Biology Concepts

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Prepared by: AHMED KALEEM KHAN NIAZI
Paper 6: Marks Alternative to Practical

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Name: _____________________ Date: _________________
GRADE: Percentage:
17

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Question no 1
Fruits of banana, Musa spp, change as they ripen.

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Fig 1.1

(a) Describe the differences that you can see between the unripe banana fruit A, and the ripe fruit
B, shown in Fig. 1.1.
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Email: kalim_niazi1@yahoo.com PREPARED BY: AHMED KALEEM KHAN NIAZI | BIOLOGY CONCEPTS 1
Contact #: 0322-6666767
 Table 1.1 shows the mass of a banana fruit measured over a period of three weeks.
Table 1.1

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(b) (i) Construct a graph of these results on the grid provided.

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[4]

(ii) Calculate the loss in mass of the banana fruit during the three weeks.
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(iii) Suggest an explanation for the loss in mass during the ripening of the fruit.

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Email: kalim_niazi1@yahoo.com PREPARED BY: AHMED KALEEM KHAN NIAZI | BIOLOGY CONCEPTS 2
Contact #: 0322-6666767
 One of the changes that takes place as a banana fruit ripens is the breakdown of starch to
sugar.

(c) (i) Describe how you could carry out a test for reducing sugar on a piece of banana fruit.

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(ii) Explain how would you use this test to show that the reducing sugar content increases
during ripening.

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[Total: 17]
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Email: kalim_niazi1@yahoo.com PREPARED BY: AHMED KALEEM KHAN NIAZI | BIOLOGY CONCEPTS 3
Contact #: 0322-6666767
 EXAMINER REPORT
Question no 1:

(a) This tested observation skills by asking for differences between the two specimens that could

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be seen, e.g. in colour and size. Some candidates wrongly recorded differences that they had
deduced from what they saw, e.g. in mass and texture.

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(b) (i) The ability to read the results of an experiment and to present them in a different way was
tested by the construction of a graph from data provided in a table. The majority of candidates
chose correct axes, good scales and plotted points accurately but actual lines drawn were not
always ruled between points or good smooth curves.

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(ii) The use of data was tested by a simple calculation that required the appropriate units of
measurement to be recorded as well as the numerical result, i.e. 54 g.

(iii) Explaining the result that had been calculated proved more difficult. Not many candidates
realized that water would have been lost and even fewer that respiration would have resulted

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in a loss of mass through breakdown of substrate although some hinted at enzyme activity
without stating how that would have caused the loss in mass.

(c) (i) Candidates are expected to be familiar with food tests either through carrying them out
themselves or by observing someone demonstrating how to do them. While there were many
candidates who knew that Benedict’s solution is the reagent used to test food for the presence

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of reducing sugars, some did not state that the food with Benedict’s solution added needs to
be heated, preferably in a water bath, in order to obtain a result. The colour change showing a
positive result was often well described. A negative result after carrying out the starch test with
iodine solution shows only the absence of starch and not the presence of reducing sugar as
some candidates, incorrectly, stated. Other candidates confused biuret and Benedict’s.

(ii) Explaining how the test described might be used to demonstrate that the level of reducing
sugar in
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a banana increases as it ripens tested the ability to plan a practical investigation. Some
candidates correctly described carrying out the Benedict’s test on banana at given stages of
ripening and that the colour change or intensity of colour of any precipitate formed would give
an indication of the amount of reducing sugar present. A few candidates suggested that
measuring the mass of any precipitate formed would give an indication of the amount of
reducing sugar that had reacted with the Benedict’s solution. However some candidates
repeated only what had been given – that during ripening starch is broken down to sugar. This
does not answer the question which tests the practical application of a known technique to a
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new situation.
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Email: kalim_niazi1@yahoo.com PREPARED BY: AHMED KALEEM KHAN NIAZI | BIOLOGY CONCEPTS 4
Contact #: 0322-6666767
 MARK SCHEME
Question no 1:

(a) A is paler/yellow (green), B brown/dark/black/blotchy/speckled ;

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A is bigger/thicker/fatter/smaller or B converse ;
A has thicker stalk or B converse ;

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A has smoother surface or B converse ; [2 max]

(b) (i) Graph marks: [4]

1 x-axis labelled ‘day’ (R irregular numbering) ;

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2 y-axis ‘mass/g’ (n.b. origin label) ;
3 clear, accurate plotting ;
4 line – ruled connections/rules line of best fit/good smooth curve ;

(ii) 54g ; [1]

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(iii) drying/dehydration/loss of water/moisture ; respiration ; [2]

(c) (i) mix/crush/grind (with water) ;

add Benedict’s solution and heat ;

in water-bath ;

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colour change to yellow/orange red ; [4]

(ii) sample one banana as ripens/sample bananas of different stages of ripening ;

time period of 2–28 days mentioned ;
equal masses of banana sampled ;
equal volumes of Benedict’s used ;
ref. more intense colour change AW ; [4 max]
[Total: 17]
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Email: kalim_niazi1@yahoo.com PREPARED BY: AHMED KALEEM KHAN NIAZI | BIOLOGY CONCEPTS 5
Contact #: 0322-6666767