Académique Documents
Professionnel Documents
Culture Documents
327 minutes
262 marks
Page 1 of 67
Q1.
(a)
The diagrams represent an enzyme, its substrate and two other molecules, A and B.
The addition of a non-competitive inhibitor will prevent the formation of an enzymesubstrate complex. Draw a labelled diagram based on relevant molecules selected from
the diagram above to explain how this occurs.
(2)
(b)
(c)
Urea breaks hydrogen bonds. Explain how the addition of urea would affect the rate of an
enzyme-controlled reaction.
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(3)
(Total 7 marks)
Page 2 of 67
Q2.
Lactose is a disaccharide sugar which can be broken down by the enzyme lactase into two
monosaccharides, glucose and galactose.
lactase
lactose+ water
(a)
glucose + galactose
The formula for galactose is C6H12O6. What is the formula for lactose?
......................................................................................................................
(2)
(b)
A solution containing the enzyme lactase was added to a lactose solution. The solution
was incubated at 40 C for one hour. Sample A was removed from the tube before
incubation. Sample B was removed after one hour.
(i)
Describe a chemical test you could carry out on sample A to show that lactose is a
reducing sugar.
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(2)
(ii)
This chemical test was carried out on samples A and B. All experimental variables
were the same in the testing of the two samples. Both tubes were left for ten minutes
to allow the precipitate to settle. The diagram shows the result.
Page 3 of 67
Q3.
A student carried out an investigation into the mass of product formed in an enzymecontrolled reaction at three different temperatures. Only the temperature was different for each
experiment. The results are shown in the graph.
(a)
(ii)
Page 4 of 67
(b)
Explain why the curves for 27 C and 37 C level out at the same value.
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(2)
(Total 7 marks)
Q4.
(a)
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(3)
(b)
Bacteria produce enzymes which cause food to decay. Explain how vinegar, which is
acidic, can prevent the action of bacterial enzymes in some preserved foods.
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(3)
(Total 6 marks)
Page 5 of 67
Q5.
Essay
You should write your essay in continuous prose.
Your essay will be marked for its scientific accuracy.
It will also be marked for your selection of relevant material from different parts of the
specification and for the quality of your written communication.
The maximum number of marks that can be awarded is
Scientific
Breadth of knowledge
Relevance
Quality of written communication
16
3
3
3
Q6.
In an investigation, the rate at which phenol was broken down by the enzyme phenol oxidase
was measured in solutions with different concentrations of phenol. The experiment was then
repeated with a non-competitive inhibitor added to the phenol solutions. The graph shows the
results.
Page 6 of 67
(a)
Explain why an increase in concentration of phenol solution from 2.0 to 2.5 mmol dm3 has
no effect on the rate of the reaction without inhibitor.
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(2)
(b)
(c)
Calculate the percentage decrease in the maximum rate of the reaction when the inhibitor
was added. Show your working.
(d)
Draw a curve on the graph to show the results expected if a competitive inhibitor instead of
a non-competitive inhibitor had been used.
(1)
(Total 7 marks)
Page 7 of 67
Q7.
In an investigation into carbohydrase activity, the contents from part of the gut of a small
animal were collected. The contents were added to starch solution at pH 7 and kept in a water
bath at 25C. At one-minute intervals, samples were removed and added to different test tubes
containing dilute iodine solution. The colour intensity of each sample was determined. The graph
shows the results.
(a)
(b)
Draw clearly labelled curves on the graph to show the expected result if the experiment
was repeated
(i)
at 35 C;
(ii)
at pH 2.
(2)
Page 8 of 67
(c)
Explain how
(i)
(ii)
Page 9 of 67
Q8.
Two samples of the roots of pea plants were placed in solutions containing potassium ions.
An inhibitor to prevent respiration was added to one solution. The concentrations of potassium
ions in the two solutions were measured at regular intervals. The graph shows the results.
(a)
Explain the decrease in the concentrations of potassium ions in the two solutions between
0 and 30 minutes.
(i)
With inhibitor
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(2)
(ii)
Without inhibitor
.............................................................................................................
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(1)
(b)
Explain why there is no further decrease in the concentration of potassium ions in the
solution with the inhibitor after 60 minutes.
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(2)
Page 10 of 67
(c)
The substance malonate is an inhibitor of respiration. It has a structure very similar to the
substrate of an enzyme that catalyses one of the reactions of respiration. Explain how
malonate inhibits respiration.
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(2)
(Total 7 marks)
Q9.
The diagram shows different structures present in the wall of part of the ileum.
(i)
Page 11 of 67
(ii)
Q10.
(a) Amylase is an enzyme which hydrolyses starch to maltose. Some amylase and
starch were mixed and the mixture incubated at 37 C until the reaction was complete.
(i)
Sketch a curve on the axes below to show the progress of this reaction.
(1)
(ii)
Explain why the rate of the reaction decreases as the reaction progresses.
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(2)
Page 12 of 67
The effect of temperature on the rate of reaction of an enzyme was investigated. A test tube
containing the enzyme and a test tube containing the substrate were incubated separately at
each of the temperatures being investigated. After 5 minutes, they were mixed and the rate of
reaction was determined. The experiment was repeated but, this time, the enzyme and the
substrate were left for 60 minutes before they were mixed. The results of the investigation are
shown in the graph.
(b)
The enzyme solution used in this investigation was made by dissolving a known mass of
enzyme in a buffer solution. Explain why a buffer solution was used.
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(1)
(c)
(i)
Use the graph to describe how incubation time affects the rate of the reaction.
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(2)
Page 13 of 67
(ii)
The maximum rate of reaction with an incubation time of 60 minutes is less than the
maximum rate of reaction with an incubation time of 5 minutes. Explain why.
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(3)
(d)
Page 14 of 67
Q11.
Jobs Tears is a cereal plant which grows in the tropics. An unusual protein has been found in
its grains. This protein is unusual because it has two functions. It acts as both an enzyme
inhibitor and as an enzyme. As an inhibitor, the protein reduces the activity of starch-digesting
enzymes. The protein acts as an enzyme by breaking down chitin, a polysaccharide found in
the walls of many fungi, to its monomers. Because of the resulting more negative water
potential in the cytoplasm of the fungus, this effectively leads to death by osmosis of any
fungus attacking the grain.
Our knowledge of the relationship between protein structure and function has led to the
development of the new technology of protein engineering. This involves changing the amino
10 acid sequence of a protein and altering its tertiary structure. Altering the tertiary structure
changes the proteins properties. So far, we have been unable to produce a protein with more
than one function such as that found in Jobs Tears. We have had success, though, in making
some enzymes more stable and less prone to heat denaturation. We have done this by
substituting amino acids and allowing the formation of additional chemical bonds.
Use information from the passage and your own knowledge to answer the following questions.
(a)
(i)
The protein found in Jobs Tears breaks down chitin (line 4). What type of chemical
reaction is involved in breaking down chitin?
.............................................................................................................
(1)
(ii)
(iii)
This protein does not break down the cell walls of the Jobs Tears plant.
Explain why.
.............................................................................................................
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(1)
(b)
Page 15 of 67
(c)
(i)
(ii)
How can protein engineering make enzymes more stable and less prone to heat
denaturation (line 13)?
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(2)
(d)
Describe how the sequence of amino acids in part of the protein from Jobs Tears could
enable this protein to act as an enzyme inhibitor.
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(6)
(Total 15 marks)
Page 16 of 67
Q12.
(a)
(i)
(ii)
Give one example of a biologically important polymer other than starch or protein.
.............................................................................................................
(1)
(b)
In an investigation, the enzyme amylase was mixed in a test tube with a buffer solution and
a suspension of starch. The amylase broke down the starch to maltose. When all the
starch had been broken down, a sample was removed from the test tube and tested with
biuret reagent.
(i)
(ii)
What colour would you expect the sample to go when tested with biuret reagent?
.............................................................................................................
(1)
(iii)
Q13.
2H2O
water
O2
oxygen
Page 17 of 67
Tube
(a)
Substance added
Piece of liver
Sand
Explain the difference between the rate at which bubbles were produced in.
(i)
tubes A and B;
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(2)
(ii)
tubes A and D.
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(3)
(b)
Page 18 of 67
(c)
The graph shows the energy changes which take place during the reaction in which
hydrogen peroxide is converted to water and oxygen.
(ii)
test tubes A and B became warmer when the reaction was taking place.
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(2)
(Total 9 marks)
Page 19 of 67
Q14.
Essay
You should write your essay in continuous prose.
Your essay will be marked for its scientific accuracy.
It will also be marked for your selection of relevant material from different parts of the
specification and for the quality of your written communication.
The maximum number of marks that can be awarded is
Scientific
Breadth of knowledge
Relevance
Quality of written communication
16
3
3
3
Q15.
Uric acid is produced in the body. One of the reactions involved in the production of uric
acid is catalysed by xanthine oxidase.
xanthine
oxidase
xanthine
(a)
uric acid
A sample of xanthine oxidase was tested by mixing with biuret reagent. Describe and
explain the result of this test.
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(2)
(b)
Explain why xanthine oxidase is able to catalyse this reaction but it is not able to
catalyse other reactions.
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(2)
Page 20 of 67
(c)
Gout is a painful condition caused by uric acid crystals in the joints. It is often treated with a
drug that inhibits xanthine oxidase. The diagram shows a molecule of xanthine and a
molecule of this drug.
Xanthine
Drug used
to treat gout
Use the diagram to explain why this drug is effective in the treatment of gout.
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(3)
(Total 7 marks)
Q16.
Amylase is an enzyme that breaks down starch. A student investigated the effect of pH on
amylase activity by using a starch agar plate. Six circular wells were cut into the agar plate.
Each well contained the same concentration and volume of amylase, and a buffer solution of
different pH. The agar plate was then left for 24 hours. The diagram shows the results
Page 21 of 67
(a)
Describe how the student could have used these results to compare the activity of the
enzyme at different pH values.
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(2)
(b)
The student concluded that the optimum pH for amylase activity was 7. This conclusion
may not be valid. Explain why.
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(1)
(c)
Using your knowledge of enzyme structure, explain the result obtained at pH 11.
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(2)
(d)
Q17.
Some enymes digest protein. They hydrolyse the peptide bonds between amino acids. The
extent to which a protein is digested is called the degree of hydrolysis (DH). The DH value may
be calculated from the equation:
(a)
(i)
A protein molecule contains 151 amino acids. What is the total number of peptide
bonds in this molecule?
.............................................................................................................
(1)
Page 22 of 67
(ii)
A molecule of this protein is digested. The DH value of the digested protein is 18.
Calculate the number of peptide bonds that have been hydrolysed.
Answer ......................................
(1)
(b)
What would be the DH value of a protein if it were completely hydrolysed to amino acids?
Explain how you arrived at your answer.
DH value ......................................................................................................
Explanation ..................................................................................................
......................................................................................................................
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(2)
Enzymes A and B digest protein. The graph shows the effect of pH on the rates of reaction of
these enzymes.
(c)
Page 23 of 67
(d)
(e)
Enzyme A is present in some washing powders used for cleaning clothes. Use the graph
to suggest why enzyme A would be of more use in washing clothes than enzyme B.
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(1)
(f)
Use your knowledge of protein structure to explain why enzymes are specific and may be
affected by non-competitive inhibitors.
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(6)
(Total 15 marks)
Page 24 of 67
Q18.
(a)
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(2)
(b)
Gout is a disease caused by the build-up of uric acid crystals in joints. Uric acid is
produced from xanthine in a reaction catalysed by the enzyme xanthine oxidase.
Allopurinol is a drug used to treat gout. The diagram shows the structures of xanthine and
allopurinol.
Use this information to suggest how allopurinol can be used to treat gout.
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(Extra space)..................................................................................................
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(3)
(Total 5 marks)
Page 25 of 67
Q19.
(a)
(i)
(ii)
Sucrase does not hydrolyse lactose. Use your knowledge of the way in which
enzymes work to explain why.
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(2)
(b)
A woman was given a solution of sucrose to drink. Her blood glucose concentration was
measured over the next 90 minutes. The results are shown on the graph.
(i)
Describe how the womans blood glucose concentration changed in the period
shown in the graph.
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(2)
Page 26 of 67
(ii)
(iii)
Q20.
A glucose biosensor detects only glucose. Use your knowledge of the way in which
enzymes work to explain why.
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(3)
(b)
It is better to use a biosensor than the Benedicts test to measure the concentration of
glucose in a sample of blood. Suggest two reasons why.
1 ...................................................................................................................
......................................................................................................................
2 ...................................................................................................................
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(2)
Page 27 of 67
(c)
(i)
(ii)
A drug company produced a new type of insulin. Scientists from the company carried
out a trial in which they gave this new type of insulin to rats. They reported that the
results of this trial on rats were positive. A newspaper stated that diabetics would
benefit from this new drug. Suggest two reasons why this statement should be
viewed with caution.
1 ..........................................................................................................
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2 ..........................................................................................................
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(2)
(Total 8 marks)
Q21.
The graph shows the effect of substrate concentration on the rate of an enzyme-controlled
reaction.
(a)
(i)
Describe what the graph shows about the effect of substrate concentration on the
rate of this enzyme-controlled reaction.
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(2)
Page 28 of 67
(ii)
What limits the rate of this reaction between points A and B? Give the evidence from
the graph for this.
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(2)
(iii)
Suggest a reason for the shape of the curve between points C and D.
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(1)
(b)
Sketch a curve on the graph to show the rate of this reaction in the presence of a
competitive inhibitor.
(1)
(c)
Explain how the drug lowers the rate of reaction controlled by folate reductase.
.............................................................................................................
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(2)
(ii)
Methotrexate only affects the rate of the reaction controlled by folate reductase.
Explain why this drug does not affect other enzymes.
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(1)
(Total 9 marks)
Page 29 of 67
Q22.
Gangliosides are lipids found in the cell surface membranes of nerve cells.
Hexosaminidase is an enzyme present in blood that breaks down gangliosides. If gangliosides
are not broken down, they damage nerve cells.
(a)
Hexosaminidase only breaks down gangliosides. It does not break down other lipids.
Explain why this enzyme only breaks down gangliosides.
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(3)
(b)
Hexosaminidase is found in the blood of healthy people. People with Tay Sachs disease
do not have this enzyme in their blood.
Doctors confirm Tay Sachs disease by using a blood test. The technician carrying out the
test adds a solution containing a high concentration of gangliosides to a sample of blood
from the person being tested. The technician then measures the concentration of
gangliosides in the persons blood at regular intervals.
(i)
Complete the graph below by sketching a curve to show the results you would
expect for a person with Tay Sachs disease. Label this curve T.
(1)
(ii)
Sketch a curve on the same graph to show the results you would expect for a healthy
person who does not have Tay Sachs disease. Label this curve H.
(1)
Page 30 of 67
(c)
Scientists are trying to find a way to give the missing enzyme to people with Tay Sachs
disease. Suggest why they cannot give the enzyme as a tablet that is swallowed.
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(2)
(Total 7 marks)
Q23.
(a)
Induced fit and lock and key are two models used to explain the action of enzymes.
(i)
(ii)
Describe one way that the lock and key model is different from the induced fit model.
.............................................................................................................
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.............................................................................................................
(1)
(b)
Folic acid is a substance required by bacteria for cell growth. Bacteria produce folic acid
by the following reaction.
The diagram shows the structure of a molecule of PABA. It also shows the structure of a
molecule of a drug called sulfanilamide, which can be used to treat bacterial infections.
Sulfanilamide prevents bacteria producing folic acid.
Page 31 of 67
Use the diagram and your knowledge of enzymes to explain how sulphanilamide prevents
bacteria producing folic acid.
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(3)
(Total 6 marks)
Q24.
10
Use information from the passage and your own knowledge to answer the following
questions.
(a)
Name the monomers that make up the active site of the enzyme (lines 6 7).
........................................................................................................................
(1)
Page 32 of 67
(b)
(i)
Aspirin only affects one of the enzymes in this pathway. Use information in lines
5 7 to explain why aspirin does not affect the other enzymes.
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(2)
(ii)
(c)
Aspirin is an enzyme inhibitor. Explain how aspirin prevents substrate molecules being
converted to product molecules.
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(2)
Page 33 of 67
(d)
Aspirin may reduce the risk of myocardial infarction (lines 8 12). Explain how.
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(Extra space) ........................................................................................
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(3)
(Total 10 marks)
Q25.
A protease is an enzyme that digests protein. The graph shows how the activity of a
protease varies with temperature.
Page 34 of 67
(a)
(i)
Describe what the graph shows about the effect of temperature on the rate of
reaction.
.............................................................................................................
.............................................................................................................
.............................................................................................................
(1)
(ii)
(b)
The students used agar plates containing protein. The protein made the agar cloudy.
They made four wells of equal size in the agar of each plate.
They added a drop of protease solution to each of the wells. The protease solution in
each well was at a different pH.
The students incubated the agar plates for 4 hours at a constant temperature.
Page 35 of 67
The diagram shows the agar plates after they were incubated and the pH of the protease
solution in each well.
(i)
How should the students make sure that the pH of the protease solution did not
change?
.............................................................................................................
(1)
(ii)
Use the graph to suggest a suitable temperature for incubating the agar plates.
Explain your answer.
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(1)
(iii)
Use the diagram to describe the effect of pH on the activity of this protease.
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(1)
(Total 7 marks)
Page 36 of 67
Q26.
(i)
galactose + monosaccharide X
(ii)
Name monosaccharide X.
.............................................................................................................
(1)
(b)
(i)
Describe how you would use a biochemical test to show that a reducing sugar is
present.
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(2)
.............................................................................................................
(ii)
(c)
Page 37 of 67
(d)
People who are lactose intolerant are not able to produce the enzyme lactase.
Explain why these people get diarrhoea when they drink milk containing lactose.
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(2)
(Total 9 marks)
Q27.
(a) A student investigated the effect of pH on the activity of the enzyme amylase.
She set up the apparatus shown in the diagram.
The tubes were made from Visking tubing. Visking tubing is partially permeable.
She added an equal volume of amylase solution and starch to each tube.
After 30 minutes, she measured the height of the solutions in both tubes.
She then tested the solutions in tubes A and B for the presence of reducing sugars.
Describe how the student would show that reducing sugars were present in a solution.
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Page 38 of 67
(b)
After 30 minutes, the solution in tube B was higher than the solution in tube A.
(i)
(ii)
The student concluded from her investigation that the optimum pH of amylase
was pH8. Is this conclusion valid? Explain your answer
...............................................................................................................
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(1)
(Total 7 marks)
Page 39 of 67
Q28.
The enzyme tyrosine kinase (TK) is found in human cells. TK can exist in a non-functional
and a functional form. The functional form of TK is only produced when a phosphate group is
added to TK.
This is shown in Figure 1.
Figure 1
(a)
Page 40 of 67
(b)
The binding of the functional form of TK to its substrate leads to cell division. Chronic
myeloid leukaemia is a cancer caused by a faulty form of TK. Cancer involves uncontrolled
cell division.
Figure 2 shows the faulty form of TK.
Figure 2
Page 41 of 67
(c)
Imatinib is a drug used to treat chronic myeloid leukaemia. Figure 3 shows how imatinib
inhibits faulty TK.
Figure 3
Using all of the information, describe how imatinib stops the development of chronic
myeloid leukaemia.
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(2)
(Total 6 marks)
Page 42 of 67
M1.
(b)
(c)
[7]
M2.
(a)
C12 ; H22O11 ;
2
(b)
(i)
(ii)
(yes)
(may appear on second line)
more precipitate in sample B;
both sugars are reducing sugars/ give a positive test;
2
[6]
M3.
(a)
(i)
(ii)
Page 43 of 67
(b)
[7]
M4.
(b)
[6]
M5.
Page 44 of 67
Mark
16
Good
14
Descriptor
Most of the material reflects a comprehensive
understanding of the principles involved and a
knowledge of factual detail fully in keeping with a
programme of A-level study. Some material, however,
may be a little superficial. Material is accurate and free
from fundamental errors but there may be minor errors
which detract from the overall accuracy.
12
10
Average
6
4
2
Poor
0
Breadth of Knowledge (maximum 3 marks)
Mark
3
2
1
0
Descriptor
A balanced account making reference to most areas that might realistically
be covered on an A-level course of study.
A number of aspects covered but a lack of balance. Some topics essential
to an understanding at this level not covered.
Unbalanced account with all or almost all material based on a single
aspect.
Material entirely irrelevant or too limited in quantity to judge.
Descriptor
All material presented is clearly relevant to the title. Allowance should be
made for judicious use of introductory material.
Material generally selected in support of title but some of the main content
of the essay is of only marginal relevance.
Some attempt made to relate material to the title but considerable amounts
largely irrelevant.
Material entirely irrelevant or too limited in quantity to judge.
Page 45 of 67
Descriptor
Material is logically presented in clear, scientific English. Technical
terminology has been used effectively and accurately throughout.
Account is logical and generally presented in clear, scientific English.
Technical terminology has been used effectively and is usually accurate.
The essay is generally poorly constructed and often fails to use an
appropriate scientific style and terminology to express ideas.
Material entirely irrelevant or too limited in quantity to judge.
[25]
selection of relevant knowledge and understanding from different areas of the specification
coverage of the main concepts and principles that might be reasonably expected in relation
to the essay title
connection of concepts, principles and other information from different areas in response
to the essay title
clear and logical expression, using accurate specialist vocabulary appropriate to A level
includes a level of detail that could be expected from a comprehensive knowledge and
understanding of relevant parts of the specification
covers a majority of the main areas that might be expected from the essay title (These
areas will be indicated in the mark scheme). (Occasionally a candidate may tackle an
essay in an original or unconventional way. Such essays may be biased in a particular
way, but where a high level of understanding is shown a high mark may be justified.)
demonstrates clearly the links between principles and concepts from different areas.
Note that it is not expected that an essay must be 'perfect' or exceptionally long in order to gain
maximum marks, bearing in mind the limitations on time and the pressure arising from exam
conditions.
Page 46 of 67
An average essay
is likely to have less detail and be more patchy in the depth to which areas are covered,
and to omit several relevant areas
is likely to include some errors and misunderstandings, but should have few fundamental
errors
A poor essay
is likely to cover only a limited number of relevant areas and may be relatively short
Having decided on the basic category, examiners may award the median mark, or the ones
above or below the median according to whether the candidate exceeds the requirements or
does not quite meet them.
Marking the essay
In marking scientific content, letters in the margin show each key area covered; these are used
to assess the breadth of criteria. A single tick is used to indicate accurate coverage of each
significant area, and a double tick to emphasise good depth of content. Errors are indicated with
a cross. A squiggly line in the margin is used to highlight irrelevance and Q to highlight poor use
of terminology, unclear grammar and inappropriate style.
Specific guidance for assessing Scientific Content and Breadth of Knowledge in Essays
The following provides guidance about topics which might be included in the essays. It is not an
exclusive list; the assessment of scientific content does not place restrictions on topics that
candidates might refer to, provided they are
relevant;
accurate.
It is not expected that candidates would refer to all, or even most, of the topics to gain a top
mark; the list represents the variety of approaches commonly encountered in the assessment to
the essays. In both essays, topics either from the option modules or beyond the scope of the
specification should also given credit where appropriate.
Page 47 of 67
(2)
(3)
(4)
digestion (D)
enzymes involved in mammalian digestive system, breakdown of polymers in other
circumstances, e.g. saprophytic digestion/ mobilisation of storage compounds.
good candidates range of enzymes giving source and action in sequence in mammalian
digestion; reference to other breakdown.
(5)
(6)
Breadth of Knowledge
3 marks
significant coverage of areas 1 and 2, + 3 others,
or brief references to 5 others
2 marks
areas 1 or 2 + 2 other areas, or brief reference to 5 + areas in total
1 mark
any 3 areas
Page 48 of 67
M6.
(b)
(c)
x 100;
= 26.32%; (accept 26% or 26.3%)
(correct answer = 2 marks)
(principle
100 = 1 mark)
2
(d)
[7]
M7.
(b)
(i)
(ii)
curve drawn above curve on graph and starting at same point but
finishing above;
(allow curve or horizontal line)
(allow alternative curve for pH if explanation in (ii) is consistent)
1
(c)
(i)
1
2
3
Page 49 of 67
(ii)
4
5
6
7
8
9
10
[11]
M8.
(a)
(i)
absorbed by diffusion;
no energy/ATP available / active transport requires energy/ATP;
2 max
(b)
(c)
[7]
M9.
(i)
absorbs/transports triglycerides/fats/lipids/chylomicrons;
1
(ii)
[3]
Page 50 of 67
M10.
(a)
(i)
(ii)
(b)
(c)
(i)
(ii)
(d)
[15]
M11.
(a)
(i)
Hydrolysis;
1
(ii)
(iii)
Page 51 of 67
(b)
(c)
(i)
(ii)
(d)
1
2
3
4
5
6
7
[15]
M12.
(a)
(i)
(Molecule) made up of many identical/similar molecules/monomers/
subunits;
Not necessary to refer to similarity with monomers.
1
(ii)
(b)
(i)
To keep pH constant;
A change in pH will slow the rate of the reaction / denature
the amylase / optimum for reaction;
2
(ii)
Purple/lilac/mauve/violet;
Do not allow blue or pink.
1
(iii)
Protein present;
The enzyme/amylase is a protein;
Not used up in the reaction / still present at the end of
the reaction;
max 2
[7]
Page 52 of 67
M13.
(a)
(i)
(Grinding) breaks open cells / increases surface area (of liver);
Releases catalase/enzyme/more catalase /
allows more hydrogen peroxide into liver;
2
(ii)
(b)
(Control) to show that sand did not affect reaction (with ground liver);
1
(c)
(i)
(ii)
[9]
Page 53 of 67
M14.
Good
Mark
16
14
Descriptor
Most of the material of a high standard reflecting a
comprehensive understanding of the principles
involved and a knowledge of factual detail fully in
keeping with a programme of A-level study. Some
material, however, may be a little superficial. Material
is accurate and free from fundamental errors but
there may be minor errors which detract from the
overall accuracy.
12
10
Average
6
4
Poor
0
Breadth of Knowledge (maximum 3 marks)
Mark
3
2
1
0
Descriptor
A balanced account making reference to most if not all areas
that might realistically be covered on an A-level course of study.
A number of aspects covered but a lack of balance. Some
topics essential to an understanding at this level not covered.
Unbalanced account with all or almost all material based on a
single aspect
Material entirely irrelevant.
Descriptor
All material presented is clearly relevant to the title. Allowance
should be made for judicious use of introductory material
Material generally selected in support of title but some of the
main content of the essay is of only marginal relevance.
Some attempt made to relate material to the title but
considerable amounts largely irrelevant.
Material entirely irrelevant or too limited in quantity to judge.
Page 54 of 67
1
0
Descriptor
Material is logically presented in clear, scientific English.
Technical terminology has been used effectively and accurately
throughout.
Account is logical and generally presented in clear, scientific
English. Technical terminology has been used effectively and is
usually accurate.
The essay is generally poorly constructed and often fails to use
an appropriate scientific style and terminology to express ideas.
Material entirely irrelevant or too limited in quantity to judge.
[25]
M15.
(a)
Lilac/purple/mauve/violet;
(b)
Page 55 of 67
(c)
[7]
M16.
(b)
(c)
(d)
[7]
M17.
(a)
(i)
150;
1
(ii)
27;
1
(b)
100;
number of peptide bond hydrolysed = total number present / all peptide
bonds have been hydrolysed;
accept calculation showing same number top and bottom.
2
(c)
(d)
Page 56 of 67
(e)
(f)
shape of active site complementary to/ will only fit that of substrate;
maximum of three marks for inhibition, points 5 8
determined by shape;
[15]
M18.
(a)
1.
2.
Page 57 of 67
(b)
2.
3.
Less xanthine binds / fewer e-s complexes/fewer uric acid crystals formed/less
uric acid formed;
3. Reject no e-s complexes / xanthine cannot enter active site,
no uric acid
3. Can award in context of non-competitive inhibition
3
[5]
M19.
(a)
(i)
Glucose;
Fructose;
Any order.
2
(ii)
(b)
(i)
(ii)
(iii)
[9]
Page 58 of 67
M20.
(a)
(b)
(c)
(i)
(ii)
[8]
M21.
(a)
(i)
(ii)
Page 59 of 67
(iii)
(b)
(c)
(i)
(ii)
[9]
Page 60 of 67
M22.
(b)
(i)
(ii)
(c)
[7]
Page 61 of 67
M23.
(a)
(i)
(ii)
(b)
[6]
M24.
(a)
Page 62 of 67
(b)
(i)
1.
2.
(ii)
1.
X;
2.
(c)
1.
2.
(d)
1.
2.
3.
4.
[10]
M25.
(a)
(i)
Increase to 30 C/31 C and then decreases / optimum or max
rate at 30 C/31 C;
Accept: peak at 30 C/31 C
1
Page 63 of 67
(ii)
(b)
(i)
(ii)
(iii)
[7]
M26.
(a)
(i)
Hydrolysis;
Accept phonetic spelling.
Ignore reaction.
1
(ii)
(Alpha) glucose;
Accept glucose.
Reject glucose / beta glucose
1
Page 64 of 67
(b)
(i)
(ii)
(c)
(d)
[9]
M27.
(a)
1.
2.
Heat;
Add Benedicts;
Hydrolyse with acid negates mp1
Page 65 of 67
(b)
(i)
1.
2.
3.
(ii)
[7]
M28.
(a)
2.
Active site forms / becomes the right shape / can bind to substrate /
complementary to substrate / E-S complex can form;
2. Reject similar / same shape as substrate
2
(b)
1.
2.
(So, faulty) TK functional all the time / TK not controlled (by phosphate);
2
(c)
1.
2.
3.
[6]
Page 66 of 67
Page 67 of 67