4 (a) Define the term genetic engineering. [2] (b) Fig. 6.1 is a flow diagram that shows how insulin can be produced using genetic engineering. [e aya8 ok L | Cc J " \ oO -— \ O e+» we | Fig. 6.1 Scanned with CamScannerTable 6.1 shows stages in the production of insulin by genetic engineering. Complete Table 6.1. The first row has been done for you. Table 6.1 letter from inti FEA name description M | chromosomes __| threads of DNA found in the nucleus ‘section of DNA removed from human cell plasmid type of coll that is genetically engineered specific chain of amino acids coded by the section of DNA removed from the human cell fermenter (5) (c)_ The genetically engineered cells in Fig. 6.1 reproduce asexually. Explain the advantages of asexual reproduction for insulin production by genetic engineering. [3] [Total: 10] Scanned with CamScannerAntibiotics are used to treat human diseases. Many bacteria have become resistant to antibiotics. Some antibiotics can no longer be used to treat certain diseases. ‘Samples of bacteria were taken from a person who had an infectious disease. They were spread onto four Petri dishes of agar (agar plates). Three of these agar plates contained the antibiotics 1, 2 or 3. The results are shown in Fig. 2.1. O&O agar plate contains agar plate contains agar plate contains ~—_agar plate contains no antibiotic antibiotic 1 antibiotic 2 antibiotic 3 key bacterial growth CD no bacteria Fig. 2.1 (a) Explain why: ()_no bacteria grew in the agar plate with antibiotic 2; (ii) bacteria grew in the agar plate with antibiotic 3; Scanned with CamScanner(iii) only a small number of bacteria grew with antibiotic 1. (2) {b) Explain why it is important to carry out a test similar to that shown in Fig. 2.1 before giving an antibiotic to a person infected with a bacterial disease. {c) Antibiotic resistance has become a major problem worldwide. ‘Suggest how the problem of antibiotic resistance can be limited. [4] Scanned with CamScanner{d) Hormones are used to treat a variety of conditions. The most common hormonal treatment is the use of insulin to treat diabetes. Most of the insulin is produced using cells that are grown in large fermenters. These cells have been genetically engineered to produce human insulin. Fig. 2.2 shows the stages involved in transferring the gene for insulin from human cells to bacterial cells. Pp gene from human cell removed from chromosome 11 Qa bacterium produces human insulin R plasmid vector enters bacterium s gene for human insulin found to be on chromosome 11 T bacterium divides by binary fission v gene for human insulin inserted into a plasmid vector Fig. 2.2 (i) Put the stages into the correct sequence. Two have been done for you. 1 (ii) Diabetes is often treated with human insulin that has been produced by genetically modified cells. In most countries this type of insulin has replaced the insulin that was prepared from animals. ‘Suggest the advantages of providing human insulin to people with diabetes rather than insulin obtained from animals. BI Total: 14] Scanned with CamScannerZm Fig. 4.1 shows three species of zebra. Fig. 4.1 Scanned with CamScanner(a) Describe one method a scientist could use to show that the zebras shown in Fig. 4.1 are different species. 1 (b) Studies have shown that the hotter the environment, the more stripes zebras have. (I) State the type of variation which would result in different numbers of stripes. 1) (ii) Study Fig. 4.1. Suggest which species of zebra lives in the hottest environment. 1 (c) Occasionally, zebras are born that are almost completely black. The change in appearance is the result of mutation. (i) State the term that is used to describe the appearance of an organism. il (Il) Define the term mutation. Scanned with CamScanner(d) Tsetse flies attack animals with short fur, sucking their blood and spreading diseases. Fig. 4.2 shows a tsetse fly. This fly is an insect, belonging to the arthropod group. Fig. 4.2 (i) State one feature, visible in Fig. 4.2, which is common to all arthropods. 10] (li) State two features, visible in Fig. 4.2, which distinguish insects from other arthropod groups. 1 2. (e) Scientists have discovered that zebras with more horizontal stripes attract fewer tsetse flies. (i) Suggest why the stripes on the head and neck of the zebra would be an advantage when it feeds on grass on the ground. . 2 (li) Describe how a species of zebra could gradually develop more horizontal stripes. . B Total: 14] Scanned with CamScanner4 Fig. 1.1 shows a diagram of a bacterial cell. Fig. 1.1 (a) (i) State four structural features, present in a photosynthesising plant call, that make it different from the bacterial cell in Fig. 1.1. 1 (ll) State two structural features present in both the bacterial cell in Fig 1.1 and in an animal cell, such as a liver cell. 1 Scanned with CamScanner{b) Bacteria are examples of microorganisms. State two different types of food manufactured using microorganisms. 1. (c) Many bacterial diseases can no longer be treated with antibiotics. Outline how antibiotic-esistant strains of bacteria can develop. 8) (4) Explain why bacteria, in particular, are very useful organisms in the process of genetic engineering. R) [Total: 13] Scanned with CamScanner(e) The effect of human lysozyme on two common species of bacteria, A and B, was investigated at two different values of pH. ‘The investigation was set up as shown in Fig. 2.1. The test-tubes were kept at 37°C for 24 hours. tube number 1 2 3 species of bacteria pH of Coat 40 40 90 40 resh lysozyme [7 v v boiled 3 lysozyme Fig. 2.1 After 24 hours, samples were taken from each test-tube. Each sample was placed onto nutrient agar in Petri dishes. The dishes were incubated at 28°C for a further 24 hours to allow any bacteria to grow. The results are shown in Fig. 2.2. sample from test- tube result after incubation for 24 hours Key: no growth of bacteria [i growth of bacteria Fig. 2.2 Scanned with CamScanner() Explain the results shown in Fig. 2.2 by comparing the following pairs: tand3.. 12] dand 4... tand 2... 2) Human milk also contains antibodies. Explain the benefits of antibodies to a newborn child. 2] [Total: 20] Scanned with CamScanner1 (a) State the balanced chemical equation for photosynthesis. light chlorophyll 2] Asstudent investigated the effect of different wavelengths of light on the rate of photosynthesis of the water plant, Cabomba. The student used the apparatus shown in Fig. 6.1. graduated tube 1% sodium hydrogencarbonate solution funnel Cabomba bench lam P coloured filter Fig. 6.1 Scanned with CamScanner(b) The student collected the gas produced by the plant for five minutes. The results are shown in Table 6.1. Table 6.1 colour of filter | wavelength of | volume of gas light/nm collected/cm? violet 400 0.80 blue 475 0.80 green 550 0.20 yellow 600 0.40 red 675 0.90 Describe the effect of wavelength of light on the rate of photosynthesis as shown in the student's results in Table 6.1. You will gain credit if you use data from the table. (c) State how the student would calculate the rates of photosynthesis from the results in Table 6.1. Scanned with CamScanner(d) State why the student: (i) kept the lamp at the same distance during the investigation, i (ii) used sodium hydrogencarbonate solution. 1) (@) State three uses in a plant of the carbohydrate produced in photosynthesis. (31 [otal: 11] Scanned with CamScanner3 Astudent carried out an investigation to find the effect of carbon dioxide concentration on the rate of photosynthesis of an aquatic plant. The apparatus that the student used is shown in Fig. 2.1. The student was advised to use a light meter positioned at the same distance from the lamp as the pond plant. The student counted the number of bubbles produced by the cut end of the stem. dilute sodium hydrogencarbonate solution movable lamp thermometer stop watch A, A water-bath pond plant 15] ruler — sm Fig. 2.1 (@) Explain why the student included the following in the apparatus. ()_ The beaker of water and the thermometer. [2] (ii) The light meter and the ruler. (2) Scanned with CamScanner(b) The results obtained by the student are shown in Fig. 2.2. 25 20 rate of photosynthesis 15: Jnumber of bubbles 10 per minute 5 oft + 2 0.00 0.05 0.10 0.15 0.20 0.25 0.30 0.35 0.40 0.45 0.50 carbon dioxide concentration/% Fig. 2.2 (i) Describe the student's results. You will gain credit if you use data from Fig. 2.2 in your answer. (il) State the factor that is limiting the rate of photosynthesis in region X of the graph. Scanned with CamScanner(ill) Suggest and explain the reasons for the shape of the graph in region Y. (c) Counting bubbles may not be the best way to measure the rate of photosynthesis. The volume of the bubbles is not always exactly the same. ‘Suggest and explain one alternative way of measuring the gas given off to solve this problem. Scanned with CamScanner‘An experiment was carried out to find out if carbon dioxide is needed for photosynthesis. Stage 1. Two plants, A and B, of the same size and species were kept in a dark place for 48 hours. Stage 2. A leat from each plant was then tested for the presence of starch using iodine solution, to show that destarching was complete. Stage 3. Both plants were placed in sealed glass containers, for 24 hours, as shown in Fig. 5.1. Plant A was in the presence of potassium hydroxide beads (which absorb carbon dioxide). Plant B was in the presence of glass beads. All other conditions needed for photosynthesis were provided for both plants. Stay ‘After 24 hours a leaf from each plant was tested for the presence of starch. glass cover plant potassium hydroxide glass beads (to remove carbon dioxide) plant A plant B Fig. 5.1 Scanned with CamScanner(a) (I) The stages involved in testing a leaf for starch are shown below. The stages are in the correct sequence, but the reasons are in the wrong order. Use straight lines to match the stages with the correct reasons. One has been done for you. stage reason ethanol (alcohol) is boil the leaf in water flammable turn off any naked to test for starch flames boll the leaf in ethanol to break down cell (alcohol) membranes soak the leaf in water to remove chlorophyll add iodine solution to the leaf to soften the leat (4) (ii) Explain why chlorophyll is removed from the leaf before testing it for starch. (b) State two factors, other than carbon dioxide, that both plants would need in order to photosynthesise. 1 (d) Explain why the plants were destarched. Scanned with CamScanner(e) Complete the table. Use ticks and crosses to show if the starch test for plants A and B would be positive (“) or negative (x) at stage 2 and stage 4. In each case, explain your answer. stage feat from “wren e explanation 2 AandB A 4 B 13] (f)_ Ina further experiment, another destarched plant was kept in the dark. The concentration of carbon dioxide in the container was measured at regular intervals and was found to increase with time. Explain why the concentration of carbon dioxide increased. [Total: 15] Scanned with CamScanner4 (a Atypical dicotyledonous leaf contains a number of different types of cells, including: guard cells, palisade mesophyll, spongy mesophyll and upper epidermal cells. Using the types of cells listed above, complete the table by (i) writing the types of cells in the order that sunlight passes through them, i) stating the proportion of chloroplasts in each of the types of cells. Use the terms none, some and many. number of type of cell chloroplasts GB) Stomatal pores are surrounded by pairs of guard cells. When the stomata are closed the rate of photosynthesis is affected, due to a limiting factor. (b) () Write a balanced equation, using chemical symbols, for the process of photosynthesis. il) Define the term limiting factor. (ili) State the factor that limits photosynthesis when the stomata are closed. Scanned with CamScanner(c) Vascular bundles, containing xylem and phloem tissue, are situated in the leaf. ())_ Describe the structure of xylem tissue. (i) State the functions of xylem and phloem, Function of xylem Function of phloem (d) Some plants close their stomata during the hottest part of the day, despite the effect on photosynthesis. Suggest what benefit this might be to the plants. (Total: 16) Scanned with CamScanner1 (a) Write a balanced chemical equation for photosynthesis. > A student investigated the effect of light intensity on the rate of photosynthesis of algae. Fig. 2.1 shows the apparatus set up for the investigation. glass tank with water bottle containing algae suspension and hydrogencarbonate indicator solution lamp stop-clock r ruler — 20 Fig. 2.1 {b) Suggest why a glass tank with water was placed between the lamp and the bottle in the investigation. (1 (c)_ The hydrogencarbonate indicator solution changes colour when the pH changes. At pH 8.4 it is red, at pH 7.6 it is yellow and at pH 9 it is purple. Predict the colour of the hydrogencarbonate indicator solution in the bottle nearest the lamp |. Explain your answer. at the end of the investig: colour prediction .. explanation .. PhysicsAndMathsTutor.com [3] Scanned with CamScanner(d)_ The student's results are shown in Fig. 2.2. 100 90 80: 70. 60: time for colour change 59. Iminutes 40. 30: 10: 0 20 40 60 80 100 120 140 distance from lamp/om Fig. 22 Describe and explain how the rate of photosynthesis is affected by light intensity. (5) [otal: 12] Scanned with CamScanner4 {a) A researcher carried out four experiments, A to D, to investigate the effect of light intensity on the rate of photosynthesis of cucumber plants. The experiments were carried out at two concentrations of carbon dioxide and at two temperatures. The results are shown in Fig. 5.1 300 250 200. rate of photosynthesis ‘arbitrary units 150 Key 100 temp CO. rec I% A 30 | 0.13 | 50 B 20 | 013 c 30 | 0.03 0 i A D 20 | 0.03 0 5 10 15 20 25 light intensity arbitrary units Fig. 5.1 (i) Use the results in Fig. 5.1 to identify the limiting factor for the rate of photosynthesis at the light intensities given in Table 5.1 Write your answers in Table 5.1. Table 5.1 experiment light intensity / arbitrary units limiting factor A 20 B 20 c 20 D 5 light intensity 13] Scanned with CamScanner(ii) Define the term Jimiting factor. (2) Fig. 5.1 shows that providing plants with more carbon dioxide can increase the rate of photosynthesis. An investigation was carried out in China using crop residues and animal manure mixed together in composting units that were placed into a glasshouse containing crop plants. Fig. 5.2 shows a composting unit in which decomposition takes place. carbon dioxide 44 1 sponge crop residues and animal manure |_grid Fig.5.2 {b) (i) Suggest the reason for using a grid instead of a solid base for the composting unit. Scanned with CamScanner(ii) The sponge was soaked in sulfuric acid to remove any ammonia gas released by the decomposing material (compost). Explain how the ammonia was produced. 2] (c) Two glasshouses were used in this investigation. One glasshouse contained composting units and the other did not. Each glasshouse contained the same number and type of crop plants The concentration of carbon dioxide in both glasshouses was measured at midday. The results are shown in Fig. 5.3. 700 600 500. carbon dioxide 499 concentration ‘parts per milion 559 —+— with composting units —— no composting units 200 100: 0 0 10 20 30 40 50 60 lime /days Fig. 5.3 (i) State why a glasshouse without composting units was used in the investigation. al] Scanned with CamScanner(ii) Describe the results shown in Fig. 5.3. (d) At the end of the investigation the crop plants were harvested and weighed. Table 5.2 gives the results Table 5.2 mean fresh mass /g per plant crop plant no composting | composting units units Chinese cabbage 115.7 355.8 celery 447 133.9 lettuce 95.5 349.4 Use the information in Fig. 5.3 and in Table 5.2 to summarise the results of the study. [4] [Total: 18} Scanned with CamScanner