T2-2 [209 marks]

[1 mark]
1.
Markscheme
B

Examiners report
This question also elicited some criticisms from teachers, who felt that there were two correct answers. Water cools
living organisms when it evaporates so B was the correct answer. Water does conduct heat away from active muscles
when blood flows through them and the heat is lost to the environment when the blood passes to the skin, but this can
be regarded as a means of redistributing heat in organisms rather than actual cooling.

[1 mark]
2.
Markscheme
D

Examiners report
[N/A]

3. [1 mark]
Markscheme
B

Examiners report
[N/A]

4. [1 mark]
Markscheme
A

Examiners report
[N/A]

5. [1 mark]
Markscheme
C

Examiners report
[N/A]
 [1 mark]
6.
Markscheme
D

Examiners report
[N/A]

[1 mark]
7.
Markscheme
A

Examiners report
Although the question could have confused candidates by adding the charges in the amino and carboxyl termini, this
was not an unfair question. The fact that the R group was fully shown should not have confused them.

[1 mark]
8.
Markscheme
C

Examiners report
The activity of an enzyme is reflected in its rate of reaction.

[1 mark]
9.
Markscheme
B

Examiners report
The answers to the question do not reflect a measurement of a rate of reaction, as time is not included. As none of the
answers include the time, it is implied in the question.

10a. [5 marks]
Markscheme
Remember, up to TWO “quality of construction” marks per essay.

a. (the genetic code is based on) sets of three nucleotides/triplets of bases called codons;
b. bases include adenine, guanine, cytosine and thymine in DNA / adenine, guanine, cytosine and uracil in RNA; (do
not accept ATCG)
c. each codon is code for one amino acid;
d. some codons are (start or) stop codons;
e. DNA is transcribed into mRNA by base-pair matching/complementary base pairing;
f. mRNA is translated into a sequence of amino acids/polypeptide;
g. each gene codes for a polypeptide;
h. polypeptides may be joined/modified to form proteins;
 Examiners report
Many mentioned codons and anticodons, but few explained what they are. Most gained marks from stating that one
gene codes for one polypeptide, and that polypeptides can be linked or modified to form proteins.

10b. [5 marks]
Markscheme
Remember, up to TWO “quality of construction” marks per essay.

a. channel proteins allow diffusion/osmosis/passive transport;

b. large/polar molecules cannot cross the (hydrophobic) membrane freely;
c. facilitated diffusion involves moving molecules through proteins down their concentration gradient/without requiring
ATP;
d. aquaporins (specific integral membrane proteins) facilitate the movement of water molecules/osmosis;
e. some proteins (for facilitated diffusion) are specific to molecule/ions;
f. active transport involves moving molecules through proteins against their concentration gradient/requiring ATP;
g. (some) proteins in the membrane are pumps / pumps perform active transport / sodium potassium pump;

Examiners report
Many were confused by the differences between channel proteins (passive) and protein pumps (active).

[8 marks]
10c.
Markscheme
Remember, up to TWO “quality of construction” marks per essay.

a. ATP is a form of energy currency/immediately available for use;

b. ATP is generated in cells by cell respiration (from organic compounds);
c. aerobic (cell respiration) requires oxygen;
d. anaerobic (cell respiration) does not require oxygen;
e. glycolysis breaks down glucose into pyruvate;
f. glycolysis occurs in cytoplasm;
g. (by glycolysis) a small amount of ATP is released;
h. ADP changes into ATP with the addition of a phosphate group/phosphoric acid / accept as chemical equation;
i. in mitochondria/aerobic respiration produces large amount of ATP / 38 mols (for the cell, per glucose molecule);
j. oxygen/aerobic respiration is required for mitochondrial production of ATP;
k. in mitochondria/aerobic respiration pyruvate is broken down into carbon dioxide and water;

Examiners report
There were several comments about how the students could gain 8 marks on a question about ATP. It was obvious that
some students had studied option C, but this should not really have given them an advantage. In fact the students
found this question much easier than the teachers thought, scoring well in this section.

[2 marks]
11a.
Markscheme
a. living things are composed of cells;
b. cells are the basic/smallest unit of life;
c. cells come from pre-existing cells;
Do not accept cells are the “smallest organisms”.
Do not accept “cells are the building blocks” of life on its own.
 Examiners report
Most students earned these marks. A small number demonstrated knowledge of the properties of cells but seemed to
be unfamiliar with the cell theory itself.

[1 mark]
11b.
Markscheme
attachment to surfaces / holds bacteria together / conjugation
Do not accept “exchange material” on its own.
If more than one function is given, mark the first answer only.

Examiners report
A number failed to state a correct function. The pilus plays a role in adhering to surfaces and in bacterial conjugation.
A number annotated the picture with the name of the structure without stating a function.

[1 mark]
11c.
Markscheme
× 15 000 (accept answers in the range of × 14 000 to × 16 000)

Examiners report
About half of candidates correctly answered this question. A number were making order of magnitude errors such as
writing 150 000x and 1500x. Some were unfamiliar with the interpretation of the metric prefix.

11d. [1 mark]
Markscheme
helicase: unwinds /unzips the DNA (into two strands) / breaks H bonds;

Examiners report
Most were able to explain the function of helicase.

[1 mark]
11e.
Markscheme
DNA ligase: joins/seals the nick between the (Okazaki) fragments;

Examiners report
Similar to primase, the mechanism of action of ligase was very rarely accurately described, most limiting it to bond
formation between Okazaki fragments, not acknowledging that ligase has a role on the leading strand as well.

[1 mark]
12a.
Markscheme
disaccharide.
 Examiners report
Most candidates got this one right. Wrong answers included answers like polysaccharide, sucrose, monosaccharide
and ribose.

[1 mark]
12b.
Markscheme
provide energy (for young mammals)
Do not accept energy storage.

Examiners report
Too many missed the idea of "function" here. Even after getting the answer to part (a) right, some candidates confused
lactose with lactase citing that it as an enzyme, or suggesting that it digests. Others gave a nutrient value of milk rather
than recognizing that lactose is a component of milk with a singular function.

[3 marks]
12c.
Markscheme
a. lactase added to milk / lactase immobilised;
b. lactose hydrolysed/broken down into glucose and galactose;
c. for people who are lactose intolerant/lack lactase;
d. increases sweetness/solubility/smooth texture (in processed foods);

Examiners report
This question could be interpreted as asking for the steps in a procedure (an acceptable expectation from Topic 3 AS
3.6.5) or it could be seen as asking the purpose of production of lactose-free milk (as found in the teacher's notes).
Marking points were given for both possibilities. Most candidates earned one mark for statements about how lactose
free milk is made and one mark for a reason for making it.
The old lactose/lactase/lactate confusion arose for weaker candidates. There was quite a bit of evidence for strict
memorization here.
Many creative incorrect answers such as genetic modification of cows so they don’t produced lactose or lactose is an
enzyme that makes digestion difficult so lactose must be denatured.

[2 marks]
13a.
Markscheme
a. absorbs at blue and red (in high amount);
b. greatest absorption is of blue light / more blue light than red light absorbed;
c. low absorption of green light / green light is reflected;

Allow above points in an annotated diagram.

Examiners report
Most candidates earned two marks for this two mark question. Most stated that blue and red are absorbed (one mark),
but that green is reflected (another mark). Thus, they distinguished green from the other two colors. Very few
candidates distinguished red from blue, which was listed as a third marking point.
 [1 mark]
13b.
Markscheme

Examiners report
A whole variety of poor drawings was seen from straight lines starting from 0,0 and going up at a 45° angle to sigmoid
curves to bell-shaped curves. Many drawings lacked straight sections for the increase or plateau portions.

13c. [2 marks]
Markscheme
either:
a. production of oxygen (which is a by-product of photosynthesis);
b. outline of method to collect gas/monitor gas production per unit of time/over time (eg count bubbles/collect in
syringe/oxygen sensors over a time period);
or:
c.uptake of carbon dioxide (as carbon dioxide used as raw material for photosynthesis);
d. outline of method to detect uptake of carbon dioxide over time (eg change/rise in pH of water surrounding a water
plant using pH meter or paper/CO2 sensor over time);

Examiners report
Few candidates earned both marks here. The most common answers suggested measuring oxygen production or
carbon dioxide uptake. Some added a method for doing so; others gave the rationale for doing so. Only a handful
suggested taking the measurements for a set amount of time, or taking a reading before and after a time interval.
Hence, rate could not be calculated and the second marking point was not earned. As a teaching point, it could be
observed that many of the experiments in our practical programmes involving rates, do not insist on rate calculations
because a divisor of one (time unit) has been set in the procedure. That kind of shortcut hurt candidates in this
examination.

[1 mark]
14.
Markscheme
D

Examiners report
N/A

[1 mark]
15.
Markscheme
D
 Examiners report
Some proteins synthesized in the free ribosomes will be used in the nucleus (for example polymerases), but these are
only a few, most of them are used in the cytoplasm, therefore C is the best answer.

[1 mark]
16.
Markscheme
A

Examiners report
Although there have been comments on the difficulty of this question, it really turned out to be very easy and most
candidates got it right.

[1 mark]
17.
Markscheme
A

Examiners report
This question turned out to be an easy question, although some candidates confused the answer with the translation
process.

[1 mark]
18.
Markscheme
B

Examiners report
This question was complex, because the events were not really in a sequence, therefore confusing candidates.
Although A was a popular answer, the ribosome’s subunits join after the tRNA joins the methionine, therefore this is not
the correct answer.

[1 mark]
19.
Markscheme
A

Examiners report
N/A

[1 mark]
20.
Markscheme
B
 Examiners report
The answers to the question do not reflect a measurement of a rate of reaction, as time is not included. As none of the
answers include the time, it is implied in the question.

[1 mark]
21.
Markscheme
A

Examiners report
This question was too easy for most candidates.

[1 mark]
22.
Markscheme
C

Examiners report
Some candidates wrongly believed that triose phosphates are produced in both photosynthesis and respiration; while
others also got the wrong idea that electrons pass through ATP synthase. This question was a very good discriminator.

[1 mark]
23a.
Markscheme
polygenic / more than one gene
Accept polygenetic. Mark only first answer if more than one answer given.

Examiners report
About half of candidates knew that polygenic inheritance contributes to continuous variation.

[3 marks]
23b.
Markscheme
lactase added to milk / lactase immobilised;
lactose hydrolysed/broken down into glucose and galactose;
for people who are lactose intolerant/lack lactase;
increases sweetness/solubility/smooth texture (in processed foods);

Examiners report
This question was generally well answered with stronger candidates able to score full marks. A few confused lactase
with lactose and the products of lactose hydrolysis were not always known.

[1 mark]
23c.
Markscheme
I is alpha helix and II is beta pleated sheet
Reject (α) double helix but accept α/A/a and β/B/b instead of alpha and beta.
 Examiners report
About a quarter of candidates knew the names of the two secondary structures.

23d. [2 marks]
Markscheme
hydrogen bonds;
Reject hydrogen and covalent bonds unqualified and hydrogen bonds between bases.
(hydrogen bonds) between N–H and C=O (on different amino acids);
Reject between amine and carboxyl groups.
(hydrogen bonds) between adjacent turns of the helix/every fourth amino
acid;
Accept above points in an annotated diagram.

Examiners report
Few candidates stated that hydrogen bonds stabilise secondary structures and even fewer earned a second mark for
giving a detail of the hydrogen bonding.

[2 marks]
23e.
Markscheme

A table is not required but for each feature the difference between globular and fibrous proteins must be made clear.

Examiners report
N/A

[5 marks]
24a.
Markscheme
Remember, up to TWO “quality of construction” marks per essay.

Award [1] for each structure clearly drawn and correctly labelled.
a. phospholipid bilayer – with head and tails;
b. hydrophilic/phosphate/polar heads and hydrophobic/hydrocarbon/fatty acid/non-polar tails labelled;
c. integral/intrinsic protein – embedded in the phospholipid bilayer;
d. protein channel – integral protein showing clear channel/pore;
e. peripheral/extrinsic protein – not protruding into the hydrophobic region;
f. glycoprotein with carbohydrate attached – carbohydrate should be outside the bilayer;
g. cholesterol – positioned across one half of bilayer and not protruding;
h. thickness indicated (10 nm); (allow answers in the range of 7 nm to 13 nm)
 Examiners report
Structure of the plasma membrane

Of the three diagrams tested on this exam paper, this was drawn most successfully with many candidates scoring full
marks. Some candidates misinterpreted the question and drew a diagram of a whole eukaryotic cell with a plasma
membrane around its margin. On diagrams showing the expected structure the commonest errors were to place
particular types of proteins or cholesterol in the wrong position.

[8 marks]
24b.
Markscheme
Remember, up to TWO “quality of construction” marks per essay.

a. (chlorophyll/pigments/antenna complex) in photosystem II absorb light;

b. light/photoactivation produces an excited/high energy/free electron;
c. electrons pass from carrier to carrier/along electron transport chain/e.t.c.;
d. protons pumped across thylakoid membrane/into thylakoid space;
e. ATP produced (by the light dependent reactions);
f. ATP production by chemiosmosis/by ATP synthase/ATP synthetase;
g. electrons from photosystem II passed to photosystem I;
h. light/photoactivation excites electrons in photosystem I (to higher energy level);
i. production of NADPH/reduction of NADP(+) (using electrons from photosystem I); (reject NAD in place of NADP.
Accept reduced NADP instead of NADPH)
j. electrons from photolysis (needed) for photosystem II;
k. oxygen from photolysis is a waste product/by-product/passes out/excreted;
l. in cyclic photophosphorylation electrons from photosystem I return to it;

Examiners report
Light-dependent reactions of photosynthesis

Answers were polarised with strong candidates writing accurate and detailed accounts of the light dependent
reactions but other candidates revealing very little knowledge. Diagrams were sometimes included at the start of the
answer but they often didn’t help because they were not annotated fully enough to make any of the points on the mark
scheme.

[5 marks]
24c.
Markscheme
Remember, up to TWO “quality of construction” marks per essay.

a. (increase in) light (intensity) increases rate (of photosynthesis);

b. until a plateau is reached at higher light intensities/when another factor is limiting;
c. light needed for light dependent reactions/example of light dependent reaction;
d. (increase in) temperature/heat increases the rate (of photosynthesis);
e to an optimum temperature above which the rate drops;
f. temperature/heat affects rate of Calvin cycle/enzyme activity/rubisco activity;
g. (increase in) carbon dioxide (concentration) increases rate (of photosynthesis);
h. until a plateau is reached at higher CO2 levels/when another factor is limiting;
i. CO2 needed for light independent reactions/Calvin cycle/carboxylation of RuBP/production of glycerate phosphate;

If the candidate outlines more than two factors, only mark the first two.
Accept the first two points relating to each factor if clearly shown on a graph with both axes appropriately labelled.
Accept level instead of concentration, intensity or rate.
Do not accept enzyme denaturation as a reason for reductions in photosynthesis at higher temperatures.
 Examiners report
Factors affecting the rate of photosynthesis

Only light intensity, temperature and carbon dioxide concentration were accepted here. Candidates could score two
marks for any two of these factors by showing the trend in a graph or by describing it in text but for other marks the
answer had to include a cause of the effect of the factor, for example rising temperature increasing the activity of
enzymes in the Calvin cycle. Denaturation was not accepted as a cause of decreasing photosynthesis at higher
temperatures because the decreases happen at much lower temperatures than would cause denaturation.

[1 mark]
25.
Markscheme
D

Examiners report
N/A

[8 marks]
26a.
Markscheme
Remember, up to TWO “quality of construction” marks per essay.

a. photophosphorylation is the production of ATP;

b. (some of the) light absorbed by chlorophyll / photosystem II;
c. photolysis/splitting of water separation of hydrogen ion from its electron;
d. the electron transport system moves the electrons through a series of carriers;
e. (electron transport system occurs) in the thylakoid membrane;
f. electron transport linked to movement of protons into thylakoid space;
g. a proton gradient builds up (in the thylakoid space);
h. small thylakoid space enhances the gradient;
i. hydrogen ions move by diffusion through the ATP synthase;
j. ADP + inorganic phosphate (Pi) forms ATP;
k. (the kinetic energy from) movement of hydrogen ions (through ATP synthase) generates ATP;
l. ATP synthase is a protein complex in the thylakoid membrane;
m. formation of proton gradient / ATP synthesis linked to electron transport is chemiosmosis;

Award marks for a clearly drawn correctly annotated diagram.

Examiners report
Students appear to have a general understanding of mechanisms but make a number of errors in terms of the location
of events such as where the proton gradient builds up.
 [4 marks]
26b.
Markscheme

a. vertical axis labelled as “rate of photosynthesis” and horizontal axis labelled as “light intensity”;
b. drawn showing that at low light intensities, increased intensity leads to increased rate of photosynthesis (sharply);
c. drawn with plateau formed at high light intensities;
d. plateau annotated as maximum rate of photosynthesis;
e. curve intersecting horizontal axis at a value above zero;
f. arrows added to axes or student annotates axis with “rate of photosynthesis increases” and “light intensity
increases”

Examiners report
This was well answered by most students. Many did not draw the curve intersecting the horizontal axis at a value above
zero. Many constructed a diagram of the curve but provided text below the curve in a paragraph rather than
annotating the curve itself with explanations of what was occurring at various levels of light intensity.

[6 marks]
26c.
Markscheme
Remember, up to TWO “quality of construction” marks per essay.

a. named example of verified genetically modified crop; eg, Bt corn / golden rice;
Example must be verifiable.
b. specific gene added / new protein synthesized by the crop plant / specific modification; eg gene from Bacillus
thuringiensis / cry protein;
c. biological effect of the modification; eg, makes the plant toxic to (herbivorous) insects / insect pests / corn borers;
[2 max] for benefits and [2 max] for harmful effects / costs;

d. a benefit of specific genetic modification; eg, increased crop yields / less land needed;
e. a second benefit of this specific modification; eg, reduced need for use of chemical pesticides;
f. a harmful effect of specific genetic modification; ingestion of toxin by nontarget species;
g. another specific harmful effect; eg, concerns about contamination of neighbouring non-GMO crops affecting trade;

To award [6] responses need to address the name, description and the effect of the modification. Effects have to be
linked to the specific example discussed. Marks have to be all linked to one example. Assistant examiners are required
to research examples.

Examiners report
The best answers outlined the biology of the example well though a very large number dealt in hypothetical or
speculative costs and benefits of genetic modification.

[2 marks]
27a.
Markscheme
a. (primary structure) is sequence of amino acids;
b. (quaternary structure) is the linking of two or more polypeptides to form one protein;
 Examiners report
Only the better candidates could give a satisfactory outline of both the primary and secondary structure of protein.

[3 marks]
27b.
Markscheme
a. temperature;
b. pH;
c. light;
d. CO2;

Examiners report
N/A

[2 marks]
28a.
Markscheme
a. biceps flexes/bends the arm;
b. triceps extends/straightens the arm;

Examiners report
Most candidates knew the functions of the biceps and triceps muscles.

[2 marks]
28b.
Markscheme
a. ATP binds to myosin heads;
b. ATP used to break cross bridges;
c. energy released when ATP forms ADP and phosphate;
d. myosin head reset;
e. actin slides over myosin;

Examiners report
There was much confusion over the exact role of ATP in muscle contraction.

29a. [2 marks]
Markscheme
a. constant/low increase in February and early March;
b. increasing to a peak in late March;
c. decrease throughout April;

Examiners report
7(a) was well answered.
 [2 marks]
29b.
Markscheme
a. increased CO2 leads to greater (rate of) photosynthesis;
b. greatest effect on March 30th;
c. smallest effect on April 28th;
d. effect is not constant / difference varies;

Examiners report
Few recognized in (b) that there was not a constant difference between control and experimental plants.

[3 marks]
29c.
Markscheme
a. temperature/light intensity may be limiting factors;
b. temperature on sample days may have affected (rate of)photosynthesis/higher temperatures may increase (rate of)
photosynthesis / vice versa;
c. light intensity may have affected (rate of) photosynthesis in earlier days/higher light intensity for longer may
increase (rate of) photosynthesis / vice versa;
d. water/rainfall must be same for both groups;
e. control and test plants must be grown under the same conditions/other named abiotic variable;

Examiners report
In 7(c) the majority of candidates failed to relate their answers to the data presented, although they did get credit for
some knowledge of limiting factors.

[1 mark]
30.
Markscheme
C

Examiners report
N/A

[1 mark]
31.
Markscheme
D

Examiners report
Questions 7, 8, 10, 11 and 12 also had relatively low discrimination indices because a high proportion of candidates
answered them correctly, indicating either good knowledge or that these questions proved to be rather too easy.

[1 mark]
32.
Markscheme
C
 Examiners report
Questions 7, 8, 10, 11 and 12 also had relatively low discrimination indices because a high proportion of candidates
answered them correctly, indicating either good knowledge or that these questions proved to be rather too easy.

[1 mark]
33.
Markscheme
A

Examiners report
In contrast Questions 9, 24, 28 and 32 had very high discrimination indices. Each required secure knowledge the
details of HL Biology, which diligent and capable students acquire but others tend not to.

[1 mark]
34.
Markscheme
D

Examiners report
Questions 7, 8, 10, 11 and 12 also had relatively low discrimination indices because a high proportion of candidates
answered them correctly, indicating either good knowledge or that these questions proved to be rather too easy.

[1 mark]
35.
Markscheme
D

Examiners report
N/A

[1 mark]
36.
Markscheme
D

Examiners report
Question 26 was answered correctly by fewer candidates than expected. Channel proteins are needed for facilitated
diffusion of charged and polar substances, so polar amino acids can be expected to line their pores

[1 mark]
37.
Markscheme
D
 Examiners report
N/A

[1 mark]
38.
Markscheme
A

Examiners report
N/A

[1 mark]
39.
Markscheme
C

Examiners report
N/A

[1 mark]
40.
Markscheme
D

Examiners report
N/A

[1 mark]
41.
Markscheme
A

Examiners report
N/A

[4 marks]
42a.
Markscheme
a. water is a polar molecule / hydrogen bonding;
b. (makes it) (versatile) solvent;
c. example of dissolved substance (eg salts/proteins or other example);
d. (water is) fluid/liquid at body temperature;
e. example of transported material (eg nutrients/metabolic wastes/gases/hormones/blood cells or other example);
f. high heat capacity/specific heat allows water to carry heat without warming up;
g. (allows) blood to move heat (for warming/cooling/homeostasis);
 Examiners report
This question troubled the rote learner who was unable to apply a general idea to a specific case. Candidates knew
key properties of water but could not specifically relate them to blood. Most candidates correctly answered that the
polarity of water molecules makes water a good solvent but forgot to give examples of dissolved substances in blood
or materials that blood transports. High specific of water was cited but not how blood temperature can remain steady
because of it.

[8 marks]
42b.
Markscheme
Arteries: [3 max]
a. thick walls to withstand high pressure/maintain blood flow/pressure;
b. collagen fibres/elastic fibres/connective tissue (in outer layer) give wall strength/flexibility/ability to stretch and
recoil;
c. (smooth) muscle layer (contracts) to maintain pressure;
d. narrow lumen maintains high pressure;
e. smooth endothelium for efficient transport/reduced friction;

Capillaries: [3 max]
f. wall has one layer of cells allowing (fast) diffusion of substances;
g. pores to allow lymphocytes/plasma to exit / to increase permeability;
h. extensive branching increases surface area for exchange of materials;
i. small diameter allows them to fit between cells/perfuse tissue;
j. narrow diameter increases oxygen diffusion from RBC;

Veins: [3 max]
k. thin walls allow (skeletal) muscles to exert pressure on veins;
l. thin outer layer of collagen/elastic/muscle fibres provide structural support;
m. wide lumen allows great volume of blood to pass;
n. valves prevent backflow;
NB Every structure requires a function for the mark.

Examiners report
Many candidates only wrote about the direction of blood flow through arteries, the heart veins. They completely
missed out on the link between structure and function. Other candidates who did write about structural features of
blood vessels failed to relate the features to function. Many confused the size of lumen with the degree of pressure in
the vessels. Understanding of capillary structure and function appeared to be less than that of arteries or veins. Pores
to increase permeability and allow lymphocytes to escape, extensive branching to increase surface area for
exchange, and small diameters to allow capillaries to penetrate spaces between cells are examples of ideas often
missed.

[6 marks]
42c.
Markscheme
a. leucocytes/phagocytes/macrophages can recognize pathogens/foreign matter;
b. (phagocytes) engulf pathogens by endocytosis/phagocytosis;
c. migration to tissues/squeezing out of capillaries;
d. each pathogen has specific antigens;
e. leukocytes/lymphocytes produce antibodies by reacting to specific antigen/ pathogens;
f. antibody joins to (specific) antigen inactivating/destroying them;
g. lymphocyte makes a clone/copies itself;
h. thus increasing the total number of (specific) antibodies;

Examiners report
Many candidates knew that leucocytes can recognize pathogens and engulf them by phagocytosis/endocytosis. More
knowledgeable candidates mentioned production of antibodies with specificity to antigens on pathogens. Further
details about antigen inactivation and lymphocyte cloning to amplify antibody production were seen only in the very
best answers.
 [4 marks]
43a.
Markscheme
a. blue and red light absorbed (the most);
b. greatest absorption in blue light;
c. red light absorbed in high amounts;
d. least/no absorption of green light / green light is reflected/transmitted;
Allow answers shown in an annotated diagram/graph.

Examiners report
Question 6 appeared to be the most difficult question for candidates.

Most candidates knew that chlorophyll absorbs blue and red light and virtually no green light which is consequently
reflected. Very few candidates knew that blue light is absorbed most and that red light is absorbed in high amounts.

[8 marks]
43b.
Markscheme
Relationship between photosynthesis and carbon dioxide concentration: [4 max]
a. photosynthesis uses carbon dioxide;
b. CO2 fixed/made into organic molecules/compounds by photosynthesis;
c. lowering carbon dioxide level in atmosphere;
d. annual/seasonal fluctuations of carbon dioxide levels could be related to photosynthesis;
e. caused by increased photosynthesis during spring/summer;

Consequences: [5 max]
f. enhanced greenhouse effect caused by raised levels of carbon dioxide;
g. causing global warming;
h. rising of ocean levels / melting of polar ice caps/glaciers;
i. changes in weather (patterns);
j. ocean acidification;
k. alter food webs;
l. changes/loss of habitat;
m. changes in distribution of plants and animals;
n. may lead to extinction;

Examiners report
Question 6 appeared to be the most difficult question for candidates.

Candidates frequently began with the idea that plants take in CO2 through photosynthesis and that levels of
atmospheric CO2 can be lowered as a result. After that changes in atmospheric levels as a result of seasonal
fluctuation was left undeveloped or confused with human production of CO2 through deforestation etc. Candidates did
know about global warming resulting from rising levels of CO2. They knew a variety of consequences related to global
warming which reflected awareness of similar IB questions on past exams. Some candidates still think that CO2
weakens the ozone layer. It seems that no candidate knew about the enhanced greenhouse effect.

[4 marks]
44a.
Markscheme
eg source: pancreas;
substrate: triglycerides / lipids / fats / oils;
product: glycerol and (three) fatty acids; (both needed)
optimal pH: 8; (accept answers in the range of 7 to 8)
Accept other correct examples.

Examiners report
Clear answers were given by most of the students that had the knowledge.
44b. [6 marks]
Markscheme
a. plasmids are removed/obtained from bacteria;
b. endonuclease/restriction enzymes cut the plasmids at target sequences;
c. DNA fragments of other organism are cut with the same restriction enzymes;
d. in both DNA and plasmid, complementary sticky ends/staggered cut are produced;
e. DNA segment added to the opened plasmid;
f. spliced together by ligase;
g. reverse transcriptase makes DNA copies of mRNA / DNA polymerase to increase the amount of DNA;
h. recombinant plasmids inserted into new/host cells;
i. cultured/cloned to produce the new genes/more genetically modified cells;
Award [3 max] if no specific enzyme names are given.
Do not accept the word “enzyme” on its own.

Examiners report
Some students got confused with other biological techniques, making reference to PCR for example, apart from
explaining correctly some steps in gene transfer. There was often no mention of reverse transcriptase.

44c. [8 marks]
Markscheme
pH:
a. enzymes have an optimal pH/work best at a given pH;
b. activity increases as pH gets closer to optimal pH;
c. extreme pH denatures enzymes;
d. by breaking bonds / changing enzyme shape/structure / active site shape/structure;

substrate:
e. as substrate concentration increases, activity increases;
f. as substrate concentration increases, the collisions between substrate and enzyme increase;
g. up to a maximal level of action / reaching a plateau;
h. all active sites are saturated/occupied;

temperature:
i. enzymes have an optimal temperature (where they work most effectively);
j. activity increases as it gets closer to optimal temperature;
k. high temperatures stop enzyme activity due to irreversible changes in structure / denaturation;
l. by breaking bonds / changing enzyme shape/structure / active site shape/structure;
Award any of the above points in an annotated graph.
Award up to [8] if all three addressed and [6 max] if only two addressed.

Examiners report
Most of the students scored marks for this answer, some of them confused the graphs of temperature and pH with the
one of substrate concentration, consequently their explanations were incorrect. A number of students incorrectly
wrote that the enzyme denatures once it reaches its optimal temperature or pH, so marks were not awarded.
 [5 marks]
45a.
Markscheme
lysosome:
a. (from Golgi apparatus) with digestive enzymes / break down food/organelles/ cell;

Golgi apparatus:
b. site that processes/modifies/packages and releases proteins;

free ribosomes:
c. site of synthesis of proteins (released to cytoplasm);

plasma membrane:
d. controls entry and exit of materials/substances in cell;

rough endoplasmic reticulum:

e. synthesis and transport of proteins; (both needed)

Examiners report
Question 6 was the most popular to answer.

The major confusions were found when explaining the functions of the Golgi Apparatus and the rough endoplasmic
reticulum. Some candidates did not make any reference to proteins when explaining the function of the Golgi, for
which they did not receive the mark.

[4 marks]
45b.
Markscheme

Award [1] for each contrasting characteristic.

Table format is not necessary for the marks.

Examiners report
Marks were not awarded generally for incomplete answers. E.g. Not mentioning one of the end products of anaerobic
respiration, either CO2 or ethanol or in products of aerobic respiration, water was often omitted. The comparisons
were sometimes difficult to spot, given that they did not use a chart or did not follow a proper order. Finally some
candidates simply failed to compare, explaining only one type of cell respiration.
 [9 marks]
45c.
Markscheme
a. inspiration/inhalation brings air into lungs;
b. external intercostal muscles contract;
c. and move rib cage upwards and outwards;
d. diaphragm flattens/contracts;
e. increasing thoracic volume;
f. pressure decreases from atmospheric pressure so air rushes into lungs;
g. expiration/exhalation forces air out;
h. internal intercostal muscles contract / external intercostal muscles and diaphragm relax;
i. abdominal/abdomen wall muscles contract and push diaphragm upwards;
j. decreasing thoracic volume;
k. increasing pressure in lungs so air is forced out;
l. a concentration gradient between air sacs and blood needs to be maintained;

Examiners report
There were quite a few students who gave very good descriptions of gas exchange and even respiration in some
cases, and the properties of the alveoli that made them well adapted for gas exchange. Unfortunately the question
was "Explain the mechanism of ventilation in the lungs in order to promote gas exchange for cell respiration". Many
candidates did not read the question correctly. Some candidates even gave more detail of aerobic respiration here
than they did in part b. Among the most common errors found were to say that "...inspiration brings oxygen into the
lungs" and that "...expiration releases CO2". In some of the answers there was no differentiation between external and
internal intercostal muscles. Some candidates referred to changes in the lung volume, instead of thoracic volume.

[1 mark]
46.
Markscheme
A

Examiners report
Question 5 included the term xylem, which is not specifically mentioned in the SL Biology programme, but Assessment
Statement 3.1.6 indicates that candidates should understand the relationship between water’s properties and its use
as a transport medium. These include water’s cohesive properties and thus its movement under tension in plant
transport. Even if candidates were uncertain whether the answer including xylem was correct, they should have been
able to eliminate the other three alternatives. More than 75% of candidates answered this question correctly and the
discrimination index was high.

[1 mark]
47.
Markscheme
A

Examiners report
N/A

[1 mark]
48.
Markscheme
B
 Examiners report
N/A

[1 mark]
49.
Markscheme
D

Examiners report
N/A

[1 mark]
50.
Markscheme
D

Examiners report
N/A

[1 mark]
51.
Markscheme
B

Examiners report
N/A

[1 mark]
52.
Markscheme
C

Examiners report
N/A

[1 mark]
53.
Markscheme
D

Examiners report
N/A
 [1 mark]
54.
Markscheme
B

Examiners report
N/A

[1 mark]
55.
Markscheme
D

Examiners report
N/A

[1 mark]
56.
Markscheme
A

Examiners report
N/A

57. [1 mark]

Markscheme
C

Examiners report
N/A

58. [1 mark]

Markscheme
C

Examiners report
Although the examiners agreed this is a good question, it turned out to be a bad discriminator, as most candidates
considered B to be the correct answer. Many candidates failed to realize that there is a negative production of oxygen
when there is no light as it is consumed in respiration.
 [1 mark]
59.
Markscheme
C

Examiners report
N/A

60. [1 mark]
Markscheme
D

Examiners report
N/A

[1 mark]
61.
Markscheme
B

Examiners report
N/A

[1 mark]
62.
Markscheme
A

Examiners report
This question seemed to be quite easy for most candidates.

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