Q1.

This question is about photosynthesis.

(a)  Complete the word equation for photosynthesis.

__________________ + _________________ → _________________ + oxygen

(2)

(b)  Describe how energy for the photosynthesis reaction is gained by plants.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

Students investigated the effect of temperature on the rate of photosynthesis.

The students shone light from a lamp onto pondweed and measured the volume of
oxygen produced per hour.

The table below shows the results.

 
Rate of photosynthesis in cm3/hour
Temperature in °C
Test 1 Test 2 Test 3 Mean

20 18.5 19.3 19.5 X

25 32.6 34.1 32.9 33.2

30 41.9 45.2 44.9 44.0

35 38.6 39.8 44.0 40.8

40 23.1 20.5 22.4 22.0

45 1.9 14.2 2.2 2.1

(c)  Calculate mean value X.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

X = _______________ cm3/hour
(2)

The students identified one anomalous result in the table above.

(d)  Draw a ring around the anomalous result in the table above.

Page 1 of 29
 (1)

(e)  Suggest one possible cause of the anomalous result.

___________________________________________________________________

___________________________________________________________________
(1)

(f)  How did the students deal with the anomalous result?

___________________________________________________________________

___________________________________________________________________
(1)

(g)  Give one factor the students should have kept constant in this investigation.

___________________________________________________________________
(1)

The table above is repeated below.

 
Rate of photosynthesis in cm3/hour
Temperature in °C
Test 1 Test 2 Test 3 Mean

20 18.5 19.3 19.5 X

25 32.6 34.1 32.9 33.2

30 41.9 45.2 44.9 44.0

35 38.6 39.8 44.0 40.8

40 23.1 20.5 22.4 22.0

45 1.9 14.2 2.2 2.1

(h)  Why did the rate of photosynthesis decrease from 35 °C to 45 °C?

___________________________________________________________________

___________________________________________________________________
(1)

(i)  Complete the graph below using data from the table above.

You should:
•   label the y-axis
•   use a suitable scale for the y-axis
•   plot the mean data from the table above for temperatures from 25 °C to 45 °C
•   draw a line of best fit.

Page 2 of 29
  
(5)
(Total 16 marks)

Q2.
A student investigated the effect of light intensity on the rate of photosynthesis.

The diagram shows the apparatus the student used.

This is the method used.

1.   Set up the apparatus as shown in the diagram above.

Page 3 of 29
 2.   Place the lamp 10 cm from the pondweed.
3.   Turn the lamp on and count the number of bubbles produced in one minute.
4.   Repeat with the lamp at different distances from the pondweed.

(a)     Complete the hypothesis for the student’s investigation.

‘As light intensity increases, ____________________________________________

_________________________________________________________________ .’
(1)

(b)     What was the independent variable in this investigation?

Tick one box.

 

Light intensity

Number of bubbles
produced

Temperature

Time

(1)

(c)     The teacher suggests putting the boiling tube into a beaker of water during the
investigation.

Suggest why this would make the results more valid.

___________________________________________________________________

___________________________________________________________________
(1)

Table 1 shows the student’s results.

 
Table 1

Distance of lamp from Number of bubbles produced per minute

pondweed in cm
Trial 1 Trial 2 Trial 3 Mean

10 67 66 69 67

20 61 64 62 62.3

30 53 51 52 X

40 30 32 31 31

50 13 15 15 14

Page 4 of 29
 (d)     Calculate value X in Table 1.

___________________________________________________________________

___________________________________________________________________

X = ____________________ bubbles per minute

(1)

(e)     State one error the student has made when completing the results at 20 cm.

___________________________________________________________________

___________________________________________________________________
(1)

(f)      What evidence in Table 1 shows that the data is repeatable?

Tick one box.

 
The number of bubbles decreases as distance
decreases.

The numbers of bubbles at each distance are similar.

The student calculated a mean for each distance.

The student did the experiment three times.

(1)

Another student investigated the effect of the colour of light on the rate of photosynthesis.

The results are shown in Table 2.

 
Table 2

Rate of photosynthesis in
Colour of light
arbitrary units

Blue 24

Green 4

Red 17

Yellow 8

(g)     Plot the data from Table 2 on the graph.

You should label the x-axis.

Page 5 of 29
  
(3)

(h)     Give two conclusions from the graph above.

1. _________________________________________________________________

___________________________________________________________________

2. _________________________________________________________________

___________________________________________________________________
(2)

(i)      The glucose produced in photosynthesis can be converted into amino acids to make
new proteins for the plant.

Complete the sentences.

The glucose produced in photosynthesis can also be used in other ways.

Glucose can be used in respiration to release _________________ .

Glucose can be converted to cellulose to strengthen the _________________ .

Glucose can be stored as _________________ .

(3)

Page 6 of 29
 (Total 14 marks)

Q3.
In this question you will be assessed on using good English, organising
information clearly and using specialist terms where appropriate.

Light intensity, carbon dioxide concentration and temperature are three factors that affect
the rate of photosynthesis.

How would you investigate the effect of light intensity on the rate of photosynthesis?

The image below shows some of the apparatus you might use.

You should include details of:

•        how you would set up the apparatus and the materials you would use

•        the measurements you would make

•        how you could make this a fair test.

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

Page 7 of 29
 _______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________
(Total 6 marks)

Q4.
This question is about photosynthesis.

(a)  Complete the word equation for photosynthesis:

__________________ + __________________ → __________________ + oxygen

(2)

A student investigated photosynthesis using pondweed.

Figure 1 shows the apparatus the student used.

Figure 1

This is the method used.

1. Set up the apparatus as shown in Figure 1.

2. Switch on the lamp.

3. After 20 minutes, record the volume of oxygen collected in the measuring cylinder.

4. Repeat steps 1–3 using bulbs of different power output.

(b)  What was the independent variable in the investigation?

Page 8 of 29
 Tick (✓) one box.
 

Power output of bulb

Rate of photosynthesis

Time to collect oxygen

Volume of oxygen
collected
(1)

(c)  Suggest two ways the method could be improved so the results would be more
valid.

1  _________________________________________________________________

___________________________________________________________________

2  _________________________________________________________________

___________________________________________________________________
(2)

The table below shows the student’s results.

 
Volume of
Rate of
Power output of oxygen collected
photosynthesis
bulb in watts in 20 minutes in
in cm3/hour
cm3
60 0.5 1.5
100 0.8 2.4
150 1.1 X
200 1.2 3.6
250 1.2 3.6

(d)  Calculate value X in the table above.

___________________________________________________________________

___________________________________________________________________

X = _____________________ cm3/hour
(1)

(e)  Complete Figure 2.

You should:

•   label the x-axis

•   use a suitable scale
•   plot the data from the table above and your answer to part (d)

Page 9 of 29
 •   draw a line of best fit.

Figure 2

 
(4)

(f)  Determine the expected rate of photosynthesis with a bulb of power output 75 watts.

Use Figure 2.

___________________________________________________________________

Rate of photosynthesis at 75 watts = ______________________cm3/hour

(1)

(g)  Which graph shows the effect of temperature on the rate of photosynthesis?

Tick (✓) one box.

Page 10 of 29
  
(1)
(Total 12 marks)

Q5.
Lipases break down lipids.

(a)  Which two products are formed when lipids are broken down?

Tick (✓) two boxes.

 

Amino acids

Fatty acids

Page 11 of 29
 Glucose

Glycerol

Glycogen

(2)

One model used to explain enzyme action is the ‘lock and key theory’.

The diagram below shows a model of the theory.

(b)  Explain the ‘lock and key theory’ of enzyme action.

Use information from the diagram above in your answer.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(3)

(c)  There are many different types of lipase in the human body.

Why does each different type of lipase act on only one specific type of lipid
molecule?

___________________________________________________________________

___________________________________________________________________

Students investigated the presence of starch and glucose in the leaves of geranium
plants.

This is the method used.

1  Place two identical geranium plants on a bench near a sunny window for two
days.

2  After two days:

Page 12 of 29
 •  leave one plant near the window for two more days.
•  place one plant in a cupboard with no light for two more days.

3  Remove one leaf from each plant.

4  Crush each leaf to extract the liquid from the cells.

5  Test the liquid from each leaf for glucose and for starch.
(1)

(d)  Describe how the students would find out if the liquid from the leaf contained
glucose.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(3)

(e)  Describe how the students would find out if the liquid from the leaf contained starch.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

The table below shows the students’ results.

 
Leaf from plant kept in
Leaf from plant kept in light for two days and
Test
light for four days then no light for two
days

Glucose Strong positive Weak positive

Starch Positive Negative

(f)  Explain why the leaf in the light for four days contained both glucose and starch.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Page 13 of 29
 (2)

(g)  Explain why the leaf left in a cupboard with no light for two days did contain glucose
but did not contain starch.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(3)

(h)  Suggest one way the students could develop the investigation to find out more
about glucose and starch production in plants.

___________________________________________________________________

___________________________________________________________________
(1)
(Total 17 marks)

Q6.
Photosynthesis needs light.

(a)     Complete the balanced symbol equation for photosynthesis.

light
6CO2 + _______________________ _______________________ + 6O2
(2)

(b)     A green chemical indicator shows changes in the concentration of carbon dioxide
(CO2) in a solution.

The indicator solution is green when the concentration of CO2 is normal.

The indicator solution turns yellow when the concentration of CO2 is high.

The indicator solution turns blue when the concentration of CO2 is very low or when
there is no CO2.

The indicator solution does not harm aquatic organisms.

Students investigated the balance of respiration and photosynthesis using an

aquatic snail and some pondweed.

The students set up four tubes, A, B, C and D, as shown in the table below.

The colour change in each tube, after 24 hours in the light, is recorded.
 
Tube A Tube B Tube C Tube D

Page 14 of 29
 Indicator solution
Indicator solution Indicator solution Indicator solution
+ pondweed
only + pondweed + snail
+ snail

Stays green Turns blue Turns yellow Stays green

(i)      What is the purpose of Tube A?

______________________________________________________________

______________________________________________________________
(1)

(ii)     Explain why the indicator solution in Tube C turns yellow.

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________
(2)

(iii)    Predict the result for Tube D if it had been placed in the dark for 24
hours and not in the light.

Explain your prediction.

Prediction _____________________________________________________

______________________________________________________________

Explanation ____________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________
(3)

Page 15 of 29
 (Total 8 marks)

Q7.
(a)     Complete the equation for photosynthesis. Draw a ring around each correct answer.
 
    hydrogen   alcohol    

light energy
Carbon dioxide + nitrogen glucose + oxygen

    water   methane    
(2)

Some students investigated the effect of light intensity on the rate of photosynthesis
in pondweed.

The diagram shows the apparatus the students used.

The closer the lamp is to the pondweed, the more light the pondweed receives.

The students placed the lamp at different distances, d, from the pondweed.

They counted the number of bubbles of gas released from the pondweed in 1
minute for each distance.

(b)     A thermometer was placed in the glass beaker.

Why was it important to use a thermometer in this investigation?

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Page 16 of 29
 ___________________________________________________________________
(3)

(c)     The students counted the bubbles four times at each distance and calculated the
correct mean value of their results.

The table shows the students’ results.

 
Number of bubbles per minute
Distance
d in cm
1 2 3 4 Mean

10 52 52 54 54 53

20 49 51 48 52 50

30 32 30 27 31 30

40 30 10   9 11  

(i)      Calculate the mean number of bubbles released per minute when the lamp
was 40 cm from the pondweed.

______________________________________________________________

______________________________________________________________

Mean number of bubbles at 40 cm = ______________________

(2)

(ii)     On the graph paper below, draw a graph to show the students’ results:

•        add a label to the vertical axis

•        plot the mean values of the number of bubbles
•        draw a line of best fit.

Page 17 of 29
                   Distance d in cm
(4)

(iii)    One student concluded that the rate of photosynthesis was inversely

proportional to the distance of the lamp from the plant.

Does the data support this conclusion?

Explain your answer.

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________
(2)

(d)     Light intensity, temperature and concentration of carbon dioxide are factors that
affect the rate of photosynthesis.

Scientists investigated the effects of these three factors on the rate of

photosynthesis in tomato plants growing in a greenhouse.

The graph below shows the scientists’ results.

Page 18 of 29
 
Light intensity in lux

A farmer in the UK wants to grow tomatoes commercially in a greenhouse.

The farmer read about the scientists’ investigation.

During the growing season for tomatoes in the UK, natural daylight has an intensity
higher than 30 000 lux.

The farmer therefore decided to use the following conditions in his greenhouse
during the day:

•        20°C

•        0.1% CO2

•        no extra lighting.

Suggest why the farmer decided to use these conditions for growing the tomatoes.

You should use information from the scientists’ graph in your answer.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Page 19 of 29
___________________________________________________________________

___________________________________________________________________
(4)
(Total 17 marks)

Page 20 of 29
Mark schemes

Q1.
(a)  before arrow
carbon dioxide and water
allow correct chemical symbols
ignore any attempt at balancing equation
ignore light / chlorophyll
either order
1

after arrow

glucose
ignore sugar / carbohydrate
do not accept starch
1

(b)  light
ignore description of subsequent parts of the photosynthesis
reaction
allow sunlight
ignore sun
1

(light) is captured / trapped / absorbed by chlorophyll / chloroplasts

allow (light) is used by chlorophyll / chloroplasts
1

(c)

or

 
1

19.1 (cm3/hour)
allow an answer correctly calculated using only two correct
values
1

(d)  a ring around 14.2

allow clear indication of correct result
1

(e)  any one from:

•   scale / value was misread

ignore human error

Page 21 of 29
 ignore references to counting bubbles or time
allow measurement error

•   there was air / oxygen in the syringe / measuring cylinder / apparatus

•   the lamp / light was moved

allow light intensity changed ignore different bulb / lamp
unqualified

•   temperature changed

•   had different mass / length of pondweed

•   pondweed had not acclimatised

1

(f)  did not use it in calculation (of mean)

1

(g)  any one from:

•   light (intensity)
do not accept temperature
ignore time
allow distance / power / colour of lamp / light

•   carbon dioxide (concentration)

•   pondweed size / amount

•   pondweed species
allow same (piece of) pondweed
1

(h)  enzyme(s) lose the shape of the active site

allow enzyme(s) (start to) denature
allow enzyme(s) destroyed / damaged
do not accept enzyme(s) killed
1

(i)  y-axis labelled ‘(rate of) photosynthesis in cm3/hour’

1

suitable scale on y-axis

must take up half or more of grid provided
1

all points plotted to within ± ½ small square

allow 3 or 4 correct plots for 1 mark
ignore any attempt to plot a point at 20 °C
2

correct curved line of best fit

ignore line joined point to point with straight lines
ignore extrapolation
1

Page 22 of 29
 [16]

Q2.
(a)     rate of photosynthesis increases
or
number of bubbles produced (in one minute) increases
or
volume of gas / oxygen produced (in one minute) increases
allow decreases / stays the same throughout
1

(b)    light intensity
1

(c)     reduces the effect of heat from the lamp

or
prevents temperature affecting photosynthesis
1

(d)     52
1

(e)     should be 62
or
is to 3 s.f. / not rounded
allow inconsistent number of significant figures / decimal
places
1

(f)      the numbers of bubbles at each distance are similar

1

(g)     x-axis correctly labelled (colour of light) and bars identified as correct colour
bars can be identified by labels beneath the x-axis or with a
key
1

bars plotted correctly

all 4 correct = 2 marks 3 correct = 1 mark
if wrong type of graph drawn, max 2 marks
2

(h)     blue light gives highest (rate of) photosynthesis

allow ecf from candidate’s graph allow blue light is best
1

green light gives the lowest (rate of) photosynthesis

allow green light is worst
1

(i)      energy
in this order only
1

cell wall(s)
allow cell

Page 23 of 29
 do not accept (cell) membrane
1

starch / fat / oil / lipid

1
[14]

Q3.
Marks awarded for this answer will be determined by the Quality of Written
Communication (QWC) as well as the standard of the scientific response. Examiners
should also apply a ‘best-fit’ approach to the marking.

Level 3 (5–6 marks):

A description of how the apparatus is used to measure the rate of photosynthesis at
different light intensities is given.

For full marks reference must be made to a control variable

or
repeats

Level 2 (3–4 marks):

A description of how the apparatus is set up
and
a description of how photosynthesis can be measured.
or
a description of how light intensity is varied
or
a control variable or any other relevant point

Level 1 (1–2 marks):

A partial description of how the apparatus is set up
or
a description of how light is supplied
or
a simple description of how photosynthesis can be measured.
or
a control variable

0 marks:
No relevant content.

examples of the points made in the response:

•        apparatus set up:
– weed in water in beaker
– light shining on beaker
•        method of varying the light intensity–eg changing distance of lamp from plant
•        method of controlling other variables
– use same pond weed or same length of pond weed
– temperature: water bath or heat screen
– CO2
•        leave sufficient time at each new light intensity before measurements taken
•        method of measuring photosynthesis – eg counting bubbles of gas released or
collecting gas and measuring volume in a syringe
•        measuring rate of photosynthesis by counting bubbles for set period of time
•        repetitions

Page 24 of 29
 extra information:
allow information in the form of a diagram
[6]

Q4.
(a)
words take precedence over symbols

LHS:
1
carbon dioxide and water

RHS:
glucose
1
allow correct symbols (ignore balancing)
in any order
do not accept starch
ignore carbohydrates / sugar

(b)  power output of bulb

1

(c)  any two from:

•   repeat and calculate a mean
or
repeat and to eliminate anomalies
ignore do a control experiment unqualified
•   control the (water) temperature
allow a method of controlling (water) temperature
•   control the concentration of carbon dioxide
allow a method of controlling carbon dioxide
concentration
•   control the distance of the bulb from the pondweed
•   control the mass / length / species / age of the pondweed
allow use the same piece of pondweed
•   give pondweed time to equilibrate
allow do experiment with the bulb off / in the dark
2

(d)  3.3 (cm3/hour)
1

(e)
max 3 marks for bar chart

correct scale and axis labelled

1

all points plotted correctly

allow points plotted to within ± ½ small square
allow 3 or 4 correct plots for 1 mark
allow correct plot from incorrect value calculated
in part (d)
2

Page 25 of 29
 correct curved line of best fit
ignore line extended beyond 60 / 250 (W)
ignore line joined point to point with straight lines
1

(f)  correct answer from their line drawn on Figure 2

allow ± ½ small square tolerance
allow 1.8 / 1.9 if no line of best fit or incorrect
graph is drawn
1

(g)

 
1
[12]

Q5.
(a)  fatty acids
1

glycerol
1

(b)  enzyme binds to the substrate because they are complementary (shapes)

allow enzyme joins to the substrate because they
fit together exactly
allow enzyme joins to the substrate because the
substrate fits the active site
ignore reference to specificity do not accept
same shape
1

(so) substrate is broken down (into products)

allow (so) substrate splits (into products)
ignore products are formed, unqualified
1

(so) products are released or enzyme is not changed

allow enzyme is not used up
allow reference to activation energy for either
marking point 2 or marking point 3
1

(c)  each active site has a specific shape (so only fits one type of lipid molecule)
allow each active site is a different shape
do not accept reference to the substrate having
an active site
1

Page 26 of 29
(d)  add Benedict’s (solution / reagent to the liquid)
1

boil / heat
allow any temperature of 65 °C or above
1

(if glucose is present the blue) colour changes to yellow / green / orange /
brown / (brick) red
1

(e)  add iodine solution / reagent (to the liquid)

allow add a drop of iodine
ignore iodine unqualified
1

(if starch is present) it changes colour to blue / black (from yellow / orange /
brown)
1

(f)  glucose from photosynthesis

do not accept starch made in photosynthesis
1

(excess) glucose converted to starch

allow (excess) glucose is stored as starch
1

(g)  starch (stores) have been converted to glucose

ignore reference to residual glucose from
previous photosynthesis
1

(so the glucose can be) used for respiration / (named) metabolic reactions
or (so the glucose can be) used to release energy
do not accept idea of energy being produced /
created / made
1

(because) there is no light to make (new / more) glucose by photosynthesis

1

(h)  any one from:

•   test roots / stems of plants (in the light and dark)
do not accept reference to changing the
independent variable
allow test other parts of the plants
•   test other species of plant
allow test other types of plant
•   measure the concentrations of glucose and starch
ignore mass / amount
•   vary the time in the dark / light
•   test variegated leaves
allow any other valid extension ignore repeats
1
[17]

Page 27 of 29
Q6.
(a)     6H2O
in the correct order
1

C6H12O6
1

(b)     (i)      control
do not accept ‘control variable’
allow:
to show the effect of the organisms
or
to allow comparison
or
to show the indicator doesn’t change on its own
1

(ii)     snail respires
1

releases CO2
1

(iii)    turns yellow
1

plant can't photosynthesise so CO2 not used up

1

but the snail (and plant) still respires so CO2 produced

1
[8]

Q7.
(a)     LHS = water
1

RHS = glucose
1

(b)     any three from:

•        (measure) temperature
ignore reference to fair test
•        to check that the temperature isn’t changing
•        rate of reaction changes with temperature
•        temperature is a variable that needs to be controlled
allow lamp gives out heat
3

(c)     (i)      10
correct answer = 2 marks

allow 1 mark for:  

Page 28 of 29
  
allow 1 mark for correct calculation without removal of
anomalous result ie 15
2

(ii)     graph:
allow ecf from (c)(i)

label on y-axis as ‘number of bubbles per minute’

1

three points correct = 1 mark

allow ± 1 mm

four points correct = 2 marks

2

line of best fit = smooth curve

1

(iii)    as distance increases, rate decreases – pro

allow yes between 20 – 40
1

but should be a straight line / but line curves – con / not quite pro
allow not between 10 – 20
if line of best fit is straight line, allow idea of poor fit
1

(d)     any four from:

•        make more profit / cost effective

•        raising temp. to 25 °C makes very little difference at 0.03% CO2
•        (at 20 °C) with CO2 at 0.1%, raises rate
•        (at 20 °C with CO2 at 0.1%) → >3x rate / rises from 5 to 17
•        although 25 °C → higher rate, cost of heating not economical
•        extra light does not increase rate / already max. rate with daylight
accept ref to profits c.f. costs must be favourable
4
[17]

Page 29 of 29