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Question 1 Report
| Field | Weeds per m2 | Soya yield / t per ha |
|---|---|---|
| ordinary soya, not sprayed | 42 | 2.1 |
| ordinary soya, sprayed | 5 | 1.4 |
| GM soya, sprayed | 4 | 3.2 |
Some crop plants have been genetically modified to be resistant to a weedkiller (herbicide). Farmers can then spray the herbicide to kill weeds without harming the crop. In a trial, scientists measured the number of weeds and the crop yield in fields of ordinary soya and herbicide-resistant GM soya. Table 5.1 shows the results.
| Field | Weeds per m2 | Soya yield / t per ha |
|---|---|---|
| ordinary soya, not sprayed | 42 | 2.1 |
| ordinary soya, sprayed | 5 | 1.4 |
| GM soya, sprayed | 4 | 3.2 |
(a) Define the term genetically modified organism. [2]
(b) Using Table 5.1, describe the effect of spraying herbicide on the GM soya compared with the ordinary soya. [3]
(c) Explain why the yield of GM soya sprayed with herbicide is higher than that of the other two fields. [3]
(d) Calculate the percentage decrease in the number of weeds when GM soya is sprayed, compared with unsprayed ordinary soya. [2]
(e) Suggest two disadvantages of growing herbicide-resistant GM crops. [3]
(f) Name the type of enzyme used to cut the herbicide-resistance gene out of the DNA of another organism. [1]
This question uses trial data on herbicide-resistant GM soya to test the idea of genetic modification, competition, and a percentage-change calculation.
(a) A genetically modified organism is one whose genetic material (DNA) has been changed [1], usually by inserting a gene from another organism [1]. [2]
(b) Comparing the sprayed fields, spraying kills the weeds in the GM field (only 4 remain) [1] but does not damage the GM crop [1]; in contrast, spraying ordinary soya damages the crop and lowers its yield (from 2.1 to 1.4 t per ha) [1]. [3]
(c) The sprayed GM soya yields most because there are far fewer weeds, so there is less competition with the crop [1] for light, water, mineral ions and space [1]; and because the herbicide does not harm the resistant GM crop, more soya can grow [1]. [3]
(d) \[ \text{percentage decrease} = \frac{42-4}{42}\times100 = \frac{38}{42}\times100 \approx 90.5\% \] So the number of weeds falls by about 90.5% (accept 90-91%). [2, 1 method + 1 answer]
(e) Any two disadvantages [3, max 3]: weeds may themselves become resistant to the herbicide over time [1]; loss of biodiversity as fewer wild plants and the animals depending on them survive [1]; GM seed is expensive and farmers become dependent on the seed company [1].
(f) The enzyme used to cut the resistance gene out of another organism's DNA is a restriction enzyme. [1]
This question uses trial data on herbicide-resistant GM soya to test the idea of genetic modification, competition, and a percentage-change calculation.
(a) A genetically modified organism is one whose genetic material (DNA) has been changed [1], usually by inserting a gene from another organism [1]. [2]
(b) Comparing the sprayed fields, spraying kills the weeds in the GM field (only 4 remain) [1] but does not damage the GM crop [1]; in contrast, spraying ordinary soya damages the crop and lowers its yield (from 2.1 to 1.4 t per ha) [1]. [3]
(c) The sprayed GM soya yields most because there are far fewer weeds, so there is less competition with the crop [1] for light, water, mineral ions and space [1]; and because the herbicide does not harm the resistant GM crop, more soya can grow [1]. [3]
(d) \[ \text{percentage decrease} = \frac{42-4}{42}\times100 = \frac{38}{42}\times100 \approx 90.5\% \] So the number of weeds falls by about 90.5% (accept 90-91%). [2, 1 method + 1 answer]
(e) Any two disadvantages [3, max 3]: weeds may themselves become resistant to the herbicide over time [1]; loss of biodiversity as fewer wild plants and the animals depending on them survive [1]; GM seed is expensive and farmers become dependent on the seed company [1].
(f) The enzyme used to cut the resistance gene out of another organism's DNA is a restriction enzyme. [1]
Question 2 Report
The blood glucose level must be kept steady. Cells need a steady supply of glucose. But too much glucose in the blood can harm the body. This control is a form of homeostasis. Two hormones do the job. Both are made in the pancreas. After a meal with a lot of sugar, the glucose level rises. The body must bring it down. Between meals the level may fall. The body must raise it again. A student had just eaten a large, sugary meal. They were asked how the body brings the glucose back to normal.
(a) Name the organ that monitors and controls the concentration of glucose in the blood. [1]
(b) Name the hormone that is released when the blood glucose concentration rises. [1]
(c) Explain how this hormone brings a raised blood glucose concentration back down to normal. [3]
(d) Explain what happens in the body to raise the blood glucose concentration when it falls too low. [3]
(e) A person with type 1 diabetes cannot make one of these hormones. Explain why such a person may need to inject the hormone after a meal. [3]
(a) The organ that monitors and controls blood glucose is the pancreas [1].
(b) When blood glucose rises, the hormone released is insulin [1].
(c) Insulin brings a raised glucose level down by making the liver and body cells take up glucose from the blood [1]; the liver converts the excess glucose into glycogen [1], which is stored, so the blood glucose concentration falls back to normal [1].
(d) When glucose falls too low, the pancreas releases the hormone glucagon [1]; glucagon makes the liver convert stored glycogen back into glucose [1]; the glucose is released into the blood, raising the concentration back to normal [1].
(e) A person with type 1 diabetes may need to inject insulin after a meal because they cannot make their own insulin [1]; so after a sugary meal their blood glucose would rise too high and stay high [1]; the injected insulin makes the liver and cells take up the glucose, lowering the level back to normal [1].
(a) The organ that monitors and controls blood glucose is the pancreas [1].
(b) When blood glucose rises, the hormone released is insulin [1].
(c) Insulin brings a raised glucose level down by making the liver and body cells take up glucose from the blood [1]; the liver converts the excess glucose into glycogen [1], which is stored, so the blood glucose concentration falls back to normal [1].
(d) When glucose falls too low, the pancreas releases the hormone glucagon [1]; glucagon makes the liver convert stored glycogen back into glucose [1]; the glucose is released into the blood, raising the concentration back to normal [1].
(e) A person with type 1 diabetes may need to inject insulin after a meal because they cannot make their own insulin [1]; so after a sugary meal their blood glucose would rise too high and stay high [1]; the injected insulin makes the liver and cells take up the glucose, lowering the level back to normal [1].
Question 3 Report
Enzymes are biological catalysts. They speed up the reactions in living cells. Each enzyme has an active site. The active site has a set shape. Only one kind of substrate fits it. Amylase is one such enzyme. It is made in the salivary glands. It is also made in the pancreas. Amylase breaks down starch in the gut. It works well in the mouth. It also works in the small intestine. But it stops working in the stomach. The stomach is very acidic. A student wanted to explain how amylase works. The student also looked at the conditions the enzyme needs to work well.
(a) Name the smaller molecule that starch is broken down into by amylase. [1]
(b) Explain, using the idea of the active site, why amylase breaks down starch but not protein. [3]
(c) Explain why amylase works more slowly as the temperature falls below 37 °C. [3]
(d) Explain why amylase stops working in the stomach. [4]
(e) Suggest one variable that must be controlled when investigating the effect of temperature on amylase. [1]
This question uses the lock-and-key idea to explain enzyme specificity and the effect of temperature and pH on amylase.
(a) Amylase breaks starch down into maltose (a sugar) [1].
(b) Amylase breaks down starch but not protein because the active site of amylase has a specific shape [1]; only starch (its complementary substrate) fits into that active site [1]; protein molecules have a different shape, so they cannot bind to the active site and are not broken down [1].
(c) As the temperature falls below 37 °C the enzyme and substrate molecules have less kinetic energy [1]; so they move more slowly and collide less often [1]; this means fewer enzyme-substrate complexes form per second, so the rate of reaction falls [1]. (Note that the enzyme is not denatured by cooling; activity returns if it is warmed again.)
(d) Amylase stops working in the stomach because the stomach is very acidic (a low pH) [1]; this is far below the optimum pH for amylase [1]; the low pH denatures the enzyme, changing the shape of its active site [1]; so the starch substrate can no longer bind to the active site and no reaction occurs [1].
(e) Any one variable that must be controlled when investigating temperature [1]: pH; enzyme (amylase) concentration; substrate / starch concentration; or the volume of the solutions used.
Exam tip: distinguish the two effects carefully: cold slows an enzyme by reducing collisions (reversible), while extreme pH or high heat denatures it by changing the active site (usually permanent).
This question uses the lock-and-key idea to explain enzyme specificity and the effect of temperature and pH on amylase.
(a) Amylase breaks starch down into maltose (a sugar) [1].
(b) Amylase breaks down starch but not protein because the active site of amylase has a specific shape [1]; only starch (its complementary substrate) fits into that active site [1]; protein molecules have a different shape, so they cannot bind to the active site and are not broken down [1].
(c) As the temperature falls below 37 °C the enzyme and substrate molecules have less kinetic energy [1]; so they move more slowly and collide less often [1]; this means fewer enzyme-substrate complexes form per second, so the rate of reaction falls [1]. (Note that the enzyme is not denatured by cooling; activity returns if it is warmed again.)
(d) Amylase stops working in the stomach because the stomach is very acidic (a low pH) [1]; this is far below the optimum pH for amylase [1]; the low pH denatures the enzyme, changing the shape of its active site [1]; so the starch substrate can no longer bind to the active site and no reaction occurs [1].
(e) Any one variable that must be controlled when investigating temperature [1]: pH; enzyme (amylase) concentration; substrate / starch concentration; or the volume of the solutions used.
Exam tip: distinguish the two effects carefully: cold slows an enzyme by reducing collisions (reversible), while extreme pH or high heat denatures it by changing the active site (usually permanent).
Question 4 Report
People catch many fish from the sea for food. In some places too many fish have been caught. The number of fish left is now very low. Scientists worry that some kinds of fish may die out. If too many fish are taken, few adults are left. Then there are not enough to breed. Governments try to protect the fish. They limit how many fish can be caught. They control the size of the holes in nets. They ban fishing in some places at some times. A student was asked why these steps help. The questions below are about protecting fish stocks.
(a) State what is meant by the term conservation. [1]
(b) Explain why catching too many fish can cause a fish population to fall very low. [2]
(c) Explain how using fishing nets with larger holes helps a fish population to recover. [3]
(d) Explain how banning fishing in an area at certain times of the year helps fish stocks. [2]
(e) Explain two reasons why it is important to conserve species and maintain biodiversity. [3]
This question tests reading catch data and explaining how a catch limit lets an overfished population recover.
(a) From year 1 to year 4 the mass caught fell sharply from year 1 to year 2 (85 to 40 thousand tonnes) [1], then rose again from year 2 to year 4 (40 up to 70) [1]. The initial fall reflects the limit imposed in year 2, and the later rise shows the stock recovering.
(b) A catch limit lets the population recover because fewer fish are removed / caught [1]; so more fish survive to reach breeding age and reproduce [1]; and the population can increase back towards its original size [1].
(c) Any two other conservation methods (1 each): control net mesh size so young fish can escape; set a minimum catchable size; create protected areas or closed seasons; or impose fishing quotas [2].
This question tests reading catch data and explaining how a catch limit lets an overfished population recover.
(a) From year 1 to year 4 the mass caught fell sharply from year 1 to year 2 (85 to 40 thousand tonnes) [1], then rose again from year 2 to year 4 (40 up to 70) [1]. The initial fall reflects the limit imposed in year 2, and the later rise shows the stock recovering.
(b) A catch limit lets the population recover because fewer fish are removed / caught [1]; so more fish survive to reach breeding age and reproduce [1]; and the population can increase back towards its original size [1].
(c) Any two other conservation methods (1 each): control net mesh size so young fish can escape; set a minimum catchable size; create protected areas or closed seasons; or impose fishing quotas [2].
Question 5 Report
The carbon cycle recycles carbon between the atmosphere, living organisms and the environment. Carbon moves between these stores as organisms feed, respire and die, and as fuels are burned. Fig. 1.1 is a diagram of the carbon cycle. Two of the processes are labelled A and B, and the diagram also shows plants, animals, decomposers and fossil fuels.
(a) State the name of the gas, present in the atmosphere, that is cycled in the carbon cycle. [1]
(b) Name the processes labelled A and B on Fig. 1.1. [2]
(c) Describe the part played by decomposers in returning carbon to the atmosphere. [3]
(d) Explain how the burning of fossil fuels can lead to an increase in the Earth's temperature. [4]
(e) State two ways, other than decomposition, by which carbon dioxide is added to the atmosphere. [2]
(f) Suggest two ways in which humans could reduce the amount of carbon dioxide released into the atmosphere. [2]
(a) The atmospheric gas cycled in the carbon cycle is carbon dioxide [1].
(b) The labelled processes are: A = photosynthesis (removes carbon dioxide from the air into plants) [1]; B = respiration (returns carbon dioxide to the air) [1].
(c) Decomposers return carbon to the air because decomposers (bacteria and fungi) feed on / break down dead organisms and waste [1]; as they do so they respire [1], which releases carbon dioxide back into the atmosphere [1].
(d) Burning fossil fuels can raise Earth's temperature because fossil fuels contain carbon (locked up from ancient organisms) [1]; combustion releases this as carbon dioxide [1]; carbon dioxide is a greenhouse gas that absorbs / traps heat re-radiated from the Earth's surface [1]; the resulting enhanced greenhouse effect raises the global temperature [1].
(e) Two ways, other than decomposition, that add carbon dioxide to the air: respiration (of plants and animals) [1]; combustion / burning of fuels [1].
(f) Two ways humans could reduce carbon dioxide released (1 each): burn less fossil fuel / use renewable energy sources [1]; plant more trees and reduce deforestation (so more CO2 is removed by photosynthesis) [1] (max 2).
(a) The atmospheric gas cycled in the carbon cycle is carbon dioxide [1].
(b) The labelled processes are: A = photosynthesis (removes carbon dioxide from the air into plants) [1]; B = respiration (returns carbon dioxide to the air) [1].
(c) Decomposers return carbon to the air because decomposers (bacteria and fungi) feed on / break down dead organisms and waste [1]; as they do so they respire [1], which releases carbon dioxide back into the atmosphere [1].
(d) Burning fossil fuels can raise Earth's temperature because fossil fuels contain carbon (locked up from ancient organisms) [1]; combustion releases this as carbon dioxide [1]; carbon dioxide is a greenhouse gas that absorbs / traps heat re-radiated from the Earth's surface [1]; the resulting enhanced greenhouse effect raises the global temperature [1].
(e) Two ways, other than decomposition, that add carbon dioxide to the air: respiration (of plants and animals) [1]; combustion / burning of fuels [1].
(f) Two ways humans could reduce carbon dioxide released (1 each): burn less fossil fuel / use renewable energy sources [1]; plant more trees and reduce deforestation (so more CO2 is removed by photosynthesis) [1] (max 2).
Question 6 Report
| Season | Ordinary variety yield / t per ha | GM variety yield / t per ha | Insecticide sprayed on GM crop / kg per ha |
|---|---|---|---|
| 1 | 7.2 | 9.4 | 0.5 |
| 2 | 6.8 | 9.1 | 0.6 |
| 3 | 7.5 | 9.8 | 0.4 |
A farmer compares an ordinary variety of maize with a genetically modified variety that contains a gene from a soil bacterium. This gene makes the maize produce a protein that is toxic to insect pests but harmless to the crop itself. Table 2.1 shows the mean crop yield and the mass of insecticide sprayed on each variety over three growing seasons on the same farm.
| Season | Ordinary variety yield / t per ha | GM variety yield / t per ha | Insecticide sprayed on GM crop / kg per ha |
|---|---|---|---|
| 1 | 7.2 | 9.4 | 0.5 |
| 2 | 6.8 | 9.1 | 0.6 |
| 3 | 7.5 | 9.8 | 0.4 |
(a) State what is meant by a genetically modified organism. [1]
(b) Calculate the mean yield of the genetically modified variety across the three seasons. [2]
(c) Using Table 2.1, describe two differences between the ordinary variety and the GM variety. [2]
(d) Explain how the gene from the soil bacterium increases the yield of the maize crop. [4]
(e) Suggest two possible disadvantages of growing this genetically modified crop. [4]
(f) State the name of the process used to insert the bacterial gene into the maize cells. [1]
This question is about genetic modification, using a Bt maize example and yield data.
(a) A genetically modified organism is one whose genes / DNA have been changed, for example by adding a gene from another organism [1].
(b) Mean yield of the GM variety across the three seasons:
\[ \frac{9.4 + 9.1 + 9.8}{3} = \frac{28.3}{3} = 9.43 \text{ t/ha} \]
So the mean yield is 9.43 t/ha (accept 9.4) [2; 1 for correct method, 1 for the answer].
(c) Any two differences from the table [1 each]: the GM variety has a higher yield in every season (about 9.1 to 9.8 t/ha compared with 6.8 to 7.5 t/ha); and the GM crop needs / uses only a small amount of insecticide (about 0.4 to 0.6 kg/ha).
(d) The bacterial gene increases yield because it makes the maize produce a (Bt) protein / toxin [1]; this toxin kills the insect pests that feed on the crop [1]; so less of the leaf and crop is eaten or damaged [1]; leaving more healthy leaf for photosynthesis and more grain surviving to harvest [1].
(e) Any two disadvantages, developed for the 4 marks [2 marks each, max 4]: loss of biodiversity / harm to non-pest (beneficial) insects such as pollinators [1][1]; pests may become resistant to the toxin over time, making it useless [1][1]; the GM seed is expensive and farmers become dependent on the company that sells it [1][1]; possible unknown effects on human health, or the escape / spread of the gene to wild plants [1][1].
(f) The process used to insert the bacterial gene into the maize cells is genetic engineering (genetic modification) [1].
Exam tip: when a calculated mean does not divide exactly, quote it to the same precision as the data (one decimal place here) and show the sum over the number of values for the method mark.
This question is about genetic modification, using a Bt maize example and yield data.
(a) A genetically modified organism is one whose genes / DNA have been changed, for example by adding a gene from another organism [1].
(b) Mean yield of the GM variety across the three seasons:
\[ \frac{9.4 + 9.1 + 9.8}{3} = \frac{28.3}{3} = 9.43 \text{ t/ha} \]
So the mean yield is 9.43 t/ha (accept 9.4) [2; 1 for correct method, 1 for the answer].
(c) Any two differences from the table [1 each]: the GM variety has a higher yield in every season (about 9.1 to 9.8 t/ha compared with 6.8 to 7.5 t/ha); and the GM crop needs / uses only a small amount of insecticide (about 0.4 to 0.6 kg/ha).
(d) The bacterial gene increases yield because it makes the maize produce a (Bt) protein / toxin [1]; this toxin kills the insect pests that feed on the crop [1]; so less of the leaf and crop is eaten or damaged [1]; leaving more healthy leaf for photosynthesis and more grain surviving to harvest [1].
(e) Any two disadvantages, developed for the 4 marks [2 marks each, max 4]: loss of biodiversity / harm to non-pest (beneficial) insects such as pollinators [1][1]; pests may become resistant to the toxin over time, making it useless [1][1]; the GM seed is expensive and farmers become dependent on the company that sells it [1][1]; possible unknown effects on human health, or the escape / spread of the gene to wild plants [1][1].
(f) The process used to insert the bacterial gene into the maize cells is genetic engineering (genetic modification) [1].
Exam tip: when a calculated mean does not divide exactly, quote it to the same precision as the data (one decimal place here) and show the sum over the number of values for the method mark.
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