring in mm.
(v) A scalpel or sharp knife.
(vi) A stopwatch or sight of a clock with a second hand.
(vii) A white tile or cutting board.
(viii) Forceps.
(ix) A Petri dish base, labelled S (so that the label will not wash off).
(x) Access to a balance that can measure 0 to 10 g to an accuracy of 0.1 g. The balance could be
shared between two or more candidates if this is necessary, but every effort should be made
to minimise sharing and to plan the careful supervision of candidates sharing balances.
(xi) A measuring cylinder of between 10 and 50 cm3.

Question 2

Each candidate will require:

(i) Slide K1 and K2 (from Cambridge).
(ii) Eye-piece graticule (see laboratory list on page 32 of syllabus). These are available on
transparent photographic film from many laboratory equipment suppliers. They can be made
by photographing a white on black scale onto 35 mm black and white film, and processing the
resulting negatives. After processing these should have on them a small black scale on a
transparent backing, suitable for cutting out as a graticule. This should be completed well
before the examination.

Every reasonable effort has been made to trace all copyright holders where the publishers (i.e. UCLES) are aware that third-party material has been reproduced.
The publishers would be pleased to hear from anyone whose rights they have unwittingly infringed.

University of Cambridge International Examinations is part of the University of Cambridge Local Examinations Syndicate (UCLES), which is itself a department of
the University of Cambridge.

© UCLES 2004 9700/03/O/N04

 2 For
Examiner’s
Use
1 You are provided with a Petri dish, labelled S, and another Petri dish containing some
carbohydrate, C.

The relative molecular weight of the carbohydrate, C, is 340 (to two significant figures).

(a) Using the balance, distilled water, C and measuring cylinder, make up 20 cm3 of a
1 mol dm–3 solution of C.

(i) State the mass of carbohydrate, C, that you used.

mass ………………………………… [1]

(ii) Describe the steps that you used to make up the solution of C.

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

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

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

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

Place the solution of C in the Petri dish labelled S.

You are also provided with three strips of potato in a Petri dish labelled P.

Using a scalpel or a sharp knife, carefully trim each potato strip to a length of 50 mm.
It is most important that you perform this task as accurately as possible.

Place the three potato strips into the Petri dish labelled S.

Leave for at least 30 minutes.

While you are waiting, you should start Question 2.

© UCLES 2004 9700/03/O/N04

 3 For
Examiner’s
Use
After 30 minutes, remove the strips from the Petri dish, blot them carefully with a paper towel
and accurately re-measure their lengths.

(b) (i) Record the lengths of the strips in Table 1.1. Calculate the mean strip length and
the percentage change in mean strip length.

Table 1.1

initial length length length mean percentage

length of of of length of change in
of strips strip 1 strip 2 strip 3 strips length of
/mm /mm /mm /mm /mm strips

50
[2]

(ii) Suggest two ways to improve the procedure that you followed to make your results
more reliable.

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

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

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

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

© UCLES 2004 9700/03/O/N04 [Turn over

 4 For
Examiner’s
Use
(c) In a similar investigation, involving a range of sucrose concentrations, the results shown
in Table 1.2 were obtained.

Table 1.2

sucrose solution mean length of percentage

concentration strips change in length
/mol dm–3 /mm of strips

0.00 (water) 52.0 +4

0.25 49.0 –2

0.50 47.0 –6

0.75 43.5 – 13

1.00 41.5 – 17

(i) On the grid provided, plot a graph of the percentage change in length of the strips,
against the molar concentration of the sucrose solutions.

[3]

© UCLES 2004 9700/03/O/N04

 5 For
Examiner’s
Use
(ii) Use the graph to determine the concentration of the solution that is equal to the
water potential of the potato tissue.

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

(iii) Explain in terms of water potential, the percentage change in length of the potato
chips that occurred in water.

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

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

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

[Total: 13]

© UCLES 2004 9700/03/O/N04 [Turn over

 Page 1 Mark Scheme Syllabus Paper
AS/A LEVEL – NOVEMBER 2004 9700 3

Qn Expected Answers Marks Additional Guidance

1a i 6.8 g; 1 }
} mark straight through
ii 2 from: }
340/50 or 340 x 1/50 or 340 x 20/1000; } e.c.f.
(made 6.8g) up to; }
a litre with water/20 cm3; } added to a litre = 1 mark
ensure (completely) dissolved/stir/agitate; max 2 }

b i mean calculation correct; 1

% calculation correct; 1

ii ensure widths/thickness/SA of strips are all

the same;
larger number of strips/repeat experiment;
temperature control;
drying with (paper towel) for same time; AVP
all strips from same (type) potato;
leave > 30 min in solution; OWTTE
increase length of each strip;
idea of fully immerse potato strip;
cover Petri dish;
weigh;
reference to sensible idea of equipment/use AVP e.g. stir until dissolved if
hot water; max 2 not used in 1 a i

c i molarity on X axis, scale correct, labelled with

correct units; 1
plotting correct; 1
line of best fit i.e. straight line close to plots; 1 points clearly lie close to a
straight line, so a line of best
fit is clearly the most
appropriate way to plot the
graph

ii correct reading from graph and units correct; 1 accept m

iii chip has lower water potential/more neg/

water has higher water potential/0;
water enters chip by osmosis; max 2

13

© University of Cambridge International Examinations 2005

 2

Each candidate must be provided with the following apparatus and materials.

To be supplied by the Centre

Question 1

The candidates will be determining the change in length of strips of potato after treatment with sucrose
solution.

Each candidate with require:

(i) A Petri dish lid containing 10 g of sucrose, labelled C.
(ii) Three strips of freshly cut, peeled Irish potato tuber, approximately 5 mm x 5 mm and longer
than 50 mm. The strips should be placed in a covered Petri dish, labelled P. Ideally they
should be prepared immediately before the examination.
If prepared in advance, the strips should be stored in a plastic bag and kept cool, to avoid any
loss of water or enzymic browning.
Slices of potato can be cut with a large kitchen knife and strips produced using a scalpel.
Please do not use cork borers because this may damage the tissues.
If potato is not available, a locally available alternative such as yam or carrot may be substituted.
Please record any substitutions on the report form on the back of the first candidate’s script.
(iii) Paper towels.
(iv) A ruler measuring in mm.
(v) A scalpel or sharp knife.
(vi) A stopwatch or sight of a clock with a second hand.
(vii) A white tile or cutting board.
(viii) Forceps.
(ix) A Petri dish base, labelled S (so that the label will not wash off).
(x) Access to a balance that can measure 0 to 10 g to an accuracy of 0.1 g. The balance could be
shared between two or more candidates if this is necessary, but every effort should be made
to minimise sharing and to plan the careful supervision of candidates sharing balances.
(xi) A measuring cylinder of between 10 and 50 cm3.

Question 2

Each candidate will require:

(i) Slide K1 and K2 (from Cambridge).
(ii) Eye-piece graticule (see laboratory list on page 32 of syllabus). These are available on
transparent photographic film from many laboratory equipment suppliers. They can be made
by photographing a white on black scale onto 35 mm black and white film, and processing the
resulting negatives. After processing these should have on them a small black scale on a
transparent backing, suitable for cutting out as a graticule. This should be completed well
before the examination.

Every reasonable effort has been made to trace all copyright holders where the publishers (i.e. UCLES) are aware that third-party material has been reproduced.
The publishers would be pleased to hear from anyone whose rights they have unwittingly infringed.

University of Cambridge International Examinations is part of the University of Cambridge Local Examinations Syndicate (UCLES), which is itself a department of
the University of Cambridge.

© UCLES 2004 9700/03/O/N04

 6 For
Examiner’s
Use
2 K1 is a slide of frog blood. Like human blood it contains many red blood cells. These are
different from human red blood cells.

(a) Make a large, labelled, high power drawing of a red blood cell from slide K1.

[3]

(b) K2 is a slide of human blood.

(i) Make a large, labelled, high power drawing of a white blood cell from slide K2.
Identify the type of white blood cell that you have drawn.

Type of white blood cell ........................................................................................ [3]

(ii) Assuming that a human red blood cell has a diameter of 8 µm, estimate the
diameter of a human white blood cell.
Show your calculations.

.............................................................................................................................. [2]
© UCLES 2004 9700/03/O/N04
 7 For
Examiner’s
Use
(iii) Use the eye-piece graticule provided to make an estimate of the ratio of the size of
frog red blood cells to human white blood cells.
You should measure the longest axis of each cell type.

Space for measurements Space for working

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

(iv) State two visible structural differences between frog and human red blood cells.

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

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

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

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

[Total: 12]

Every reasonable effort has been made to trace all copyright holders where the publishers (i.e. UCLES) are aware that third-party material has been reproduced.
The publishers would be pleased to hear from anyone whose rights they have unwittingly infringed.

University of Cambridge International Examinations is part of the University of Cambridge Local Examinations Syndicate (UCLES), which is itself a department of
the University of Cambridge.

© UCLES 2004 9700/03/O/N04

 Page 2 Mark Scheme Syllabus Paper
AS/A LEVEL – NOVEMBER 2004 9700 3

Qn Expected Answers Marks Additional Guidance

2a 2 labels from:
cell membrane, cytoplasm, nucleus, nuclear membrane = 1 mark
labelled; 1
rugby ball shaped; 1
correct proportion of nucleus to cytoplasm; 1

b i correct title; 1 reject leucocyte – accept all

2 marks for correct drawing points e.g. large other correct titles.
nucleus; dark nucleus; lobed nucleus; etc.; max 2

ii units µm; 1
9 - 20; 1

iii measurement shown and working shown;

>1:1 to 3.5:1; 2

iv correct reference to shape e.g. RBC accept Reverse Argument

concave/frogs rugby ball shaped/frogs
bigger; 1
correct reference to nucleus; 1
12

Paper total = 25 marks

© University of Cambridge International Examinations 2005

 2

Instructions to Supervisors:

Question 1
Candidates will be expected to carry out an investigation into the action of the enzyme amylase
on a suspension of starch.
Each candidate will require:

(i) 10 cm3 of starch suspension, labelled S. This is prepared by creaming 1 g of starch with about
5 cm3 of cold water. Add this to 80 cm3 of boiling, distilled water. It is important to boil well
to ensure that no starch grains are left. Stir well to obtain a uniform suspension. Make this
up to 100 cm3 with distilled water. Stir well then filter to ensure that no starch grains remain. It
is preferable to use starch from a scientific supplier. If this is not available then corn flour or
rice flour may be substituted. Please record any substitution on the report form attached.
Centres are advised to try this out well before hand.
(ii) A test-tube containing 10 cm3 of amylase or diastase solution. The solution should be
prepared just prior to the examination by dissolving 1 g of amylase powder in 100 cm3 distilled
water and labelled A.
The enzyme powder should be kept cool, but not frozen, and tested well in advance of the
examination, in order to replace if needed.
To test out the enzyme, mix 3 cm3 of starch suspension S with 1 cm3 of amylase solution A.
Drops of this mixture taken immediately should go black when mixed with iodine solution.
Within one to five minutes after mixing an end point should be achieved where mixing sample
with iodine solution no longer gives a blue/black colour.
If the end point is not reached within five minutes, then the concentration of the enzyme
should be increased to 2 g or 5 g of amylase in 100 cm3 distilled water. If the end point is still
not reached within 5 minutes, fresh amylase or diastase must be obtained. In case of further
difficulty, the starch solution could be diluted.
Centres are advised to try this out well before hand. Any changes should be recorded on
the report form attached.
(iii) Iodine in potassium iodide solution, with dropper, labelled as such.
(iv) A dropper pipette.
(v) Access to sink or similar.
(vi) Two pipettes or syringes graduated to 10 cm3 or one with a means of washing it.
(vii) Five test-tubes with rack.
(viii) A stirring rod.
(ix) A spotting tile (or a plain white tile at least 15 cm x 15 cm).
(x) A stop clock or stopwatch or sight of a clock with second hand.

Question 2

Each candidate will require:

(i) Slide K1 (from Cambridge).

To be supplied by Cambridge

Slide K1 (Question 2 and shared between two candidates).

© UCLES 2004 9700/05 (Instr) O/N/04

 2 For
Examiner’s
Use
1 Starch is a storage product found in many plant cells. It contains a carbohydrate called
amylose that stains blue/black in the presence of iodine in potassium iodide solution. Iodine
is also a powerful enzyme inhibitor.

You are provided with a solution of the enzyme amylase, labelled A. The enzyme amylase
hydrolyses starch.

You are also provided with a suspension of starch, labelled S.

You are required to plan, devise and carry out a method to investigate the effect of the
enzyme solution on the suspension of starch. In order to ensure that your results are
reliable, you will need to consider:

• the identification of a consistent end point.

• a calculation of a mean time taken for complete hydrolysis.

• the volume of solutions A and S which you have available.

(a) (i) Describe how you carried out your investigation.

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

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

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

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

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

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

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

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

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

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

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

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

...............................................................................................................................[7]

© UCLES 2004 9700/05 O/N/04

 3 For
Examiner’s
Use
(ii) Record your observations by making and completing a table in the space below.

[4]

© UCLES 2004 9700/05 O/N/04 [Turn over

 4 For
Examiner’s
Use
(b) A student carried out a similar investigation and obtained the following data.

(i) Calculate the rate of reaction for an amylase concentration of four arbitrary units
and complete the table.

amylase mean time rate of

concentration / taken for reaction
arbitrary units complete / min–1
hydrolysis / min

1 5.02 0.20

2 2.45 0.41

3 1.69 0.59

4 1.24

5 0.98 1.02
[1]

rate = 1/t t = time in minutes

(ii) Plot the results from the table on the grid to show rate of reaction against amylase
concentration.

[3]

© UCLES 2004 9700/05 O/N/04

 5 For
Examiner’s
Use
(iii) Explain these results as fully as possible.

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

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

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

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

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

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

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

(c) The data that you have been given were obtained in a laboratory with a variable air
temperature of about 20 °C. Suggest how the laboratory procedure could have been
improved.

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

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

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

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

[Total: 20]

© UCLES 2004 9700/05 O/N/04 [Turn over

 Page 1 Mark Scheme Syllabus Paper
A LEVEL – NOVEMBER 2004 9700 5

Qn Expected Answers Marks Additional Guidance

1a i 1 volume of amylase; use equal volumes = 1
2 volume of substrate; mark
3 idea of mixing;
4 drops of iodine on tile/test tube; accept put drops of
5 (add drops of mixture) at set time; sample on tile;
6 until no colour change; add iodine solution to it;
7 replication;
8 other specific detail e.g. wash pipette
etc;
9 control qualified e.g. boiled enzyme
/use water; max 7

ii boxes with data in e.g. time or colour; 1 max 2 if do not use time
qualification of data e.g. time taken for
starch to disappear; 1 ignore rate
units in headings (secs); 1
mean included; 1 no significant figures

b i 0.81; 1

ii axis correct orientation, units and scale

correct; 1
plots correct; 1
straight line of best fit; 1 points clearly lie close to a
straight line, so a line of
best fit is clearly the most
appropriate way to plot the
graph

iii reference to number/more enzyme if candidate only refers to

molecules; enzyme substrate
reference to number/more active sites; complex allow 1 mark.
reference to number of collisions; more enzyme substrate
reference to why linear i.e. excess complexes = 2
substrate/enzyme limiting; max 3

c using water bath; 1

for stable temperature/thermostatic/ fixed
temperature given between AVP
20 – 60 oC; 1

20

© University of Cambridge International Examinations 2005

 3

There must be no access to the question before this examination starts (regulation 3.2.1 (e),
page 36 CIE Handbook for Centres 2005). There are no exceptions to this. All problems with making
the arrangements for this examination must be referred to Dr Rick Nelms (Product Manager) – e-mail
[email protected], phone +44 1223 553554 or Fax +44 1223 553558.

Each candidate must be provided with the following apparatus and materials.

Question 1

Candidates will be required to carry out reducing sugar tests on a range of solutions and plant tissue.

Each candidate will require:

(i) Three test-tubes labelled X, Y and Z, containing 2 cm3 of the following solutions:

Solution Y consisting of 20 g of glucose, made up to 1 dm3 of solution.

Solution Z consisting of 20 cm3 of solution Y, made up to 1 dm3 of solution.
Solution X consisting of 20 cm3 of solution Z, made up to 1 dm3 of solution.

One dm3 of solution is sufficient for at least 450 candidates

(ii) 1 cm3 of freshly peeled potato, covered in water, in a dish, labelled P. Avoid using sprouting
potatoes if possible.
(iii) 1 cm3 of freshly peeled onion, covered in water, in a dish, labelled O.
If the scales fall apart, then ensure each candidate has approximately 1 cm3 of onion tissue.
(iv) Benedict’s solution, labelled as Benedict’s solution.
(v) Syringe to measure 2 cm3.
(vi) Test-tube rack or similar with two empty test-tubes and bungs.
(vii) Means of holding hot test-tubes.
(viii) Access to a waterbath. This could consist of a Bunsen burner, tripod, gauze and 250 cm3 or
similar beaker or heatproof container, half full of hot water, with thermometer that can read
up to at least 100 °C. Alternatively, a small number of candidates might share an electrically
heated waterbath set to at least 80 °C, provided that the candidates can be properly supervised
and can move to the waterbath without disturbing each other. Please ensure that the type of
waterbath used by the students is recorded on the supervisor’s report.
(ix) Paper towel.
(x) Tile.
(xi) Sharp knife or scalpel.
(xii) Thick glass or wood or metal rod to crush the tissue.
(xiii) Sight of a clock.

© UCLES 2006 9700/03/INST/M/J/06 [Turn over

 2 For
Examiner’s
Use
1 You are required to carry out an investigation into the relative quantities of reducing sugar in
potato and onion tissue.
You are provided with test-tubes, labelled X, Y and Z, each containing a different concentration
of reducing sugar. You are also provided with some potato tissue, labelled P, and some onion
tissue, labelled O.

(a) Carry out the test for reducing sugars on samples X, Y and Z.

(i) Describe, giving full practical details, how you carried out the test for reducing
sugars.

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

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

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

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

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

(ii) Record your observations in Table 1.1.

(iii) Complete the column headed conclusion.

Retain the test-tubes for comparison with the results you obtain in (b)(ii).

Table 1.1

solution observation conclusion

....................................................... .......................................................
X
....................................................... .......................................................

....................................................... .......................................................
Y
....................................................... .......................................................

....................................................... .......................................................
Z
....................................................... .......................................................

[3]

© UCLES 2006 9700/03/M/J/06

 3 For
Examiner’s
Use
(iv) Determine the order of concentration of reducing sugar in the three solutions and
complete Table 1.2.

Table 1.2

concentration X or Y or Z

high

medium

low
[1]

(b) Finely cut up tissue P on the tile and place the crushed tissue into one of the two empty
test-tubes provided.

Add 2 cm3 of water to the test-tube.

Place a bung in the open end of the test-tube and shake gently.

Repeat the process for tissue O using the other empty test-tube.

(i) Carry out the test for reducing sugars on both samples.

Record your observations in Table 1.3.

Table 1.3

tissue sample observation

......................................................................
P
.......................................................................

......................................................................
O
.......................................................................

[2]

(ii) Compare your observations with the results obtained for part (a).

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

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

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

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

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

© UCLES 2006 9700/03/M/J/06 [Turn over

 4 For
Examiner’s
Use
(c) Explain how you made sure that your tests produced a fair comparison.

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

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

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

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

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

[Total : 13]

© UCLES 2006 9700/03/M/J/06

 Page 1 Mark Scheme Syllabus Paper
GCE A/AS Level – May/June 2006 9700 03

Question Expected Answers Marks Additional Guidance

1 (a) (i) Equal volume test solution and
Benedits/excess Benedicts; 1
Boil/heat in water bath above 80 °C; 1
Reject direct heat
(ii) X lowest sugar conc e.g. green/blue 1
& green/blue with hint of yellow;
(iii) Y highest sugar conc e.g. red; 1
Z medium sugar conc e.g. yellow Observation and conclusion
orange/brown; 1 must both be correct

(iv) Y top Z middle and X bottom; 1

(b) (i) P no or little sugarIblue/green/yellow; 1 Accept answers with P similar

Q more sugar than P/green/yellow/ to Q as old potatoes may
brown; 1 contain sugars

(ii) P closest to X or Z with explanation: 1

Q closest to Y or Z with explanation; 1

(c) Three from:

Same volumes of solutions/reagents;
Same volumes of tissue;
Heat for same time;
Method for comparing colours;
Same temperature of water bath;
Replication; max 3

Total 13

2 (a) (i) Quality of drawing; 1 Slide is TS rat aorta

Crinkled inner lining; 1
Ratio of wall to lumen between 1:4 − 1:8; 1
Correct label; 1

(ii) Correct mag (actual size 1 mm) ± 10%;

Measure specimen and measure
drawing;
Divide drawing by specimen; max 2

(b) Artery thick wall; 1 Either way round

Withstand pressure/muscular; 1
Vein larger lumen; 1 Accept artery has crinkles
To ease blood flow; 1 inner surface to allow
Artery more round in shape; 1 expansion even though not
Vein lacks muscles/support structures; 1 visible in pm.

Total 12

Total 25

© University of Cambridge International Examinations 2006

 4

Question 2

Each candidate will require:

(i) Slide S1 (from CIE).

(ii) A microscope with:

• Low-power objective lens, e.g. × 10 (equal to 16 mm or
 ˝)
• High-power objective lens, e.g. × 40 (equal to 4 mm or  ˝)
• Eyepiece graticule fitted within the eyepiece and visible in focus at the same time as the
specimen.

MATERIALS TO BE SUPPLIED BY CIE

(i) Question papers.

(ii) Slide S1 (question 2, shared between two candidates).

RETURN OF EXAMINATION MATERIALS TO CAMBRIDGE

Immediately after the examination, microscope slides must be returned to CIE in the containers
in which they were received, using the self-adhesive label for the parcel. They must not be included
in the parcel of scripts. It may be possible to buy the slides, in which case an order form will be
enclosed with the slides, and should be returned to CIE using the self-adhesive label for the letter.
Slides and containers not returned in good condition will be charged at a rate of £3 per item to
which may be added administrative costs.

REPORT FORM

The teacher responsible for the examination is asked to fill in the Report Form on pages 7 and 8
of these Confidential Instructions. For Centres where more than one script envelope is used, there
must be a copy of the complete Report Form in each script parcel.

These report forms are vital in order to allow the examiners to assess all candidates as fairly as
possible and should always be completed by every Centre.

A copy of the seating plan for the examination room must also be enclosed in each script parcel.

© UCLES 2006 9700/03/INST/M/J/06

 5 For
Examiner’s
Use
2 S1 is a slide of a stained transverse section of an artery.

(a) (i) Make a large, labelled, plan diagram to show the distribution of the tissues.

[4]
(ii) Calculate the magnification of your drawing.
Show your working.

magnification ……………………… [2]

© UCLES 2006 9700/03/M/J/06 [Turn over

 6 For
Examiner’s
Use
(b) Fig. 2.1 is a photomicrograph of an artery and a vein.

Fig. 2.1

Describe three visible differences between the artery and the vein.
Explain the reason for each structural difference.

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

explanation

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

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

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

explanation

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

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

difference 3 ......................................................................................................................

explanation

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

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

[Total : 12]

© UCLES 2006 9700/03/M/J/06

 Page 1 Mark Scheme Syllabus Paper
GCE A/AS Level – May/June 2006 9700 03

Question Expected Answers Marks Additional Guidance

1 (a) (i) Equal volume test solution and
Benedits/excess Benedicts; 1
Boil/heat in water bath above 80 °C; 1
Reject direct heat
(ii) X lowest sugar conc e.g. green/blue 1
& green/blue with hint of yellow;
(iii) Y highest sugar conc e.g. red; 1
Z medium sugar conc e.g. yellow Observation and conclusion
orange/brown; 1 must both be correct

(iv) Y top Z middle and X bottom; 1

(b) (i) P no or little sugarIblue/green/yellow; 1 Accept answers with P similar

Q more sugar than P/green/yellow/ to Q as old potatoes may
brown; 1 contain sugars

(ii) P closest to X or Z with explanation: 1

Q closest to Y or Z with explanation; 1

(c) Three from:

Same volumes of solutions/reagents;
Same volumes of tissue;
Heat for same time;
Method for comparing colours;
Same temperature of water bath;
Replication; max 3

Total 13

2 (a) (i) Quality of drawing; 1 Slide is TS rat aorta

Crinkled inner lining; 1
Ratio of wall to lumen between 1:4 − 1:8; 1
Correct label; 1

(ii) Correct mag (actual size 1 mm) ± 10%;

Measure specimen and measure
drawing;
Divide drawing by specimen; max 2

(b) Artery thick wall; 1 Either way round

Withstand pressure/muscular; 1
Vein larger lumen; 1 Accept artery has crinkles
To ease blood flow; 1 inner surface to allow
Artery more round in shape; 1 expansion even though not
Vein lacks muscles/support structures; 1 visible in pm.

Total 12

Total 25

© University of Cambridge International Examinations 2006

 3

Confidential Instructions

Each candidate must be supplied with the following apparatus and materials.

Question 1

Each candidate will require:

(i) Four leaves labelled, K1, K3, K4 and K5, taken from a dicotyledonous plant, for example
Impatiens (Balsam, Busy Lizzy).
It is important that the leaf is not too hairy and should be soft when wilted.

Leaf K1 should be freshly picked and healthy – turgid and not wilted. No petroleum jelly
should be put on it.
Leaf K3 should be freshly picked (within 24 hours of the examination) – turgid and not wilted.
It should be covered on both sides with petroleum jelly.
Leaf K4 should be picked within three days of the examination and coated on the underside
with petroleum jelly.
Leaf K5 should have been picked at least 1 week before the examination and coated on the
upper side with petroleum jelly.

K1 and K3 should appear the freshest

K4 wilted but not dry
K5 the most withered and dry

The descriptions of the leaves in the examination paper may differ from the information
above.

(ii) A bottle of clear nail varnish or similar labelled, K2, with applicator brush.

(iii) Forceps.

(iv) Microscope with:

• Low-power objective lens, e.g. ×10 (equal to 16 mm or –23˝)
• High-power objective lens, e.g. ×40 (equal to 4 mm or –16˝)
• Eyepiece of graticule fitted within the eyepiece and visible in focus at the same time as
the specimen.
Each candidate must have sole, uninterrupted, use of a microscope for at least 35 minutes.
Candidates will need the microscope for question 1b and 1c. Candidates who start with
question 2 will need to be given the microscopes when they have completed question 2 and
question 1d.

(v) Two microscope slides and two coverslips.

(vi) Dropping pipette.

(vii) Small beaker or similar.

(viii) Access to water.

Question 2

Each candidate will require:

(i) No additional equipment.

© UCLES 2006 9700/03/CI/O/N/06 [Turn over
 2 For
Examiner’s
Use
Answer both questions.

If you have been provided with a microscope, you are advised to begin with question 1. If you will
not receive a microscope until half way through the examination, you are advised to begin with
question 2, and to move on to question 1(d) if necessary.

1 You are provided with a fresh leaf, labelled K1, taken from a dicotyledonous plant and a
bottle of clear varnish, labelled K2.

Use the brush provided to apply a single coat of varnish, approximately 1 cm2, to both
surfaces of the leaf.
Place the leaf out of the way and allow the varnish to dry.

You are also provided with three leaves, labelled K3, K4 and K5, that were taken from the
plant three days ago.
Leaf K3 has been coated on both surfaces with petroleum jelly.
Leaf K4 has been coated on the lower surface only with petroleum jelly.
Leaf K5 has been coated on the upper surface only with petroleum jelly.

(a) Compare the condition of each leaf with K1.

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

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

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

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

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

© UCLES 2006 9700/03/O/N/06

 3 For
Examiner’s
Use
(b) Return to leaf K1.
Carefully peel off the varnish from the lower surface of the leaf.
Mount the varnish in a drop of water on a microscope slide, cover with a coverslip and
view through your microscope to see an imprint of the cells.
Repeat this process with another microscope slide, with the varnish from the upper
surface of the leaf.

Make a large, labelled, high-power drawing of representative samples of cell types that
you can see on the lower and upper surfaces.
Use the same scale for all drawings.

large, labelled, high-power drawing of representative sample of no more than five cells from the
lower surface

large, labelled, high-power drawing of representative sample of no more than five cells from the
upper surface

[6]
© UCLES 2006 9700/03/O/N/06 [Turn over
 4 For
Examiner’s
Use
(c) Use your two sets of drawings to explain the condition of leaves K3, K4 and K5.

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

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

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

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

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

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

(d) Describe how you would investigate the effect of wind speed on the rate of transpiration
in similar leaves.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

[Total: 17]

© UCLES 2006 9700/03/O/N/06

Page 2 Mark Scheme Syllabus Paper
GCE A/AS LEVEL - OCT/NOV 2006 9700 3

Qn G Expected Answers Marks Additional Guidance

1a K3 freshest; 1
K5 driest; 1
K4 in between the other two; 1

1b Clear single lines; 1

Stoma / stomata present; 1
Guard cells labelled; 1
Stomata labelled; 1

Less stoma; 1
Cells drawn to same scale; 1

1c Correct reference to relative number of stomata on

each side of the leaf;
Transpiration / water loss through stoma;
Jelly stops transpiration;
Correct reference to transpiration through upper
epidermis; 3 max

1d Five from:
Method
Use of potometer / weighing plant / leafy shoot in
narrow measuring cylinder;
Some explanation of setting up;

Obtaining result
How measure transpiration / movement of bubble /
loss in mass / fall in water level;

Constant wind speed;

Fan distance;
change wind speed;
Control 2 other variables;
Replication; 5 max
Total 17
2a Size between 16mm and 20mm / 220; 1 16mm 0.073 mm
answer correct; 1 17mm 0.077 mm
18mm 0.082 mm
2b Two from: 19mm 0.086 mm
Are different; 20mm 0.091 mm
Sectioned at different levels;
Orientation i.e. oval longitudinal section appears
longer;
Squashed in preparation; 2 max

2c Two from:
Open at bottom / leading to tube;
Continuous epithelium;
Alveoli coming off;
Wider than alveoli / larger space;
No or fewer RBC (in epithelium); 2 max

2d Two from:
Red blood cells;
Absence of (epithelial) nuclei;
Idea of thin walls; 2 max
Total 8
Paper 25

© UCLES 2006
 3

Confidential Instructions

Each candidate must be supplied with the following apparatus and materials.

Question 1

Each candidate will require:

[H] (i) at least 20 cm3 Benedict’s solution in bottle with pipette, labelled as Benedict’s.
[H] (ii) at least 20 cm3 Iodine in potassium iodide in bottle with pipette labelled as Iodine in KI.
[H] (iii) at least 20 cm3 Biuret reagent in bottle with pipette labelled Biuret (or 1.0 mol dm–3
potassium hydroxide and 1% copper sulphate solution).
[H] (iv) at least 20 cm3 1.0 mol dm–3 hydrochloric acid labelled hydrochloric acid.
(v) 5 g sodium bicarbonate powder labelled sodium bicarbonate with spatula.
(vi) 10 cm3 of each of the following solutions in small beakers/containers
1% (1 g in 100 cm3 distilled water) glucose solution labelled S1.
1% (1 g in 100 cm3 distilled water) albumen solution made by dissolving dried
albumen in 90°C distilled water. This may need filtering. (Alternatively a 10%
(10 g in 100 cm3 distilled water) solution of egg white that will then contain 1%
albumen) labelled S2.
1% (1 g in 100 cm3 distilled water) sucrose solution labelled S3. We recommend
you use fresh analar sucrose. Well in advance of the examination, test the sucrose
solution by heating with Benedict’s solution. A blue colour should be obtained. If any
other colour is obtained please replace the sucrose with analar sucrose.
(vii) 8 boiling tubes or test tubes which can be heated, in a test tube rack or beaker.
A smaller number could be supplied with the means to wash them out.
(viii) graduated pipette or syringe graduated to 10 cm3 and means of washing it out
(ix) waterbath at 90°C and a Bunsen burner OR means to make a waterbath from beaker,
tripod, gauze and Bunsen burner
(x) matches or means to light the Bunsen if needed
(xi) glass marker pen
(xii) test tube holder
(xiii) safety goggles/glasses
(xiv) spotting tile
(xv) stop clock or sight of a clock

Fresh S1, S2 and S3 must be provided for each candidate.

The Supervisor should, out of sight of the candidates, test S1, S2 and S3 and record the results
on the Supervisor’s report which should be sent with the scripts.

© UCLES 2008 9700/31/INST/M/J/08 [Turn over

 2

You are reminded that you have only one hour for each question in the practical examination. For
You should read carefully through the whole of each question and then plan your use of Examiner’s
the time to make sure that you finish all of the work that you would like to do. Use

1 You are required to carry out tests, using only the reagents provided, to identify each of the
solutions S1, S2 and S3.
One of the solutions is glucose, another a protein and the third a carbohydrate other than
glucose.

You are required to identify each of the solutions, S1, S2 and S3. You must use only the
reagents provided.

(a) (i) Prepare and use the space below to record the test used, observations and
conclusions.

[5]

© UCLES 2008 9700/31/M/J/08

 3

(ii) Describe and explain how you identified the carbohydrate that was not glucose. For
Examiner’s
.................................................................................................................................. Use

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

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

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

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

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

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

(iii) Use your results and the information in Table 1.1 to estimate the concentration of
the glucose solution.

Table 1.1

glucose concentration
colour
/ mol dm–3
blue 0.00

green 0.01

yellow 0.05

red 0.10

concentration of glucose solution ........................................................................ [1]

(iv) Identify two sources of error in estimating the concentration of the solution.

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

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

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

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

© UCLES 2008 9700/31/M/J/08 [Turn over

 4

(v) If you were to repeat this experiment to make a more accurate estimation of the For
glucose concentration, state how you would carry out your investigation. Examiner’s
Use

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

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

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

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

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

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

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

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

(b) A student carried out an investigation on starch suspensions with various concentrations
testing for starch with iodine in potassium iodide solution. To find the concentration of
starch, the student used a colorimeter to determine the mean transmission of light
through the solutions.
Five replicates were run, starting with fresh materials each run.
The data in Table 1.2 were obtained.

Table 1.2

percentage transmission of light / arbitrary units

concentration of first second third fourth fifth
starch suspension mean
run run run run run
0.0 92 91 92 94 89 92

0.5 61 60 59 60 58 60

1.0 41 41 42 43 41 42

1.5 31 30 30 29 31

2.0 25 23 25 23 24 24

2.5 22 23 21 23 21 22

(i) Complete Table 1.2 by calculating the missing value. [1]

(ii) When the student performed this investigation, the transmission for a 2.5%
suspension of starch in the first run was 95 arbitrary units.
Explain why the student discarded this result and repeated the experiment with a
freshly made solution.

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

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

© UCLES 2008 9700/31/M/J/08

 5

(iii) Plot a graph of percentage concentration of starch suspension against the For
transmission of light using the student’s results. Examiner’s
Use

[3]

(c) The student’s hypothesis was:

Transmission of light is proportional to the concentration of starch suspension.
Draw an appropriate conclusion to the student’s experiment.
You should include in your conclusion whether the experimental data support the
hypothesis and produce a revised hypothesis, if necessary.

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

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

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

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

[Total : 21]

© UCLES 2008 9700/31/M/J/08 [Turn over

 Page 3 Mark Scheme Syllabus Paper
GCE A LEVEL – May/June 2008 9700 31

Question Sections Learning outcomes Indicative material mark

1 (a) (i) MMO Use their apparatus to all starch/iodine tests,

collection collect an appropriate negative/no colour
quantity of ..observations change/orange/red;
including subtle differences S2, violet/purple/mauve; 2
in colour.

MMO Sufficient distinct S1, glucose,

decisions observations are made to S2, protein,
identify the dissolved S3,
substances in a solution. carbohydrate/sucrose/non-
reducing sugar; 1
(all correct)

PDO Present …observations in a single table drawn with all

recording single table of results. cells ruled;
Include in table of results (1st/top) solution, colour
columns for raw data and changes/tests shown,
for deductions. conclusions/identification 2
Use column headings that shown;
…conform to accepted
scientific conventions.

(ii) MMO Qualitative observations idea of

decisions consistent with materials blue/negative test with
supplied. Benedicts;
Identify the dissolved therefore not glucose;
substances in a solution. boil with acid/HCl, neutralise
with sodium bicarbonate,
repeat benedict’s test; 3

(iii) ACE Describe the patterns and correct estimate with colour
interpretation trends shown by tables. change from their results,
with units; 1

(iv) ACE Identify the most significant two from

interpretation sources of error in an difficult to judge colour/may
experiment. be between colours;
volumes used different from
those used for table;
volume of Benedicts may
have been different;
heating time/temperature
may have been different 2 max

© UCLES 2008
 Page 4 Mark Scheme Syllabus Paper
GCE A LEVEL – May/June 2008 9700 31

(v) ACE Suggest modifications to an S1 use same

improvements experimental arrangement volume/example of volume
that will improve the as for known glucose;
accuracy of the experiment add same/excess volume of
or the accuracy of the Benedicts to S1 and known
observations that can be glucose;
made, including the use of heat/boil for same length of
new methods or strategies time;
to investigate the question. repeat all measurements;
use more known
concentrations of glucose;
e.g. of accurate use of
equipment/buretter/graduated
pipette; 3 max

1 (b) (i) PDO display Use correct number of 30; 1

significant figures for
calculated quantities.

(ii) MMO Replicate readings or anomalous/does not fit

decisions observations as necessary. trend/pattern/described; 1

(iii) PDO Select which variables to O percentage concentration

layout plot and plot appropriately of starch on x-axis, and
on clearly labelled x- and y- mean transmission of
axes. light/arbitrary units on y-axis ;
Choose scales for the graph
axes that allow the graph to S scale, more than half grid(x
be read easily, such as 1, 2 and y) used for plotted area;
or 5 units to a 20mm
square.
Make the best use of the
space available, using over P all points correctly plotted
half of the length and width with crosses/dots (in circles),
of the grid. points joined with ruled
Plot all points to an lines/curve through all points; 3
appropriate accuracy.
Follow IOB
recommendations for
putting lines on graphs.

(c) ACE Draw conclusion from an idea that data does not
conclusion experiment…considering (totally)support the
whether the experimental hypothesis; 1
data supports a given as concentration of starch
hypothesis ..making further suspension increases the
predicitions. transmission of light changes
slower/less after 1.5/2.0%; 1

Total 21

© UCLES 2008
 3

Confidential Instructions

Each candidate must be supplied with the following apparatus and materials.

Question 1

Each candidate will require:

(i) About 20 cm3 of 1 mol dm–3 sucrose solution in a Petri dish, labelled S1 (e.g. made by
dissolving 34.23 g of sucrose in 80 cm3 of distilled water and making up to 100 cm3).

(ii) About 20 cm3 distilled water in a beaker, labelled W.

(iii) Two pieces of fleshy scale leaf from a fresh onion, as shown in Fig. 1.1, and immediately
placed in a beaker of distilled water, labelled O.

Fig. 1.1

(iv) An empty Petri dish and empty beaker or container.

(v) Syringe to measure 10 cm3.

(vi) A dropper pipette.

(vii) Forceps – sharp pointed.

(viii) A scalpel or sharp knife.

(ix) Tile or cutting surface.

(x) Five microscope slides with cover slips.

(xi) Means of marking glassware e.g. permanent marker pen.

(xii) Microscope as described on page 2.

(xiii) Paper towel.

The supervisor should, out of sight of the candidates, try question 1 and record the
results on the Supervisor’s report which should be sent with the scripts. The invigilator
must not be involved in testing question 1.

Question 2

No further materials required. The microscope will not be required for question 2.

© UCLES 2008 9700/31/CI/O/N/08 [Turn over

 2

You are reminded that you have only one hour for each question in the practical For
examination. Examiner’s
You should read carefully through the whole of each question and then plan your use of Use

the time to make sure that you finish all of the work that you would like to do.

1 You are required to investigate the effects of two solutions, S1 and S2, on the cells of onion
epidermal tissue.

• Solution S1 is a 1.0 mol dm–3 solution of sucrose.

• Beaker W contains distilled water.
• Beaker O contains distilled water and two pieces of onion.

Use the distilled water in the beaker labelled W and solution S1 to produce a 0.5 mol dm–3
solution of sucrose and label it as S2.

It is very important to stop the onion from drying out. Place a few drops of water on a
microscope slide.

Remove one piece of onion from beaker O and using forceps or fingers peel off the inner
concave epidermis as shown in Fig. 1.1. Pull the epidermis from the top of the piece towards
the tip. Immediately place in distilled water on the microscope slide as shown in Fig. 1.1.

distilled
onion water
inner epidermis
concave
epidermis

piece of onion

Fig. 1.1

Pour enough distilled water into the Petri dish to cover the base.
Using the scalpel carefully cut one piece of the epidermis approximately 5 mm by 5 mm and
place into the distilled water in the Petri dish.
Use the second piece of onion if required.
Repeat until you have at least three small squares of epidermis floating in the Petri dish.

Mount one of the squares on a microscope slide in distilled water.

Cover with a cover slip and label the slide.
Repeat with two more squares of epidermis, mounting one in solution S1 and another in
solution S2.

Examine each of the slides using your microscope and carefully observe the state of the
cells (you may need to partially close the iris diaphragm or reduce the light intensity to
increase the contrast).

© UCLES 2008 9700/31/O/N/08

 3

(a) Estimate the degree of plasmolysis of five adjacent cells for slide S1 first, using the For
reference diagrams in Fig. 1.2. Examiner’s
Use the numbers given in Fig. 1.2 to make your estimate. Use

Repeat with the slides for distilled water and S2.

none slight extensive severe

1 2 3 4

Fig. 1.2

(i) Prepare and use the space below to present your observations from the slides
made with distilled water, S1 and S2, and a numerical estimate of the mean
degree of plasmolysis for each of these solutions.

[6]

(ii) Describe and explain your observations from the slides made with distilled water,
S1 and S2.

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

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

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

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

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

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

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

© UCLES 2008 9700/31/O/N/08 [Turn over

 4

(iii) Identify two significant sources of error in this experiment. For

Examiner’s
1. ............................................................................................................................... Use

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

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

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

(iv) Suggest how you would improve this experiment.

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

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

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

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

© UCLES 2008 9700/31/O/N/08

 5

(b) In a similar investigation involving a range of different temperatures and 0.25 mol dm–3 For
sucrose solution, a student obtained the results shown in Table 1.1. Examiner’s
Use

Table 1.1

percentage plasmolysis of cells in 0.25 mol dm–3 sucrose solution

temperature °C batch 1 batch 2 batch 3 batch 4 batch 5 mean
5 22 19 20 20 21 20
15 65 63 66 62 63
25 79 74 76 78 75 76
35 83 85 86 45 87
45 85 85 86 84 85 85
55 84 82 86 85 86 85

(i) Complete Table 1.1 by calculating the missing values taking into account any
anomalous values. [1]
(ii) Plot a graph of temperature against the mean percentage plasmolysis of the cells.

[3]

(iii) State the temperature at which 50% plasmolysis occurred.

.............................................................................................................................. [1]
© UCLES 2008 9700/31/O/N/08 [Turn over
 6

(c) The student’s hypothesis was: For

Examiner’s
Percentage plasmolysis is proportional to temperature. Use

Draw an appropriate conclusion to the student’s experiment.

You should include in your conclusion whether the experimental data support the
hypothesis and produce a revised hypothesis if necessary.

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

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

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

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

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

[Total: 21]

© UCLES 2008 9700/31/O/N/08

 Page 2 Mark Scheme Syllabus Paper
GCE A/AS LEVEL – October/November 2008 9700 31

Question Expected Answers Additional Guidance Marks

2PDO recording, 2MMO collection,
Record OBSERVATIONS and NUMERICAL MEAN DEGREE OF PLASMOLYSIS
2MMO decision.
1 (a) (i) table, AND (all table) AND (heading above data) Mark best table, ignore any additional
cells drawn W or water or 0 and S1 or 1 and S2 text or drawings. No outer boundary
plasmolysis/numerical (estimate) ; between or 0.5; Ignore units. needed.
different text
shows 5 cells recorded per solution; Any evidence of five cells only,
e.g. five drawn per solution or total
(water) 1 or label; Look at mean first (if there) so cells 5 or 1 + 3 + 2 + 1 + 1
should be 1 – ignore any decimal
(S1) number more than water or label; places. Numbers mostly 1 if 5 cells 1 2 3 4
recorded. none slight extensive severe
(S2) number between S1 and water or label;
Allow any correct numbers.
Ignore decimal places. [6]
Describe and explain observations from water, S1 and S2. 3 MMO decisions
1 (a) (ii) Idea of
1. high/0 to low/ In correct context. Accept ψ.
from higher to lower Solute/osmotic potential is ignored but
less negative/0 to more negative water potential/ AND by osmosis; must be the same as water potential
down water potential gradient i.e. from high to low so reject pt1 if
wrong way. Ignore hypotonic and
2. (in water) cells turgid/no or slight plasmolysis hypertonic but must be in correct
context if used.
3. (in S1) cells plasmolysed/flaccid/described AND water has moved in/no net
movement/correct idea of water out; Ignore ‘no change’.
OR (in S2) no/less/capped plasmolysis/described AND water moved out;
Must be correct with the candidate’s
accept cytoplasm/cell membrane pulled away from AND no net movement/water moved
own results.
cell wall/vacuole shrinks. Reject cell shrinks out;

[3]

© UCLES 2008
 Page 3 Mark Scheme Syllabus Paper
GCE A/AS LEVEL – October/November 2008 9700 31

Identify two sources of error in this experiment 2 ACE interpretation

1 (a) (iii) Two from Reject just time or Mark for any correct.
difficult to judge degree of plasmolysis, or have to estimate between values for just volume alone.
plasmolysis; Accept different or Reject improvements.
varied.
Such as ‘should keep
evaporation from solutions/concentration of solution changes/(S1/S2)diluted by distilled Reject immersed.
time the same, etc.’
water; Reject should be
same time – not an
(cells) left different times/too short a time/not long enough; error.
Reject air bubbles.
AVP; volume/no. of drops used, or different onions, or different parts of onion/not Reject amount.
[2 max]
fresh/have been frozen/stored;
Suggest how you would improve this experiment. ACE improvements
1 (a) (iv) one/more/serial dilution concentration;

examples at least 3 in addition to 0.0, 0.5 and 1.0 ;

repeat each concentration/more than one strip (per concentration); Beware repeat experiment with different
variable.
keep the time the same/give an example of time/longer time;
Reject measuring cylinder.
keep the volume the same AND method/use burette/graduated pipette, or smaller syringe
/count no. of drops/AW, or cover solution to prevent evaporation, or immerse in S1 or S2
before mounting;

same onion/part of onion/fresh onion;

Accept photographs.
[3 max]
count more cells or more than 5/have more detailed numerical estimates;

© UCLES 2008
 Page 4 Mark Scheme Syllabus Paper
GCE A/AS LEVEL – October/November 2008 9700 31

Complete the Table 1.2 by calculating the missing values PDO display
1 (b) (i) 64 AND 85; A whole numbers only and both correct
[1]
1 (b) (ii)

O x-axis T/temp./temperature AND oC AND y-axis percentage/% plasmolysis;

[1]
S/P scale as shown/x axis must start at 5, allow no 0 and no AND plotting crosses or dot in circle ONLY AND Reject blobs in
100 marked 5 (20), 25(76), 45 and 55 (both 85) plotted correctly; or out of circle.
NO cross larger than X or O. Plots 20, 76 must be on
horizontal line, both 85’s between the horizontal lines.
Ignore incorrect calculated mean plots i.e. 15 and 35 [1]
L either straight lines joining each point or smooth curve; Reject any
quality – no thicker than not feathery, for the complete line. extrapolation
Check 5 to 15 must be connected point to point exactly, by straight line or curve AND 45 to 55 must be a beyond either
horizontal line. Ignore 25 and 35 unless candidate draws up and down. axis. [1]

© UCLES 2008
 Page 5 Mark Scheme Syllabus Paper
GCE A/AS LEVEL – October/November 2008 9700 31

State temperature at which 50% plasmolysis occurred ACE interpretation

1 (b) (iii) take reading from candidate’s own graph AND oC; Allow only 0.0 or 0.5, no intermediate
decimals must round correctly. [1]
Percentage plasmolysis is proportional to temperature, draw conclusion and include whether the data ACE conclusion
supports the hypothesis and produce a revised hypothesis if necessary
1 (c) Draws conclusion:
as temp. increases the supports hypothesis (reject does support at start but then
percentage plasmolysis supports conclusion); does not support, or partially
increases/is proportional; (but if rejected because supports hypothesis (reject
of conclusion then can conclusion) Needs clear
still have ) (but if rejected because of statement.
conclusion then can still have)

or is not a straight line/not linear

or is not proportional; [1]

Then one of Then Then one of

quotes figs. between 5oC quotes figs between 5oC after 15 not linear;
and 55oC and the two %’s and 55oC and the two %’s IGNORE rate.
levels off/stops increasing/up to a Reject any ref. to
OR OR point; 100% plasmolysis or
(increases) up to 35oC or (increases) up to 35oC or cells dying/denatures.
no more plasmolysis after no more plasmolysis after ACCEPT 35/45 OR
35oC; 35oC; BETWEEN,
DEPENDING ON THE
CANDIDATE’S [1]
GRAPH.
Total [21]

© UCLES 2008
 7

2 Fig. 2.1 is a photomicrograph of a transverse section through a tubular structure from an For
animal. Examiner’s
Use

Fig. 2.1

(a) (i) Draw a large low-power plan diagram of the specimen in photomicrograph Fig. 2.1.

[4]

© UCLES 2008 9700/31/O/N/08 [Turn over

 9

(ii) Fig. 2.2 shows the same photomicrograph as Fig. 2.1 and includes the image of an For
eyepiece graticule. Examiner’s
Fig. 2.3 shows a photomicrograph of a stage micrometer scale using the same Use

lenses as Fig. 2.2 and includes an image of the same eye piece graticule.

Fig. 2.2 Fig. 2.3

Each division on the stage micrometer

scale is 0.1 mm

Count the number of the eyepiece graticule units across the lumen of the structure
in Fig. 2.2.

number of eyepiece graticule units ...................................

Count the number of eyepiece graticule units that match an exact number of stage
micrometer scale divisions.

number of eyepiece graticule units ...................................

number of stage micrometer scale divisions ...................................

Use this information to calculate the actual width of the lumen in Fig. 2.2.

Show your working.

actual width of the lumen in Fig. 2.2. ................................... [4]

© UCLES 2008 9700/31/O/N/08 [Turn over
 10

(iii) Suggest how an error in measuring the width of the lumen could occur. For
Examiner’s
.................................................................................................................................. Use

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

(b) Fig. 2.1 is repeated below. Fig. 2.4 shows another transverse section through a different
tubular structure from the same organism at the same scale.

Fig. 2.1 (repeated) Fig. 2.4

(i) Prepare the space below so that it is suitable for you to compare and contrast the
specimens on Fig. 2.1 and Fig. 2.4 and then record your observations.

[5]
© UCLES 2008 9700/31/O/N/08
 11

(ii) Both the specimens on Fig. 2.1 and Fig. 2.4 are involved in the transport of For
substances. Examiner’s
Use
State one observation that relates to this function.

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

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

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

(c) Fig. 2.5 is a high power photomicrograph of part of the specimen shown in Fig. 2.1.

Fig. 2.5

In the space below make a labelled drawing of a group of five representative cells that
are close together. On Fig. 2.5 draw a ring around the cells that you have drawn.

[4]

[Total: 19]

© UCLES 2008 9700/31/O/N/08

 Page 6 Mark Scheme Syllabus Paper
GCE A/AS LEVEL – October/November 2008 9700 31

Draw a LARGE, LOW-POWER plan diagram of photomicrograph fig. 2.1. (trachea) 1MMO collection, 3 PDO layout

2 (a) (i) sharp, clear unbroken lines, AND 3 bulges; Allow 3 ringed errors for first part of
point 1.
no cells AND no shading AND larger than 6cm; Ignore additional shaded circles and one
layer with dashes. NO block shading of
at least 8 lines across lumen at any point; layers.
Has to have drawn whole specimen.
incomplete ring of cartilage;

Point 1
No more than
three errors
ringed.
Point 3 anywhere
in diagram at any
point there are 8
lines across.

[4]

© UCLES 2008
 Page 7 Mark Scheme Syllabus Paper
GCE A/AS LEVEL – October/November 2008 9700 31

2MMO collection, 1PDO recording,

Use this information to calculate the actual width of the lumen.
1PDO display
2 (a) (ii) Each division on stage scale is 0.1 mm = V. First and second mark reject if any
measurements given e.g. mm. If point 1 right then must be answer from box below. If
point 1 wrong then can have any other pair. Allow units or divisions.

First Mark No.of eyepiece grat. W 7 15 29/30

Second Mark No.of eyepiece grat. Y 8 7 16 7 14 21 32 39
No on stage micrometer Z 9 4 9 2 4 6 9 11
Third Mark Show logical reasoning EITHER OR
Z divided by Y first Z x V AND divided by Y. followed by x W.
then proceed and allow multiplication by either V
and then W, or W and then V, even though not Ignore answer and units.
strictly the correct reasoning. Rej. if additional figs. even if x1.
Ignore answer and units. Ignore multiplication for units, even metres.
Rej. if additional figs., even if x1.

Fourth Mark Need NOT be the correct Either answer (between 100 and 999 with) µm. OR answer (between 0.1 and 0.99 with) mm.
answer. Allow standard form if correct. Reject metres. Allow standard form if correct. Reject metres.
Reject if given choice of
units unless both correct.
First two marks are for – collecting the correct data. The third mark is for display – showing clear reasoning in the calculation.
Fourth mark is for recording – use of the correct units.
[4]

© UCLES 2008
 Page 9 Mark Scheme Syllabus Paper
GCE A/AS LEVEL – October/November 2008 9700 31

Compare and contrast specimens Fig 2.1 and 2.4. 2 MMO collection 1 PDO recording 2 ACE interpretation
2 (b) (i) Organised as a table/venn diagram/ruled boxes connected, correctly headed; If named headings only e.g. artery/vein then [1]
comparative statements opposite each other/in one sentence; reject.
Then 3 for showing comparative statements if [1]
Fig. 2.1 Fig. 2.4 correct + lumen + larger difference.
Both have lumen; Most pairs of statements are comparative. [1]
Inner layer/membrane/wall folded/irregular/ Must have at least 1 similarity.
smooth/rounded,
or lumen shape lobed; Accept hollow/cavity/space
larger/wider or smaller/narrower; IGNORE tubular (in question)
lumen
Allow either way round any ref. to cells or cilia as not visible.
Overall shape positive triangular/ rounded Uses tissue names and lighter/darker and 3-D
oval AW;
statement on both sides circular, descriptors e.g. spherical.
Cartilage/C shape (layer) present/has, none/no; Allow two drawings correctly headed with
correct annotations.
Max 2 for
contents nothing/no, filled/has; Ignore ‘no hollow’.
differences

© UCLES 2008
 Page 10 Mark Scheme Syllabus Paper
GCE A/AS LEVEL – October/November 2008 9700 31

Both involved in transport. State one observation that relates to this function. ACE conclusion
2 (b) (ii) lumen/space/cavity/are hollow/tubular;
[1]
Make a labelled drawing of 5 representative cells that are close together. 1MMO collection, 3 MMO decisions
2 (c) 1 group of 5 complete lacunae on fig. 2.5; Allow 5 separate circles but if these Reject if not
line drawn around any lacuna; are joined as one circle, it will only drawn 5 lacunae.
shape/relative size/position of 2 nuclei compares well with those in their contain five complete lacunae. Ignore
marked group ; part lacunae.
label lines to nucleus plus one from: Ignore shading. Accept the best two.
cytoplasm/lacunae/chondrocyte/chondroblast/matrix; Accept nucleous. Reject if second ‘l’.

[4]

© UCLES 2008
 3

Confidential Instructions

Each candidate will require:

Question 1

Fresh W, X, Y, Z, P, H, S and B are needed for each candidate.

More of the solutions should be available if requested by candidates.

All solutions and reagents given to candidates must be in a suitable beaker, or container, to allow the
removal of the solution using the appropriate syringe.

(i) At least 10 cm3 of each of the following sucrose solutions in beakers, labelled W, X, Y and Z.

beaker sucrose concentration / g 100 cm–3

W 5.00

X 2.50

Y 1.00

Z 0.25

(ii) Prepare a stock solution of sucrose as follows.

5 g 100 cm–3 sucrose stock solution
This is prepared by dissolving 5 g of sucrose in 50 cm3 of distilled water and making it up to
100 cm3 with distilled water.

Use the 5 g 100 cm–3 stock solution to make up the solutions as follows (this will make
enough for two candidates):

beaker concentration of volume of 5 g 100 cm–3 volume of

sucrose stock solution distilled water
/ g 100 cm–3 / cm3 / cm3

W 5.00 20 0

X 2.50 10 10

Y 1.00 4 16

Z 0.25 1 19

(iii) 2 cm3 of a further sucrose concentration in a large test-tube (boiling), labelled P, made up
using 2.5 cm3 of the 5 g 100 cm–3 stock solution and 17.5 cm3 of distilled water.
[H] (iv) At least 20 cm3 of dilute hydrochloric acid in a beaker, labelled H.
(v) At least 20 cm3 of 1 mol dm–3 sodium hydrogen carbonate (bicarbonate) in a beaker, labelled
S. This is prepared by dissolving 8.4 g of sodium hydrogen carbonate in 50 cm3 of distilled
water and making it up to 100 cm3 with distilled water.
[H] (vi) At least 20 cm3 of Benedict’s solution in a beaker, labelled B.
It is advisable to wear safety glasses/goggles when handling chemicals.
© UCLES 2009 9700/31/INST/O/N/09 [Turn over

www.xtremepapers.net
 4

Apparatus:

(vii) Four large test-tubes (or boiling tubes).

(viii) 400 cm3 beaker for setting up boiling water-bath to hold five large test-tubes, Bunsen burner,
gauze, tripod and mat. Candidates should be provided with hot water in their beaker and
further supplies made available.
(ix) Matches or means to light a Bunsen burner.
(x) Test-tube holder.
(xi) One 5 cm3 or 10 cm3 syringe.
(xii) One 1 cm3 or 2 cm3 syringe.
(xiii) Container with tap water, labelled for washing.
(xiv) Container, labelled waste.
(xv) Stop clock, stop watch or sight of a clock with second hand.
(xvi) Test-tube rack or beaker to hold large test-tubes.
(xvii) Thermometer –10 °C to 110 °C.
(xviii) Glass marker pen.
(xix) Safety goggles/glasses.

The Supervisor should, out of the sight of the candidates, carry out Q.1 and write the results in the
Supervisor’s report which should be enclosed with the candidates’ scripts. Please ensure that if the
scripts are in several packets that a copy of the Supervisor’s report is enclosed with each packet of
scripts. The invigilator should not carry out Q.1.

© UCLES 2009 9700/31/INST/O/N/09

www.xtremepapers.net
 2

You are reminded that you have TWO hours to complete Questions 1, 2 and 3. For
You may start with either Question 1 or Question 3, which require the use of apparatus or Examiner’s
a microscope. Use

At the start of the second hour you should begin the work for the other question, either 1
or 3.
Question 2 does not require any apparatus or the use of a microscope, you should plan
your work so that you complete this question whenever you have spare time.
It is anticipated that each question will take you approximately 40 minutes.
You should read carefully through the whole of each question and then plan your use of
the time to make sure that you finish all of the work that you would like to do.
You will gain marks for recording your results according to the instructions.

1 You are required to estimate the concentration of sugar in an extract from the phloem of a
flowering plant.

You are provided with:

• 2 cm3 of a solution extracted from phloem in a test-tube, labelled P

• a range of sucrose solutions of known concentration in beakers, labelled W to Z, as
shown in Table 1.1
[H] • 20 cm3 of Benedict’s solution, labelled B
[H] • 20 cm3 of dilute hydrochloric acid, labelled H
• 50 cm3 of sodium hydrogen carbonate solution, labelled S.

Table 1.1 shows the concentration of sucrose in each beaker.

Table 1.1

beaker sucrose concentration

/ g 100 cm–3

W 5.00

X 2.50

Y 1.00

Z 0.25

1. Set up a water-bath with hot water. The water-bath should not be more than one third
full. Heat the water until it boils.

While you are waiting for the water to boil, carry on to instructions 2 to 5 and prepare
the space at (a)(i) to record your results.

2. Label four test-tubes, W to Z.

3. Use the large syringe to add 2 cm3 of:

• solution W to test-tube W

• solution X to test-tube X

• solution Y to test-tube Y

• solution Z to test-tube Z.
© UCLES 2009 9700/31/O/N/09

www.xtremepapers.net
 3

4. Use the small syringe to add 1 cm3 of dilute hydrochloric acid to tubes W, X, Y, Z and P. For
Examiner’s
5. Gently shake each test-tube. Use

6. When the water is boiling, place all the test-tubes into the water-bath and leave them in
the boiling water for three minutes.

7. After this time, remove the test-tubes from the water-bath using a test-tube holder and
place them in the test-tube rack.

8. Use the large syringe to add 5 cm3 of sodium hydrogen carbonate solution to each
test-tube. The mixture will fizz and rise up the test-tube.

9. Make sure that the temperature of the water-bath is between 80 °C and 90 °C.

10. When the fizzing stops, use the small syringe to add 1 cm3 of Benedict’s solution to
test-tube W and place the test-tube in the hot water-bath. Immediately start timing.

11. Observe the test-tube very carefully for the first sign of a colour change. As soon as you
see this, record the time taken for the colour to change.

12. Remove the test-tube from the water-bath and put it in the test-tube rack.

13. Repeat steps 9 to 12 for test-tubes X, Y, Z and P.

(a) (i) Prepare and use the space below to record all your results.

[6]

(ii) Use your results to estimate the concentration of sugar in P.

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

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

© UCLES 2009 9700/31/O/N/09 [Turn over

www.xtremepapers.net
 4

(b) You used syringes to measure the volumes of the solutions used. For
Examiner’s
State the volume of the smallest division on the small syringe ……… Use

State the degree of uncertainty in using the small syringe to measure the

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

(c) (i) Identify a significant source of error in estimating the sugar concentration in P.

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

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

(ii) Suggest how you would improve the investigation.

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

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

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

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

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

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

(d) A student obtained another sample from the phloem and tested it using the same
method. The concentration of sugar was higher than you found.

Suggest one reason why the concentration of sugar in the phloem is not always the
same.

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

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

[Total: 14]

© UCLES 2009 9700/31/O/N/09

www.xtremepapers.net
 Page 2 Mark Scheme: Teachers’ version Syllabus Paper
GCE A/AS LEVEL – October/November 2009 9700 31

Question Expected Answers Marks Additional Guidance

1 (a) (i) Prepare the space below to record all your results.
PDO recording all cells drawn AND (heading top or to left) [1] If W, X, Y, Z NOT given.
2
W, X, Y, AND Z; Allow concentration.
Ignore P

(heading top or to right) time; [1] Ignore units.

Reject units in table.
MMO collection times recorded for samples W, X, Y and Z; [1] Ignore wrong recording 1:20 etc.
3
Ignore P.

time at W/5.00 quicker/less than time for Z/0.25; [1] Reject if 1.24 etc. unless have made it
clear this is minutes and seconds 1 minute
24 seconds.

time for P between 0.25/Z and 1.00/Y; [1] Allow 1.24 etc. as long as figures between
Allow same as Z or Y. Z and Y.

MMO decisions whole number of seconds recorded (units must be clear somewhere); [1]
1

(ii) Use your results to estimate the concentration of sugar in P.

MMO decisions is W or X or Y or Z If no reading for P then can only award
2
[1] correct units.
OR is between W and X or X and Y or Y and Z correct from results
Allow candidate P result
equal to or more than W or equal to or less than Z Reject g/100 cm–3 Ignore incorrect units.

OR units g 100 cm–3 or g/100 cm3;

is 5.00 or 2.50 or 1.00 or 0.25;

OR [1] Do not allow any estimate between two
(P) is between 5.00 and 2.50 or 2.50 and 1.00 or 1.00 and 0.25; values.

© UCLES 2009

www.xtremepapers.net
 Page 3 Mark Scheme: Teachers’ version Syllabus Paper
GCE A/AS LEVEL – October/November 2009 9700 31

Question Expected Answers Marks Additional Guidance

(b) State degree of uncertainty in using the small syringe to measure the volumes.
ACE interpretation +/– AND half volume given AND units/cm3/ml/cc; [1]
1

(c) (i) Identify a significant source of error in estimating the sugar concentration of P.
ACE interpretation determination of colour change; Reject temperature of water-bath.
1

Ignore timing. Reject correcting an error e.g. use a

colorimeter.
P between two concentrations/not enough concentrations; [max 1] Allow P not tested for other sugars.

(ii) Suggest how you would improve the investigation.

ACE improvements more/different/wider range concentrations; [1]
3

three examples of concentrations/serial dilution;; [2] Ignore units.

white card to show colour change; [1] Reject colorimeter/colour chart.

(repeat/replicate) more than once/many/more times/twice/thrice; [1] Reject repeat/repeat again/repeat(s)

experiment.

mean/average; [1]

test P before hydrolysing; [1]

have equal or excess volume of Benedict’s; [max 3]

© UCLES 2009

www.xtremepapers.net
 Page 4 Mark Scheme: Teachers’ version Syllabus Paper
GCE A/AS LEVEL – October/November 2009 9700 31

Question Expected Answers Marks Additional Guidance

(d) Suggest one reason why the concentration of sugar in the phloem is not always the same.
ACE conclusion different part of plant/near source or sink/position in phloem;
1

different plant;

different time day/year or different season;

higher temperature;

different student so different timing to colour change; Reject any other errors e.g. ref. to volumes.

AVP; aphids feeding [max 1]

ref to osmosis/water relations needs link to sugars
ref to damage to plant

Total [14]

© UCLES 2009

www.xtremepapers.net
 5

2 Fig. 2.1 is a photomicrograph of part of a transverse section of a stem of a flowering plant. For
Examiner’s
Use

draw this
section

magnification × 100

Fig. 2.1

(a) Draw a large, labelled plan diagram of the part of the stem shown in Fig. 2.1.

On your diagram add two annotations to describe the visible appearance of two tissues
in Fig. 2.1.
[6]

© UCLES 2009 9700/31/O/N/09 [Turn over

www.xtremepapers.net
 6

Fig. 2.2 is a photomicrograph of part of a stem of a different flowering plant viewed under For
high-power. Examiner’s
Use

cell X

magnification × 400

Fig. 2.2

(b) Using Fig. 2.2 make a large drawing of cell X and all the cells that are touching it.
Start with the phloem and include a companion cell.

Label cell X on your drawing.

[6]

[Total: 12]

© UCLES 2009 9700/31/O/N/09

www.xtremepapers.net
 7

3 Methylene blue stains dead cells but is decolourized by living cells so they will appear white For
or clear. Examiner’s
Use

You are required to observe the colour of methylene blue when added to

• boiled yeast, A1
• yeast in a high concentration of sodium chloride solution, A2
• yeast in a glucose solution, A3.

1. Label three microscope slides A1, A2 and A3.

2. Place one drop of A1 onto slide A1 and add one drop of methylene blue.

3. Use a glass rod to mix carefully.

4. Leave for five minutes.

5. Repeat steps 2 to 4 with solutions A2 and A3.

6. Add a coverslip to each slide.

7. Use the paper towel to dry off any liquid around the coverslip.

8. View the slides using the microscope.

(a) (i) Prepare the space below and record your observations.

[2]

(ii) Explain the appearance of the yeast cells in A1 and A3.

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

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

© UCLES 2009 9700/31/O/N/09 [Turn over

www.xtremepapers.net
 8

In a similar investigation, a student recorded the activity of yeast cells in a glucose solution to For
which different concentrations of sodium chloride had been added. The student counted the Examiner’s
number of bubbles of carbon dioxide released in three minutes. Use

The student’s results are shown in Table 3.1.

Table 3.1

activity of yeast cells

sodium chloride / number of carbon dioxide bubbles mean activity
concentration released in three minutes of yeast
/% / number of bubbles min–1
trial 1 trial 2 trial 3

0.0 165 154 150 52

1.0 174 165 159 55

1.5 177 180 168

3.0 98 97 94 32

5.0 39 48 45 15

(b) (i) Complete Table 3.1 by calculating the missing value for the mean activity of yeast.

Show all the steps in your calculation.

Write your answer in Table 3.1. [2]

© UCLES 2009 9700/31/O/N/09

www.xtremepapers.net
 9

(ii) Plot a graph of these data shown in Table 3.1. For

Examiner’s
Use

[4]

(iii) Describe the results shown in your graph.

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

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

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

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

(iv) From your graph estimate the mean activity of yeast in a 2.0 % sodium chloride
solution.

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

(v) Explain the difference in the activity between

0.0 % and 1.5 % sodium chloride solution

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

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

3.0 % and 5.0 % sodium chloride solution.

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

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

[Total: 14]

© UCLES 2009 9700/31/O/N/09

www.xtremepapers.net
 Page 5 Mark Scheme: Teachers’ version Syllabus Paper
GCE A/AS LEVEL – October/November 2009 9700 31

Question
Expected Answers Marks Additional Guidance
Fig 2.1
2 (a) Draw a large, labelled plan diagram of the part of the stem shown in fig. 2.1. Add TWO annotations to describe the visible
appearance of two tissues.
PDO layout clear, sharp, AND no shading AND longer than 6 cm from centre of [1]
1
unbroken lines drawn corner in both directions;

MMO collection no cells AND only correct quarter drawn; [1]

2

epidermis as two lines maximum 3 mm at the corner [1]

OR corner region of collenchyma drawn; Must be a discrete area.

PDO recording corner vascular bundle outer and AND smaller V.B. [1]
1
inner edges both curved towards OR half on right side;
corner
MMO decision any one correct label/epidermis/trichome/cortex/vascular bundle/xylem/phloem/ [1]
2
pith;

Annotations xylem phloem cortex pith epidermis collenchyma [max 1]

based on
colour walls red/pink green
colour/lumen white/
hollow
size cells Allow large large small/ thin small
tightly packed
2 layers compact Must be two different tissues.
shape of angular/pentagon/ square Allow for any correct description
tissue/cells AW of visible feature.
walls thick thin thin thick Ignore functions.

© UCLES 2009

www.xtremepapers.net
 Page 6 Mark Scheme: Teachers’ version Syllabus Paper
GCE A/AS LEVEL – October/November 2009 9700 31

pith
large cells,
thin walls
epidermis

cortex xylem
stained red

phloem

small, tightly
packed cells

© UCLES 2009

www.xtremepapers.net
 Page 7 Mark Scheme: Teachers’ version Syllabus Paper
GCE A/AS LEVEL – October/November 2009 9700 31

Question
Expected Answers Marks Additional Guidance
Fig. 2.2
(b) Make a large drawing of cell X and all the cells that are touching it. Label cell X on your drawing.
PDO layout clear, sharp, AND no shading AND cell X largest internal [1]
1
unbroken lines dimension is more than
3cm;

Ignore additional cells

beyond cell X plus
surrounding cells
MMO collection labelled correct cell X; [1] Ignore any additional cells and
2
organelles or textbook drawings.

drawn all cells (complete) surrounding (cell X); [1]

Ignore incorrect labelling of X/no label and number of cells, must have
cells all round cell X but ignore additional cells/textbook additions. cell X

PDO recording (cell X) three adjoining straight walls; [1]

1

Ignore incorrect labelling of cell X.

MMO decision (must have at least minimum 4 adjacent cells) [1]
2

all cells drawn must have side walls touching;

Reject if cell wall boundaries are not clear.

cell between 6 o’clock and 9 o’clock has longer side attached to cell X than [1]
opposite wall;

OR anomaly on right separated as line from adjacent cells;

Total [12]

© UCLES 2009

www.xtremepapers.net
 Page 8 Mark Scheme: Teachers’ version Syllabus Paper
GCE A/AS LEVEL – October/November 2009 9700 31

Question Expected Answers Marks Additional Guidance

3 (a) (i) Prepare the space below and record your observations.
MMO collection records observations of cells/yeast/AW grains/bubbles/spots for A1 [1] Allow drawings under headings.
1
and A2 and A3; Ignore other colours than blue or
Allow stained/blue unstained white/colourless/clear /white/colourless.
Ignore solution/liquid
Reject molecules

MMO decision (boiled yeast/A1) [1] A1 boiled

1

(mostly) blue/stained/no white (white) A2 high concentration salt

AND A3 in glucose/living
(yeast in glucose/A3) (mostly) white/unstained (blue)

AND (yeast in salt/A2) white/unstained//white and blue/blue;

(ii) Explain the appearance of the yeast cells in A1 (boiled) and A3 (living)
ACE interpretation (boiled yeast/A1 blue/stained cells ) [1] Reject yeast denatured.
1
AND
cells dead/no activity/denatured enzymes/AW

AND
(yeast in glucose/A3 white/unstained)
living cells/example e.g. budding/respiration/enzymes active;
ECF from results.
(b) (i) Complete Table 3.1 by calculating the missing value for the mean activity of yeast. Show all the steps in your calculation.
PDO display shows 177+180+168 and divided by 3; [1]
2
177/3 180/3 168/3 then adding up;

then by 3 again; [1] 177+180+168 divides by 9;;

ECF from point 1, allow answer from point 1 divided by 3 or 9. 177+180+168 = 525/9 = 175/3 = (58);;

© UCLES 2009

www.xtremepapers.net
 Page 9 Mark Scheme: Teachers’ version Syllabus Paper
GCE A/AS LEVEL – October/November 2009 9700 31

Question Expected Answers Marks Additional Guidance

(ii) Plot a graph of these data shown in Table 3.1.
PDO layout O x-axis concentration/conc/ y-axis bubbles min–1 or /min; [1]
4
%/percentage AND

S scale as 1.0 to 2 cm (allow no 0) and 20 to 2 cm; [1] Allow 10 on origin on y but must be
labelled.
ECF from wrong O – must use more than half grid for both x and y
axis with sensible scale 20 to 2cm and y 2 to 2 cm.

P plotting crosses or dot in circle ONLY AND plots correct; [1] Do not credit blobs in or out of
circles.
Credit x s in circles.

L ruled/straight line to all points; [1] Do not credit if any extrapolation

beyond 0 or 5.0
Smooth curve through all points.

© UCLES 2009

www.xtremepapers.net
 Page 10 Mark Scheme: Teachers’ version Syllabus Paper
GCE A/AS LEVEL – October/November 2009 9700 31

Question Expected Answers Marks Additional Guidance

(iii) Describe the results shown in your graph.
ACE interpretations increases/most bubbles to 1.5%; [1]
2

decreases/AW; [1]

(iv) From your graph estimate the mean activity of yeast in a 2.0% sodium chloride solution.
ACE interpretaton correct reading from graph at AND bubbles per minute/min–1; [1] Whole number of bubbles only.
1
2.0%

(v) Explain the difference in the activity between

ACE conclusion (0.0% to 1.5%) [1] Allow ref. increase in process
2 (Salt) increase enzyme
sodium chloride solution e.g. active transport.
activity /AW

(3.0 to 5.0%) (Salt) inhibits/denatures enzymes [1] Reject yeast denatured/killed/dies.

sodium chloride solution OR Enzyme killed. Enzyme doesn’t work.
causes water to move out of cells/
osmosis/dehydration/dessication
of cells/plasmolysed;

Total [14]

© UCLES 2009

www.xtremepapers.net
 2 For
Examiner's
1 You are reminded that you have only one hour for this part of the practical examination. Use
You should read carefully through the whole of this question and then plan your use of the
time to make sure that you finish all the work that you would like to do.

Respiration is a process which uses enzymes to release energy from biological molecules.

(a) You should spend no longer than five minutes on question 1 (a).

You are provided with a solution of a biological molecule, S1. You are provided with the
following materials that can be used to identify the biological molecule in solution S1.

• Ethanol
• Benedict’s solution
• Distilled water

Use the materials provided to identify the biological molecule in solution S1.

Describe each test that you performed and explain the meaning of the results that you
obtained.

[2]

(b) You should spend no more than 25 minutes on question 1 (b)

You are provided with a suspension of yeast that has been placed in solution S1,
labelled S2.

Carefully follow the instructions below to use S2 to investigate the quantitative effect of
temperature on the enzymes in the yeast. You should present and record your
observations and data in the space provided.

You will need to:

• read through the instructions carefully,

• make some decisions,
• prepare the space on the next page so that it is ready for you to record the
readings.

 UCLES 2006 9700/31/SP07

 3 For
Examiner's
Use

• Place 10 cm3 of suspension S2 into the large test-tube.

• Securely fit the bung with the delivery tube into the top of the large test-tube
• Place 5 cm3 of distilled water in an empty test-tube, A.
• Place 150 cm3 of water in the beaker.
• Measure the temperature of the water.
• Use the beaker as a water bath for the large test-tube, so that the delivery tube is
outside the beaker
• Place test-tube A so that the end of the delivery tube is near the bottom of the
water in test-tube A, as shown in Fig 1.1.
•
10 cm3 of
suspension S2

test-tube A

Fig 1.1

Bubbles of gas should come from the end of the delivery tube.

(i) Decide how many readings to take, and for how long to take each reading. Each
reading should be made and recorded in the space you have prepared below. [1]

(ii) You can use the Bunsen burner to warm up the water in the water bath. Decide
how many different temperatures you will use, and what would be appropriate
temperatures to use. Repeat the readings taken in (ii) at each of your chosen
temperatures.

[6]

© UCLES 2006 9700/31/SP07 [Turn over

 4 For
Examiner's
(c) (i) pH has a big effect on the rate of enzyme reactions. Suggest how effectively pH Use
was controlled in this experiment.

[1]

(ii) State two significant sources of error in this experiment, other than control of pH.

[1]

(d) In a student’s investigation the number of bubbles of gas produced in five minutes was
measured. The data in Table 1.1 was obtained.

Table 1.1

temperature/oC bubbles of gas produced in 5 mean number of

minutes bubbles of gas/
first second third bubbles min-1
run run run
28 10 8 11 1.9

38 19 21 17 3.8

48 24 21 28

58 11 6 10 1.8

(i) The first time that the student tried this at 38 oC, the number of bubbles produced
in five minutes was 3 cm3. Explain why the student discarded the reading and
repeated it.

[1]

(ii) Complete Table 1.1 by calculating the missing value for the mean number of gas
bubbles produced per minute, at 48 oC.

Show your working in the space below

[1]

 UCLES 2006 9700/31/SP07

 5 For
Examiner's
Use
(iii) Plot a graph to show the effect of temperature on the mean number of gas bubbles
produced, using the data in Table 1.1.

[3]

(e) Briefly outline the main features of the relationship between temperature and mean
volume of gas produced.

[1]

© UCLES 2006 9700/31/SP07 [Turn over

 6 For
Examiner's
(f) The student’s hypothesis was Use

• as the temperature increases, the rate of production of gas will increase

Draw an appropriate conclusion to the student’s experiment, including

• whether the experimental data supports the student’s hypothesis,

• a revised or new prediction.

[2]

(g) Suggest how the experiment in question 1 (a) could be improved.

[2]

 UCLES 2006 9700/31/SP07

 Page 2 Mark Scheme Syllabus Paper
GCE A/AS LEVEL – 2007 9700 31

Skill Total Breakdown of mark expectations Question 1 Question 2

marks
Manipulation, 16 Successful collection of 8 marks 2 6
measurement marks data and observations
and
observation Decisions relating to 8 marks 4 4
measurements or
observations

Presentation 12 Recording data and 4 marks 2

of data and marks observations 2
observations
Display of calculation and 2 marks 1 1
reasoning

Data layout 6 marks 4 2

Analysis, 12 Interpretation of data or 6 marks 2 4

conclusions marks observations and
and identifying sources of error
evaluation
Drawing conclusions 3 marks 4 0
2 0
Suggesting improvements 3 marks

MMO = Manipulation, measurement and observation

Collection = Successful collection of data and observations
Decisions = Decisions relating to measurements or observations
PDO = Presentation of data and observations
Recording = Recording data and observations
Display = Display of calculation and reasoning
Layout = Data layout
ACE = Analysis, conclusions and evaluation
Interpretation = Interpretation of data or observations and identifying sources of error
Conclusions = Drawing conclusions
Improvements = Suggesting Improvements

© University of Cambridge International Examinations 2006

 Page 3 Mark Scheme Syllabus Paper
GCE A/AS LEVEL – 2007 9700 31

Question Sections Learning outcomes Indicative material mark

1 (a) MMO •
Decide how many tests, 2 very simple tests 1
Decisions measurements or ethanol emulsion, shake =
observations to perform clear
• Make and record sufficient, AND
accurate measurements benedicts + heat = red/
and observations orange/yellow (R green);
ACE • Draw conclusions from reducing sugar (R glucose/ 1
Conclusions interpretations of other unqualified sugar);
observations, data and
calculated values

(b) (i) MMO • decide how many tests, for room temperature: at least 1
Decisions measurements or 2 and not more than 4
observations to perform readings, each of at least 10
• make measurements or seconds and nor more than
observations that span the 60 seconds;
largest possible range
within the limits either of
the equipment provided or
of the instructions given
• make quantitative
measurements or
qualitative observations
that are appropriately
distributed within this range

© University of Cambridge International Examinations 2006

Page 4 Mark Scheme Syllabus Paper
GCE A/AS LEVEL – 2007 9700 31

(ii) MMO • set up apparatus correctly data reported as bubbles per 1

collection • follow instructions given in unit time for at least two
the form of written temperatures;
instructions or diagrams
MMO • decide how many tests, decide to investigate three or 1
decisions measurements or more temperatures and to
observations to perform replicate readings
• replicate readings or
observations as necessary
MMO • make and record sufficient, at least three temperatures 1
collection accurate measurements investigated, and at least two
and observations replicate readings made;
PDO • present numerical data, all data recorded in a single
recording values or observations in a table with appropriate means
single table of results to record bubbling rate per
• draw up the table before unit time, replicated, at more
taking readings/making than one temperature;
observations, so that column headings that include 2
candidates can record quantities and unit where
directly into the table, to appropriate (such as
avoid the need to copy up temperature/oC, number of
their results bubbles in 10 seconds);
• include in the table of
results, if necessary,
columns for raw data, for
calculated values and for
deductions
• use column headings that
include the quantity and the
unit (as appropriate) and
that conform to accepted
scientific conventions
PDO layout • choose a suitable and clear most data recorded in a table;
method of presenting the
data, e.g. tabulations,
chart, graph, drawing or
mixture of methods of
presentation 1

© University of Cambridge International Examinations 2006

 Page 5 Mark Scheme Syllabus Paper
GCE A/AS LEVEL – 2007 9700 31

(c) (i) ACE • evaluate the effectiveness no attempt made to control it 1

interpretation of control of variables and so not well controlled
thus the confidence with /distilled water used, so no
which conclusions might acid or alkali added, but not
be drawn well controlled/no buffer
added so not well
controlled/yeast contains
proteins/buffers/weak acids +
salts that might help buffer
the solution a little;

(ii) ACE • identify the most Two from: IDEA OF bubbles 1

interpretation significant sources of error might vary in size/
in an experiment temperature change might
cause gas inside tube to
change volume/one example
of limited accuracy of
measuring equipment e.g.
syringe/AVP;

(d) (i) MMO • replicate readings or something has gone wrong 1

Decisions observations as with the apparatus / the gas
necessary (individual bubbles have leaked out
readings or observations somewhere / AVP (accept
should be repeated where reading anomalous / not
they appear to be reliable unqualified) ;
anomalous)

(ii) PDO display • show their working in 4.9 with appropriate working 1
calculations, and the key shown;
steps in their reasoning R no working shown
• use the correct number of R more than two significant
significant figures for figures
calculated quantities

© University of Cambridge International Examinations 2006

 Page 6 Mark Scheme Syllabus Paper
GCE A/AS LEVEL – 2007 9700 31

(iii) PDO layout • select which variable(s) to independent variable 3

plot and plot appropriately (temperature) on x-axis,
on clearly labelled x- and dependent variable (mean
y-axes number of bubbles min-1) on
• plot all points or bars to y-axis
an appropriate accuracy AND axis labels appropriate
• follow the IOB (accept ecf from table if
recommendations for already penalised in 1 (b)
putting lines on graphs (ii));
scale should be chosen so
that data spans at least half
of the width and height of the
grid
AND scale appropriate such
as 1:10, 1:5 or 1:2 (R
awkward scales such as
3:10, 7:10, 8:10) (scale does
not need to start at 0);
data plotted accurately to
within 1 mm, using crosses or
circle-with-dot
AND points joined with
straight ruled lines OR fine
curve drawn through the data
points, not extrapolated
beyond the first or last point;

(e) ACE • draw conclusions from an at low temperatures an 1

Conclusions experiment, giving an increase in temperature
outline description of the increases bubbling rate,
main features of the data, AND at high temperatures an
considering whether increase in temperature
experimental data decreases bubbling rate/AW;
supports a given
hypothesis, and making
further predictions

© University of Cambridge International Examinations 2006

 Page 7 Mark Scheme Syllabus Paper
GCE A/AS LEVEL – 2007 9700 31

(f) ACE • draw conclusions from an IDEA OF at low temperatures 2

Conclusions experiment, giving an the data supports the
outline description of the student’s hypothesis
main features of the data, AND above 48 oC/at high
considering whether temperatures the hypothesis
experimental data is not supported/the rate
supports a given drops as temperature
hypothesis, and making increases;
further predictions prediction including student’s
hypothesis for low
temperatures PLUS at high
temperatures, as temperature
increases, the rate of
production of gas will
decrease/AW;

(g) ACE • suggest modifications to accept improvements that 2

Improvements an experimental would enhance the reliability
arrangement that will or accuracy of the
improve the accuracy of experiment – three in outline
the experiment or the or one or two explained –
accuracy of the could be related to errors
observations that can be identified earlier or others
made, including the use of collect gas;
new methods or strategies measure its volume
to investigate the question accurately;
• describe such e.g. of specific method of
modifications clearly in doing so such as inverted
words or diagrams burette over water/gas
syringe;
use more replicates/repeat
more times at each
temperature;
use more temperatures/
specified wider range
between 0 and 100 oC;
use more accurate
measuring devices/one
named specific measuring
device;
use a buffer to control pH/
other specific means to
control a plausible variable;
AVP;;

© University of Cambridge International Examinations 2006

 2

Centres are reminded that under no circumstances can the papers be opened before the start
of the Practical Test.

Each candidate must be provided with the following apparatus and materials.

To be supplied by the Centre

Question 1

Each candidate will require:

(i) one large test-tube (sometimes termed a boiling tube) containing a 2 cm depth of distilled
water, labelled S1.
[H] (ii) Three large test-tubes each labelled S2 and each containing a 2 cm depth of a solution of
bacterial protease or trypsin or any other suitable protease enzyme with an optimum pH
approximately between 7 and 8.5 (pepsin would not be suitable). The pH of this enzyme
solution should be measured and should be not less than pH7. The solution should be made
up according to the manufacturers instructions with distilled/deionised water. If there are no
instructions provided, 1 g of enzyme powder should be dissolved in 80 cm3 of water and made
up to 100 cm3. It should be possible to keep this enzyme solution in a refrigerator overnight.
(iii) Four 40 mm lengths of glass capillary tube, each filled with boiled egg white (albumin).
Capillary tube (with an internal diameter between 0.3 and 1.2 mm) may be available in
various lengths that can readily be cut up into pieces short enough to fit into a large vessel of
boiling water, or melting point tubes may be used.
The fresh, unboiled egg white is drawn up into the capillary tube, for example using a pipette
filler, until the capillary tube is entirely full, and free of bubbles. These full capillary tubes
should then be placed in boiling water until the transparent egg white can be seen to have
gone white. The capillary tubes can then be removed from the water and allowed to cool.
They should be scored, for example with a sharp file or glass cutter, at 40 mm intervals and
then snapped into separate 40 mm lengths.
The stock of enzyme powder should be kept cool, but not frozen, and tested well in advance of the
examination, so that it can be replaced if necessary.
To test the enzyme, gently boil an egg, and cut a small cube of hardened egg white, 3 mm × 3 mm
× 3 mm. Place this into a solution of the enzyme, made up as above, and shake every minute. The
cube of egg white should break down and dissolve within 10 minutes.
If the end point is not reached within 10 minutes, then the concentration of the enzyme being
tested could be doubled, or increased by five times, and this higher concentration used in the
examination. If the end point is still not reached within 10 minutes fresh protease must be
obtained.
Centres are advised to test the enzyme well before the examination. Any changes in
concentrations that are made should be fully recorded on the Report Form on the back of the first
script in each packet.
(iv) Access to two waterbaths, one at 35 °C, the other at 45 °C. These could be thermostatically
controlled waterbaths, or troughs, bowls or large beakers of water, containing a means to
support the large test-tubes used in the experiment. The water may need to be heated in cool
environments (e.g. by using hot tap water, a burner or kettle), or cooled in warm environments
(e.g. by using a refrigerator or providing ice). These waterbaths could be shared between two
or more candidates if necessary, but every effort should be made to minimise sharing and to
plan the careful supervision of candidates sharing waterbaths.
(v) 1 mol dm–3 HCl with dropping pipette labelled dilute acid.

© UCLES 2005 9700/03/INST/M/J/05

 3

(vi) Universal indicator paper and pH reference chart.

(vii) Thermometer to measure between 0–60 °C.
(viii) A square of black or dark coloured card, 30 mm × 30 mm.
(ix) A stopclock or stopwatch or sight of a clock with a second hand.
(x) Distilled water with dropping pipette, labelled as distilled water.
(xi) Paper towel.
(xii) Ruler, measuring in mm.
(xiii) Wax pencil or other means of marking glassware.

Question 2

In addition, each candidate will require:

(i) Slide K1, supplied by Cambridge.

(ii) A microscope with:

• Low-power objective lens, e.g. × 10 (equal to 16 mm or
 ˝ )

• High-power objective lens, e.g. × 40 (equal to 4 mm or  ˝ )
• Eyepiece graticule fitted within the eyepiece and visible in focus at the same time as the
specimen.

MATERIALS TO BE SUPPLIED BY CAMBRIDGE

(i) Question papers.

(ii) Slide K1 (question 2 and shared between two candidates).

RETURN OF EXAMINATION MATERIALS TO CAMBRIDGE

Immediately after the examination, microscope slides must be returned to CIE in the containers
in which they were received, using the self-adhesive label for the parcel. They must not be
included in the parcel of scripts. It may be possible to buy the slides, in which case an order form
will be enclosed with the slides, and should be returned to CIE using the self-adhesive label for the
letter. Slides and containers not returned in good condition will be charged at a rate of £3 per item
to which may be added administrative costs.

REPORT FORM

The teacher responsible for the examination is asked to fill in the Report Form attached to these
instructions. For Centres where more than one script envelope is used, there must be a copy of
the complete Report Form in each script packet.

These report forms are vital in order to allow the examiners to assess all candidates as fairly as
possible. The Report Form should always be completed by every Centre. Please include
information relevant to all candidates, and also to individual candidates.

A copy of the seating plan for the examination room must also be enclosed in each script
envelope.
© UCLES 2005 9700/03/INST/M/J/05
 2 For
Examiner’s
Use
1 You are required to investigate the effect of a bacterial digestive enzyme on protein.

You are provided with one test-tube containing a solution labelled S1 and three test-tubes
containing a solution labelled S2. Both solutions, S1 and S2, contain the bacterial enzyme at
pH7, but solution S1 has been boiled.

You are also provided with four lengths of glass capillary tubing that contain solidified egg
white. Egg white contains the protein albumin.

Place one length of capillary tubing into each test-tube as shown in Fig. 1.1. Avoid getting
any solution on your skin.

Fig. 1.1

Place the test-tube labelled S1 into a water bath at approximately 35 °C.

Place one of the test-tubes labelled S2 into a water bath at approximately 45 °C.

Place two of the test-tubes labelled S2 into a water bath at approximately 35 °C.

To one of the 35 °C test-tubes labelled S2 add dilute acid drop by drop until it has a pH of
less than 3. Count the drops. Use universal indicator paper to check the pH. Label this test-
tube pH3.

Add the same number of drops of distilled water to each of the other three test-tubes.

(a) (i) Explain why is was necessary to add the same number of drops of distilled water to
the other three test-tubes.

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

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

Leave the solutions for at least thirty minutes.

While you are waiting, you may start question 1 (b).

© UCLES 2005 9700/03/M/J/05

 3 For
Examiner’s
Use
(ii) Gently shake each test-tube. Carefully examine the capillary tubes, still within the
test-tubes, in front of the dark coloured card. Draw what you see in the boxes
below.

capillary tube in S1 at 35 °C at pH7 capillary tube in S2 at 35 °C at pH7

capillary tube in S2 at 45 °C at pH7 capillary tube in S2 at 35 °C at <pH3

[2]

(iii) Give a detailed explanation of your results.

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

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

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

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

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

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

© UCLES 2005 9700/03/M/J/05 [Turn over

 4 For
Examiner’s
Use
(b) A student carried out a similar experiment for a longer period of time, using a range of
buffer solutions. The results are shown in Table 1.1.
Table 1.1

pH length of egg white remaining / mm length of clear tube / mm

6 20 10

7 17 13

8 15 15

9 23 7

10 26 4

11 28 2

(i) Plot a graph of the pH against one of the other variables on the grid below.

[3]

© UCLES 2005 9700/03/M/J/05

 5 For
Examiner’s
Use
(ii) Explain why the rate of reaction changes with pH.

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

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

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

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

(c) Explain how the experiment could be modified to determine the effect of enzyme
concentration on the rate of the reaction.

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

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

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

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

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

[Total : 15]

© UCLES 2005 9700/03/M/J/05 [Turn over

Page 1 Mark Scheme Syllabus Paper
AS/A LEVEL – JUNE 2005 9700 3

Question Expected Answers Marks Additional

Guidance

1 (a) (i) to ensure same degree of dilution/

concentration of (enzyme) 1

(ii) top left full tube;

top right = medium amount of change;
bottom left = most change;
bottom right = some but little change; 2 3 or 2 correct = 1 mark

(iii) S1 enzyme denatured;

correct explanation of denaturing;
increased kinetic energy at 45 oC;
explanation for acid reducing rate of reaction; 3 max

(b) (i) length of clear area on y axis; 1 if length of albumin

plots correct; 1 plotted against length of
line of best fit (dot to dot or smooth curve clear tube then max 1
through all points); 1 Must use more than half
of grid for axis mark
Reject extrapolations

(ii) correct ref to optimum pH; 1

ref to changes active site; 1
ref to detail cause of change; 1 e.g. bonds/3D/tertiary

(c) three from

serial dilution OWTTE;
range of at least five enzyme concentrations;
explanation of control;
keep variables constant or example e.g.
constant temp or pH/run for set time;
reliability or validity comment; Max 3

15

2 (a) (i) five from: slide is TS of lamium

corner vascular bundle bigger than other vb; stem
3 layers of cells represented plus cambium;
no individual cells represented;
four sided shape;
xylem in corner labelled;
phloem labelled correctly;
parenchyma labelled correctly;
sclerenchyma on outer edge of VB labelled;
collenchyma in corners labelled; Max 5

(ii) stem; 1
vascular tissue/strengthening tissue near
edges/pith/vascular tissue in bundles/phloem AVP
outside xylem/cambium or trichomes present; 1

© University of Cambridge International Examinations 2005

 2

There must be no access to the question paper before this examination starts (regulation 3.2.7 (e),
page 36 CIE Handbook for Centres 2005). There are no exceptions to this. All problems with making
the arrangements for this examination must be referred to Dr Rick Nelms (Product Manager) – e-mail
[email protected], phone +44 1223 553554 or fax +44 1223 553558.

Instructions to Supervisors

Each candidate must be provided with the following apparatus and materials.

To be supplied by the Centre

Question 1

Candidates will be required to investigate the effect of a leaf extract on a solution containing the dye
DCPIP.

Each candidate will require:

(i) 40 cm3 of fresh leaf (e.g. spinach) labelled C1 (e.g. roughly 10 cm x 4 cm)

(ii) 20 cm3 of solution, labelled C2 and supplied with a teat pipette. The solution should be
presented to the candidate in a test tube stood in a beaker of ice cold water.

This solution, C2, is made by making 6 g of sucrose and 0.01 g of KCI up to 100 cm3 with
distilled water.

(iii) 5 cm3 of 0.1% DCPIP solution. The solution can be made by dissolving 1 g of DCPIP up to
1 dm3 in distilled water labelled C4 and supplied with a teat pipette. It should also be presented
to the candidate in a test tube stood in the same beaker of ice cold water as the buffer solution.

(iv) Petri dish base or lid.

(v) Three 3 cm lengths of capillary tube.

(vi) Plastic specimen tube between 5 and 10 cm tall, and between 1 and 2 cm wide, made of
plastic that will not shatter or crack when gripped tightly.

(vii) Glass rod.

(viii) White tile.

(ix) Sharp knife or scalpel.

(x) 1 cm3 of sand, labelled C3 with spatula.

(xi) Aluminium foil to completely cover the Petri dish and the three capillary tubes.

(xii) Bench lamp.

(xiii) Sight of stopclock, stopwatch or clock with second hand.

(xiv) Distilled water, e.g. in a small plastic or glass bottle or other container, labelled distilled
water.

(xv) Paper towel or other means of drying up water.

(xvi) Wax pencil or waterproof glass marker or at least 3 small self-adhesive labels suitable for
marking glassware.

© UCLES 2005 9700/05/Inst/M/J/05

 2 For
Examiner’s
Use
1 You are required to investigate the light-dependent stage in photosynthesis in a leaf extract,
using the dye DCPIP. When DCPIP is reduced, it changes from a blue colour, to
colourless.

You are required to produce a leaf extract from material provided.

Procedure to make a leaf extract

● Place the piece of fresh leaf, C1, on a white tile.

● With a scalpel, carefully remove any large veins and discard them.
● Chop the rest of the leaf into small pieces.
● Place the chopped leaf into a plastic specimen tube.
● Using a syringe or pipette, add 2 cm3 of cold buffer solution, labelled C2, to the
specimen tube.
● Add a spatula full of sand, labelled C3. Carefully grind the chopped leaf in the
specimen tube, using a glass rod for about one minute to obtain a green leaf extract.
● Clean the surface of the white tile with a paper towel.
● Place a Petri dish on the edge of the tile as shown in Fig. 1.1, so that the dish is tilted.
● Pour the leaf extract from the specimen tube into the Petri dish and allow it to drain to
the edge of the dish as shown in Fig. 1.1.

petri dish base or lid

white tile leaf extract

Fig. 1.1

● Completely cover the Petri dish with aluminium foil to shield the contents from light.
The foil should be made easy to remove.
Leave the foil in position except when removing samples.
● Take a capillary tube and stand one end of the tube in the leaf extract. Some of the
extract will immediately rise a short distance up the tube. Remove the tube and lay it
on the tile as a colour standard. Label this Tube 1.
● You are provided with a 1% solution of DCPIP, labelled C4. Using a teat pipette, add
five drops of C4 solution to the leaf extract. Tilt the dish to mix the two liquids (or mix
with the teat pipette).
Ensure that the foil cover is replaced.

© UCLES 2005 9700/05/M/J/05

 3 For
Examiner’s
Use
● Take a second capillary tube and collect some leaf extract / C4 mixture. Immediately
replace the foil cover and wrap the tube quickly in aluminium foil to prevent any
exposure to light. Lay the tube on the tile.
Label this Tube 2.
● Take a third capillary tube and collect some leaf extract / C4 mixture. Place the tube
near a bench lamp.
Label this Tube 3.
● Carefully check the colour of the liquid in all of the tubes, every minute, ensuring that
the foil on Tube 2, is replaced each time.
● Note the time taken for the dye in Tubes 2 and 3 to be reduced.
● If there is no change in colour after 10 minutes, stop the investigation.

(a) Draw a table to show your results.

[4]

(b) Explain your results in relation to the light-dependent stage of photosynthesis.

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

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

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

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

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

(c) Suggest why C2 and C4 were kept in a beaker of ice so that the solutions were cold
when they were being used.

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

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

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

© UCLES 2005 9700/05/M/J/05 [Turn over

 4 For
Examiner’s
Use
(d) Explain the purpose of using the buffer solution, C2.

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

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

(e) The buffer solution also contained some sucrose. Suggest why sucrose was added to
the buffer solution.

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

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

(f) Suggest how the investigation could be improved to make the results more reliable.

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

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

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

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

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

© UCLES 2005 9700/05/M/J/05

Page 1 Mark Scheme Syllabus Paper
GCE A LEVEL – JUNE 2005 9700 5

Question Expected Answers Marks Additional

Guidance
1 (a) tubes 2 and 3 in headers; 1 Accept tables showing
time in header; 1 cell results or showing
units shown in header; 1 only the time taken for
dark time > light time; 1 reduction to occur.

(b) three from

light causes chlorophyll to donate electron;
DCPIP (absorbs electron and) is reduced;
ref to NADP/reduced NADP;
change only occurs in presence of light; Max 3 ORA

(c) slow rate of reaction

reduce enzyme activity;
some qualification e.g. kinetic energy;
ref to autolysis; 3 max

(d) maintain constant pH; 1 OWTTE

(e) maintain suitable osmotic equilibrium; 1 OWTTE

(f) filter or centrifuge;
solutions constant distance from lamp;
better light control;
constant temperature;
use colorimeter;
repeat experiment 3 max
15
2 (a) 4.5:1; accept 9:2 2 1:4.5 or 2:9 = 1 mark
(b) (i) too many red/too few white; 1
no grid or accurate counting method; 1
(ii) ratio of red to white much greater; 1

(c) (i)- eight from:

(iii) correct cells drawn;
proportions i.e. rbc smallest or same as
lymphocyte and phagocyte largest;
quality clear single lines;
large lobed nucleus in phagocyte;
granular cytoplasm in phagocyte;
very large spherical nucleus in lymphocyte;
two correct labels; 8
(iv) between 7 and 11; 1
µm; 1
15
Paper 30

© University of Cambridge International Examinations 2005

 5 For
Examiner’s
Use
2 Fig. 2.1 is a photomicrograph of human blood.

Fig. 2.1

(a) Determine the ratio of red blood cells to white blood cells.

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

(b) You are provided with a slide of human blood, labelled K1. Choose an appropriate
magnification so that you can clearly see both red and white blood cells in your field of
view. The white blood cells have been stained blue for easy identification.
(i) Explain why it would be difficult to determine the exact ratio of red blood cells to
white cells in slide K1.

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

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

............................................................................................................................ [2]
(ii) Comment on the ratio of red blood cells to white blood cells when compared with
the ratio you determined in (a).

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

© UCLES 2005 9700/05/M/J/05 [Turn over

 6 For
Examiner’s
Use
(c) Fig. 2.2 is the same photomicrograph of blood, as is shown in Fig. 2.1.

Fig. 2.2

In the spaces below, draw to the same scale, labelled diagrams of:
(i) a red blood cell.

© UCLES 2005 9700/05/M/J/05

 7 For
Examiner’s
Use
(ii) a phagocyte.

(iii) a lymphocyte.

[8]
(iv) Draw a line, on Fig. 2.2, across the lymphocyte.
The actual diameter of a red blood cell is 8
m.
Use this information to calculate the width of the lymphocyte along the line drawn.

width of lymphocyte ...................................................... [2]

[Total : 15]

© UCLES 2005 9700/05/M/J/05

Page 1 Mark Scheme Syllabus Paper
GCE A LEVEL – JUNE 2005 9700 5

Question Expected Answers Marks Additional

Guidance
1 (a) tubes 2 and 3 in headers; 1 Accept tables showing
time in header; 1 cell results or showing
units shown in header; 1 only the time taken for
dark time > light time; 1 reduction to occur.

(b) three from

light causes chlorophyll to donate electron;
DCPIP (absorbs electron and) is reduced;
ref to NADP/reduced NADP;
change only occurs in presence of light; Max 3 ORA

(c) slow rate of reaction

reduce enzyme activity;
some qualification e.g. kinetic energy;
ref to autolysis; 3 max

(d) maintain constant pH; 1 OWTTE

(e) maintain suitable osmotic equilibrium; 1 OWTTE

(f) filter or centrifuge;
solutions constant distance from lamp;
better light control;
constant temperature;
use colorimeter;
repeat experiment 3 max
15
2 (a) 4.5:1; accept 9:2 2 1:4.5 or 2:9 = 1 mark
(b) (i) too many red/too few white; 1
no grid or accurate counting method; 1
(ii) ratio of red to white much greater; 1

(c) (i)- eight from:

(iii) correct cells drawn;
proportions i.e. rbc smallest or same as
lymphocyte and phagocyte largest;
quality clear single lines;
large lobed nucleus in phagocyte;
granular cytoplasm in phagocyte;
very large spherical nucleus in lymphocyte;
two correct labels; 8
(iv) between 7 and 11; 1
µm; 1
15
Paper 30

© University of Cambridge International Examinations 2005

 3

Confidential Instructions

Each candidate must be supplied with the following apparatus and materials.

Question 1

Each candidate will require:

(i) 40 cm3 distilled water, labelled beaker 1.

[H] (ii) 20 cm3 of 20 vol hydrogen peroxide solution, labelled beaker 2. Pour out hydrogen peroxide
solution just before use.

(iii) Safety glasses or other eye protection (recommended).

(iv) 10 cm3 of potato extract in a small beaker, labelled C. This should be prepared by chopping
up large fresh potatoes with their skins removed and blending them in a blender. The resulting
mixture should then be filtered to produce a liquid. This can be done by placing the blended
mixture into muslin or coarse cloth and squeezing out the liquid into a beaker. If fresh potatoes
are not available then use sweet potato. This may be prepared the day before the examination
but should be stored in a refrigerator overnight.

(v) Two small beakers or similar containers.

(vi) Access to tap water.

(vii) Three syringes to measure between 1 cm3 and 10 cm3 (or one syringe and a means of
washing it).

(viii) The candidates should be provided with the following apparatus assembled as shown in the
diagram. The small test-tube should stand up on its own.

bent glass tube

test-tube
beaker or test-tube The test-tube should stand
rack to support up on its own
large test-tube
water

This apparatus requires:

large and smaller test-tube,

delivery tube attached to bung that will fit the test-tube to give an airtight fit,
large beaker or similar or test-tube rack.

(ix) Stop-clock with second hand or stop-watch or sight of a clock or watch with a second hand.

(x) Access to petroleum jelly.

The Supervisor or teacher responsible for the subject should carry out 1(a)(i) during the examination,
out of sight of the candidates, and report the results on the supervisor’s report on page 7 of these
Confidential Instructions.
© UCLES 2007 9700/31/CI/O/N/07 [Turn over
 2 For
Examiner’s
Use
You are reminded that you have only one hour for each question in the practical
examination.
You should read carefully through the whole of each question and then plan your use of
the time to make sure that you finish all of the work that you would like to do.

1 The enzyme catalase is found in a wide range of living organisms. It catalyses the breakdown
of hydrogen peroxide which is a highly reactive by-product of respiration.

catalase
2H2O2 2H2O + O2

The rate of this reaction can be monitored by measuring the rate of bubble production of
oxygen gas.

You are required to investigate the effect of potato tissue extract on hydrogen peroxide.

Take care. Hydrogen peroxide is corrosive when in contact with skin or eyes. Wear
safety glasses while performing this experiment.

You are provided with 40 cm3 of water, labelled beaker 1.

You are provided with 20 cm3 of 20 vol H2O2, labelled beaker 2.
You are also provided with 10 cm3 of potato tissue extract containing catalase, labelled C.

You are going to make a serial dilution of the 20 vol H2O2.

• Label two small beakers 3 and 4.
• Into beaker 3 place 10 cm3 of 20 vol H2O2 from beaker 2.
• Add an equal volume of water from beaker 1 to produce 10 vol H2O2.

• Into beaker 4 place 10 cm3 of 10 vol H2O2 from beaker 3.

• Add an equal volume of water from beaker 1 to produce 5 vol H2O2.

You are provided with the apparatus as shown in Fig. 1.1.

use petroleum jelly to make

airtight if no bubbles appear

test-tube

beaker or
test-tube rack
to support large
test-tube water

large test-tube

Fig. 1.1

• Place 4 cm3 of 20 vol H2O2 from beaker 2 into the large test-tube. Add 1 cm3 of potato
extract solution C. Immediately place the bung of the delivery tube firmly into the large
test-tube. Bubbles of gas should come from the end of the delivery tube.
• If no bubbles appear then use petroleum jelly to make the delivery tube airtight.

© UCLES 2007 9700/31/O/N/07

 3 For
Examiner’s
Use
(a) Determine the number of bubbles produced in an appropriate length of time.

Repeat the process with solutions from beakers 1, 3 and 4.

(i) Record your results in the space below.

[2]

(ii) Identify the most significant source of error in the collection of your data.

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

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

(iii) Describe how you could modify your experiment to make the results more reliable.

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

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

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

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

(b) A student carried out a similar experiment. The student used a constant concentration
of hydrogen peroxide but used pieces of potato tissue of varying surface area.

(i) Describe how you would prepare the potato pieces.

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

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

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

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

© UCLES 2007 9700/31/O/N/07 [Turn over

 4 For
Examiner’s
Use
Table 1.1 shows the data the student recorded.

Table 1.1

volume of surface area of time taken to produce 40 cm3 of gas

potato tissue / cm3 potato tissue / cm2 / secs
1 1 180
1 2 110
1 4 62
1 8 27

(ii) Suggest a control for this experiment.

Give a reason for this control.

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

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

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

(iii) Plot a graph of the student’s data on the grid below to show the effect of surface
area on gas production.

[4]

© UCLES 2007 9700/31/O/N/07

 5 For
Examiner’s
Use
(iv) Describe the pattern shown by the results.

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

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

(v) Using your knowledge of enzymes and the information provided, explain the pattern
shown by the results.

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

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

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

(vi) Use your graph to determine the time taken for a piece of potato of 5.5 cm2 to
evolve 40 cm3 of gas.

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

(vii) Calculate the rate of reaction in cm3 of gas per second for a piece of potato of
5.5 cm2.

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

(c) Describe how you would set up and perform a similar experiment to determine the effect
of temperature on the rate of the reaction.

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

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

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

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

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

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

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

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

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

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

[Total: 25]

© UCLES 2007 9700/31/O/N/07 [Turn over

 Page 2 Mark Scheme Syllabus Paper
GCE A/AS LEVEL – 2007 9700 31

Skill Total Breakdown of mark expectations Question 1 Question 2

marks
Manipulation, 16 Successful collection of 8 marks 2 6
measurement marks data and observations
and
observation Decisions relating to 8 marks 4 4
measurements or
observations

Presentation 12 Recording data and 4 marks 2

of data and marks observations 2
observations
Display of calculation and 2 marks 1 1
reasoning

Data layout 6 marks 4 2

Analysis, 12 Interpretation of data or 6 marks 2 4

conclusions marks observations and
and identifying sources of error
evaluation
Drawing conclusions 3 marks 4 0
2 0
Suggesting improvements 3 marks

MMO = Manipulation, measurement and observation

Collection = Successful collection of data and observations
Decisions = Decisions relating to measurements or observations
PDO = Presentation of data and observations
Recording = Recording data and observations
Display = Display of calculation and reasoning
Layout = Data layout
ACE = Analysis, conclusions and evaluation
Interpretation = Interpretation of data or observations and identifying sources of error
Conclusions = Drawing conclusions
Improvements = Suggesting Improvements

© University of Cambridge International Examinations 2006

 Page 3 Mark Scheme Syllabus Paper
GCE A/AS LEVEL – 2007 9700 31

Question Sections Learning outcomes Indicative material mark

1 (a) MMO •
Decide how many tests, 2 very simple tests 1
Decisions measurements or ethanol emulsion, shake =
observations to perform clear
• Make and record sufficient, AND
accurate measurements benedicts + heat = red/
and observations orange/yellow (R green);
ACE • Draw conclusions from reducing sugar (R glucose/ 1
Conclusions interpretations of other unqualified sugar);
observations, data and
calculated values

(b) (i) MMO • decide how many tests, for room temperature: at least 1
Decisions measurements or 2 and not more than 4
observations to perform readings, each of at least 10
• make measurements or seconds and nor more than
observations that span the 60 seconds;
largest possible range
within the limits either of
the equipment provided or
of the instructions given
• make quantitative
measurements or
qualitative observations
that are appropriately
distributed within this range

© University of Cambridge International Examinations 2006

Page 4 Mark Scheme Syllabus Paper
GCE A/AS LEVEL – 2007 9700 31

(ii) MMO • set up apparatus correctly data reported as bubbles per 1

collection • follow instructions given in unit time for at least two
the form of written temperatures;
instructions or diagrams
MMO • decide how many tests, decide to investigate three or 1
decisions measurements or more temperatures and to
observations to perform replicate readings
• replicate readings or
observations as necessary
MMO • make and record sufficient, at least three temperatures 1
collection accurate measurements investigated, and at least two
and observations replicate readings made;
PDO • present numerical data, all data recorded in a single
recording values or observations in a table with appropriate means
single table of results to record bubbling rate per
• draw up the table before unit time, replicated, at more
taking readings/making than one temperature;
observations, so that column headings that include 2
candidates can record quantities and unit where
directly into the table, to appropriate (such as
avoid the need to copy up temperature/oC, number of
their results bubbles in 10 seconds);
• include in the table of
results, if necessary,
columns for raw data, for
calculated values and for
deductions
• use column headings that
include the quantity and the
unit (as appropriate) and
that conform to accepted
scientific conventions
PDO layout • choose a suitable and clear most data recorded in a table;
method of presenting the
data, e.g. tabulations,
chart, graph, drawing or
mixture of methods of
presentation 1

© University of Cambridge International Examinations 2006

 Page 5 Mark Scheme Syllabus Paper
GCE A/AS LEVEL – 2007 9700 31

(c) (i) ACE • evaluate the effectiveness no attempt made to control it 1

interpretation of control of variables and so not well controlled
thus the confidence with /distilled water used, so no
which conclusions might acid or alkali added, but not
be drawn well controlled/no buffer
added so not well
controlled/yeast contains
proteins/buffers/weak acids +
salts that might help buffer
the solution a little;

(ii) ACE • identify the most Two from: IDEA OF bubbles 1

interpretation significant sources of error might vary in size/
in an experiment temperature change might
cause gas inside tube to
change volume/one example
of limited accuracy of
measuring equipment e.g.
syringe/AVP;

(d) (i) MMO • replicate readings or something has gone wrong 1

Decisions observations as with the apparatus / the gas
necessary (individual bubbles have leaked out
readings or observations somewhere / AVP (accept
should be repeated where reading anomalous / not
they appear to be reliable unqualified) ;
anomalous)

(ii) PDO display • show their working in 4.9 with appropriate working 1
calculations, and the key shown;
steps in their reasoning R no working shown
• use the correct number of R more than two significant
significant figures for figures
calculated quantities

© University of Cambridge International Examinations 2006

 Page 6 Mark Scheme Syllabus Paper
GCE A/AS LEVEL – 2007 9700 31

(iii) PDO layout • select which variable(s) to independent variable 3

plot and plot appropriately (temperature) on x-axis,
on clearly labelled x- and dependent variable (mean
y-axes number of bubbles min-1) on
• plot all points or bars to y-axis
an appropriate accuracy AND axis labels appropriate
• follow the IOB (accept ecf from table if
recommendations for already penalised in 1 (b)
putting lines on graphs (ii));
scale should be chosen so
that data spans at least half
of the width and height of the
grid
AND scale appropriate such
as 1:10, 1:5 or 1:2 (R
awkward scales such as
3:10, 7:10, 8:10) (scale does
not need to start at 0);
data plotted accurately to
within 1 mm, using crosses or
circle-with-dot
AND points joined with
straight ruled lines OR fine
curve drawn through the data
points, not extrapolated
beyond the first or last point;

(e) ACE • draw conclusions from an at low temperatures an 1

Conclusions experiment, giving an increase in temperature
outline description of the increases bubbling rate,
main features of the data, AND at high temperatures an
considering whether increase in temperature
experimental data decreases bubbling rate/AW;
supports a given
hypothesis, and making
further predictions

© University of Cambridge International Examinations 2006

 Page 7 Mark Scheme Syllabus Paper
GCE A/AS LEVEL – 2007 9700 31

(f) ACE • draw conclusions from an IDEA OF at low temperatures 2

Conclusions experiment, giving an the data supports the
outline description of the student’s hypothesis
main features of the data, AND above 48 oC/at high
considering whether temperatures the hypothesis
experimental data is not supported/the rate
supports a given drops as temperature
hypothesis, and making increases;
further predictions prediction including student’s
hypothesis for low
temperatures PLUS at high
temperatures, as temperature
increases, the rate of
production of gas will
decrease/AW;

(g) ACE • suggest modifications to accept improvements that 2

Improvements an experimental would enhance the reliability
arrangement that will or accuracy of the
improve the accuracy of experiment – three in outline
the experiment or the or one or two explained –
accuracy of the could be related to errors
observations that can be identified earlier or others
made, including the use of collect gas;
new methods or strategies measure its volume
to investigate the question accurately;
• describe such e.g. of specific method of
modifications clearly in doing so such as inverted
words or diagrams burette over water/gas
syringe;
use more replicates/repeat
more times at each
temperature;
use more temperatures/
specified wider range
between 0 and 100 oC;
use more accurate
measuring devices/one
named specific measuring
device;
use a buffer to control pH/
other specific means to
control a plausible variable;
AVP;;

© University of Cambridge International Examinations 2006

 Page 8 Mark Scheme Syllabus Paper
GCE A/AS LEVEL – 2007 9700 31

2 (a) (i) MMO • set up apparatus correctly Rancunculus root t.s. 2

Collection • use their apparatus to recognisable in drawing
collect an appropriate (large circle containing
quantity of data or smaller circle containing star-
observations, including shaped region);
subtle differences in proportions of stele/root
colour or other properties diameter acceptable
of materials (between 1:5 and 1:10)
AND at least 4 tissues shown
(epidermis, parenchyma,
endodermis, xylem, phloem);

(ii) MMO • make measurements correct measurement of line 1

Collection using millimetre scales, shown on drawing to within
graticules, protractors, 1 mm
stopwatches, balances, AND measurement of
measuring cylinders, diameter of specimen
syringes, thermometers, between 1.5 and 4 mm, to no
and other common more than 0.5 mm reported
laboratory apparatus. accuracy;
PDO Display • show their working in working shows measurement
calculations, and the key from drawing divided by 1
steps in their reasoning measurement from slide;

(iii) ACE • estimate, quantitatively, their reported measurement ± 1

Interpretation the uncertainty in 0.5 mm (accept answers
quantitative between ± 0.2 mm and ± 1.0
measurements mm)
• express such uncertainty
in a measurement as an
actual or percentage error

(iv) ACE • show an understanding of ruler made with incorrect 1

Interpretation the distinction between intervals/user not viewing at
systematic errors and right angles/AVP;
random errors

© University of Cambridge International Examinations 2006

 Page 9 Mark Scheme Syllabus Paper
GCE A/AS LEVEL – 2007 9700 31

(b) MMO • use their apparatus to at least half of area of 2

Collection collect an appropriate available space used to
quantity of data or represent/describe a number
observations, including of cells;
subtle differences in drawings/descriptions of cells
colour or other propertiesincluding starch granules, cell
of materials walls and air spaces between
corners of the cells;
MMO • decide how many tests, at least three and no more max 3
Decisions measurements or than six cells drawn/
observations to perform described;
• make measurements or largest cell drawn/described
observations that span the at least twice the size of
largest possible range smallest;
within the limits either of cells with a range from 2 or
the equipment provided or less up to 10 or more starch
of the instructions given grains;
• make quantitative including both cells with air
measurements or spaces between the corners
qualitative observations and those without;
that are appropriately
distributed within this
range
PDO Layout • choose a suitable and drawing used to represent 1
clear method of observations – clear outline
presenting the data, e.g. drawings, sharp pencil and
tabulations, chart, graph, no shading;
drawing or mixture of
methods of presentation

(c) (i) PDO layout • choose a suitable and table used to present data; 1
clear method of (R comparative lists without
presenting the data, e.g. lines to divide information)
tabulations, chart, graph,
drawing or mixture of
methods of presentation

© University of Cambridge International Examinations 2006

 Page 10 Mark Scheme Syllabus Paper
GCE A/AS LEVEL – 2007 9700 31

(ii) MMO • use their apparatus to Give at least 4 comparisons, 1

Collection collect an appropriate including at least one
quantity of data or similarity and at least one
observations, including difference, and including one
subtle differences in subtle judgement (judgement
colour or other properties involving more than just size,
of materials colour or shape);
PDO • present numerical data, all observations and 1
Recording values or observations in comparisons recorded in a
a single table of results single table with difference(s)
• draw up the table before recorded to the same level of
taking readings/making precision (e.g. sizes recorded
observations, so that in mm) or detail (e.g. stele
candidates can record 40% of total width of S3 vs.
directly into the table, to stele 8% of total width of
avoid the need to copy up specimen S4);
their results
• record raw readings of a
quantity to the same
degree of precision and
observations to the same
level of detail

(iii) ACE • describe and summarise central stele/named feature 1

Interpretation the key points of a set of (e.g. xylem/tubular cells);
observations

(d) MMO • make and record correctly label xylem on both 1

Decisions sufficient, accurate pictures;
measurements and
observations
ACE • describe and summarise pick out at least one valid 1
Interpretation the key points of a set of reason for each decision (e.g.
observations Fig. 2.1 thick cell walls,
Fig.2.2 end walls of cells
absent);

© University of Cambridge International Examinations 2006

 3

Confidential Instructions

Each candidate must be supplied with the following apparatus and materials.

Question 1

Each candidate will require:

Materials:

[H] [F] (i) At least 50 cm3 industrial methylated spirits (ethanol) in a beaker covered with cling film
or aluminium foil and labelled E.

There should be no naked flames in the room (or rooms) where the practical test is carried out.

(ii) At least 100 cm3 20% glucose solution. This is prepared by adding 20 g of glucose to
50 cm3 warm distilled water, stirring and then making up to 100 cm3. The glucose solution
should be provided to candidates in beakers, labelled G. It should be provided at a
temperature between 45 °C and 50 °C as they start the question.
(iii) At least 100 cm3 distilled water in a beaker, labelled W.
(iv) Five large, dry, boiling tubes, labelled 1 to 5,
each containing 0.7 g dried yeast (+/– 0.1 g).

Fresh E, G, W and large tubes with yeast must be provided for each candidate.

(v) At least 25 small pieces of Universal Indicator paper (pH 1 to pH 11), each approximately
1 cm long, provided in a stoppered container, labelled Universal Indicator paper.
Universal Indicator paper provided by CIE with colour charts.

Apparatus:

(i) Forceps.
(ii) Clean white tile.
(iii) Pipette.
(iv) Glass rod.
(v) Paper towel.
(vi) Three 10 cm3 syringes.
(vii) Container with tap water, labelled for washing.
(viii) Container, labelled waste.
(ix) Stop clock, stop watch, or sight of a clock with second hand.
(x) One 400 cm3 or 600 cm3 beaker, or other suitable container, to act as a water bath to
contain five large tubes. Candidates need to be given or have access to warm water
between 45 °C and 50 °C. They do not need to maintain this temperature. They may not
use a thermostatically controlled water bath except to collect water at the start.
(xi) Test-tube rack or beaker to hold large tubes.

© UCLES 2009 9700/31/INST/M/J/09 [Turn over

 2

You are reminded that you have only one hour for each question in the practical examination. For
You should read carefully through the whole of each question and then plan your use of Examiner’s
the time to make sure that you finish all the work that you would like to do. Use

You must record all your results and will not be penalised if these results are not as
expected.

1 Yeast cells contain enzymes, which catalyse the breakdown of glucose to produce ethanol
and carbon dioxide.
These products change the environment of the yeast cells and can affect their activity and
survival.
The carbon dioxide when dissolved forms a weak acid so the more carbon dioxide that is
released the more acid will be formed.

You are required to investigate the effect of different concentrations of ethanol on the activity
of yeast cells by measuring the change in pH, using Universal Indicator paper.

You are provided with:

• five labelled tubes each containing 0.7 g of dried yeast

• at least 50 cm3 ethanol, labelled E
• at least 100 cm3 20% glucose solution, labelled G
• at least 100 cm3 distilled water, labelled W

Ethanol is harmful and highly flammable. If any comes into contact with your skin,
wash immediately under cold water.
It is recommended that you should wear eye protection.
Keep the ethanol covered when you are not using it.

It is important to find the pH of the glucose solution and the ethanol before starting the
investigation.

Place a small piece of the Universal Indicator paper on a white tile.

Using a clean pipette, place a drop of glucose solution onto the paper.
Use the colour chart to identify the pH.
Repeat, after cleaning the pipette, to find the pH of ethanol.

(a) (i) Record the colour of the Universal Indicator paper and the pH for the glucose
solution and the ethanol below.

[2]

© UCLES 2009 9700/31/M/J/09

 4

Tubes 1 to 5 each contain the same mass (0.7 g) of dried yeast. For
Examiner’s
1. Adding the water before the ethanol, use the syringes provided to make up the Use

ethanol concentrations in the correct tubes.

2. Use the beaker, or other container provided, to make a water bath with warm water
between 45 °C and 50 °C.

3. Shake the tubes carefully to thoroughly mix the ethanol and water.

4. Place the tubes into the warm water and leave them for at least 5 minutes.

5. Use the marker pen provided to label the white tile as shown in Fig. 1.1.

6. Arrange two rows of small pieces of Universal Indicator paper on the white tile as
shown in Fig. 1.2.

tube 1 2 3 4 5 tube 1 2 3 4 5

Universal
1 min 1 min Indicator
paper
10 min 10 min

Fig. 1.1 Fig. 1.2

7. After the tubes have been in the water bath for at least five minutes start a
stopwatch or stop clock or note the time on a clock.

8. Use a clean 10 cm3 syringe to put 10 cm3 of the glucose solution into each tube
starting with tube 1.

Each time shake the tube well and return it to the warm water bath.

9. When the clock shows one minute, use the glass rod to remove a drop from the
contents of tube 1 and place the drop onto the correct piece of Universal Indicator
paper.

10. Clean the glass rod and use it to remove a drop as described in step 9 from the
other four tubes.

11. When the clock shows 10 minutes, use the glass rod to take further drops as
described in step 9.

© UCLES 2009 9700/31/M/J/09

 5

(iii) Prepare the space below, to record both the colour of each piece of Universal For
Indicator paper and the pH. Examiner’s
Use

[4]

(b) (i) Identify a significant source of error in this investigation.

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

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

(ii) You used syringes to measure the volumes of ethanol and water.

State the volume of the smallest division on the syringe ………………

State the degree of uncertainty ……………………………… [1]

© UCLES 2009 9700/31/M/J/09 [Turn over

 6

A student decided to investigate the effect of temperature on the activity of enzymes in yeast. For
The student measured the activity of the enzymes by counting the number of bubbles of Examiner’s
carbon dioxide, which were released in three minutes. Use

The results of the student’s investigation are shown in Table 1.3.

Table 1.3

temperature / °C enzyme activity / mean

number of carbon dioxide
bubbles released per minute

15 5

20 7

30 11

35 15

40 18

(c) (i) Plot a graph of the data shown in Table 1.3.

[4]

(ii) From the graph, estimate the enzyme activity at 25 °C.

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

© UCLES 2009 9700/31/M/J/09

 7

(iii) Suggest how the student should make sure that the results of this investigation are For
Examiner’s
as accurate as possible, Use

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

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

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

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

as reliable as possible.

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

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

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

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

In carrying out this investigation the student made the hypothesis that:

The activity of the enzymes in yeast increases as temperature increases.

(d) State whether you think that this hypothesis is supported by the student’s results.

Explain your answer.

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

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

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

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

[Total: 21]

© UCLES 2009 9700/31/M/J/09 [Turn over

 Page 2 Mark Scheme: Teachers’ version Syllabus Paper
GCE A/AS LEVEL – May/June 2009 9700 31

Question Expected Answers Additional Guidance Mark

1 (a) (i) Record colour of paper and pH for glucose and ethanol.
MMO with reference to glucose and ethanol record a colour for each; [1]
collection 2
one colour matches one pH or between two pH values; Credit ONLY the given pH values [1]
pH 5.2 5.5 5.8 6.1 6.4 6.7 Credit less than/<5.2 with yellow or
colours brown/ pink/ pink/ more than/>6.7 with purple/AW
orange/yellow brown purple/violet/lilac/magenta/
red/burgundy/plum

OR (if no colours given) with reference to glucose and ethanol two pH values
from scale, same or different;
(ii) Decide which other concentrations to make and complete the table.
MMO (%) 0 and 40 plus any three which are evenly/serially spaced e.g. 0, 20, 30, 40, [1]
decisions 3 50 or 0, 10, 20, 30, 40;

correct volumes used to dilute up to 10 cm3 AND correct %; [1]

(tubes listed) either most dilute/lowest % to most concentrated/highest % Ignore where 0 is listed [1]
or most concentrated to most dilute;

© UCLES 2009
 Page 3 Mark Scheme: Teachers’ version Syllabus Paper
GCE A/AS LEVEL – May/June 2009 9700 31

(iii) Prepare space to record colour of each piece of paper and pH.
PDO single table AND all cells drawn AND %/percent(age) (top or left of data [1]
recording 2 heading only); heading heading heading
heading
heading

Do not credit if % in body of table

(headings) colour AND pH; Do not credit if pH/colour in body of table [1]

MMO two different colours for two tubes recorded; Collection of colour for two tubes. [1]
collection 2 Credit colour differences such as light orange vs
orange

(collected data/colours or pH) clearly for 1 min(ute)/start and 10 min(utes)/end; Credit colours only or pH values only – looking for [1]
clear collection of 1 minute and 10 minutes
Credit for one tube of data for 1 min and 10 min as
minimum
(b) (i) Identify a significant error – read complete answer for any correct one.
ACE judging colour/matching exact colours/colours very close together/pH paper [max 1]
interpretation narrow scale/colours not on scale/between colours/identification of colours;
1
idea of timing not the same/different/described; Do not credit timing unqualified

loss of CO2/gas/AW;
(ii) State degree of uncertainty (of syringes).
ACE +/– AND half total division AND cm3; Error with one reading is +/– half the smallest [1]
interpretation division with correct units as use syringe to
1 measure single volume and release al contents

© UCLES 2009
 Page 4 Mark Scheme: Teachers’ version Syllabus Paper
GCE A/AS LEVEL – May/June 2009 9700 31

(c) (i) Plot a graph of the data shown.

PDO layout 4 O x-axis temp(erature) (/)°C AND y-axis (number/no. of) bubbles/min or Do NOT credit bubbles min1 [1]
per min or min–1;

S scale as 10°C to 2 cm and 5 to 2 cm; Do not credit S if awkward scale or if less than half [1]
Credit origin other than 0 e.g. 5/10/15 if labelled grid on y or x axis
Credit unlabelled origin only if should be 0

P plotting correct points using crosses/dots in circles only; Do not credit P plotting if awkward scale or if only [1]
Do not credit if an extra point plotted at 25°C. blobs/dots/blobs in circles
No cross larger than x or more than one blob larger than o. Do not credit dot with cross
All plots must be on horizontal lines except for the 4 to 2 cm scale points
within a square of the intersection/centre of dot must not touch Credit x in circles
horizontal lines.

L line of best fit (no more than 2 points on one side)/points joined with Credit line of best fit – no extrapolation [1]
straight line; Joins point to point no extrapolation beyond first
Quality – line no thicker than 1 mm thick max and last points
Complete line should be smooth/not feathery.
(ii) Estimate enzyme activity at 25°C.
ACE correct reading using candidate’s graph at 25°C AND bubbles per minute or Credit whole number of bubbles only [1]
interpretation min–1; Credit 0.5 up or down
1

© UCLES 2009
 Page 5 Mark Scheme: Teachers’ version Syllabus Paper
GCE A/AS LEVEL – May/June 2009 9700 31

(iii) Suggest how to make sure results are as accurate as possible and as reliable as possible.
ACE control of any variable/use a water bath/same type of yeast/same volume of Credit in either accuracy or reliability [1]
improvements yeast/keep time the same/stagger the start/have separate experiments/(keep Do not credit ref to enzymes or amount of yeast
1 pH same) using buffer;

Accuracy: collect volume using measuring cylinder/gas syringe/video to count Accuracy: (change method of measuring to obtain [1]
bubbles/AW; results as close as possible to the true value)

Reliability 1: increase number or range of temperatures/2 extra named Reliable: (to have results which are as repeatable [1]
examples; as possible)

Reliability 2: repeat more/several times/twice/obtain three readings/(at each [1]

temp);

Reliability 3: calculate mean; Credit only two reliability marks [1]

[max 3]

(d) State whether you think the hypothesis is supported by the student’s results. Explain your answer.
ACE hypothesis true/yes/OR re-states the hypothesis OR partly true/true but only…; Needs clear statement [1]
conclusion 2 Do not credit idea that totally wrong
Either
(true for) 15 to 40°C as increases from 5 to 18/ Credit temp as long as units are present once [max 1]
or any two correct temps within 15 and 40/41 with two correct numbers of
bubbles/may have two temps and difference in number of bubbles/calculated
rate of increase/gradient;

OR
ONLY TRUE: 15 to 40°C as increases from 5 to 18/
or any two correct temps with two correct numbers of bubbles/may have two
temps and difference in number of bubbles;
idea that (NOT TRUE) below 15°C and/or above 40°C as no data;
[Total: 21]

© UCLES 2009
www.XtremePapers.net
www.XtremePapers.net
www.XtremePapers.net
www.XtremePapers.net
 Mark Scheme Unit Code Session Year Version
Page 5 of 8 June 2003 Final
2806/03

Question Expected Answers Marks

1 (a) period of equilibration stated;
count made for stated time period / time taken for stated no of bubbles;
more than 1 minute / more than five bubbles;
method for achieving standardised measurement e.g. bubble detaches;
repeated readings; max 4

rate at 35 (±2)°C in bubbles per unit time; 1

(b) four other temperatures used;

effective use of range (temperatures stated);
flush with air between repeat readings;
fresh sample at each temperature;
use of constant temperature;
method of achieving it stated e.g. water bath;
equilibration period before each reading;
same, volume / height of water, in test tube (to control pressure); max 7

(c) appropriate format (informative, column/row, headings, no units in, columns/rows);

table design (temperature in first column/row, more than two columns/rows,
individual results if averages recorded);
inclusion of 35 ±2 °C result;
means included;
correct trends in results with lower rate below 35 oC; 5

(d) two comments on rate;;

reference to figures - both temperature and number of bubbles must be given;
A e.g. at 10 oC no bubbles;
reference to effect of temperature increasing reaction rate;
e.g. more kinetic energy / more collisions / more enzyme-substrate complexes
comment on closeness to expected trend;
decrease at higher temperatures due to enzyme denaturation;
R yeast denatures max 5

Mark Scheme

www.XtremePapers.net
 Mark Scheme Unit Code Session Year Version
Page 6 of 8 June 2003 Final
2806/03

(e) glucose / yeast, concentration may differ with each fresh sample;
glucose concentration decreases (in syringe); A substrate for glucose
oxygen concentration decreases (in syringe);
carbon dioxide builds up;
pH decreases;
alcohol / ethanol, builds up;
difficulty in controlling temperature;
variation in bubble detachability / AW;
variation in bubble size; max 5

(f) increase, volume of glucose / ratio of glucose to yeast (to make glucose
concentration non-limiting);
increase volume of reaction container (to prevent, oxygen depletion / carbon
dioxide build up);
use buffers (to control pH);
use a regulated water bath (to control temperature);
measure, amount of / volumes of, gas evolved e.g. in a gas syringe;
R respirometer
plot graphs, cumulative no of bubbles / volume of CO2 against time, at each
temperature;
compare gradients;
repeats (more readings at each temperature);
compare means using a named statistical test; R chi squared
take more temperature readings within the range;
greater range (below 10 oC and/or above 70 oC); max 7

[Total: max 30]

Mark Scheme

www.XtremePapers.net
 6

Each candidate must be provided with the following apparatus and materials.

It is recommended that all candidates start with Q.1. If candidates start with Q.2, they must be
advised to leave Q.2(d) until they have completed Q.1.

Question 1

(i) 100 cm3 of freshly bought 20 volume hydrogen peroxide solution

supplied in a beaker labelled 20 vol hydrogen peroxide. Harmful
h
The beaker should be labelled with the appropriate hazard symbol.

If after trialling the procedure, the time taken to collect each 5 cm3 of gas is too short for
candidates to determine the relative activity of the plant material, it may be necessary to dilute
the 20 vol hydrogen peroxide in order to obtain suitable results. Candidates will not need to
be informed of this dilution but it is important that candidates are provided with hydrogen
peroxide solution of the same concentration.

(ii) 5 g of each of the following plant materials provided in specimen (sample) tubes, labelled A
to F.

A celery
B carrot
C potato
D lettuce
E (germinating) mung bean seeds
F apple

The plant materials should be cut into three or four pieces to fit into the tubes, but should be
large enough for the candidates to chop into smaller pieces.

The tubes should be covered with cling film or Parafilm.

The mung bean seeds should be soaked for 24 hours and then left on damp blotting paper
in a warm place for 24 to 72 hours to germinate. When tested with hydrogen peroxide they
should give a high activity.

Any variety of the plant materials listed above may be used for this procedure.

Spares should be available in case candidates wish to repeat the procedure with any of the
materials.

(iii) One 10 cm3 syringe.

(iv) Six boiling tubes (e.g. 15 × 2.5 cm); rack to take six boiling tubes.

(v) Two-hole bung (No. 21) with delivery tube and short glass tube to fit the boiling tubes, as
shown in Fig. 1.1. There should be spares available.

Ensure that the bung fits all of the boiling tubes.

A short piece of plastic tubing (e.g. PVC) of 3 mm bore is attached to the short glass tube.
Ensure that when the syringe of hydrogen peroxide is inserted into this plastic tubing, it makes
an airtight seal and remains firmly in place.

Prior to the start of the examination, candidates should be shown how to put the bungs
into the boiling tubes and remove them to prevent breakage of the delivery tubes.
© OCR 2010 2806/03/INST Jan10
 7

(vi) A barrel from a 10 cm3 syringe with plastic tubing attached to the nozzle and sealed with a
suitable clip (e.g. Hoffman clip), as shown in Fig. 1.1.

(vii) 400 or 600 cm3 beaker (or other suitable clear container), three-quarters filled with tap water
for the delivery tube, as shown in Fig. 1.1.

syringe for
delivering 10 cm3 of
hydrogen peroxide
plastic tubing
delivery tube
clip
plastic tube

short glass tube

barrel of a
10 cm3 syringe
hydrogen peroxide

pieces of plant material

Fig. 1.1

The apparatus shown in Fig. 1.1 may be set up as a demonstration using tap water in place of
hydrogen peroxide solution.

(viii) A large beaker (or other suitable clear container) of tap water for filling the syringe barrel.

(ix) Glass rod, large spatula, scalpel, white tile.

(x) Stopclock, stop watch or bench timer.

(xi) Eye protection.

(xii) Paper towels.

(xiii) Clamp(s) and stand (for support of apparatus).

Question 2

(i) Two boiling tubes (e.g. 15 × 2.5 cm) labelled G and H.

(ii) Eight soaked maize grains OR eight grains removed carefully from a fresh sweetcorn cob
supplied in a suitable container. Do not use tinned or frozen sweetcorn.

Dried maize grains should be soaked long enough for the endosperm to be softened. It may
be necessary to leave the grains soaking for up to 24 hours. This must be trialled before the
practical.

(iii) A scalpel or a single edged razor blade and a hand lens (×10).

(iv) Approximately 10 cm3 of 1% iodine solution in a suitable container.

© OCR 2010 2806/03/INST Jan10 Turn over

 8

(v) 10 cm3 of Sudan III solution in a beaker labelled Sudan III. Highly flammable

This can be made up by dissolving 0.5 g of Sudan III powder in

70 cm3 of ethanol and 30 cm3 of distilled water in a warm water bath.
Filter the mixture.

(vi) A small beaker of water for washing labelled washing water.

(vii) A container labelled waste.

(viii) 10 cm3 of 5 vol hydrogen peroxide in a suitable container labelled 5 vol hydrogen peroxide.

(ix) One disposable pipette.

(x) Three Petri dishes.

(xi) A white tile.

(xii) Forceps.

(xiii) Paper towels.

(xiv) Eye protection.

Suggested suppliers:

Sudan III

Scientific & Chemical Supplies Ltd., Carlton House, Livingstone Road, Bilston, West Midlands.
W14 0QZ. Tel 0845 1650845. Fax 01902 402343
e-mail [email protected]; web site www.scichem.co.uk

OR

Timstar Laboratory Suppliers Ltd., Timstar House, Marshfield Bank, Crewe, Cheshire, CW2 8UY.
Tel 01270 250459. Fax 01270 250601.
e-mail [email protected]; web site www.timstar.co.uk.
HEALTH AND SAFETY

Attention is drawn to the section on Health and Safety in Appendix B of the Specification. This section
covers Practical Tests as well as coursework. Centres are reminded that, in UK law, the responsibility
for Health and Safety lies with the employer.

Materials used in the examination should display their appropriate hazard symbols.

Copyright Information
OCR is committed to seeking permission to reproduce all third-party content that it uses in its assessment materials. OCR has attempted to identify and contact all copyright holders
whose work is used in this paper. To avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced in the OCR Copyright
Acknowledgements Booklet. This is produced for each series of examinations, is given to all schools that receive assessment material and is freely available to download from our public
website (www.ocr.org.uk) after the live examination series.
If OCR has unwittingly failed to correctly acknowledge or clear any third-party content in this assessment material, OCR will be happy to correct its mistake at the earliest possible
opportunity.
For queries or further information please contact the Copyright Team, First Floor, 9 Hills Road, Cambridge CB2 1GE.
OCR is part of the Cambridge Assessment Group; Cambridge Assessment is the brand name of University of Cambridge Local Examinations Syndicate (UCLES), which is itself a
department of the University of Cambridge.

© OCR 2010 2806/03/INST Jan10

 2
Answer all the questions.

Question 1 [65 minutes]

Hydrogen peroxide, H2O2, is a strong oxidising agent. It is produced as a waste product in many tissues
and if left to accumulate, would cause damage. Such tissues often remove hydrogen peroxide by using
the enzyme catalase which catalyses the decomposition of hydrogen peroxide as follows:

catalase
2H2O2 O2 + 2H2O

Tissues with high rates of metabolism tend to produce more hydrogen peroxide than those with low
rates of metabolism. Measuring catalase activity can therefore be a way to determine which tissues
have high metabolic rates.

You are required to measure the relative activity of catalase in different plant materials as a way
of determining their relative metabolic activity.

Hydrogen peroxide is corrosive.

If any hydrogen peroxide should come into contact with your skin wash it off immediately under cold
water. You should wear eye protection while using hydrogen peroxide.

You are provided with 5 g of each of the following plant materials:

A celery – petiole (leaf stalk)

B carrot – root and storage organ
C potato – stem tuber (storage organ)
D lettuce – leaf blade
E mung beans – germinating seeds
F apple – fruit

You will use the apparatus shown in Fig. 1.1 to collect and measure the volume of oxygen produced in
each reaction.

syringe for
delivering 10 cm3 of
hydrogen peroxide
plastic tubing
delivery
tube
clip

barrel of a
10 cm3 syringe
hydrogen peroxide

pieces of plant material

Fig. 1.1
© OCR 2010
 3
Proceed as follows:

1 Set up the delivery tube and the syringe barrel as shown in Fig. 1.1 so that the syringe barrel is
full of water. Do this by filling the syringe barrel with water, placing your finger over the end and
placing it over the delivery tube.

2 Place the celery pieces from specimen tube A on a white tile. Use the scalpel to chop the celery
into smaller pieces. Do not spend longer than about 30 seconds chopping the pieces.

3 Transfer the pieces of celery into one of the boiling tubes using a spatula.

4 Put the bung with the delivery tube into the boiling tube. Twist the bung slightly as you put it into
the boiling tube.

Avoid holding the delivery tube while you do this otherwise it will snap.

5 Fill the 10 cm3 syringe with 10 cm3 of 20 vol hydrogen peroxide. Place the syringe firmly into the
tubing in the bung, as shown in Fig. 1.1.

6 Add the 10 cm3 of hydrogen peroxide to the boiling tube. Leave the syringe in place whilst collecting
gas.

As soon as bubbles start to appear from the end of the delivery tube, start the stopwatch or stop
clock. Time how long it takes to collect 5 cm3 of gas.

If 5 cm3 of gas is not collected within three minutes, record the volume and stop timing.

If no bubbles appear from the end of the delivery tube after two minutes, record this as ‘no
reaction’.

7 When 5 cm3 of gas is collected, or after three minutes, carefully remove the bung from the boiling
tube.

8 Put the boiling tube back in the rack and repeat steps 1 to 7 with the carrot from specimen tube B.
Use a clean boiling tube.

9 Repeat steps 1 to 7 with the other plant materials, C to F, using a clean boiling tube each time.

10 Calculate the rate of gas production for each of the plant materials and place them in order of
activity (1 = most active; 6 = least active).

Use the space provided on page 4 to record these results.

© OCR 2010 Turn over

 4
(a) Use the space below to record all your results, including rates and order of metabolic activity.

(b) The samples of plant material provided came from different parts of the plant body.

Discuss possible reasons for the order of metabolic activity you have given above.

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

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

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

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

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

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

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

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

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

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

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

...................................................................................................................................................
© OCR 2010
 5

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

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

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

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

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

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

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

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

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

(c) Describe how you could show that the catalase test is a valid way to find out if tissues have
high rates of respiratory activity.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

© OCR 2010 Turn over

 6
(d) Discuss the limitations of the method you have used to determine the catalase activity of the
different plant materials and suggest suitable improvements.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

© OCR 2010
 7
...................................................................................................................................................

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

[Total: 30]

© OCR 2010 Turn over