€¦ · web viewdescribe two bacterial diseases in detail – the effects, how they are spread,...

Oasis Academy South Bank

OASB Science DepartmentBiology Paper 1 Revision Pack (Triple – HT)Contents LessonMastery Matrix Biology Paper 1Knowledge 1Types of cells and Microscopy Summary PageNotes pageExam QuestionsKnowledge 2Investigating bacterial cells and cell division (mitosis) Summary PageNotes pageExam QuestionsKnowledge 3Introducing pathogens, types of disease and detail disease case studies Summary PageNotes pageExam QuestionsKnowledge 4Preventing pathogens from making us unwell & developing new medicines Summary PageNotes pageExam QuestionsKnowledge 5Using & interpreting data and plant diseases Summary PageNotes pageExam QuestionsKnowledge 6Breathing and respiration and blood and the heart Summary PageNotes pageExam QuestionsKnowledge 7Digestion and Diffusion Summary PageNotes pageExam QuestionsKnowledge 8Food tests & pH and enzyme food tests Summary PageNotes pageExam QuestionsKnowledge 9Structure and transport in plants Summary PageNotes pageExam QuestionsKnowledge 10Photosynthesis Summary PagesNotes pageExam Questions

Name: ___________________________________________

1


Topic TierRevision

Guide (triple)

Learning statement

Types of cell F B8 Describe the structure of plant, animal and bacteria cells, classifying as prokaryotic and eukaryotic cells.Types of cell F B8 Identify and explain the functions of sub-cellular structuresTypes of cell F B12+B16 Describe the difference between ‘cell differentiation’ and ‘cell division’

Types of cell F B16 Describe how cells are specialised and explain their roles (animal cells: sperm cells, nerve cells, muscle cells. Plant cells: root hair, xylem and phloem).

Types of cell F B17 Define ‘tissue’, ‘organ’ and ‘organ system’ and explain how they work together to create a functioning ‘organism’

Microscopy F B10 Compare and contrast electron and light microscopesMicroscopy F B10 Define ‘magnification’ and ‘resolution’Microscopy F B11 Calculate magnification using a formula (magnification = size of image ÷ size of real object)Microscopy F B10 Explain how electron microscopy has improved our understanding of subcellular structuresMicroscopy F B10 Define and apply the prefixes ‘centi’, ‘milli’, ‘micro’ and ‘nano’

Microscopy F B10 RP Microscopy: Use a light microscope to observe, draw and label a selection of plant and animal cells. A scale magnification must be included.

Investigating bacterial cells F B11 Explain how bacterial cells multiply (triple only)Investigating bacterial cells F B11 Calculate the number of bacteria in a culture given the ‘mean division time’ (triple only)Investigating bacterial cells F B11 Explain how to grow bacteria in nutrient broth and on agar gel plates (triple)Investigating bacterial cells F B11 Calculate the cross-sectional and clears around colonies using (Area = πr2) (triple)Investigating bacterial cells F B11 Explain how to prepare an uncontaminated culture (triple only)Investigating bacterial cells F B11 Explain why there is a maximum incubation period when preparing a culture (triple)Investigating bacterial cells F B38 RP Microbiology: Investigating the effects of antiseptics or antibiotics on bacterial growth (triple only)

Cell division (mitosis) F B12 Define, locate and rank in terms of size, ‘Genes’, ‘Chromosomes’, ‘DNA’ and ‘nucleus’Cell division (mitosis) F B12 Explain the process of ‘mitosis’ and the ‘cell cycle’ (when, where, how and why)Cell division (mitosis) F B13 Describe what stem cells are, where they can be found and how the can be usedCell division (mitosis) F B13 Explain the process of ‘therapeutic cloning’ Cell division (mitosis) F B13 Evaluate the risks and benefits, including the social and ethical implications, of using stem cells in treatmentsCell division (mitosis) F B13 Explain how plants can be cloned from stem cells and the benefits of doing this

Introducing pathogens and types of disease F B22 Define ‘health’

Introducing pathogens and types of disease F B22 List factors that affect mental and physical health

Introducing pathogens and types of disease F B34 Define ‘pathogens’ and explain the difference between ‘communicable’ and ‘non-communicable’ diseases

Introducing pathogens and types of disease F B34+B35 Explain how ‘viruses’, ‘bacteria’, ‘protists’ and ‘fungi’ are spread in animals and plants

Introducing pathogens and types of disease F B34+B35 Describe the how bacteria and virus cause problems within the body

Introducing pathogens and types of disease F B34 State 4 ways to reduce or prevent the spread of communicable diseases

Detailed disease case studies F B34 Describe three viral diseases in details – the effects, how they are spread, how people are trying to reduce its impact (Measles, HIV and Tobacco Mosaic Virus)

Detailed disease case studies F B35 Describe two bacterial diseases in detail – the effects, how they are spread, how people are trying to reduce its impact (Gonorrhoea and Salmonella)

Detailed disease case studies F B35 Describe one fungal disease in detail – the effects, how it is spread, how people are trying to reduce its impact (Rose Black Spot)

Detailed disease case studies F B35 Describe one protist disease in detail – the effects, how it is spread, how people are trying to reduce its impact (malaria)

Preventing pathogen from making us unwell F B36 Describe how the body prevents entry of pathogens into the body

Preventing pathogen from making us unwell F B36 Describe how the immune system tackles pathogens once they have made it into the body (phagocytosis,

antibody production and antitoxin production)Preventing pathogen from

making us unwell F B37 Explain how vaccines work

Preventing pathogen from making us unwell F B37 Discuss the global use of vaccination in the prevention of disease

Preventing pathogen from making us unwell F B38 Explain the use of antibiotics and other medicines

Developing new medicines F B38 Describe how bacteria have developed resistance to antibiotics – in particular MRSA (and use this as an example of evolution)

Developing new medicines F B81Explain the issues with the development of new antibiotics in the race against antibiotic resistance and what we can do as a society to reduce the rate of development of antibiotic resistance bacteria (linking to medicine and agriculture)

Developing new medicines F B38+B39 Describe how many new drugs are still developed from plants and microorganisms (including digitalis and aspirin)

Developing new medicines F B39 Explain how preclinical and clinical trials are used to test new drugs (including tests for safety, effectiveness,

2

Oasis Academy South Banktoxicity and dosage)

Developing new medicines F B39 Explain the production and use of monoclonal antibodies (triple only)Developing new medicines F B39 Evaluate the advantages and disadvantages of using monoclonal antibodies (triple only)Developing new medicines F B38 Compare and contrast painkillers and antibioticsDeveloping new medicines F B38 Explain the benefits and drawbacks of antibiotics and limitations of antivirals

Using and interpreting data F B22 Describe situations where types of diseases interact (poor physical health, viruses causing cancer, pathogens -> allergic reactions, immune system defects -> more susceptible to infectious disease)

Using and interpreting data F B22 Translate numerical information between tables and graphsUsing and interpreting data F B22 Construct and interpret bar charts and histograms

Plant diseases F B40 Explain how diseases in plants can be detected (triple only)Plant diseases F B40+B41 Describe the types of diseases that can affect plants (triple only)Plant diseases F B41 Explain the adaptations of plants that help them to defend themselves against diseases (triple only)

Breathing and respiration F B44 Describe the purpose of cellular respiration, recalling the word & symbol equation for aerobic respirationBreathing and respiration F B45 Explain how the body responds to exercise in terms of heart rate, breathing rate and breath volumeBreathing and respiration F B44 Explain when anaerobic respiration occurs in humans and recall the word equation for this processBreathing and respiration F B45 Explain what is meant by the term ‘oxygen debt’Breathing and respiration HT B45 Explain how lactic acid is converted back into glucose following a period of vigorous activity (HT only)Breathing and respiration F B44 Explain anaerobic respiration in yeast, recalling the word equation for this process

Breathing and respiration F B44 Describe how this process of anaerobic respiration (fermentation) is used by humans in the manufacturing industry

Breathing and respiration F B21 Label the structure and describe the function of the human lungs (including how they are adapted for gaseous exchange)

Blood and the heart F B21 Describe the structure and function of the human heartBlood and the heart F B21 Describe the roles of the four blood vessels associated with the heartBlood and the heart F B20 Describe the 3 different types of blood vessel in the body and their structureBlood and the heart F B21 Carry out rate calculations for blood flowBlood and the heart F B21 Describe how our body controls our natural resting heart rateBlood and the heart F B21 Describe the composition of blood and know the functions of each of the components

Blood and the heart F B21 Draw blood cells from under a microscope and recognise different types of blood cells from a photo or diagram, explaining how they are adapted to their functions

Blood and the heart F B23 Describe coronary heart diseaseBlood and the heart F B23 Describe what a ‘stent’, ‘statin’, ‘mechanical/biological valve replacement’, ‘pacemaker’ and ‘transplant’ are

Blood and the heart F B23 Evaluate the advantages and disadvantages of treating cardiovascular diseases using drugs, mechanical devices or transplants

Blood and the heart F B23 Evaluate risks associated with the use of blood products Interpreting disease data F B22 Construct and interpret frequency tables and diagramsInterpreting disease data F B22 Apply the techniques of scientific sampling to disease incident information

Interpreting disease data F B22 Discuss the human and financial cost of non-communicable diseases (individual, local community, national and global level)

Interpreting disease data F B22Describe the causal mechanisms of some risk factors for non-communicable diseases (causes of: cardiovascular disease, type 2 diabetes, brain and liver function, lung disease and lung cancer, cancers and foetal damage) including the effects of diet, alcohol and smoking

Interpreting disease data F B22 Use a scatter diagram to identify a correlation between two variables (linking to disease incidence)Digestion F B18 Describe what the digestive system isDigestion F B18 Explain the role of enzymes in the digestive system making reference to ‘lock and key’

Digestion F B19 Explain how carbohydrates, proteins and lipids are synthesised, broken down and used, making reference to sugars, amino acids, fatty acids and glycerol

Digestion F B19 Link carbohydrase (amylase), protease, lipase & bile to the breakdown of particular food groups, identifying where they are produced

Digestion F B18 RP Food Tests: Use qualitative reagents to test for a range of carbohydrates, proteins and lipidsDigestion F B18 Describe the effects of temperature and pH on the rate of enzyme reactions and investigate the effect of pH

on the rate of reaction of amylaseDigestion F B19 RP Enzymes: Investigate the effect of pH on the rate of reaction of amylase enzymeDigestion F B45 Define ‘metabolism’Digestion F B45 Calculate the rate of given chemical reactions Digestion F B45 Explain the 5 processes that contribute to our metabolism (starch formation, lipid formation, protein synthesis,

respiration and protein breakdown)Diffusion F B14 Define ‘diffusion’ and give examples of diffusion in plants and animals (gas exchange and urea in the kidney)Diffusion F B14 Explain how different factors affect the rate of diffusion (concentration, surface area, temperature)Diffusion F B14 Calculate surface area: volume ratiosDiffusion F B14 Explain how surface area: volume ratio of a single celled organism (amoeba) allows sufficient molecule

transportDiffusion F B14 Explain adaptations for exchange materials in: small intestines, lungs, gills, roots and leaves

Gathering the reactants for photosynthesis

F B8+B24 Draw and label an unspecialised plant cell and a palisade, root hair, xylem and phloem specialised cell


F B24 Describe the 5 tissues and name the key organs in the plant


F B24 Label a transverse section of a leaf


F B14 Describe the process of osmosis

3

Oasis Academy South BankGathering the reactants for

photosynthesisF B25 Calculate the rate of water uptake by a plant


F B25 Calculate the percentage change in mass following osmosis


F B25 Analyse and draw graphs relating to osmosis


F B15 RP Osmosis: Analyse the range of concentrations of solutions on the change in mass of plant tissue


F B15 Describe the process of active transport and explain why it is necessary


F B15 Compare diffusion, osmosis and active transport


F B15 Describe the process of active transport and how root hair cells are adapted to this


F B25 Describe the process of transpiration and translocation (including the structure and function of stomata).


F B25 Explain the effect of changing temperature, humidity, air movement and light intensity on the rate of transpiration


F B25 Calculate surface area, volume and mean in transpiration investigation


F B25 Analyse data from graphs and tables relating to transpiration experiments


F B16 Describe in detail the location, function and adaptations of xylem tissue, phloem tissue, stomata and guard cells

Using the products of photosynthesis

F B42 Describe the process of photosynthesis


F B42 Recall the word and symbol equation for photosynthesis


F B42 Explain the effects of temperature, light intensity, carbon dioxide intensity and the amount of chlorophyll on the rate of photosynthesis


F B43 Analyse data and calculate rates of photosynthesis and limiting factors from graphs and tables


F B43 Translate information between tabulated and graphical form (from tables to graphs) selecting the appropriate scale for axes


F B43 RP Photosynthesis: Investigate the effect of light intensity on the rate of photosynthesis on an aquatic plant


F B43 Describe how glucose is used after photosynthesis


F B43 Explain the use of nitrate ions within plants


F B43 Use tests to identify starch, glucose and proteins


HT B43 Explain limiting factors of photosynthesis (HT only)


HT B43 Apply inverse square laws and light intensity to the context of photosynthesis. (HT only)


HT B43 Explain the economic importance of limiting factors in greenhouses (HT only)

4


Lesson 1 Topic: Types of cell1 What is the main difference between a prokaryotic and eukaryotic cell? Eukaryotic have their DNA contained within a nucleus2 Give an example of a eukaryotic cell. Animal and plant cells3 Give an example of a prokaryotic cell. Bacteria4 Eukaryotic cells have which sub-cellular structures? Cell membrane, cytoplasm and genetic material in a

nucleus.5 What is the function of cell wall? Supports/ Strengthens the cell6 What is the function of mitochondria? Where respiration takes place7 What is the function of the nucleus? Controls the activities of the cell8 What us the function of cell membrane? Controls what enters/exits the cell9 What is the function of the vacuole? Store sugars and salts10 What is the function of chloroplasts? Absorb light for photosynthesis

11 What is the function of cytoplasm? Where chemical reactions of the cell takes place

12 What is the approximate size of a prokaryotic cell 0.1-5.0 μm

13 What is the approximate size of a eukaryote cells 10-100µm

14 Which is bigger? A prokaryotic or eukaryotic cell? Eukaryotic

15 What is meant by "micro" 1/1,000,000th (1 millionth)

Topic: Specialised cells (B.2)1 Define "cell differentiation" A cell becoming specialised to perform a particular

function2 Define "cell division" The splitting of a cell into two genetically identical

daughter cells3 Name 3 specialised cells found in the animals

and 3 in plantsAnimals: Muscle cell, nerve cell, sperm cellPlants: Root hair cell, phloem, xylem

4 State the function of a muscle cell Produce movement5 State one adaptation of a muscle cell Lots of mitochondria for releasing energy6 State the function of a sperm cell Fertilise the female egg7 State three adaptations of a sperm cell *Tail for movement

*Lots of mitochondria to release energy*Enzymes in it's head to penetrate egg

8 State the function of a nerve cell Carry information from one part of the body to another9 State two adaptations of a nerve cell *Dendrites to connect to other neurones

*Long axon to cover large distances10

State the function of a root hair cell Absorb water and minerals from the soil

11

State two adaptations of a root hair cell *Large surface area*Thin cell wall

12

State the function of a xylem cell Carry water from roots to leaves

13

State two adaptations of a xylem cell *Lignin to strengthen cells*End walls broken down to form hollow tubes

14

State the function of a phloem cell Transport glucose within a plant

15

State two adaptations of a phloem cell *less sub-cellular structures*end walls have sieve plates to allow glucose through

Topic: Microscopy1 How do you calculate the magnification? magnification = size of image/size of object2 Which microscope has the highest magnification? electron microscopes3 Which microscope has the lowest resolution? Light microscope4 Which microscope produces 3D images? Scanning and transmission Electron microscope5 Which microscope shows colours? Light microscope6 Which microscope allows to see inside an object? Transmission Electron Microscope7 Which microscope shows black and white images? Scanning and transmission electron microscope8 Which sub-cellular structures an you see with a Mitochondria and ribosomes

5

Oasis Academy South Bankhigher resolution?

9 Define "tissue" A group of similar specialised cells working together to fulfil a function

10 Define "organ" A group of different tissues working together to fulfil a

function11 Define "organ system" A group of different organs working together to fulfil a

function12

Put into order of size (smallest to largest): cell, organism, nucleus, tissue, organ system, organ nucleus, cell, tissue, organ, organ system, organism

13 What is meant by "centi"? 1/100th (1 hundredth)14 What is meant by "milli" 1/1000th (1 thousandth)15 What is meant by "nano" 1/1,000,000,000th (1 billionth)

6

Notes


Biology Revision: Types of Cell andMicroscopy

7

Notes

Key KnowledgeProkaryote cells –

e.g.

Eukaryote cells –

e.g.

Cell differentiation -

Cell division –

Tissue –

Organ –

System –

Label the cells:

Definitions:Magnification – Resolution – Equation:Magnification =

Mastery Matrix PointsDescribe the structure of plant, animal and bacteria cells, classifying as prokaryotic and eukaryotic cells.Identify and explain the functions of sub-cellular structuresDescribe the difference between ‘cell differentiation’ and ‘cell division’Describe how cells are specialised and explain their roles (animal cells: sperm cells, nerve cells, muscle cells. Plant cells: root hair, xylem and phloem).Define ‘tissue’, ‘organ’ and ‘organ system’ and explain how they work together to create a functioning ‘organism’Compare and contrast electron and light microscopesDefine ‘magnification’ and ‘resolution’Calculate magnification using a formula (magnification = size of image ÷ size of real object)Explain how electron microscopy has improved our understanding of subcellular structuresDefine and apply the prefixes ‘centi’, ‘milli’, ‘micro’ and ‘nano’Required Practical 1: Use a light microscope to observe, draw and label a selection of plant and animal cells. A scale magnification must be included. Compare and contrast electron and light microscopes

Understanding and Explaining

1. Describe the structure of a bacteria cell.

2. Complete the table about the subcellular structures.

Subcellular structure Plant, animal or both? Function:

3. Complete the table about specialised cells.

Cell Function AdaptationsMuscleSpermNerveRootXylemPhloem

4. Compare when cell differentiation happens in plants to animals.

5. How have electron microscopes improved our understanding of cells?

6. Evaluate the pros and cons of light and electron microscopes.


8


Guided Exam Question

Q1. The image below shows some muscle cells from the wall of the stomach, as seen through a light microscope.

(a) Describe the function of muscle cells in the wall of the stomach.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________(2)

(b) Figure above is highly magnified.

The scale bar in Figure above represents 0.1 mm.

Use a ruler to measure the length of the scale bar and then calculate the magnification of Figure above.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Magnification = _______________ times(2)

(c) The muscle cells in Figure above contain many mitochondria.

What is the function of mitochondria?

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________(2)

(d) The muscle cells also contain many ribosomes. The ribosomes cannot be seen in Figure above.

(i) What is the function of a ribosome?

______________________________________________________________

9


______________________________________________________________(1)

(ii) Suggest why the ribosomes cannot be seen through a light microscope.

______________________________________________________________

______________________________________________________________(1)

(Total 8 marks)

Q2.Diagrams A, B and C show cells from different parts of the human body, all drawn to the same scale.

A B C

(a) Which cell, A, B or C, appears to be best adapted to increase diffusion into or

out of the cell?

Give one reason for your choice.

___________________________________________________________________

___________________________________________________________________(1)

(b) (i) Cell C is found in the salivary glands.

Name the enzyme produced by the salivary glands.

______________________________________________________________(1)

(ii) Use information from the diagram to explain how cell C is adapted for producing this enzyme.

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

10

Oasis Academy South Bank(2)

(Total 4 marks)

11


Lesson 2 Topic: Investigating bacterial cells (triple only) (B.37)1 How do bacterial cells multiply? Binary fission2 How do you calculate the number of bacteria in a

culture? 2 to the power of the number of divisions

3 What equipment is required to grow a culture of bacteria? Agar gel, petri dish, inoculating loop, bacteria sample, disinfectant

4 Why is the inoculating loop passed through a flame? To sterilise it (kill any other bacteria)5 What is used to dispose of the used agar plate? Place it into an autoclave6 How do we calculate the size of a clear zone? Area = πr27 How can you decide by looking at the clear zone

which is the best antibiotic/antiseptic It has the biggest clear zone

8 Why is it important to only allow the culture to grow for a few days? 0

9 How frequently do bacteria (on average) multiply? Every 20 minutes10 What is needed for bacteria to be able to multiply? Enough nutrients and suitable temperature

11 Why must the petri dish be sterilised before use? To prevent contamination

12 Why is the lid of the petri dish sealed with tape? To prevent contamination

13 Why are spaces left in the adhesive tape? To allow oxygen in to the petri dish

14 What temperature is the bacteria cultured at? 25⁰C

15 Why is the petri dish stored upside down? To prevent condensation from dripping onto culture

Topic: RP: Microbiology (B2) (triple only) (B.42)1 What is the independent variable? The type of antibiotic/antiseptic2 What is the dependent variable? Area of ‘zone of inhibition’/’clear zone’3 Name 5 control variables 1) Size of initial antibiotic disk

2) Amount of bacteria present at the start3) Duration that the disk is present for4) Incubation temperature5) Nutrient concentration

4 Why is the equipment sterilised before use? To prevent contamination of unwanted bacteria5 What is the purpose of the nutrient agar? To provide nutrients so that bacteria can grow.6 Why must the lid of the petri dish be secured using

masking tape?To stop bacteria from the air growing on the culture medium.

7 Why must the lid not be completely sealed? To allow oxygen in for respiration and growth..8 Why is the petri dish placed upside down? To stop condensation falling on the agar and bacteria. 9 Why is the petri dish incubated at a maximum

temperature of 25⁰C?To prevent the growth of pathogens/bacteria that might be harmful to humans.

10

How is the petri dish and bacteria destroyed once the investigation is complete?

Using an autoclave

11

How is the are of the clear zone calculated? area = πr2

12

Which is the most effective antibiotic? The one with the largest clear zone

13

Why is there a clear zone around the discs? The antibiotic has destroyed the bacteria in these zones

14

Why should one disc be soaked in distilled water? As a control to compare the results with.

15

What is a possible variation on this method? 1) Investigate the effect of disinfectant sprays2) Investigate the effect of cleaning fluids

12


3) Investigate the effect of antiseptic creams

Topic: Cell division (mitosis)1 Put in order of size (smallest to largest): genes,

chromosomes, DNA, cell, nucleus DNA, gene, chromosome, nucleus, cell

2 Name the 3 stages of the cell cycle Interphase, Mitosis, Cytokinesis3 Describe the three things that happen during

interphase1) The cell grows, 2) chromosomes are copied, 3) more mitochondria and ribosomes are made

4 Describe what happens during mitosis Chromosomes pulled to opposite ends of the cell6 Describe what happens during cytokinesis Cell membrane and cytoplasm split in two7 State why the cell cycle is important More cells are made for growth and repair8 State what is produced in the cell cycle Two genetically identical daughter cells9 Mitosis produces which type of cells? Diploid cells10 Define "stem cell" An undifferentiated cell

11

Name 3 places where stem cells can be found in humans Embryos, adult bone marrow, meristem

12

State two conditions that stem cells can be used to treat in humans Paralysis and type 1 diabetes

13 State two uses of stem cells in plants 1) Clone rare species 2) produce disease resistant crops

14

Describe what is meant by "therapeutic cloning) Using clones of a patients own stem cells to treat them

15

Which cells are required for therapeutic cloning? Egg cell and a normal body cell from patient

Topic: Methods of cloning (triple only) (B.38)1 Name 4 methods of cloning Tissue culture, cuttings, embryo transplant, adult cell2 Which methods of cloning tend to take place in

animals?Embryo transplant and adult cell

3 Which methods of cloning tend to take place in plants Cuttings and tissue culture4 Which type of cloning is old and commonly carried out

at home by gardenersCuttings

5 Define "clone" A genetically identify offspring6 Describe step one of "tissue culture" 1) Remove a small group of cells from a plant7 Describe step two of "tissue culture" 2) place on agar with nutrients & auxin, 8 Describe step three of "tissue culture" 3) grow into plantlets9 Describe step four of "tissue culture" 4) plant in compost10 Describe the process of "embryo transplant" Splitting an embryo and implanting into multiple surrogates11 Describe the process of taking "cuttings" 1) remove part of parent plant, 2) place in compost12 Step 1 of "adult cell cloning" 1) Remove nucleus from unfertilised egg13 Step 2 of "adult cell cloning" 2) insert nucleus of adult body cell into empty egg14 Step 3 of "adult cell cloning" 3) give egg cell electric shock (to make it divide into embryo)15 Step 4 of "adult cell cloning" 4) place embryo into a womb

13


14

Notes


Biology Revision: Investigating Bacteria Cells & RP: Investigating the effects of antiseptics

15

Notes

Key Knowledge

Binary fission –

Uncontaminated –

Clear zone -

Bacteria divide about every ___ minutes, if they have enough ________ and the _____________ is suitable.

Bacteria can be grown in either--

EquationsArea of circle =

Number of bacteria =

Mastery Matrix Points TRIPLE ONLYExplain how bacterial cells multiply (triple only) Explain how to prepare an uncontaminated culture (triple only)Calculate the number of bacteria in a culture given the ‘mean division time’ (triple only)

Explain why there is a maximum incubation period when preparing a culture (triple)

Explain how to grow bacteria in nutrient broth and on agar gel plates (triple)

(Required practical) Investigating the effects of antiseptics or antibiotics on bacterial growth (triple only)

Calculate the cross-sectional and clears around colonies using Area = πr2 (triple)


1. Describe how to prepare an uncontaminated culture of e-coli bacteria using aseptic technique.

Step 1-

Step 2-

Step 3-

Step 4-

Step 5-

2. Describe why in schools bacteria are incubated at 25⁰C.

3. Describe how to sterilise an inoculating loop. Why is this important?

4. How can plastic equipment be sterilised?

5. Why are the petri dishes secured with sellotape, but allowing some air to get in?

6. Write a method of how to investigate the effect of 4 different antibiotics on e-coli bacteria.


Biology Revision: Cell Division

16


1. Chromosomes are found in pairs in most body cells. Describe where these 23 pairs of chromosomes come from.

2. Why is the cell cycle needed?

3. Explain the process of the cell cycle.

4. Compare the two types of stem cells found in animals, such as humans.

5. Where are adult stem cells found?

6. Name the undifferentiated cells found in plants. Where in plants are these found?

7. Therapeutic cloning can be used to produce an organ for transplant. Evaluate the pros and cons of using stem cells for therapeutic cloning.

8. Stem cells from meristems in plants can be used to produce clones of plants quickly and economically. Suggest two uses of cloning plants in this way.

Key KnowledgeInside the nucleus is a chemical called _____. A length of DNA is called a _____. These genes make up ________. Humans have ____ pairs of chromosomes.

Definitions: Mitosis -

Cell cycle –

Stem cell –

Therapeutic cloning -

Stage of cell cycle

What happens?

Growth stage (interphase)Mitosis

Cytokinesis

Job of the three types of stem cells1. embryotic -

2. adult -

3. meristem (plan) –

Two conditions that might be cured by stem cells: 12

Mastery Matrix PointsDefine, locate & rank in terms of size, ‘Genes’, ‘Chromosomes’, ‘DNA’ & ‘nucleus’ Explain the process of ‘therapeutic cloning’

Explain the process of ‘mitosis’ and the ‘cell cycle’ (when, where, how and why) Evaluate the risks and benefits, including the social and ethical implications, of using stem cells in treatments

Describe what stem cells are, where they can be found and how the can be used Explain how plants can be cloned from stem cells & the benefits of doing this


Guided Exam QuestionQ3. Figure 1 shows photographs of some animal cells at different stages during the cell cycle.

(a) Which photograph in Figure 1 shows a cell that is not going through mitosis?

Tick one box.

A B C

(1)

(b) Describe what is happening in photograph A.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________(2)

(c) A student wanted to find out more about the cell cycle.The student made a slide of an onion root tip.She counted the number of cells in each stage of the cell cycle in one field of view.The table below shows the results.

Stages in the cell cycle

Non-dividing cells Stage 1 Stage 2 Stage 3 Stage 4 Total

Number of cells 20 9 4 2 1 36

Each stage of the cell cycle takes a different amount of time.Which stage is the fastest in the cell cycle?Give a reason for your answer.

Stage _____________________

Reason ____________________________________________________________

___________________________________________________________________(2)

(d) The cell cycle in an onion root tip cell takes 16 hours.

Calculate the length of time Stage 2 lasts in a typical cell.

Give your answer to 2 significant figures.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

17


Time in Stage 2 = ________________________ minutes(3)

(e) Bacteria such as Escherichia coli undergo cell division similar to mitosis.

Figure 2 shows a growth curve for E. coli grown in a nutrient broth.

Figure 2

What type of cell division causes the change in number of E. coli cells at P?

___________________________________________________________________(1)

(f) Suggest why the number of cells levels out at Q.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________(2)

Independent Questions:Q4. Some students investigated the effect of pH on the growth of one species of bacterium.

They transferred samples of bacteria from a culture of this species to each of eight flasks. Each flask contained a solution of nutrients but at a different pH.

After 24 hours, the students measured the amount of bacterial growth.

(a) It was important that the flasks in which the bacteria grew were not contaminated with other microorganisms.

Describe two precautions the students should have taken to prevent this contamination.18


1. _________________________________________________________________

___________________________________________________________________

2. _________________________________________________________________

___________________________________________________________________(2)

(b) To see the effect of pH on the growth of the bacteria, other conditions should be kept constant.

Suggest two conditions which should have been kept constant for all eight flasks.

1. _________________________________________________________________

2. _________________________________________________________________(2)

(c) The graph shows the results of the investigation.

The students wanted to find the best pH for the growth of this species of bacterium.

(i) Use the graph to estimate the pH at which the bacteria would grow best.

pH _______________(1)

(ii) What could the students do to find a more accurate value for the best pH for growth of the bacteria?

______________________________________________________________

______________________________________________________________(1)

(Total 6 marks)

19


Lesson 3

Topic: Introducing pathogens and types of disease

1 Define "health" State of physical and mental well being2 What is the name for a disease that can be passed on from person

to person? Communicable (or infectious)

3 What is the name for a disease that can NOT be passed on from person to person? Non-communicable

4 State three factors other than disease that can have an impact on health Diet, stress, life events

5 State one consequence of long term physical ill health Depression6 What is the name given to a disease causing microorganism? Pathogen7

Define "risk factors" Factors that are linked to an increased rate of disease

8 State three risk factors for cardiovascular disease Diet, smoking and exercise9 State one risk factor for type 2 diabetes Obesity10 Name 2 organs effected by drinking alcohol Brain and Liver11 Name 2 potential impacts of smoking Lung disease and lung cancer12 State a risk factor for cancer Contact with carcinogens (including ionising

radiation)13

State two lifestyle factors that can impact an unborn babies development Smoking and drinking alcohol

14

Why is a sample of people used when investigating risk factors for diseases?

Too time consuming/impractical to sample whole population

15 0 0

Topic: Detailed disease case studies1 Name 4 types of pathogen Virus, bacteria, fungi, protist2 Name 3 viral diseases Measles, HIV, TMV (tobacco mosaic virus)3 Name 2 bacterial diseases Salmonella & Gonorrhoea4 Name 1 fungal disease Rose black spot5 Name 1 protist disease Malaria6 State 2 symptoms of measles Fever. Red skin rash7 State 2 symptoms of HIV Flu-like symptoms. AIDS8 State 1 symptom of TMV Discolouration of leaves9 State 2 symptoms of salmonella Fever. Cramps. Omitting . Diarrhoea10 State 2 symptoms of gonorrhoea Thick yellow/green discharge. Pain urinating11 State 2 symptoms of rose black spot Purple/black spots on leaves. Leaves turn yellow &

drop off12 How is measles spread & prevented? Spread: Air Prevented: Vaccination13 How is Gonorrhoea spread & prevented? Spread: Sex Prevented: Condoms14 How is Rose Black Spot spread & prevented? Spread: Direct contact Prevented: Fungicide &

destroying affected leaves15

How is Salmonella spread & prevented? Spread: Food Prevented: Cooking thoroughly &

20


washing hands

21


22

Notes


Biology Revision: Health and Pathogens

23

Key Knowledge

Health –

Pathogens –

Factors that affect mental and physical health:---

Communicable disease –

Non-communicable disease –

Four types of pathogen----

Bacteria make us feel ill because…

Viruses make us feel ill because…

Ways diseases can be spread:----Ways to prevent the spread of diseases:----

Mastery Matrix PointsDefine ‘health’ Describe three viral diseases in details – the effects, how they are spread,

how people are trying to reduce its impact (Measles, HIV and Tobacco Mosaic Virus)

List factors that affect mental and physical health

Define ‘pathogens’ and explain the difference between ‘communicable’ and ‘non-communicable’ diseases

Describe two bacterial diseases in detail – the effects, how they are spread, how people are trying to reduce its impact (Gonorrhoea and Salmonella)Explain how ‘viruses’, ‘bacteria’, ‘protists’ and ‘fungi’ are spread in animals

and plantsDescribe the how bacteria and virus cause problems within the body Describe one fungal disease in detail – the effects, how it is spread, how

people are trying to reduce its impact (Rose Black Spot)State 4 ways to reduce or prevent the spread of communicable diseases


1. Compare the structure and size of viruses and bacteria. (use WHEREAS!)

2. Describe three ways that communicable diseases can be spread between organisms.

3. Explain how to prevent the spread of an epidemic, such as swine flu.

4. Complete the table about the diseases.

Disease Type of pathogen How is it spread How can it be prevented?

Can it be treated? How?

Measles

HIV

TMV

Gonorrhoea

Salmonella

Rose black spot


Guided Exam QuestionQ5.Lungworm is an infection.

Lungworm can kill dogs.It is caused by a small worm.The diagram below shows the lifecycle of the lungworm.

(a) What type of organism is represented by the snail in the lifecycle of the lungworm?

Tick one box.

Fungus

Parasite

Protist

Vector

(1)

(b) Suggest how the spread of the lungworm disease can be prevented.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________(3)

(c) Malaria is a disease spread by mosquitoes.

Describe two ways to control the spread of malaria.

1. _________________________________________________________________

___________________________________________________________________

2. _________________________________________________________________

24


___________________________________________________________________ (2)Independent Questions:Q6. Influenza is caused by a virus.

(a) How do viruses cause illness?

___________________________________________________________________

___________________________________________________________________(1)

(b) A British company making a reality television show in the Peruvian Amazon has been accused of starting an influenza epidemic. This epidemic allegedly killed four members of a remote Indian tribe and left others seriously ill.

The members of the television crew did not show symptoms of influenza, but members of the Indian tribe died from the disease.

Suggest an explanation for this.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________(3)

(Total 4 marks)

25


Lesson 4

Topic: Preventing pathogens from making us unwell1 State 3 ways that pathogens can be spread Direct contact, water, air2 How do bacteria make us feel unwell? Produce toxins (poisons) that damage tissues3 How do viruses make us feel unwell? Live & reproduce in cells causing cell damage4 Name 4 of the body's non-specific defence systems Skin, nose, trachea, stomach5 How does the skin prevent pathogens from making us unwell? Prevent them from entering body6 How does the nose prevent pathogens from making us unwell? Mucus to trap dirt & pathogens, ciliated cells to sweep it out7 How does the trachea prevent pathogens from making us unwell? Mucus to trap dirt & pathogens, ciliated cells to sweep it out8 How does the stomach prevent pathogens from making us unwell? Stomach acid to kill pathogens9 State three ways that white blood cells can help to defend us against

pathogensPhagocytosis, antibody production, antitoxin production

10

Which type of white blood cell carries out phagocytosis? Phagocytes

11

Which type of white blood cell carries out antibody and antitoxin production?

Lymphocytes

12

State one thing that can trigger cancers to form Viruses in cells

13

What causes tumours to form? Changes in cells that lead to uncontrolled growth and division

14

Define "benign tumour" Growth of abnormal cells contained in ONE area in a membrane

15

Define "malignant tumour" Growth of abnormal cells that SPREAD to other parts of the body in blood and INVADE other tissues.

Topic: Developing new medicines1 State three ways that drugs can be produced Extracted from plants, microorganisms & synthesised2 Where does the heart drug digitalis originate from? Foxgloves (plant)3 Where does the pain killer aspirin originate from? Willow trees4 Where does the antibiotic penicillin originate from? Penicillium mould5 State three things that drugs are tested and trialled for before use 1) Toxicity (safe), 2) efficacy (does it work), 3) dose (quantity)6 What is used to test drugs during preclinical testing? Cells, tissues & live animals7 Who are medicines tested on in stage 1 of clinical trials? Healthy volunteers (low doses - test for toxicity)8 Who are medicines tested on in stage 2 of clinical trials? Patient volunteers (low doses - test for efficacy & dose)9 What is a double blind trial? Neither experimenter or patient knows if they are taking

medicine or placebo10

What is a placebo? A substance that contains no medicine (a control)

11

What is the name for the injection given to patients to prevent them from catching an infectious disease?

Vaccination

12

Describe step 1 of vaccinations 1) small quantity of dead/inactive pathogen

13

Describe step 2 of vaccinations 2) white blood cells produce correct antibody (slowly)

14

Describe step 3 of vaccinations 3) pathogen enters body & WBC produce correct antibodies (quickly)

15

State two benefits of vaccination Prevent illness in an individual & prevent spread to others

Topic: Monoclonal antibodies (triple only) (B.39)1 State the two cells required to produce monoclonal antibodies 1) Mouse lymphocyte 2) tumour cell2 Name the cell that is produced from joining the two cells together in

monoclonal antibody productionHybridoma

3 State 4 uses of monoclonal antibodies Diagnosis (e.g. pregnancy tests), testing in labs, tagging molecules with dye, disease treatment

4 How are monoclonal antibodies used in cancer treatment MAB bound to radioactive substance that finds & binds with cancer cells

5 Why are "monoclonal antibodies" given this name? Formed from clones of a single hybridoma cell

26


6 Where is the lymphocyte that is used in monoclonal antibodies collected from? A mouse7 Why is a lymphocyte used for making monoclonal antibodies? It produces a specific antibody8 Why is a tumour cell used in the production of monoclonal antibodies? It divides rapidly9 State two advantages of using monoclonal antibodies Treat a wide range of conditions, bind to specific

cells so as not to damage surrounding cells10 State two disadvantages of using monoclonal antibodies Expensive, lots of side effects11 State 3 examples of side effects caused by monoclonal antibodies Fever, muscle pains, nausea12 State 4 uses of monoclonal antibodies Diagnosis (e.g. pregnancy tests), testing in labs,

tagging molecules with dye, disease treatment13 How are monoclonal antibodies used in cancer treatment MAB bound to radioactive substance that finds &

binds with cancer cells14 State two advantages of using monoclonal antibodies Treat a wide range of conditions, bind to specific

cells so as not to damage surrounding cells15 State two disadvantages of using monoclonal antibodies Expensive, lots of side effects

27

Notes


Biology Revision: Preventing Diseases

28


1. Describe the physical and chemical barriers preventing pathogens from entering the body.

2. Explain the roles of phagocytes and lymphocytes (types of white blood cell) in the immune system.

3. Describe and explain the shape of this graph showing the number of antibodies produced during a first and second chickenpox infection.

4. Explain how the measles vaccine helps to prevent a person becoming ill from the measles pathogen.

5. The flu vaccine is often given out in the UK to vulnerable groups, rather than the whole population. Discuss why the government has chosen to immunise only select groups of people, such as 65+ years old and pregnant women.

6. A student has influenza cause by a virus. Discuss which of the medicines, painkillers, antibiotics or antivirals, would be suitable to give them. Explain why.

Notes

Key Knowledge

How do these parts of the body try to prevent pathogens entering?Skin –

Nose –

Trachea and bronchi –

Stomach –

Three jobs of white blood cells – ---

Definition: Vaccination –

Phagocytosis –

Immunising –

Antibiotics – e.g.

Painkillers – e.g.

Antivirals –

Disadvantage of antivirals:

Mastery Matrix PointsDescribe how the body prevents entry of pathogens into the body Explain the use of antibiotics and other medicinesDescribe how the immune system tackles pathogens once they have made it into the body (phagocytosis, antibody production and antitoxin production)

Compare and contrast painkillers and antibiotics

Explain how vaccines work Explain the benefits and drawbacks of antibiotics and limitations of antivirals

Discuss the global use of vaccination in the prevention of disease


Biology Revision: Developing New Medicines

29


1. Explain how new antibiotic resistant strains of bacteria have developed.

2. Describe how a new drug would be tested to ensure it is safe.

3. Describe how monoclonal antibodies are produced using the words specific, protein antigen, hybridoma, lymphocytes. (triple only)

4. Describe how monoclonal antibodies can be used in detail. (triple only)

5. Why haven’t monoclonal antibodies been used as widely as first expected? (triple only)

Key KnowledgeTraditional medicinal drugs were made from__________. Now most are chemically ___________, but might still start from a _______ extract.

During preclinical testing…

During clinical testing…

Drugs are trialled to check the:---

Drug Made from

Used to treat

DigitalisAspirinPenicillin

Definitions:Placebo -

Double blind trial -

Toxicity -

Efficacy -

Dose -

Monoclonal antibodies -

Mastery Matrix PointsDescribe how bacteria have developed resistance to antibiotics – in particular MRSA (and use this as an example of evolution)

Explain the production and use of monoclonal antibodies (triple only)

Describe how many new drugs are still developed from plants and microorganisms (including digitalis and aspirin)

Evaluate the advantages and disadvantages of using monoclonal antibodies (triple only)

Explain how preclinical and clinical trials are used to test new drugs (including tests for safety, effectiveness, toxicity and dosage)


Guided Exam QuestionQ7. Read the following passage.

One of the deadliest diseases in history to be making a comeback in Britain. Doctors are alarmed at the rising number of cases of tuberculosis (TB) over the past three years, after decades in which it had declined.In the middle of the last century TB accounted for 16% of all deaths in Britain. The turning point in the fight against TB came in 1882 when Robert Koch identified the bacterium that causes the disease. In 1906 two French scientists began developing the vaccine to provide immunity against TB. The vaccine, BCG, (so-called from the initials of the two scientists) has routinely been injected into children aged 12 or 13 who are not already infected with the TB bacterium. BCG does not protect people who are already infected with TB. Recently, however, some Health Authorities have dropped their school vaccination programme.

(a) People infected with a small number of TB bacteria often do not develop the disease.

Explain, as fully as you can, how the body defends itself against the TB bacteria.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________(3)

(b) The BCG vaccine contains a mild form of the TB bacterium. A person injected with it does not develop the disease.

Explain, as fully as you can, how the vaccine makes the person immune to tuberculosis.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________(3)

(c) Explain why the BCG vaccine is not effective as a cure for people who already have tuberculosis.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________(2)

(Total 8 marks)

30


Independent question:Q8. Drugs must be trialled before the drugs can be used on patients.

(a) (i) Before the clinical trials, drugs are tested in the laboratory.The laboratory trials are not trials on people.

What is the drug tested on in these laboratory trials?

______________________________________________________________(1)

(ii) Drugs must be trialled before the drugs can be used on patients.

Give three reasons why.

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________(3)

(b) Read the information about cholesterol and ways of treating high cholesterol levels.

Diet and inherited factors affect the level of cholesterol in a person's blood.Too much cholesterol may cause deposits of fat to build up in blood vessels and reduce the flow of blood. This may cause the person to have a heart attack.Some drugs can lower the amount of cholesterol in the blood.

The body needs cholesterol. Cells use cholesterol to make new cell membranes and some hormones. The liver makes cholesterol for the body.

Some drugs can help people with high cholesterol levels.

Statins block the enzyme in the liver that is used to produce cholesterol.People will normally have to take statins for the rest of their lives. Statins can lead to muscle damage and kidney problems. Using some statins for a long time has caused high numbers of deaths.

Cholesterol blockers reduce the absorption of cholesterol from the intestine into the blood.Cholesterol blockers can sometimes cause problems if the person is using other drugs.

Evaluate the use of the two types of drug for a person with high cholesterol levels.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

31


___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________(6)

(Total 10 marks)Q9.

Monoclonal antibodies are used to measure the levels of hormones in the blood.Pregnant women produce the hormone HCG.HCG is excreted in urine.Figure 1 shows four pregnancy test strips.

Figure 1

(a) Which test strip shows a negative test result?

Tick one box.

A B C D(1)

(b) Monoclonal antibodies are used for pregnancy testing.

Give one other use of monoclonal antibodies.

___________________________________________________________________(1)

32


(c) Figure 2 shows the parts of a pregnancy test strip.

Figure 2

The pregnancy test strip will show a positive test result when a woman is pregnant.

Explain how the pregnancy test strip works to show a positive result.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________(6)

(Total 8 marks)

33


Lesson 5 Topic: Plant diseases1 State 7 ways of detecting plant diseases 1) Stunted growth, 2) Spots on leaves, 3) areas of decay, 4) growths,

5) malformed leaves/stems, 6) discolouration, 7) pests2 State 3 ways of identifying a plant disease 1) Gardening manual/website, 2) testing in lab, 3) testing using MAB

(monoclonal antibodies)3 Name one viral disease that affects plants Tobacco Mosaic Virus (TMV)4 Name one fungal disease that affects plants Rose black spot5 Name one insect that affects plants aphids6 State the effect of nitrate deficiencies in plants "Stunted growth 7 (nitrate ions required for protein synthesis)"8 State the effect of magnesium deficiencies in

plants"Chlorosis (discolouration)

9 (magnesium ions needed to make chlorophyll)"10

Name 3 physical defences in plants 1) cellulose cell walls, 2) tough waxy cuticle, 3) layers of dead cells on stems (e.g. bark)

11

Name 2 chemical defences in plants 1) antibacterial chemicals, 2) poisons

12

Name 3 mechanical adaptations of plants 1) Thorns/hairs, 2) drooping/curling leaves, 3) mimicry

13

What is the name given to the chemical that is sprayed on plants to kill pests?

Pesticides

14

What is the name given to the chemical that is sprayed on plants to kill weeds?

Herbicides

15

What is the name given to chemicals that are sprayed on plants to encourage growth?

Fertilisers

34


35

Notes


Biology Revision: Using Data

36

Key Knowledge

Define:Epidemiological:

State 2 risk factors for:1) Cardiovascular disease:

(i)(ii)

2) Type 2 diabetes(i)(ii)

3) Reduced brain function(i)(ii)

4) Reduced liver function(i)(ii)

5) Lung disease/lung cancer(i)(ii)

6) Foetal damage(i)(ii)

Mastery Matrix PointsDescribe situations where types of diseases interact (poor physical health, viruses causing cancer, pathogens -> allergic reactions, immune system defects -> more susceptible to infectious disease)Translate numerical information between tables and graphsConstruct and interpret bar charts and histogramsConstruct and interpret frequency tables and diagramsApply the techniques of scientific sampling to disease incident informationDiscuss the human and financial cost of non-communicable diseases (individual, local community, national and global level)Describe the causal mechanisms of some risk factors for non-communicable diseases (causes of: cardiovascular disease, type 2 diabetes, brain and liver function, lung disease and lung cancer, cancers and foetal damage) including the effects of diet, alcohol and smokingUse a scatter diagram to identify a correlation between two variables (linking to disease incidence)


1) Describe and explain the relationship shown in this graph (6 marks)

a. 2) Describe the relationships shown in this graph (6 marks)


Biology Revision: Plant Diseases

37


1. Describe what aphids are.

2. Describe three physical defences plants can have against disease.

3. Describe two chemical defences plants can have against disease.

4. Describe three mechanical adaptations plants can have against disease.

Key KnowledgeSeven signs of plant diseases:-------

Three ways to check what disease a plant has:---

Type Example that affects plants

VirusFungusInsect

Deficiency diseases –

Ions Symptoms of deficiency

Why is this mineral important to plants?

Nitrate

Magnesium

Mastery Matrix Points TRIPLE ONLYExplain how diseases in plants can be detected (triple only)Describe the types of diseases that can affect plants (triple only)Explain the adaptations of plants that help them to defend themselves against diseases (triple only)


Guided Exam Question10. Influenza is a disease caused by a virus.

(a) Explain why it is difficult to treat diseases caused by viruses.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________(2)

(b) In some years there are influenza epidemics.

The graph shows the death rate in Liverpool during three influenza epidemics.

(i) The population of Liverpool in 1951 was approximately 700 000. Calculate the approximate number of deaths from influenza in week 4 of the 1951 epidemic. Show clearly how you work out your answer.

______________________________________________________________

______________________________________________________________

Number of deaths _______________ (2)

(ii) In most years, the number of deaths from influenza in Liverpool is very low.

Explain, in terms of the influenza virus and the body’s immune system, why there were large numbers of deaths in years such as 1918 and 1951.

______________________________________________________________

______________________________________________________________

______________________________________________________________

38


______________________________________________________________

______________________________________________________________

______________________________________________________________(3)

(Total 7 marks)Independent Questions:Q11. A gardener is looking at the plants in his greenhouse.

(a) Some of the plants have a disease.

Give two ways the gardener could identify the pathogen infecting the plants.

1. _________________________________________________________________

___________________________________________________________________

2. _________________________________________________________________

___________________________________________________________________(2)

(b) Plants can become unhealthy if they do not have essential mineral ions.Describe the appearance of plants with:• nitrate deficiency• magnesium deficiency.

Nitrate deficiency ____________________________________________________

___________________________________________________________________

Magnesium deficiency ________________________________________________

___________________________________________________________________(2)

(c) Plants need other mineral ions.• Potassium ions are needed for healthy root growth.• Phosphate ions are needed for healthy flowers and fruits.The gardener makes his own garden compost.The percentage (%) of minerals in his compost was compared with two fertilisers he could buy.The data are shown in the table below.

Percentage (%) mineral content

Nitrateions

Phosphateions

Potassiumions

Costin £ / kg

Garden compost 0.5 0.3 0.8 0.00

Fertiliser S 5.0 1.3 6.6 4.99

Fertiliser T 3.0 12.0 6.0 9.99

39


The gardener buys Fertiliser S.

Explain why he chose Fertiliser S.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________(4)

(Total 8 marks

40


Lesson 6

Topic: Breathing and respiration1 What is the name of respiration with oxygen? Aerobic2 What is the name of respiration that occurs

without oxygen?Anaerobic

3 What is the word equation for aerobic respiration Oxygen + glucose -> carbon dioxide + water

4 What is the balanced symbol equation for aerobic respiration

C6H12O6 + 6O2 -> 6CO2 + 6H2O

5 What is the word equation for anaerobic respiration in animals

Glucose -> Lactic acid

6 What is the balanced symbol equation for anaerobic respiration in animals

C6H12O6 -> 2C3H6O3

7 What is the word equation for anaerobic respiration in yeast & plant cells

Glucose -> Ethanol + carbon dioxide

8 What is anaerobic respiration in yeast cells called? Fermentation9 What happens to your breathing and heart rate

when you exercise?Increase

10

What is the name of the main organ in the respiratory system?

Lungs

11

What is the name of the sheet of muscle beneath the lungs?

Diaphragm

12

What is the scientific name for the windpipe? Trachea

13

What is the scientific name for the air sac? Alveoli

14

The windpipe divides into two tubes when it reaches the lungs. What are these tubes called?

Bronchi/bronchus

15

State three uses of energy in organisms 1) Chemical reactions to build larger molecules, 2) movement, 3) keeping warm

Topic: The Heart (B.15)1 Which type of vessel leaves the heart? Arteries2 Which type of vessel enters the heart? Veins3

What is the name of the 4 chambers of the heart? Top: Left/right AtriumBottom: Left/right ventricle

4 Where is the body's natural pacemaker (cells that control the bodies resting heart rate)? Right atrium

5 What is the name of the blood vessel that enters the heart from the body? Vena Cava

6 What is the name of the blood vessel that enters the heart from the lungs? Pulmonary vein

7 What is the name of the blood vessel that goes to the lungs from the heart? Pulmonary artery

8 What is the name of the blood vessel that goes from the heart to the rest of your body? Aorta

9 Which side of the heart is thicker? Left10

Which side of the heart pumps oxygenated blood out of it and which side pumps deoxygenated?

Oxygenated = LeftDeoxygenated = Right

11

What is the name for removing a heart from one person and placing it into another person? Transplant

1 What is the name of the drug that reduces that amount of Statins41


2 cholesterol in a person’s body?13 Which organ does a statin effect? Liver

14 State 3 adaptations of a red blood cell *no nucleus, *biconcave shape, *small

15 State 2 adaptations of a white blood cell Cytoplasm contains enzymes, flexible cell membrane

Topic: The Blood (B.16)1 Which type of blood vessel has thin walls but a large lumen? Vein2 Which type of blood vessel has thick walls but a small lumen? Artery3 Which type of blood vessel has valves? Veins4 Which type of blood vessel has a pulse? Artery5 Give one non-surgical intervention that can reduce the changes of

heart disease/a heart attackExercise/diet

6 What is the name of the specialised cell that is designed to carry oxygen?

Red Blood Cell

7 What is the name of the specialised cell that is designed to fight pathogens?

White Blood Cell

8 What is the name of the specialised cell that helps to clot our blood? Platelets9 What is the name of the liquid part of blood that carries dissolved

substances?Plasma

10

Give one substance that is carried in the plasma of blood Carbon dioxide/urea/glucose

11

What is the name of the substance that can block arteries? Cholesterol

12

What is the name of a disease that occurs when the blood vessels in the muscle of the heart get blocked?

Coronary Heart Disease

13

What are the blood vessels that provide the heart with oxygen called?

Coronary arteries

14

What is the name of the piece of wire mesh put inside a blood vessel to keep it open?

Stent

15

State the equation to calculate blood flow rate calculations "Cardiac output = heart rate x stroke volume

Topic: Exercise and metabolism (B.40)1 What is the effect of exercise on heart rate during exercise? Increase2 What is the effect of exercise on breathing rate and breathing

volume during exercise?Increases

3 Why does heart rate, breathing rate and breathing volume increase during exercise

Supply muscles with more oxygenated blood

4 Which type of respiration occurs if there is insufficient oxygen available?

Anaerobic respiration

5 State two effects of long periods of anaerobic respiration Build up of lactic acid and oxygen debt

42


6 Where is lactic acid broken down? (HT only) The liver7 How is lactic acid broken down? Reacts with oxygen to convert to glucose8 Define "oxygen debt" Amount of O2 required to break down lactic

acid9 How would the lung capacity of an athlete compare to a non-athlete Larger10 How would the resting heart rate of an athlete compare to a non-

athlete?Lower

11 Define "metabolism" Sum of all reactions in a cell/body12 During metabolism, glucose is converted into which three

substances?1) Starch, 2) glycogen, 3) cellulose

13 During metabolism, lipids are formed from which molecules? 1 molecule glycerol, 3 molecules fatty acids14 During metabolism, which substances are used for form amino acids? Glucose and nitrate ions15 State two ongoing processes that are part of metabolism Respiration and deamination

43

Notes


Biology Revision: Breathing and Respiration

`

44


1. Describe how these factors change during vigorous exercise: (i) breathing rate(ii) heart rate(iii) breath volume.

2. Explain why these factors change during vigorous exercise:(i) breathing rate(ii) heart rate(iii) breath volume.

3. Explain why anaerobic respiration takes place during vigorous exercise.

4. Explain what happens to the lactic acid produced during vigorous exercise.

5. Compare anaerobic respiration in humans to anaerobic respiration in yeast.

6. Describe the process of gas exchange.

7. Describe and explain how the lungs. 8. Label the lungs:are adapted for gas exchange

Notes

Key KnowledgeAerobic Respiration –

Word equation:

Symbol equation:

Happens in:

Anaerobic Respiration –

Word equation:

Symbol equation:

Happens when:

Fermentation -

Word equation:

Symbol equation:

Happens in:

Uses of fermentation:

Oxygen debt –

Gas exchange -

Mastery Matrix PointsDescribe the purpose of cellular respiration, recalling the word & symbol equation for aerobic respirationExplain how the body responds to exercise in terms of heart rate, breathing rate and breath volumeExplain when anaerobic respiration occurs in humans and recall the word equation for this processExplain what is meant by the term ‘oxygen debt’Explain how lactic acid is converted back into glucose following a period of vigorous activity (triple only)Explain anaerobic respiration in yeast, recalling the word equation for this processDescribe how this process of anaerobic respiration (fermentation) is used by humans in the manufacturing industryLabel the structure and describe the function of the human lungs (including how they are adapted for gaseous exchange)


Biology Revision: Blood and the Heart

45

Key Knowledge

What are the roles of these parts of the heart?Vena cava – Pulmonary artery – Pulmonary vein – Aorta –

Which part of the heart contains the cells that are the body’s natural pacemaker?

Blood vessel

Job adaptations

Artery

Vein

Capillary

Rate of blood flow =

Four parts of the blood and their function:- - - -

Definition of coronary heart disease:

What are:Stents?Statins?Pacemaker?Transplant?

Mastery Matrix PointsDescribe the structure and function of the human heartDescribe the roles of the four blood vessels associated with the heartDescribe the 3 different types of blood vessel in the body and their structureCarry out rate calculations for blood flowDescribe how our body controls our natural resting heart rateDescribe the composition of blood and know the functions of each of the componentsDraw blood cells from under a microscope and recognise different types of blood cells from a photo or diagram, explaining how they are adapted to their functionsDescribe coronary heart diseaseDescribe what a ‘stent’, ‘statin’, ‘mechanical/biological valve replacement’, ‘pacemaker’ and ‘transplant’ areEvaluate the advantages and disadvantages of treating cardiovascular diseases using drugs, mechanical devices or transplantsEvaluate risks associated with the use of blood products


1. Explain how the heart works including the route the blood travels through and where the blood flows.

2. Which side of the heart is more muscular? Explain why.

3. Calculate the cardiac output of the heart if the 4. Label the components of blood on this microscope photo. stroke volume is 50cm3 and the heart rate is 67bpm?

5. Evaluate the risks of having a blood transfusion.

6. Explain what coronary heart disease is. Explain the causes and effects too.

7. Evaluate the four ways to treat heart conditions. Give a pro and con for each.

ABCD

EFGHI

What are:A:B:C:D:E:F:G:H:I:


Guided Exam QuestionQ12.All living cells respire.

(a) Respiration transfers energy from glucose for muscle contraction.Describe how glucose from the small intestine is moved to a muscle cell.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________(2)

(b) The diagram below shows an experiment to investigate anaerobic respiration in yeast cells.

What is the purpose of the liquid paraffin in Tube A?

Tick one box.

To prevent evaporation

To stop air getting in

To stop the temperature going up

To stop water getting in

(1)

(c) The indicator solution in Tube B shows changes in the concentration of carbon dioxide (CO2).

The indicator is:• blue when the concentration of CO2 is very low• green when the concentration of CO2 is low• yellow when the concentration of CO2 is high.

What colour would you expect the indicator to be in Tube B during maximum rate of anaerobic respiration?

Tick one box.

Blue

Green

Yellow

46

Key Knowledge

What are the roles of these parts of the heart?Vena cava – Pulmonary artery – Pulmonary vein – Aorta –

Which part of the heart contains the cells that are the body’s natural pacemaker?

Blood vessel

Job adaptations

Artery

Vein

Capillary

Rate of blood flow =

Four parts of the blood and their function:- - - -

Definition of coronary heart disease:

What are:Stents?Statins?Pacemaker?Transplant?


1. Explain how the heart works including the route the blood travels through and where the blood flows.

2. Which side of the heart is more muscular? Explain why.

3. Calculate the cardiac output of the heart if the 4. Label the components of blood on this microscope photo. stroke volume is 50cm3 and the heart rate is 67bpm?

5. Evaluate the risks of having a blood transfusion.

6. Explain what coronary heart disease is. Explain the causes and effects too.

7. Evaluate the four ways to treat heart conditions. Give a pro and con for each.

Oasis Academy South Bank(1)

(d) Suggest how the experiment could be changed to give a reproducible way to measure the rate of the reaction.

Include any apparatus you would use.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________(2)

(e) Compare anaerobic respiration in a yeast cell with anaerobic respiration in a muscle cell.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________(3)

(Total 9 marks)Independent Exam Questions:Q13. The circulatory system contains arteries and veins.

(a) (i) Describe how the structure of an artery is different from the structure of a vein.

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________(2)

(ii) A comparison is made between blood taken from an artery in the leg and blood taken from a vein in the leg.

Give two differences in the composition of the blood.

1. ____________________________________________________________

______________________________________________________________

2. ____________________________________________________________

47


______________________________________________________________(2)

(b) During operations patients can lose a lot of blood. Patients often need blood transfusions to keep them alive.

The text shows information about a new artificial blood product.

Suggest two possible advantages of using the new artificial blood, instead of using human blood for a transfusion in humans.

1. _________________________________________________________________

___________________________________________________________________

2. _________________________________________________________________

___________________________________________________________________(2)

(Total 6 marks)

48


Lesson 7

Topic: Digestion1

Which enzyme breaks down lipids, carbohydrates and proteins?

Lipids = lipasecarbohydrates = amylaseProteins = protease

2 Which enzyme is produced by the salivary glands? Amylase3 What is the name of the leaf shaped organ that produces

enzymes? Pancreas

4 What is the name of the organ that produces bile? Liver5 What is the name of the organ that stores bile? Gall bladder6 Is bile acidic or alkaline? Alkaline7 What is added to the stomach to kills pathogens? Hydrochloric acid8 What is the name of the process that breaks down large

globules of fat into smaller ones? Emulsification

9 Write the word equation for the digestion of carbohydrates Starch -> glucose

10 Write the word equation for the digestion of proteins Proteins -> amino acids

11 Write the word equation for the digestion of fats lipids -> fatty acids + glycerol

12

Which part of the digestive system are nutrients and water absorbed into the blood from?

Nutrients = small intestineWater = large intestine

13 What is the scientific name for the food pipe? Oesophagus

14

What is the name of the process where food is pushed down the food pipe? Peristalsis

15

Name the food group that cannot be digested in the body Fibre

Topic: Transport in cells (diffusion, active transport and osmosis)

(B.19)1 Substances moving from a high concentration to a low

concentration is called… Diffusion

2 Two examples of diffusion in humans are: CO2 + O2 in gas exchange, urea from cells to blood3

Three factors that affect the rate of diffusion are: Concentration gradient, temperature, surface area of the membrane

4 How are single celled organisms adapted for diffusion? Large surface area : volume ratio5 How is the small intestine adapted for exchanging

materials?*Villi for large S.A. *villi one cell thick *good blood supply

6How is the lungs adapted for exchanging materials? *Alveoli large surface area: volume ratio, surface is moist,

good blood supply7

How is the gills adapted for exchanging materials? *large S.A. *moist *good blood flow to maintain concentration gradient

8How is the roots adapted for exchanging materials? *Large SA to volume ratio *lots of mitochondria

for respiration -> energy for active transport9 How is the leaves adapted for exchanging materials? *Stomata *thin so that distance for diffusion is smaller10 Four ways that to increase the rate of transport *Large surface area, thin membrane, efficient blood supply

(in animals), well ventilated (in animals)11

Water moves from a dilute to concentrated solution Osmosis

49


across a partially permeable membrane via...12 Pure water will move into a potato because of Osmosis13

(RP) How can you tell the concentration of sugar in a piece of potato?

1) Place into different concentrations of sugar solution. 2) Plot graph 3)Find concentration where change in mass is 0

14

When a substance moves against the concentration gradient, it is called.. Active transport

15 Active transport requires ________ from _________. energy respiration

50


51

Notes


Biology Revision: Digestion

52

Key KnowledgeMetabolism -

Digestion –

Enzymes –

Lock and key model (include a diagram) –

Enzyme Breaks down…

To produce…

Enzyme Produced in Works in

Food Tests:Chemical Used to test

for:Positive result is:

Rate of reaction =

Five processes that contribute to our metabolism-----

Mastery Matrix PointsDescribe what the digestive system isExplain the role of enzymes in the digestive system making reference to ‘lock and key’Explain how carbohydrates, proteins and lipids are synthesised, broken down and used, making reference to sugars, amino acids, fatty acids and glycerolLink carbohydrase (amylase), protease, lipase & bile to the breakdown of particular food groups, identifying where they are produced

Define ‘metabolism’Calculate the rate of given chemical reactions Explain the 5 processes that contribute to our metabolism (starch formation, lipid formation, protein synthesis, respiration and protein breakdown)


1. What is the purpose of the digestion system?

2. Explain the role of enzymes in the digestive system. You must make reference to the “lock and key” model in your answer.

3. Explain how carbohydrates are broken down in the body. You should include the reactants, the products, the relevant enzyme and organs in your answer.

4. Explain how proteins are broken down in the body. You should include the reactants, the products, the relevant enzyme and organs in your answer.

5. Explain how lipids are broken down in the body. You should include the reactants, the products, the relevant enzyme and organs in your answer.

6. Describe the role of bile in the body. Include where it is produced, stored and where it works.


Biology Revision: Diffusion

53


1. Describe the diffusion of urea in the kidneys.

2. Describe the process of gas exchange.

3. Ameoba is a single celled organism. Explain why amoeba does not need a respiratory system or circulatory system.

4. The surface area to volume ratio of cell A is 5:1. Cell B has a surface area to volume ratio of 0.75:1. In which cell will diffusion happen faster? Explain your answer.

5. Explain the adaptations of these structures that help molecules diffuse efficiently across them. a. Gills

b. Lungs

c. Roots

d. Leaves

e. Small intestine

Key Knowledge

Diffusion –

Two examples of diffusion --

Factor How this affects the rate of diffusion

TemperatureConcentration gradient (difference)Surface area of membrane

Method for calculating surface area to volume ratio (SA:V) –

Mastery Matrix PointsDefine ‘diffusion’ and give examples of diffusion in plants and animals (gas exchange and urea in the kidney)Explain how different factors affect the rate of diffusion1. (concentration, surface area, temperature)Calculate surface area: volume ratiosExplain how surface area: volume ratio of a single celled organism (amoeba) allows sufficient molecule transportExplain adaptations for exchange materials in: small intestines, lungs, gills, roots and leaves


Guided Exam QuestionQ14. (a) The diagram shows four ways in which molecules may move into and out of a cell. The dots show the concentration of molecules.

The cell is respiring aerobically.Which arrow, A, B, C or D, represents:

(i) movement of oxygen molecules; __________

(ii) movement of carbon dioxide molecules? __________(2)

(b) Name the process by which these gases move into and out of the cell.

___________________________________________________________________(1)

(c) Which arrow, A, B, C or D, represents the active uptake of sugar molecules by the cell?

___________________________________________________________________

Explain the reason for your answer.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________(2)

Q15. Some students investigated the effect of pH on the digestion of boiled egg white by an enzyme called pepsin. Egg white contains protein.

The students:• put a glass tube containing boiled egg white into a test tube• added a solution containing pepsin at pH 7• set up six more tubes with solutions of pepsin at different pH values• left the test tubes for 24 hours at room temperature.The image below shows one of the test tubes, at the start and at the end of the 24 hours.

of 97


At start 24 hours later

(a) (i) Name the product of protein digestion.

______________________________________________________________(1)

(ii) What type of enzyme digests protein?

Tick ( ) one box.

amylase

lipase

protease

(1)

(b) The egg white in each tube was 50 mm long at the start of the investigation. The table below shows the students’ results.

pH Length in mm of boiled egg white after 24 hours

1 382 203 344 455 506 507 50

(i) At which pH did the pepsin work best?

pH _________________(1)

(ii) The answer you gave in part (b)(i) may not be the exact pH at which pepsin works best.

What could the students do to find a more accurate value for this pH?

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________ (2)

of 97


(iii) There was no change in the length of the egg white from pH 5 to pH 7.

Explain why.

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________(2)

(c) Pepsin is made by the stomach.

Name the acid made by the stomach which allows pepsin to work well.

___________________________________________________________________(1)

Q16. Describe the roles of the liver and the pancreas in the digestion of fats.

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________(5)

of 97


Lesson 7

Topic: RP: Food tests (B4) (B.44)1 How are the food samples prepared? Mash up using a pestle and mortar, add

distilled water, filter to make a solution.2 What reagent is used to test for starch? Iodine3 What is the negative result for starch (no starch)? orange/brown4 What is the positive result for starch (starch is present)? blue/black5 What is the reagent used to test for sugars? Benedict's6 What conditions are needed for Benedict's? Water bath at 80⁰C for 5 min7 What is the negative result for sugars (no sugars present)? blue8 What is the positive result for sugars (sugars are present)? green --> orange --> red9 What reagent is used to test for lipids? Ethanol followed by distilled water10 What must be done to the solution when ethanol is added? Shaken11 What is a negative result for lipids (no lipids present)? No white emulsion forms12 What is a positive result for lipids (lipids present)? A white emulsion forms13 What reagent is used to test for proteins? Biuret solution (copper sulphate + sodium

hydroxide)14 What is a negative result for proteins (no proteins present)? blue15 What is a positive result for proteins (proteins present)? purple

Topic: RP: Enzymes (B5) (B.45)1 What is the independent variable? pH of buffer solution2 What is the dependent variable? time taken for starch to break down into simple sugars (iodine

solution to turn from black to brown)3 Name 5 control variables 1) Volume of starch solution

2) Temperature of solution3) How the mixture is stirred4) Volume of amylase solution5) Time intervals

4 What piece of equipment is used to place the test solution in?

Spotting tile

5 How is the temperature controlled? Using a water bath6 Name one risk and precaution Iodine is an irritant so avoid contact with skin7 How do you know when all of the starch is broken

down?Samples of solution in the spotting tiles turn back to orange/brown

8 How can accuracy of the measurements be improved?

1) Remove the first drop of solution as soon as the amylase is added2) Use a pipette to measure each drop accurately3) Start the timer immediately

9 Why must the solution be constantly mixed? To ensure that all of the amylase and starch bind to each other10 Name one random error Different sizes of drops of solution added to the spotting tile11 What has happened to amylase below pH6 and

above pH 7?Amylase has denatured

12 How can the rate of reaction be calculated? rate = 1 / time13 How will the results be displayed? Plotting a graph of pH against rate14 What results should you see? A curve with the rate reaching an optimum at approximately pH715 What are possible variations on this method? 1) Investigating the effect of pH on any other enzyme

2) Investigating the effect of temperature on any enzyme

of 97


Notes

of 97


Biology Revision: Required Practical – Food tests Key KnowledgeWhich chemicals are used to test for each of the substances below?

(i) Protein

(ii) Carbohydrates (Starch)

(iii) Carbohydrates (Sugars)

(iv) Lipids

What is a waterbath used for?

What is distilled water?

Mastery Matrix PointsRequired practical: Use qualitative reagents to test for a range of carbohydrates, proteins and lipids

1. Tyreese tested substance X to decide whether or not it contains protein. Explain what reagent he should have used and what he would expect as a result if protein was present and if it wasn’t present.

2. Marina tested substance Y to decide whether or not it contains lipids. Explain what reagent she should have used and what he would expect as a result if lipids were present and if they weren’t present.

3. Susan tested substance Z to decide whether or not it contains sugars. Explain what reagent she should have used and what he would expect as a result if sugars were present and if they weren’t present.

4. Ben tested substance A to decide whether or not it contains starch. Explain what reagent she should have used and what he would expect as a result if starch was present and if it wasn’t present.

5. What would happen to the pH of a solution if lipids were broken down by lipase? Explain your answer.


Biology Revision: RP: pH and Enzymes Key KnowledgeWhat are the variables in this experiment?

(i) Independent variable

(ii) Dependent variable

(iii) Controlled variables:----

What is a water bath?

What substance is amylase used to break down?

Write the word equation for the break down of starch.

What is the indicator used to test pH?

Mastery Matrix PointsDescribe the effects of temperature and pH on the rate of enzyme reactions and investigate the effect of pH on the rate of reaction of amylaseRequired practical: Investigate the effect of pH on the rate of reaction of amylase enzyme

1. Describe a method that can be usd to investigate the effect of pH on the rate of reaction of amylase.Apparatus:Step 1:Step 2:Step 3:Step 4:Step 5:Step 6:Health and safety:

2. From the graphs below, identify the optimum pH and temperature for these enzymes.

3. Explain why enzymes stop working when the temperature is too high. Refer to the lock and key model in your answer.


Q17. Amylase is an enzyme found in the human body.Amylase breaks down starch into sugars.

(a) Where is amylase produced in the human body? Tick one box.

Liver and pancreas

Liver and stomach

Salivary glands and pancreas

Salivary glands and stomach

(1)

(b) Enzymes speed up chemical reactions. Explain how amylase breaks down starch.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________(3)

(c) One sugar in the body is glucose. Glucose is used for respiration. Give one other use for glucose in the body.

___________________________________________________________________(1)

(d) A student investigated the effect of temperature on the activity of human amylase.

This is the method used.

1. Put 2 cm3 of 1% starch solution into a boiling tube.2. Put 2 cm3 of amylase solution into a second boiling tube.3. Put both boiling tubes into a water bath at 20 °C.4. After 5 minutes, mix the amylase and the starch together in one boiling tube.5. After 30 seconds, add a drop of the starch and amylase mixture to a drop of iodine

solution in one well of a spotting tile.6. Repeat step 5 until the iodine solution no longer changes colour.7. Repeat steps 1 – 6 at 40 °C and at 60 °C and at 80 °C

Why did the student leave the starch and amylase solutions in the water bath for 5 minutes in step 3?

___________________________________________________________________

___________________________________________________________________(1)

of 97


(e) The temperature of the human body is 37 °CThe diagram below shows the results of the investigation at 20 °C and at 80 °CComplete the diagram to show the results you would expect at 40 °C and at 60 °CYou should write a tick or a cross in each well of the spotting tile.

(2)

(f) There are different ways to investigate the breakdown of starch by amylase.One other method is to measure the concentration of starch present in the solution every 30 seconds. Why is this method better than the method the student used?

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________(2)

A colorimeter can be used to measure the concentration of starch present in the solution every 30 seconds.A colorimeter measures the amount of light that cannot pass through a solution.This is known as absorbance.Below shows a graph of absorbance against concentration of starch.

of 97


(g) The absorbance of the solution at 40 °C was 0.56 arbitrary units after 30 seconds.

What was the concentration of starch in this solution?

___________________________________________________________________

Concentration of starch = ____________________ %(1)

(h) The concentration of starch in the solution at 20 °C after 1 minute is different from the concentration at 40 °C after 1 minute.

Explain why.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________(2)

of 97


(i) Predict the absorbance for the solution at 80 °C after 30 seconds.

Give a reason for your answer.

Absorbance = ______________________ arbitrary units

Reason ____________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________(3)

Q18. (a) (i) What name is given to an enzyme which catalyses the breakdown of protein?

______________________________________________________________(1)

(ii) What product is formed when protein is broken down by the enzyme?

______________________________________________________________(1)

The table shows the effect of pH on the activity of an enzyme which catalyses the breakdown of protein.

pH 1.0 2.0 3.0 4.0 5.0Rate of formation of product in mmol per minute 10.5 23.0 10.5 2.5 0.0

(b) Draw a graph of the data in the table.

(3)

of 97


(c) The enzyme is produced by the human digestive system.

(i) At what pH does this enzyme work best? ____________________________(1)

(ii) Suggest which part of the digestive system produces this enzyme.

______________________________________________________________(1)

(d) Why is it necessary to break down proteins in the digestive system?

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________(3)

of 97


Lesson 8

Topic: Structure of a plant (B.21)1 What is the name of the plant tissue where new cells are made? Meristem2 What is the name of the specialised plant cell adapted to absorb water &

nutrients from the soil? Root Hair Cell

3 What is the name of the specialised plant cell adapted to open and close the stomata of a plant? Guard Cell

4 Which word describes a guard cell (a) filled with water? (b) that has very little water

(a) filled = Turgid(b) lacking water = flaccid

5 What is the name of the specialised cell that is adapted to absorb lots of light energy in the leaf? Palisade cell

6 What is the chemical in chloroplasts that allow plant cells to absorb lots of light energy? Chlorophyll

7 Which type of plant tissue is made up of sieve cells and companion cells? Phloem8 What is the name for the hole in a leaf that allows gases in and water out? Stoma/Stomata9 What is the name of the plant tissue that is made up of a hollow tube of

dead cells? Xylem

10 Which tissue in a plant transports water? Xylem

11 Which tissue in a plant transports glucose? Phloem

12 In which plant organ is glucose made? Leaf

13

What is the name for the process that converts water and carbon dioxide into glucose and oxygen? Photosynthesis

14 Which organ of a plant is designed to absorb water? Root

15

Which organ of a plant is designed to transport substances from the roots to the leaves and vice versa? Stem

Topic: Transport in plants (B.23)1

Define the term "osmosis"Movement of water from a dilute solution to a concentrated solution through a semi permeable membrane

2 How do you calculate rate of water uptake by a plant? volume of water absorbed ÷ time taken3 How do you calculate percentage change in mass following osmosis? Change in mass/initial mass x 1004 When looking at an osmosis graph (change in mass of unknown substance

vs concentration of known sucrose solution) - how can you identify the concentration of the unknown substance?

When the line of best fix crosses the X axis

5 Which piece of equipment is used to cut a cylindrical piece of potato? A cork borer6 What is the name given to a semi permeable piece of tubing? Visking tube7 Which substance moves into a plant by osmosis? Water8 How are root hair cells adapted for osmosis? Large surface area and large vacuole9

Define 'active transport'Movement of substances from a dilute to a concentrated solution against the concentration gradient. Requires energy

10 Name a substance that is moved into plants by active transport Mineral ions

11 How are root hair cells adapted for active transport? Lots of mitochondria for respiration

12

Define "diffusion" Movement of particles from an area of high concentration to an area of low

of 97


concentration13 Name one substance that moves into a leaf by diffusion Carbon dioxide

14 Name two substance that moves out of a leaf by diffusion Oxygen and water

15

Which cells open and close to control the diffusion of substances from a leaf? Guard cells

Topic: RP: Osmosis (B3) (B.43)1 What is the independent variable? The concentration of the solution2 What is the dependent variable? The percentage change in mass3 Name 5 control variables 1)Length of potato

2) Diameter of potato3) Volume of solution4) Time potato is left for5) Temperature of solution

4 Give 3 ways to make the results accurate 1) Read the volume of the solution from the meniscus2) Dab the potatoes dry before measuring the mass3) Use a digital top pan balance

5 Name one risk and precaution Risk = cutting yourself with the potato borerPrecaution = push the borer down towards the desk not upwards

6 What is the purpose of the distilled water? To act as a control to compare your results to7 How is the concentration inside the tissue

estimated?Plot a graph of concentration against % change in mass and find where the line of best fit crosses 0%

8 How is the percentage change in mass calculated?

% change in mass = change in mass / initial mass

9 What is percentage change calculated rather than just the change?

The potato may be slightly different sizes and shapes to begin with

10

Why does the tissue increase in mass? Water has entered the tissue by osmosis in more dilute solutions

11

How can you tell if there has been an increase in mass?

The % change in mass is +ve

12

Why does the tissue decrease in mass? Water has left the tissue by osmosis in more concentrated solutions

13

How can you tell if there has been a decrease in mass?

The % change in mass is -ve

14

What does no change in mass mean? The concentration of the solution is the same as the concentration inside the tissue

15

What are possible variations on this method? 1) Using any other vegetable/plant tissue2) Using any other food substance 3) Using a salt solution

of 97


Notes

of 97


Biology Revision: Plant Structures & transport

Biology Revision: Required Practical -Osmosis

Key KnowledgeFunction of these plant tissues:epidermal tissue:palisade mesophyll:spongy mesophyll:xylem:phloem:meristem tissue:Label the leaf tissues:

How are these adapted for their job?Root hair cells:Xylem:Phloem:Guard cells:

Definitions:Osmosis:Active transport:Transpiration:Translocation:Calculationsrate of water uptake =

Mastery Matrix PointsDraw and label an unspecialised plant cell and a palisade, root hair, xylem and phloem specialised cell

Describe the process of active transport and how root hair cells are adapted to this

Describe the 5 tissues and name the key organs in the plant Describe the process of transpiration and translocation (including the structure and function of stomata).

Label a transverse section of a leaf Explain the effect of changing temperature, humidity, air movement and light intensity on the rate of transpiration

Describe the process of osmosis Calculate surface area, volume and mean in transpiration investigationCalculate the rate of water uptake by a plant Analyse data from graphs and tables relating to transpiration experimentsDescribe the process of active transport and explain why it is necessary Describe in detail the location, function and adaptations of xylem tissue, phloem

tissue, stomata and guard cellsCompare diffusion, osmosis and active transport


1. Describe how active transport works.

2. Describe two examples of active transport.

3. In root hairs cells, water and nutrients move into the plant. (i) How do the nutrients move into the cell? Why do they move in this way?

(ii) By what process does the water move into the cell? Why do they move in this way?

(iii) Compare the processes of osmosis and active transport.

(iv) Describe and explain three factors that affect transpiration.

A:B:C:D:E:F:G:H:I:

Mastery Matrix PointsCalculate the percentage change in mass following osmosisAnalyse and draw graphs relating to osmosisRequired practical: Analyse the range of concentrations of solutions on the change in mass of plant tissue


Key KnowledgeDefine:Independent variable:

Dependent variable:

Controlled variables:

What is a visking tube?

What is meant by a semi-permeable membrane?

Why is a semi permeable membrane used in this experiment?

How do you calculate:

% change in mass =

1. Eleanor wanted to calculate the concentration of sugar in a cube of beetroot. Explain the method she would use to do this:Equipment:Step 1:Step 2:Step 3:Step 4:Step 5:Step 6:

2. These are your results. Use these to determine the concentration of the beetroot cube. Explain HOW you have worked this out.

Percentage change in beetroot mass (%)


Exam questions:

Q19. The leaves of most plants have stomata.

(a) (i) Name the cells which control the size of the stomata.

______________________________________________________________(1)

(ii) Give one function of stomata.

______________________________________________________________

______________________________________________________________(1)

(b) The image below shows part of the surface of a leaf.

The length and width of this piece of leaf surface are both 0.1 mm.

(i) Calculate the number of stomata per mm2 of this leaf surface.

______________________________________________________________

______________________________________________________________

_______________________ per mm2

(2)

(ii) A different plant species has 400 stomata per mm2 of leaf surface.

Having a large number of stomata per mm2 of leaf surface can be a disadvantage to a plant.

Give one disadvantage.

______________________________________________________________

______________________________________________________________(1)

(c) A student investigated the loss of water from plant leaves.

of 97


The student did the following:

• Step 1: took ten leaves from a plant

• Step 2: weighed all ten leaves

• Step 3: hung the leaves up in a classroom for 4 days

• Step 4: weighed all ten leaves again

• Step 5: calculated the mass of water lost by the leaves

• Step 6: repeated steps 1 to 5 with grease spread on the upper surfaces of the leaves

• Step 7: repeated steps 1 to 5 with grease spread on both the upper and lower surfaces of the leaves.

All the leaves were taken from the same type of plant.

The table below shows the student’s results.

Treatment of leaves Mass of water the leaves lost in g

No grease was used on the leaves 0.98

Grease on upper surfaces of the leaves 0.86

Grease on upper and lower surfaces of the leaves 0.01

(i) What mass of water was lost in 4 days through the upper surfaces of the leaves?

______________________________________________________________

______________________________________________________________

Mass = ___________ g(1)

(ii) Very little water was lost when the lower surfaces of the leaves were covered in grease.

Explain why.

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________(3)

(Total 9 marks)

of 97


Q20. A student investigated the effect of different sugar solutions on potato tissue.

This is the method used.

1. Add 30 cm3 of 0.8 mol dm−3 sugar solution to a boiling tube.

2. Repeat step 1 with equal volumes of 0.6, 0.4 and 0.2 mol dm−3 sugar solutions.

3. Use water to give a concentration of 0.0 mol dm−3.

4. Cut five cylinders of potato of equal size using a cork borer.

5. Weigh each potato cylinder and place one in each tube.

6. Remove the potato cylinders from the solutions after 24 hours.

7. Dry each potato cylinder with a paper towel.

8. Reweigh the potato cylinders.

The table below shows the results.

Concentration of sugar solution in

mol dm−3

Startingmass in g

Final massin g

Change ofmass in g

Percentage(%) change

0.0 1.30 1.51 0.21 16.2

0.2 1.35 1.50 0.15 X0.4 1.30 1.35 0.05 3.8

0.6 1.34 1.28 −0.06 −4.5

0.8 1.22 1.11 −0.11 −9.0

(a) Calculate the value of X in the table above.

___________________________________________________________________

___________________________________________________________________

Percentage change in mass = _____________________ %(2)

(b) Why did the student calculate the percentage change in mass as well as the change in grams?

___________________________________________________________________

___________________________________________________________________(1)

(c) Complete the graph using data from the table above.• Choose a suitable scale and label for the x-axis.• Plot the percentage (%) change in mass.• Draw a line of best fit.

of 97


(4)

(d) Use your graph to estimate the concentration of the solution inside the potato cells.

Concentration = ________________________ mol dm−3

(1)

(e) The results in the table above show the percentage change in mass of the potato cylinders.

Explain why the percentage change results are positive and negative.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________ (3)

of 97


(f) Suggest two possible sources of error in the method given above.

1. _________________________________________________________________

___________________________________________________________________

2. _________________________________________________________________

___________________________________________________________________(2)

21. Green plants can make glucose.

(a) Plants need energy to make glucose.

How do plants get this energy?

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________(2)

(b) Plants can use the glucose they have made to supply them with energy.

Give four other ways in which plants use the glucose they have made.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________(4)

(Total 6 marks)

of 97

Oasis Academy South BankLesson 9

Topic: Photosynthesis (B.25)1 Name the two reactants in photosynthesis Carbon Dioxide and water2 Name the two products formed in photosynthesis Oxygen and glucose3 Write the word equation for photosynthesis Carbon dioxide + water -> oxygen and glucose4 Write the symbol equation for photosynthesis CO2 + H2O -> O2 + C6H12O65 Describe what happens to the rate of photosynthesis

as temperature increasesRate increases and then decreases

6 Describe what happens to the rate of photosynthesis as light intensity increases

Rate increases and then remains constant

7 Describe what happens to the rate of photosynthesis as carbon dioxide increases

Rate increases and then remains constant

8 State one limiting factor for photosynthesis Light, Chlorophyll, carbon dioxide9 Name the plant used to investigate the effect of

different factors on rate of photosynthesisElodea (pondweed)

10 How can you calculate the rate of photosynthesis of an aquatic plant?

Count the number of O2 bubbles produced in a minute

11 How can you more accurately calculate the rate of photosynthesis of an aquatic plant?

Record volume of gas produced (using a gas syringe)

12 Which cells are adapted for increased photosynthesis?

Palisade cells

13 How are palisade cells adapted for increased rates of photosynthesis?

Lots of chloroplasts (and chlorophyll)

14 State three limiting factors for photosynthesis 1) Carbon dioxide concentration, 2) Temperature, 3) Light intensity

15 In a variegated leaf, why do some parts appear white?

There is no chlorophyll

Topic: RP: Photosynthesis (B6) (B.46)1 What is the independent variable? Distance from the light source (light intensity)2 What is the dependent variable? Number of bubbles per minute

3 Name 3 control variables1) Temperature of the water2) Carbon dioxide concentration 3) Colour of the light

4 How is the rate of photosynthesis measured? rate = total O2 produced / time5 How is the volume of oxygen measured? Counting the number of bubbles per minute6 How is the light intensity changed? Changing the distance of the beaker from the light7 Name one random error Counting the bubbles incorrectly 8 Give one way to make the results more accurate Increase the amount of time you count the bubbles for

9 How is the concentration of carbon dioxide controlled? Adding sodium hydrogen carbonate to the solution

10 Give an alternative way to measure the volume of gas produced? Volume of water displaced from a measuring cylinder

11 Name one risk and precaution The lamp may be hot so do not touch it12 How is the temperature controlled? Water bath13 How is the pondweed controlled? Same species, same age and same length

14 What results should you see? As the light intensity increases, the rate photosynthesis increases

15 What are possible variations on this method?1) Investigate the effect of different coloured lights 2)Investigate the effect of temperature 3) Investigate the effect of CO2 concentration

of 97


Biology Revision: Photosynthesis

Biology Revision: RP: Photosynthesis

Key Knowledge

PhotosynthesisDefinition

Word equation:

Symbol equation:

Four limiting factors of photosynthesis:----

Equation: Rate of reaction =

Uses of glucose after photosynthesis-----

Mastery Matrix PointsDescribe the process of photosynthesis Analyse data and calculate rates of photosynthesis and limiting factors from graphs and

tablesRecall the word and symbol equation for photosynthesisExplain the effects of temperature, light intensity, carbon dioxide intensity and the amount of chlorophyll on the rate of photosynthesis

Describe how glucose is used after photosynthesis Explain the use of nitrate ions within plants

A BC

A:

B:

C:

Key Knowledge

PhotosynthesisWhat is an aquatic plant?

What are the variables in this experiment?

IV:

Mastery Matrix PointsRequired Practical: Investigate the effect of light intensity on the rate of photosynthesis on an aquatic plant


1. Describe the method used to investigate the relationship between light intensity and rate of photosynthesis.Step 1:Step 2:Step 3:Step 4:Step 5:Step 6:


1. Describe the limiting factors at points A, B and C on the graph.

2. Explain the importance of nitrate ions in healthy growth of a plant.

3. Describe the process of photosynthesis in detail.

4. Explain how farmers must balance increasing limiting factors with costs to ensure maximum profit.


Key Knowledge

PhotosynthesisWhat is an aquatic plant?

What are the variables in this experiment?

IV:


1. Describe the method used to investigate the relationship between light intensity and rate of photosynthesis.Step 1:Step 2:Step 3:Step 4:Step 5:Step 6:


Guided Exam Question22. (a) Complete the equation for photosynthesis.

______________ + water ______________ + ______________(3)

(b) The rate of photosynthesis in a plant depends on several factors in the environment. These factors include light intensity and the availability of water.

Describe and explain the effects of two other factors that affect the rate of photosynthesis.

You may include one or more sketch graphs in your answer.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________(5)

(Total 8 marks)

of 97


23. The diagram shows where three seaweeds live on a seashore.As the tide moves in and out, these seaweeds are covered with seawater for different lengths of time.

Some students investigated the rate of photosynthesis in these seaweeds.

• They cut ten small discs from one seaweed.

• They dropped the discs into seawater in a beaker.

• They recorded the time taken for the fifth disc to float to the surface.

• They repeated this experiment with the other two seaweeds.

(a) (i) Suggest why the discs floated to the surface.

______________________________________________________________

______________________________________________________________(1)

(ii) Suggest the advantage of recording the time taken for the fifth disc to reach the surface, rather than for the tenth disc.

______________________________________________________________

______________________________________________________________(1)

(b) The students carried out their experiments at different light intensities.The graph shows the results they collected.

of 97


(i) Compare the rate of photosynthesis for flat wrack with the rate for saw wrack at different light intensities.

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________(2)

(ii) Seawater absorbs light.

The growth rate of saw wrack is less than the growth rate of bladder wrack.

Suggest why.

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________(2)

(Total 6 marks)

Q24.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.

of 97


_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________(Total 6 marks)

Mark Scheme – Paper 1 Biology – Triple Science HT

Q1.(a) contract / shorten

ignore relaxdo not allow expand

1

to churn / move / mix foodaccept peristalsis / mechanical digestionignore movement unqualified

1

(b) 400acceptable range 390-410allow 1 mark for answer in range of 39 to 41allow 1 mark for answer in range of 3900 to 4100

2

(c) to transfer energy for use

of 97


allow to release / give / supply / provide energydo not allow to ‘make’ / ߢproduce’ / ‘create’ energyallow to make ATPignore to store energy

1

by (aerobic) respiration or from glucosedo not allow anaerobicenergy released for respiration = max 1 mark

1

(d) (i) to make protein / enzymeignore ‘antibody’ or other named protein

1

(ii) too small / very smallallow light microscope does not have sufficient magnification / resolutionallow ribosomes are smaller than mitochondriaignore not sensitive enoughignore ribosomes are transparent

1

[8]

Q2.(a) B

no mark for “B” alone, the mark is for B and the explanation.

large(r) surface / area or large(r) membraneaccept reference to microvilliignore villi / hairs / ciliaaccept reasonable descriptions of the surface eg folded membrane / surfacedo not accept wall / cell wall

1

(b) (i) any one from:

• (salivary) amylase

• carbohydrase1

(ii) many ribosomesdo not mix routes. If both routes given award marks for the greater.

1

ribosomes produce proteinaccept amylase / enzyme / carbohydrase is made of protein

or

(allow)

many mitochondria (1)

mitochondria provide energy to build / make protein (1)accept ATP instead of energy

of 97

Oasis Academy South Bank1

[4]

Q3.(a) C

1

(b) cytoplasm and cell membrane dividingaccept cytokinesis for 1 mark

1

to form two identical daughter cells1

(c) stage 41

only one cell seen in this stage1

(d) (4 / 36) × 16 × 601

107 / 106.71

110 (minutes)allow 110 (minutes) with no working shown for 3 marks

1

(e) binary fissiondo not accept mitosis

1

(f) shortage of nutrients / oxygen1

so cells dieordeath rate = rate of cell division

1

[11]

Q4.(a) any two from:

• sterilise / kill microorganismsignore ‘cleaning’ / ‘disinfect’ignore ‘germs’

• method of sterilisation eg apparatus / media sterilised in oven / autoclaveallow pressure cooker / boiling water

• pass flask mouth / pipette tip / loop / test tube mouth through flame

• work near a flame

• minimise opening of flask / test tube or hold non-verticalallow idea of sealing / covering or prevent entry of air

of 97


(b) any two from:

• temperatureignore references to time / type of bacterium

• concentration / amount of nutrients / ions

• type of nutrient

• volume / amount of solution

• amount of bacteria added

• agitation or amount of oxygen2

(c) (i) 7.5accept in range 7.4 – 7.6

1

(ii) use more pH values around / close to pH 7.5 / between 7 and 81

[6]

Q5.(a) vector

1

(b) any three from:• destroy the snails• isolate infected dogs• treat infected dogs

allow vaccination• educate owners about picking up dog faeces

3

(c) stop mosquitoes breedingallow correct description

1

use mosquito netsallow use of insect repellent

1

[6]

Q6.(a) produces toxins / damage cells / reproduce rapidly or reproduce in cells

ignore invade cells1

(b) any three from:

• TV crew immune / Indians not immune / Indians have weak(er) immunesystem

ignore resistant

of 97


• TV crew had / produced antibodies / Indians had no antibodies or antibodyproduction faster in TV crew

• TV crew had previous exposure to flu / had been vaccinatedorIndian tribe had no previous exposure to flu / had not been vaccinated

allow immunised

• Indians caught disease from TV creworTV crew were carriers (of the virus)

3

[4]

Q7.(a) white cells ingest bacteria

produce antibodies which destroy bacteriaproduce antitoxins which counteract poisons produced by bacteria

for 1 mark each3

(b) dead/mild microbesstimulate antibody productionwhite cells can quickly produce these again

for 1 mark each3

(c) adds more bacteria (mild) does not affect TB bacteria

for 1 mark each2

[8]

Q8.(a) (i) any one from:

• cells

• tissues

• (live) animals / namedallow mammals

1

(ii) any three from:

(to test for)

• toxicity / check not poisonous / not harmfulallow side-effectallow converse

• interaction with other drugs

• efficacy or to see if they work or check if they treat the diseaseallow converse

• dosage or how much is needed

of 97


(b) argued evaluationcomparison can be written anywhere in evaluation allow use of ‘only’ for implied comparison for each point eg only statins damage muscles / kidneys / organs

any six from:

• statin can damage / muscles / kidneys / organs but cholesterol blockers don’tignore liverif neither of the first 2 points are given accept for 1 mark

• statins can cause death but cholesterol blockers don’tstatins are more dangerous than cholesterol blockers or statins have more side effects

• cholesterol blockers can interfere with action of other drugs but statins don’t

• statins are for a life time but cholesterol blockers are not

• statins (might) reduce cholesterol to zero but cholesterol blockers only reduce it or statins reduce cholesterol more

allow statins (might) stop membrane / hormone production but cholesterol blockers don’t

• statins better for people with inherited high cholesterol

• cholesterol blockers better for people with dietary cholesterol problems

• taking/using statins/cholesterol blockers is better than dying from heart attack or build up of fat in blood vessels or reduced blood flow

6

[10]

Q9.(a) A

1

(b) any one from:• identify / locate specific molecules / other hormones• locate blood clots• diagnose / treat some cancers

1

(c) (as) urine passes through reaction zone1

HCG hormone binds to the mobile HCG antibody (in the reaction zone)1

(passes up the stick) HCG hormone binds to the immobilised HCG antibodies in the results zone1

(the other) antibodies which do not attach to HCG1

bind to antibodies in control zone1

of 97


blue dye appears in both control and results zones (to show positive result)1

[8]

Q10.(a) any two from

• live inside / infect body cells

• difficult for drugs to enter (body) cells / drug would kill (body) cell

• antibiotics ineffective against viruses

• viruses mutate frequently2

(b) (i) 420correct answer with or without workingif answer incorrect evidence of ‘number of deaths’ × 7 or 60 seen gains 1 markignore 6 000 000

2

(ii) any three from:

• virus / flu mutates

• people no longer / not immuneignore resistance

• white blood cells / memory cells / immune system do notrecognise virus

• relevant reference to antibodies / antigens

• current vaccine ineffective or no vaccine available thenor takes time to develop new vaccineallow no tamiflu / anti-viral drugs

• conditions less hygienic / lack of hygiene

• people in poor health (following world wars)allow people had ‘weak’ immune system

3

[7]

Q11.(a) compare them to (pictures in) a gardening manual / website

1

send to laboratory (for testing)1

(b) (nitrate) stunted growth1

(magnesium) yellowing of leavesallow chlorosis

of 97


(c) (fertiliser S)

has most nitrogen for good growthif no other marks awarded allow 1 mark for (fertiliser s) has more minerals than compost

1

(and) has high(est) potassium content for stronger roots1

(it is also) cheaper than fertiliser T1

(however) has less phosphate than fertiliser T (although more than compost) so flowers / fruit perhaps less important for the gardener

1

[8]

Q12.(a) glucose is absorbed by diffusion into the bloodstream

1

then blood delivers glucose to muscles in capillaries1

(b) to stop air getting in1

(c) yellow1

(d) collect the CO2 / gas with a measuring cylinder / gas syringe1

(volume collected) in a certain time using a timer / watch1

(e) yeast produces ethanol but muscles produce lactic acidmarks can be awarded from correct word or balanced symbol equations

1

yeast produces CO2 but muscles do notanswers must be comparative

1

both release small amounts of energy1

ignore both occur without oxygen[9]

Q13.(a) (i) doesn’t have valves

allow veins have valves1

has a thicker wall or thicker layer of muscleallow has a smaller lumenignore references to elastic (in walls)

of 97


(ii) any two from:• (artery has) more oxygen• (artery has) more glucose

allow (artery has) more amino acids / fatty acids• (artery has) less carbon dioxide• (artery has) less lactic acid

ignore ureaignore reference to pressureaccept converse for veins if veins is clearly stated

2

(b) any two from:• no rejection

allow no tissue matching required• abundant supply• low risk of infection

allow named example ie HIV, CJD• longer shelf life

allow less space needed for storageignore side effects

2

[6]

14. (a) (i) A

(ii) Bfor 1 mark each

2

(b) diffusion(reject osmosis) for one mark

1

(c) Cbecause uptake against a concentration / diffusion gradient(reject osmosis)(if C not given, then idea of movement essential)

for 1 mark each2

[5]

Q15.

(a) (i) amino acid(s)accept peptide(s)do not allow polypeptide(s)

1

(ii) protease1

(b) (i) 21

of 97


(ii) repeatdo not allow other enzyme / substrate

1

using smaller pH intervals between pH1 and pH3allow smaller intervals on both sides of / around pH2allow smaller intervals on both sides of / around answer to (b)(i)

1

(iii) enzyme / pepsin denatured / shape changeddo not allow enzyme killedallow enzyme ‘destroyed’

1

enzyme / pepsin no longer fits (substrate)allow enzyme / pepsin does not work

1

(c) hydrochloric (acid)allow phonetic spellingaccept HClallow HCLignore hcldo not allow incorrect formula –e.g. H2Cl / HCl2

1

[8]

Q16.(a) Fats digested / broken down / made soluble by lipase

produced from pancreasinto fatty acids AND glycerolliver produces bileEmulsifies fats to increase surface area for digestion

5

Q17.

(a) salivary glands and pancreas1

(b) starch / substrate fits into active site (of enzyme)1

shape of active site is unique / complementary to substrateallow converse

orsubstrate is specific to active site / enzyme

allow enzyme has a high specificity for substrate1

of 97


bonds (within starch / substrateorbetween sugar molecules) are broken

1

(c) converted to new carbohydrates / glycogen / named organic compound (e.g. protein / fat)1

(d) to allow (the starch and amylase / solutions) to equilibrate (to the temperature of the water bath)orto get the starch and amylase / solutions to the same temperature / 20 °Corto get the starch and amylase / solutions to the (same) temperature of the water bath

1

(e) 40 °Call wells contain a symboland

must contain at least two crossed wells at the endallow final three wells crossed

160 °Call wells contain a symboland

must have fewer crossed wells at the end than at 40 °Callow all wells ticked (✔)for either mp do not allow a crossed well followed by a ticked well

1

(f) more accurateallow (so) closer to (the) true value

1

(because) it is a quantitative measureallow (it’s) an actual value as opposed to an opinion

orless / not subjective

allow colour is only qualitative1

(g) 0.07 (%)1

(h) starch is broken down less quickly (at 20 °C)allow converse

1

because, at 20 °C, substrates / enzymes / molecules have less (kinetic) energy1

(i) 1.08 (arbitrary units)1

of 97


at 80 °C, enzyme / amylase has denaturedallow description of denaturationdo not allow enzyme is killed

1

so starch is not broken down (at all)allow the concentration of starch is still 0.5%

1

[16]

19.

(a) (i) guard (cells)allow phonetic spelling

1

(ii) any one from:ignore reference to cells

• allow carbon dioxide to enterallow control loss / evaporation of water or control transpiration rate

• allow oxygen to leave.allow ‘gaseous exchange’

1

(b) (i) 200correct answer gains 2 marks with or without workingallow 1 mark for 0.1 × 0.1 = 0.01 (mm2)

2

(ii) more / a lot of / increased water lossallow plant more likely to wilt (in hot / dry conditions)

1

(c) (i) 0.121

(ii) the lower surface has most stomata1

stomata are now covered / blocked (by grease)1

so water cannot escape / evaporate from the stomataignore waterproofto gain credit stomata must be mentioned at least once

1

[9]Q20.

(a) (0.15 / 1.35) × 1001

11.1 (%)

of 97


allow 11.1 (%) with no working shown for 2 marks1

(b) to allow results to be comparedorthey had different masses at the start

1

(c) axis correct scale and labelled1

5 points correctly plottedallow ecf from 05.1allow 1 mark for 4 points correctly plotted

2

line of best fit1

(d) 0.5allow 0.45–0.55

1

(e) (0.0 to 0.4) water moves into cells1

(0.6 to 0.8) water leaves cells1

by osmosis1

(f) any two from:• concentration of solutions• drying of chips• accuracy of balance• evaporation from tubes

2

[13]

Q21.(a) light is trapped / absorbed / used

extra answers cancel markignore solar / sunshine

1

by chlorophyll / chloroplastsif no other marks awarded, allow 1 mark for photosynthesis / equation for photosynthesis

1

(b) (to make) starch (for storage)ignore ‘for growth’ unqualifiedignore respiration

1

of 97


(to make) fat / oil (for storage)1

(to make) amino acids / proteins / enzymes1

(to make) cellulose / cell wallsallow for active transportallow any other correct, named organic substances (eg DNA / ATP / chlorophyll / hormone)if no named examples, allow ‘to make named cell structures’ for max. 1 mark

1

[6]

Q22.(a) LHS – carbon dioxide / CO2

allow CO2ignore CO2

1

RHSin either order

glucose / carbohydrate / sugarallow starchallow C6H12O6 / C6H12O6ignore C6H12O6

1

oxygenallow O2 / O2ignore O2 / O

1

(b) any five from:

• factor 1: CO2 (concentration)

• effect - as CO2 increases so does rate and then it levels off or shown in a graph

• explanation:(graph increases) because CO2 is the raw material or used in photosynthesis / converted to organic substance / named egor(graph levels off) when another factor limits the rate.

accept points made via an annotated / labelled graph

• factor 2: temperatureallow warmth / heat

• effect – as temperature increases, so does the rate and then it decreases or shown in a graph

allow ‘it peaks’ for description of both phases

• explanation:

of 97


(rise in temp) increases rate of chemical reactions / more kinetic energyallow molecules move faster / more collisions

or(decreases) because the enzyme is denatured.

context must be clear = high temperature

allow other factor plus effect plus explanation:eg light wavelength / colour / pigments / chlorophyll / pH / minerals / ions / nutrients / size of leaves2nd or 3rd mark can be gained from correct description and explanation

5

[8]

24.

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 variableorrepeats

Level 2 (3–4 marks):A description of how the apparatus is set upanda description of how photosynthesis can be measured.ora description of how light intensity is variedora control variable or any other relevant point

Level 1 (1–2 marks):A partial description of how the apparatus is set upora description of how light is suppliedora simple description of how photosynthesis can be measured.ora 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

of 97


– 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

extra information:allow information in the form of a diagram

[6]

of 97

€¦ · web viewdescribe two bacterial diseases in detail – the effects, how they are spread,...

Documents