100% found this document useful (1 vote)

94 views55 pages

Lipids ALevel

The document contains a lipid levels test with multiple choice and short answer questions about lipid structure, function in the human respiratory system, and an experiment investigating the effect of lipase concentration on lipid hydrolysis. It includes diagrams of biological molecules like triglycerides, phospholipids, and amino acids. Students are asked to identify examples, describe processes, interpret data, and explain concepts.

Uploaded by

dfq67gtkqs

We take content rights seriously. If you suspect this is your content, claim it here.

Available Formats

Download as RTF, PDF, TXT or read online on Scribd

100% found this document useful (1 vote)

94 views55 pages

Lipids ALevel

Uploaded by

dfq67gtkqs

We take content rights seriously. If you suspect this is your content, claim it here.

Available Formats

Download as RTF, PDF, TXT or read online on Scribd

You are on page 1/ 55

_______________________

Name:
_
Lipids A level
_______________________
Class:
_

_______________________
Date:
_

Time: 213 minutes

Marks: 174 marks

Comments:

Page 1 of 55
Q1.
The diagram represents a triglyceride.

(a) Name the molecules represented in the diagram by:

Box P _____________________________________________________________

Box Q _____________________________________________________________
(2)

(b) Name the type of bond between P and Q in the diagram.

___________________________________________________________________
(1)

___________________________________________________________________

___________________________________________________________________
(2)

Page 2 of 55
(Total 5 marks)

Q2.
(a) Describe the gross structure of the human gas exchange system and how we
breathe in and out.

___________________________________________________________________

___________________________________________________________________
(6)

(b) Mucus produced by epithelial cells in the human gas exchange system contains
triglycerides and phospholipids.

Compare and contrast the structure and properties of triglycerides and

phospholipids.

___________________________________________________________________

___________________________________________________________________
(5)

Page 3 of 55
(c) Mucus also contains glycoproteins. One of these glycoproteins is a polypeptide with
the sugar, lactose, attached.

Describe how lactose is formed and where in the cell it would be attached to a
polypeptide to form a glycoprotein.

___________________________________________________________________

___________________________________________________________________
(4)
(Total 15 marks)

Q3.
A student investigated the effect of lipase concentration on the hydrolysis of lipids.

He took a beaker containing a suspension of lipids. He placed a pH probe attached to a

data logger into the beaker. After 5 minutes, he added the lipase solution. The data logger
recorded the pH. The apparatus used is shown in the diagram below.

(a) The student did not add a buffer to the lipase solution.

Explain why.

___________________________________________________________________

___________________________________________________________________
(1)

(b) Give two variables the student would have controlled in this investigation.

1. _________________________________________________________________

2. _________________________________________________________________

Page 4 of 55
(2)

(c) Give the suitable control for this investigation.

___________________________________________________________________

___________________________________________________________________
(1)

The data logger recorded the pH. The graph below shows what happened after he added
the lipase solution.

(d) Draw a tangent on the graph and use it to calculate the rate of change at 5 minutes.

Rate of change at 5 minutes = _________________ pH minute−1

(2)

(e) Explain the results shown in the graph.

___________________________________________________________________

___________________________________________________________________
(2)

(f) The student repeated the experiment with a higher concentration of lipase solution.

Page 5 of 55
Describe and explain the results you would expect him to get.

___________________________________________________________________

___________________________________________________________________
(3)
(Total 11 marks)

Q4.
The diagram shows four biological molecules.

(a) Give the full name of:

Molecule A _____________________________________________________

Molecule B _____________________________________________________
(2)

(b) What type of molecule is molecule C?

___________________________________________________________________
(2)

(c) Glycine, shown in the diagram, is an amino acid.

Page 6 of 55
In the space below, draw a diagram to show the dipeptide produced when two
molecules of glycine are joined together.

(2)

(d) Name the other molecule formed when two molecules of glycine are joined together.

___________________________________________________________________
(1)
(Total 7 marks)

Q5.
(a) Describe how you would test a piece of food for the presence of lipid.

___________________________________________________________________

___________________________________________________________________
(2)

The figure below shows a phospholipid.

Page 7 of 55
X Y

(b) The part of the phospholipid labelled A is formed from a particular molecule. Name
this molecule.

___________________________________________________________________
(1)

(c) Name the type of bond between A and fatty acid X.

___________________________________________________________________
(1)

(d) Which of the fatty acids, X or Y, in the figure above is unsaturated? Explain your
answer.

___________________________________________________________________

Page 8 of 55
___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(1)

Scientists investigated the percentages of different types of lipid in plasma membranes

from different types of cell. The table shows some of their results.

Type of lipid Percentage of lipid in plasma membrane by mass

Cell lining ileum of Red blood cell of The bacterium

mammal mammal Escherichia coli

Cholesterol 17 23 0

Glycolipid 7 3 0

Phospholipid 54 60 70

Others 22 14 30

(e) The scientists expressed their results as Percentage of lipid in plasma membrane
by mass. Explain how they would find these values.

___________________________________________________________________

___________________________________________________________________
(2)

Cholesterol increases the stability of plasma membranes. Cholesterol does this by making
membranes less flexible.

(f) Suggest one advantage of the different percentage of cholesterol in red blood cells
compared with cells lining the ileum.

___________________________________________________________________

___________________________________________________________________
(1)

(g) E. coli has no cholesterol in its cell-surface membrane. Despite this, the cell
maintains a constant shape. Explain why.

___________________________________________________________________

Page 9 of 55
___________________________________________________________________
(2)
(Total 10 marks)

Q6.
Newborn babies can be fed with breast milk or with formula milk. Both types of milk
contain carbohydrates, lipids and proteins.

• Human breast milk also contains a bile-activated lipase. This enzyme is thought to
be inactive in milk but activated by bile in the small intestine of the newborn baby.
• Formula milk does not contain a bile-activated lipase.

Scientists investigated the benefits of breast milk compared with formula milk.

(a) The scientists used kittens (newborn cats) as model organisms in their laboratory
investigation.

Other than ethical reasons, suggest two reasons why they chose to use cats as
model organisms.

1. _________________________________________________________________

___________________________________________________________________

2. _________________________________________________________________

___________________________________________________________________
(2)

(b) Before starting their experiments, the scientists confirmed that, like human breast
milk, cat’s milk also contained bile-activated lipase.

To do this, they added bile to cat’s milk and monitored the pH of the mixture.

Explain why monitoring the pH of the mixture could show whether the cat’s milk
contained lipase.

___________________________________________________________________

___________________________________________________________________
(2)

The scientists then took 18 kittens. Each kitten had been breastfed by its mother for the
previous 48 hours.

The scientists divided the kittens randomly into three groups of six.

• The kittens in group 1 were fed formula milk.

• The kittens in group 2 were fed formula milk plus a supplement containing bile-
activated lipase.
• The kittens in group 3 were fed breast milk taken from their mothers.

Page 10 of 55
Each kitten was fed 2 cm3 of milk each hour for 5 days.

The scientists weighed the kittens at the start of the investigation and on each day for 5
days.

The figure below shows the scientists’ results.

Type of milk given to kittens

___________________________________________________________________

___________________________________________________________________
(3)
(Total 7 marks)

Q7.
(a) Describe the difference between the structure of a triglyceride molecule and the
structure of a phospholipid molecule.

___________________________________________________________________

Page 11 of 55
(1)

(b) Describe how you would test for the presence of a lipid in a sample of food.

___________________________________________________________________

___________________________________________________________________
(2)

(c) Animal fats contain triglycerides with a high proportion of saturated fatty acids. If
people have too much fat in their diet, absorption of the products of fat digestion can
increase the risk of obesity. To help people lose weight, fat substitutes can be used
to replace triglycerides in food.

Describe how a saturated fatty acid is different from an unsaturated fatty acid.

___________________________________________________________________

___________________________________________________________________
(1)

The diagram shows the structure of a fat substitute.

(d) This fat substitute cannot be digested in the gut by lipase.

Suggest why.

___________________________________________________________________

___________________________________________________________________
(2)

(e) This fat substitute is a lipid. Despite being a lipid, it cannot cross the cell-surface
membranes of cells lining the gut.

Suggest why it cannot cross cell-surface membranes.

Page 12 of 55
___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(1)
(Total 7 marks)

Q8.
The seeds of some plant species require chilling (exposure to low temperatures) before
the embryos they contain grow into plants. During chilling, storage molecules in the seed
that contain phosphate are broken down and phosphates are transported to the embryo.
Scientists investigated the change in the mass of phosphate in the embryos of cherry
seeds exposed to two different temperatures for 16 weeks.

The following graph shows their results.

(a) Phospholipids are one of the storage molecules found in cherry seeds.

Name the type of reaction used to break down phospholipids to release phosphate.

___________________________________________________________________
(1)

(b) The scientists concluded that an increase in phosphate in the embryo was linked to
growth of the embryo.

Suggest two reasons why an increase in phosphate can be linked to growth of the
embryo.

1. _________________________________________________________________

___________________________________________________________________

Page 13 of 55
___________________________________________________________________

2. _________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

(c) Calculate the ratio of the mean mass of phosphate found at 5 °C to the mean mass
of phosphate found at 25 °C after 9 weeks of chilling.

Ratio = ____________________
(1)

(d) The chilling requirement of seeds of certain plant species is considered to be an

adaptation for survival in countries with seasonal changes in environmental
conditions.

Suggest how this adaptation may enable these plant species to survive and respond
to seasonal changes.

___________________________________________________________________

___________________________________________________________________
(3)
(Total 7 marks)

Q9.
Lipase is an enzyme that hydrolyses triglycerides.

A student investigated the hydrolysis of triglycerides in milk by human lipase at 20 °C.

Page 14 of 55
He recorded the pH of a sample of milk before and after adding lipase. He used a pH
meter to record pH.

His results are shown in the graph.

(a) Suggest one advantage of using a pH meter rather than a pH indicator in this
experiment.

___________________________________________________________________

___________________________________________________________________
(1)

(b) Explain why the pH decreases when the lipase is added to the milk.

___________________________________________________________________

___________________________________________________________________
(1)

(c) Suggest why the pH remained constant after 2 minutes.

___________________________________________________________________

Page 15 of 55
___________________________________________________________________
(2)

(d) The student carried out his experiment at 20 °C. He then repeated the experiment at
15 °C.
Draw a line on the graph to show the results you would expect at 15 °C.
(2)
(Total 6 marks)

Q10.
Nutritionists investigated the relationship between eating oily and non-oily fish and the
incidence of asthma. They analysed the diets of children with asthma and the diets of
children without asthma.

The pie charts show the results.

(a) What conclusions can you make from the data?

___________________________________________________________________

___________________________________________________________________
(3)

(b) Describe how you could use the emulsion test to show the presence of oil in a

Page 16 of 55
sample of fish.

___________________________________________________________________

___________________________________________________________________
(3)
(Total 6 marks)

Q11.
(a) Some seeds contain lipids. Describe how you could use the emulsion test to show
that a seed contains lipids.

___________________________________________________________________

___________________________________________________________________
(3)

(b) A triglyceride is one type of lipid. The diagram shows the structure of a triglyceride
molecule.

Page 17 of 55
(i) A triglyceride molecule is formed by condensation. From how many molecules
is this triglyceride formed?

(1)

(ii) The structure of a phospholipid molecule is different from that of a triglyceride.

Describe how a phospholipid is different.

______________________________________________________________

______________________________________________________________
(2)

(iii) Use the diagram to explain what is meant by an unsaturated fatty acid.

______________________________________________________________

______________________________________________________________
(2)
(Total 8 marks)

Q12.
(a) Omega-3 fatty acids are unsaturated. What is an unsaturated fatty acid?

Page 18 of 55
___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

(b) Scientists investigated the relationship between the amount of omega-3 fatty acids
eaten per day and the risk of coronary heart disease. The graph shows their results.

Do the data show that eating omega-3 fatty acids prevents coronary heart disease?
Explain your answer.

___________________________________________________________________

___________________________________________________________________
(3)

(c) Olestra is an artificial lipid. It is made by attaching fatty acids, by condensation, to a

sucrose molecule. The diagram shows the structure of olestra. The letter R shows
where a fatty acid molecule has attached.

Page 19 of 55
(i) Name bond X.

______________________________________________________________
(1)

(ii) A triglyceride does not contain sucrose or bond X. Give one other way in
which the structure of a triglyceride is different to olestra.

______________________________________________________________

______________________________________________________________
(1)

(iii) Starting with separate molecules of glucose, fructose and fatty acids, how
many molecules of water would be produced when one molecule of olestra is
formed?

(1)
(Total 8 marks)

Q13.
(a) The table shows some substances found in cells. Complete the table to show the
properties of these substances. Put a tick in the box if the statement is correct.

Substance

Statement DNA
Starch Glycogen Deoxyribose
helicase

Substance contains only

the elements carbon,
hydrogen and oxygen

Substance is made from

amino acid monomers

Substance is found in

Page 20 of 55
both animal cells and
plant cells
(4)

(b) The diagram shows two molecules of β-glucose.

On the diagram, draw a box around the atoms that are removed when the two β-
glucose molecules are joined by condensation.
(2)

______________________________________________________________

______________________________________________________________
(2)

(ii) A starch molecule has a spiral shape. Explain why this shape is important to its
function in cells.

______________________________________________________________

______________________________________________________________
(1)
(Total 9 marks)

Q14.
Scientists investigated the effect of lipase and a 3% bile salts solution on the digestion of
triglycerides. The graph below shows their results.

Page 21 of 55
(a) Describe what curve Y shows about the effect of lipase and bile salts on the pH of
the mixture.

___________________________________________________________________

___________________________________________________________________
(2)

(b) The concentration of lipase did not change during the course of the investigation.
Explain why.

___________________________________________________________________

___________________________________________________________________
(1)

(c) One of the scientists decided to repeat the investigation at a temperature 10°C
below the original temperature.
Describe how you would expect his plotted curve to be different from curve Z.

___________________________________________________________________

___________________________________________________________________
(1)
(Total 4 marks)

Q15.

Page 22 of 55
Triglycerides are taken into the body as part of a balanced diet. These triglycerides
contain fatty acids including omega-3 fatty acids. It has been discovered that omega-3
fatty acids are associated with health benefits. The benefits include faster development of
nerve cells and clearer vision. Omega-3 fatty acids are also associated with protection
from heart disease, arthritis and cancer.

The following figure shows how omega-3 and other fatty acids are taken in and used by
the bodies of animals including humans.

Use the information in the figure to explain two ways in which fatty acids are important in
the formation of new cells.

1. _____________________________________________________________________

_______________________________________________________________________

2. _____________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________
(Total 4 marks)

Page 23 of 55
Q16.
Omega-3 fatty acids are found in cows’ milk. Scientists investigated changes in the
concentration of omega-3 fatty acids in milk when cows were moved from eating grass in
fields to eating corn in cattle sheds. The following figure shows the results of one
investigation.

(a) The concentration of omega-3 fatty acids in milk changed when cows were fed on
corn instead of grass. Describe how.

___________________________________________________________________

___________________________________________________________________
(2)

(b) (i) Calculate the rate of decrease in the mean omega-3 fatty acid concentration
between 0 and 40 days.
Show your working.

Answer____________________% per day

(2)

(ii) The omega-3 fatty acid concentration is expressed as a percentage of total fat.
Explain the advantage of this.

______________________________________________________________

Page 24 of 55
______________________________________________________________

______________________________________________________________

______________________________________________________________
(2)

(iii) One farmer concluded from the graph that feeding cows on corn reduces the
omega-3 fatty acid content in milk. Evaluate this conclusion.

______________________________________________________________

______________________________________________________________
(4)
(Total 10 marks)

Q17.
Omega-3 fatty acids are also found in fish. Scientists investigated the concentration of
omega-3 fatty acids from wild-caught and farmed fish. Their results are shown in the
figure below.

The bars show standard deviation; n is the sample size.

It is not possible to conclude from the data that the concentration of omega-3 fatty acids
in the farmed salmon is higher than that of the wild salmon. Use the data to explain why.

_______________________________________________________________________

Page 25 of 55
_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________
(Total 2 marks)

Q18.
Triglycerides are taken into the body as part of a balanced diet. These triglycerides
contain fatty acids including omega-3 fatty acids. It has been discovered that omega-3
fatty acids are associated with health benefits. The benefits include faster development of
nerve cells and clearer vision. Omega-3 fatty acids are also associated with protection
from heart disease, arthritis and cancer.

Figure 1 shows how omega-3 and other fatty acids are taken in and used by the bodies of
animals including humans.

Figure 1

Omega-3 fatty acids are also found in fish. Scientists investigated the concentration of
omega-3 fatty acids from wild-caught and farmed fish. Their results are shown in Figure 2.

Figure 2

Page 26 of 55
The bars show standard deviation; n is the sample size.

There is a difference between the concentration of omega-3 fatty acids in the wild trout
and trout farmed in cages. Suggest two causes of this difference.

1. _____________________________________________________________________

_______________________________________________________________________

2. _____________________________________________________________________

_______________________________________________________________________
(Total 2 marks)

Q19.
(a) Dietary recommendations are that lipid intake should make up 30% of energy
intake. The recommended energy intake for most women aged 19-49 is 8100 kJ
day .The energy content of lipid is 37.8 kJ g . Calculate the recommended lipid
–1 –1

intake per day for these women. Show your working.

Answer ____________________ g
(2)

In humans, triglycerides are the main form of dietary lipids. They are digested in the gut
and the products of digestion are absorbed by the small intestine.

(b) Describe a biochemical test that could be performed on a sample of food to

determine whether it contained triglycerides.

___________________________________________________________________

Page 27 of 55
(2)

(c) The diagram shows the events that occur in the absorption of monoglycerides and
fatty acids. These molecules enter the epithelial cells of the small intestine by
diffusion. Once inside they are reassembled into triglycerides in organelle Q. The
triglyceride molecules are formed into chylomicrons in organelle T. Chylomicrons
are made from many triglyceride molecules surrounded with protein molecules. The
chylomicrons leave the cell and enter vessel S.

(i) Explain the importance of the structures labelled P.

______________________________________________________________

______________________________________________________________
(1)

(ii) Name

R; ____________________________________________________________

S. ____________________________________________________________
(2)

(iii) Describe the role played by organelle U in the formation of chylomicrons.

______________________________________________________________

______________________________________________________________
(2)

(iv) Suggest how the chylomicrons leave the epithelial cell. Give a reason for your
answer.

______________________________________________________________

Page 28 of 55
______________________________________________________________

______________________________________________________________

______________________________________________________________
(2)
(Total 11 marks)

Q20.
(a) Starch and protein are biologically important polymers.

(i) Explain what is meant by a polymer.

______________________________________________________________

______________________________________________________________
(1)

(ii) Give one example of a biologically important polymer other than starch or
protein.

______________________________________________________________
(1)

(b) In an investigation, the enzyme amylase was mixed in a test tube with a buffer
solution and a suspension of starch. The amylase broke down the starch to maltose.
When all the starch had been broken down, a sample was removed from the test
tube and tested with biuret reagent.

(i) Explain why a buffer solution was added to the amylase-starch mixture.

______________________________________________________________

______________________________________________________________
(2)

(ii) What colour would you expect the sample to go when tested with biuret
reagent?

______________________________________________________________
(1)

(iii) Give an explanation for your answer to part (ii)

______________________________________________________________

______________________________________________________________
(2)
(Total 7 marks)

Q21.

Page 29 of 55
In an investigation, the effects of caffeine on performance during exercise were measured.
One group of athletes (A) was given a drink of decaffeinated coffee. Another group (B)
was given a drink of decaffeinated coffee with caffeine added. One hour later the athletes
started riding an exercise bike and continued until too exhausted to carry on. Three days
later the same athletes repeated the experiment, with the drinks exchanged.

(a) (i) The researchers added caffeine to decaffeinated coffee. Explain why they did
not just use normal coffee.

______________________________________________________________

______________________________________________________________
(1)

(ii) The performance of the athletes might have been influenced by how they
expected the caffeine to affect them. How could the researchers avoid this
possibility?

______________________________________________________________

______________________________________________________________
(1)

During the exercise the concentrations of glycerol and fatty acids in the blood plasma
were measured. The results are shown in the table.

Drink Mean time to Mean Mean

exhaustion concentration of concentration of
/minutes blood glycerol/ blood fatty
mmol dm–3 acids/
mmol dm–3

With caffeine 90.2 0.20 0.53

Without caffeine 75.5 0.09 0.31

(b) (i) Describe the effect of caffeine on exercise performance.

______________________________________________________________

______________________________________________________________
(1)

(ii) Suggest one explanation for the higher glycerol and fatty acid concentrations
in the blood plasma of the athletes after they were given caffeine.

______________________________________________________________

______________________________________________________________
(2)

Page 30 of 55
inhaled during the exercise. From the results they calculated the respiratory quotient
(RQ), using the formula

When a person is respiring carbohydrate only, RQ = 1.0

When a person is respiring fatty acids only, RQ = 0.7

(i) The basic equation for the respiration of glucose is

C6H12O6 + 6O2 → 6CO2 + 6H2O

Explain why the RQ for glucose is 1.0.

______________________________________________________________

______________________________________________________________
(2)

(ii) The researchers found that, when the athletes were given the drink containing
caffeine, their mean RQ was 0.85. When given the drink without caffeine their
mean RQ was 0.92.

The researchers concluded that when the athletes had caffeine they used
glycogen more slowly than when they did not have caffeine, and that the store
of glycogen in their muscles was used up less quickly during the exercise.

Explain the evidence from the information above and from the table which
supports these conclusions.

______________________________________________________________

______________________________________________________________
(3)
(Total 10 marks)

Q22.
The diagrams show four types of linkage, A to D, which occur in biological molecules.

Page 31 of 55
(a) Name the chemical process involved in the formation of linkage B.

___________________________________________________________________
(1)

(b) Give the letter of the linkage which

(i) occurs in a triglyceride molecule;

______________________________________________________________
(1)

(ii) might be broken down by the enzyme amylase;

______________________________________________________________
(1)

(iii) may occur in the tertiary, but not the primary structure of protein.

______________________________________________________________
(1)

___________________________________________________________________

___________________________________________________________________
(2)
(Total 6 marks)

Q23.
(a) Figure 1 shows the structure of a molecule of glycerol and a molecule of fatty acid.

Page 32 of 55
Figure 1

Draw a diagram to show the structure of a triglyceride molecule.

(2)

(b) Explain why triglycerides are not considered to be polymers.

___________________________________________________________________

___________________________________________________________________
(1)

(c) Figure 2 shows two types of fat storage cell. Mammals living in cold conditions have
more brown fat cells than mammals living in tropical conditions.

Figure 2

Using evidence from Figure 2 to support your answer, suggest how the function of
brown fat cells differs from that of white fat cells.

___________________________________________________________________

Page 33 of 55
___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(3)
(Total 6 marks)

Q24.
(a) Name the substance that muscles use as their immediate energy source.

___________________________________________________________________
(1)

(b) Sports scientists investigated the change in energy sources used during exercise.
They measured the percentage of energy obtained from carbohydrate and the
percentage of energy obtained from fat in two groups of athletes.
• Group A exercised at different intensities for the same time.
• Group B exercised at the same intensity for different times.
They calculated the intensity of the exercise as a percentage of VO2 max.
VO2 max is the maximum volume of oxygen the athletes can take in per minute.

The results for Group A are shown in Figure 1 and the results for Group B are
shown in Figure 2.

Figure 1

Figure 2

Page 34 of 55
(i) Calculate the ratio of the percentage of energy from carbohydrate to the
percentage of energy from fat when the intensity of exercise is 70% VO2 max.
Show your working.

Answer ___________________________________
(2)

(ii) A person wishes to lose some body fat by exercising. What sort of exercise
would be most effective? Use the information in Figures 1 and 2 to explain
your answer.

______________________________________________________________

(Extra space) ___________________________________________________

______________________________________________________________

______________________________________________________________
(3)
(Total 6 marks)

Page 35 of 55
Mark schemes

Q1.
(a) P – glycerol
Q – fatty acid (chains)
Accept phonetic spelling
2

(b) Ester (bond);

(c) 1. (Mix / shake sample) with ethanol, then water;

Sequence is important

2. White / milky (emulsion);

Ignore cloudy
Reject precipitate
2
[5]

Q2.
(a) 1. Named structures – trachea, bronchi, bronchioles, alveoli;
Reject mp1 if structures from other physiological systems are
named but award mp2 if the correct structures are in the
correct order.

2. Above structures named in correct order

OR
Above structures labelled in correct positions on a diagram;
Reject mp1 if structures from other physiological systems are
named but award mp2 if the correct structures are in the
correct order.

3. Breathing in – diaphragm contracts and external intercostal muscles contract;

4. (Causes) volume increase and pressure decrease in thoracic cavity (to below
atmospheric, resulting in air moving in);
For thoracic cavity accept ‘lungs’ or ‘thorax’.
Reference to ‘thoracic cavity’ only required once.

5. Breathing out - Diaphragm relaxes and internal intercostal muscles contract;

Accept diaphragm relaxes and (external) intercostal muscles
relax and lung tissue elastic (so recoils).

6. (Causes) volume decrease and pressure increase in thoracic cavity (to above
atmospheric, resulting in air moving out);
For thoracic cavity accept ‘lungs’ or ‘thorax’.
Reference to ‘thoracic cavity’ only required once.
If idea of thoracic cavity is missing or incorrect, allow ECF for
mark point 6.
6

Page 36 of 55
(b) 1. Both contain ester bonds (between glycerol and fatty acid);
All statements must be clearly comparative or linked by the
candidate, not inferred from separate statements.
Accept mark points shown on adjacent annotated diagrams.

2. Both contain glycerol;

3. Fatty acids on both may be saturated or unsaturated;

4. Both are insoluble in water;

5. Both contain C, H and O but phospholipids also contain P;

Must relate to element.

6. Triglyceride has three fatty acids and phospholipid has two fatty acids plus
phosphate group;

7. Triglycerides are hydrophobic/non-polar and phospholipids have hydrophilic

and hydrophobic region;
Accept ‘non-polar’ for hydrophobic and ‘polar’ for hydrophilic.

8. Phospholipids form monolayer (on surface)/micelle/bilayer (in water) but

triglycerides don’t;
5 max

(c) 1. Glucose and galactose;

Ignore α or β for glucose

2. Joined by condensation (reaction);

3. Joined by glycosidic bond;

4. Added to polypeptide in Golgi (apparatus);;

4
[15]

Q3.
(a) Student was measuring change in pH
OR
Buffer would maintain a constant pH.
1 max

(b) 1. Volume of suspension of lipids;

2. Concentration of suspension of lipids;

3. Volume of lipase solution;

4. Temperature;
2 max

(c) Boiled lipase solution;

(d) –0.34 = 2 marks

Page 37 of 55
0.34 = 1 mark
2

(e) 1. Fatty acids produced;

2. Curve levels off as all substrate used up.

accept the lower pH inactivates / denatures the enzyme
2

(f) 1. Faster fall in pH and levels off at same point;

2. More enzyme = substrate complexes formed;

3. Same amount of fatty acids produced / product

3
[11]

Q4.
(a) 1. A = β glucose;

B = Adenosine triphosphate;
do not accept ATP
2

(b) 1. Saturated;
1

2. Fatty acid;
1

(c) 1. Peptide bond shown correctly;

2. Rest of dipeptide structure shown correctly;

(d) Water;
1
[7]

Q5.
(a) 1. Dissolve in alcohol, then add water;
2. White emulsion shows presence of lipid.
2

(b) Glycerol.
1

(d) Y (no mark)

Contains double bond between (adjacent) carbon atoms in hydrocarbon chain.
1

(e) 1. Divide mass of each lipid by total mass of all lipids (in that type of cell);
2. Multiply answer by 100.
2

Page 38 of 55
(f) Red blood cells free in blood / not supported by other cells so cholesterol helps
to maintain shape;
Allow converse for cell from ileum – cell supported by others
in endothelium so cholesterol has less effect on maintaining
shape.
1

(g) 1. Cell unable to change shape;

2. (Because) cell has a cell wall;
3. (Wall is) rigid / made of peptidoglycan / murein.
2 max
[10]

Q6.
(a) Two suitable suggestions;
E.g.
1. (Are mammals so) likely to have same physiology / reactions as
humans;
2. Small enough to keep in laboratory / produce enough milk to extract;
3. (Can use a) large number.
Ignore references to ethical issues
2 max

(b) 1. Hydrolysis of lipids produces fatty acids;

2. Which lower pH of mixture.
2

(c) 1. (Bile-activated lipase / it) increases growth rate (of kittens);

2. Results for formula with lipase not (significantly) different from breast
milk / are (significantly) different from formula milk alone;
3. Showing addition of (bile-activated) lipase is the likely cause (of
increased growth);
4. Lipase increases rate of digestion of lipids / absorption of fatty acids.
3 max
[7]

Q7.
(a) 1. In phospholipid, one fatty acid replaced by a phosphate;
Ignore references to saturated and unsaturated

Accept
Reject P/Phosphorus
Accept annotated diagrams
1

(b) 1. Add ethanol, then add water;

Reject ethanal/ethonal
Accept ‘Alcohol/named alcohol’
2. White (emulsion shows lipid);
Accept milky – Ignore ‘cloudy’
Sequence must be correct
If heated then DQ point 1
Reject precipitate

Page 39 of 55
2

(c) Saturated single/no double bonds (between carbons)

OR
Unsaturated has (at least one) double bond (between carbons);
Accept hydrocarbon chain/R group for ‘between carbons’ for
either
Accept Sat = max number of H atoms bound
‘It’ refers to saturated
1

(d) 1. (Fat substitute) is a different/wrong shape/not complementary;

OR
Bond between glycerol/fatty acid and propylene glycol different
(to that between glycerol and fatty acid)/no ester bond;

2. Unable to fit/bind to (active site of) lipase/no ES complex formed;

If wrong bond name given (e.g. peptide/glycosidic), then
penalise once
2

(e) It is hydrophilic/is polar/is too large/is too big;

Ignore ‘Is not lipid soluble’
1
[7]

Q8.
(a) Hydrolysis (reaction);
1

(b) 1. (Phosphate required) to make RNA;

2. (Phosphate required) to make DNA;
1 and 2. If neither DNA or RNA are named allow one mark
for nucleotide/nucleic acid/phosphodiester bonds/sugar-
phosphate backbone.
3. (Phosphate required) to make ATP/ADP;
4. (Phosphate required) to make membranes;
Ignore: phospholipids without reference to membranes.
5. (Phosphates required) for phosphorylation;
Accept: as additional mark points any named biological
molecule containing phosphate e.g. NADP, AMP, RuBP.
2 max

(c) Accept answer in range from 3.7 : 1 to 4.1 : 1;

Reject any ratio not : 1.
1

(d) 1. Seeds/embryo remain dormant/inactive in winter/cold

OR
Growth/development of seed/embryo during winter/cold;
Ignore: hibernate.
Accept: ‘seed survives winter/cold’.
Reject: plant develops or seed germinates during
winter/cold.

Page 40 of 55
2. Seeds/plants develop in spring/summer
OR
Seeds/plants develop when temperature/light increases;
Accept: seeds/plants develop when more light or when
temperature is higher.
Accept: seed germinates/’sprouts’ during spring/summer or
when temp/light increases.
3. Plant photosynthesise (in spring/when warm);
4. Produce (more) seeds/offspring in spring/growing
season;
3 max
[7]

Q9.
(a) Any one from:

1. Numerical readings / not subjective / colour change

subjective / gives quantitative data / not qualitative / gives
continuous data;
2. Greater accuracy;
Accept greater precision
1 max

(b) Fatty acids produced;

(c) 1. No more (fatty) acids produced;

2. All triglycerides/fat//lipids/substrate used up / enzyme
denatured;
2

(d) 1. Line starting at same point and falling above original

line;
2. Levels off at same pH, but later;
Accept the line still falling at 4 minutes
Do not credit if levels off at higher pH
2
[6]

Q10.
(a) 1. Fewer children / less likely that children with asthma eat fish;
Accept converse.

2. Fewer children / less likely that children with asthma eat oily fish;
MP1 and 2 − Allow use of numbers.

3. Little / only 2% / no difference in (children with or without asthma who

eat) non-oily fish.
Do not accept arguments related to amount of fish eaten
3

(b) 1. (Shake with) ethanol / alcohol;

1. Accept named alcohol

Page 41 of 55
2. Then add (to) water;
2. Order must be correct

3. White / milky / cloudy (layer indicates oil).

3. Ignore forms emulsion as in stem
3. Ignore precipitate
3
[6]

Q11.
(a) 1. Crush / grind;

2. With ethanol / alcohol;

3. Then add water / then add to water;

2. Water must be added after ethanol for third mark.

4. Forms emulsion / goes white / cloudy;

4. Do not accept carry out emulsion test.
3

(b) (i) 4 / four;

(ii) 1. Phosphate / PO4;

“It” refers to phospholipid.

2. Instead of one of the fatty acids / and two fatty acids;

1. Accept minor errors in formula. Do not accept
phosphorus / phosphorus group.
2

(iii) 1. Double bonds (present) / some / two carbons with only one
hydrogen / (double bonds) between carbon atoms / not saturated
with hydrogen;
Answer refers to unsaturated unless otherwise clearly
indicated.
May be shown in appropriate diagram.

2. In (fatty acid) C / 3;
2
[8]

Q12.
(a) Double bond(s);

(Bonds) between carbon;

C=C bond(s) = 2 marks
‘No’ C=C bond(s) disqualifies 1 mark only
Accept: does not contain maximum number of H for 1 mark
Neutral: contains C=O bonds
2

Page 42 of 55
(b) Graph shows negative correlation / description given;

Correlation does not mean causation / prevention / shows lower risk not
prevention;

May be due to another factor / example given;

Neutral: refs. to methodology e.g. sample size / line of best
fit
Q: Do not allow ‘casual’ relationship
3

(c) (i) Glycosidic;

Accept: if phonetically correct
Reject: ester bond
1

(ii) Contains glycerol / three fatty acids / forms three ester bonds;
Neutral: contains less fatty acids
Answers must refer to a triglyceride
Ignore refs. to incorrect bond names
Neutral: olestra has eight fatty acids / R groups
Reject: contains three glycerols
1

(iii) 9;
1
[8]

Q13.
(a)

One mark for each correct column

Mark ticks only and ignore crosses
4

(b) 1. Two marks for box round two hydrogens and one of the oxygens from
OH groups on carbons 1 and 4;;

2. One mark from incorrect answer involving any two hydrogens and an
oxygen from carbons 1 and 4;
Do not award marks if all atoms concerned are on same
carbon atom or are on carbon atoms other than 1 and 4 or
where the answer does not have two hydrogen and one
oxygen
2

(c) (i) 1. Holds chains / cellulose molecules together / forms cross links
between chains / cellulose molecules / forms microfibrils, providing
strength / rigidity (to cellulose / cell wall);

Page 43 of 55
2. Hydrogen bonds strong in large numbers;x
Principles here are first mark for where hydrogen bonds are
formed and second for a consequence of this.
Accept microfibres
2

(ii) Compact / occupies small space / tightly packed;

Answer indicates depth required. Answers such as “good for
storage”, “easily stored” or “small” are insufficient.
1
[9]

Q14.
(a) pH goes down and levels out;
after 30 min / pH 6.5;
2

(b) Enzyme not used up in reaction;

(c) Curve will be less steep:

Only accept answers relating to curve not rate of reaction
1
[4]

Q15.
Fatty acids used to make phospholipids;
Phospholipids in membranes;
More phospholipids more membranes made;
2 max

Fatty acids respired to release energy;

More triglycerides more energy released;
Energy used for cell production / production of named cell component;
Do not allow credit for ‘making’ energy
2 max
[4]

Q16.
(a) (Omega-3 concentration) falls more rapidly at first;
Levels out at 140 days / concentration of 0.4%;
2

(b) (i) Two marks for correct answer of 0.04 or 0.043;;

One mark for incorrect answer which clearly identifies total fall of 1.7;
2

(ii) To take into account variation in fat content of milk / fat content varies
from cow to cow;
Allows comparison;
2

(iii) The graph shows a decrease with time feeding on corn;

Page 44 of 55
No control group;
Might have fallen anyway / might decrease with time rather than with
time spend feeding on corn;
Other factors / other named factor might also have changed;
Only one investigation so might not be representative;
4 max
[10]

Q17.
Standard deviation shows there is overlap of the 2 data sets;
Small sample of wild salmon so may not be representative of population;
[2]

Q18.
The different diet of the fish;
Omega-3 fatty acids used in respiration / as a source of energy;
Wild trout are more active / use more energy;
[2]

Q19.
(a) Two marks for correct answer of 64.285 / 64.3 / 64;
(allow 1 mark for (8100 / 100 × 30) / 37.8)
2

(b) dissolve in / add ethanol then mix with water;

emulsion / white colour indicates triglycerides present;
2

(c) (i) increase the surface area for absorption;

(ignore wrong ref. to name)
1

(ii) R = tissue fluid / interstitial fluid / extracellular fluid / intercellular space;

S = lymph(atic) vessel / lymph capillary / lacteal;
2

(iii) proteins are synthesised by U;

involvement of ribosomes;
protein isolation / transport (inside RER);
vesicle formation;
2 max

(iv) exocytosis / description of;

because of size / too large to leave by other methods;
2
[11]

Q20.
(a) (i) (Molecule) made up of many identical / similar molecules / monomers /
subunits;
Not necessary to refer to similarity with monomers.
1

Page 45 of 55
(ii) Cellulose / glycogen / nucleic acid / DNA / RNA;
1

(b) (i) To keep pH constant;

A change in pH will slow the rate of the reaction / denature
the amylase / optimum for reaction;
2

(ii) Purple / lilac / mauve / violet;

Do not allow blue or pink.
1

(iii) Protein present / the enzyme / amylase is a protein;

Not used up in the reaction / still present at the end of
the reaction;
2
[7]

Q21.
(a) (i) in case normal coffee differs in some other way /
to control concentration of caffeine;
1

(ii) not telling them what the drink contained / purpose of experiment;
1

(b) (i) able to continue for longer; (not just increases performance)
(disqualify if also refers to fatty acids and glycerol)
1

(ii) breakdown of fats;

at increased rate / by mobilisation of fat stores;
2

(c) (i) idea that volumes of oxygen and carbon dioxide the same;
reference to equal moles, or quotient as 1 divided by 1 / or 6 by 6;
2

(ii) glycogen is a carbohydrate / broken down to glucose, linked to RQ;

with no caffeine, RQ nearer 1.0 / less carbon dioxide exhaled and
more oxygen inhaled (or vice versa) / with caffeine higher proportion of
fats / fatty acids respired;
increased time to exhaustion suggests slower use of glycogen:
3
[10]

Q22.
(a) (i) condensation;
1

(b) (i) D;
1

(ii) C;
1

(iii) A;

Page 46 of 55
1

(c) absence of a double bond;

in the (hydrocarbon) chain;
unable to accept more hydrogen / saturated with hydrogen;
2 max
[6]

Q23.
(a) 3 fatty acids attached;
ester bond correct;

(H on glycerol component, O attached to carbon, R at other end)

(b) not made of monomers / many repeating units;

(c) (many) mitochondria present in brown fat cells;

mitochondria release heat / energy; (ignore ATP)
white fat cells for fat storage / reduced fat storage in brown fat cells;
3
[6]

Q24.
(a) ATP
1

(b) (i) 2.57:1/2.6:1/18:7;

Correct answer however derived scores two marks
72:28 scores one mark
Correct working from wrong figures scores 1 mark
Accept
0.4 / 0.39 / 0.389 / 0.3889
2 max

(ii) Low intensity;

At low intensity/below 40% mainly fat used / at high intensity/
above 40% mainly carbohydrate used;
Long duration exercise;
Percentage fat used increases with time / percentage
carbohydrate used decreases with time;
3
[6]

Page 47 of 55
Examiner reports

Q1.
Parts (a) and (b) were well answered. Some students inverted their answers for (a) and
many stated glyceride instead of glycerol for P.

Question (c) was answered fully correctly by nearly half (47.3%) of students. Errors
included not adding water, or adding water first then ethanol, using the word cloudy with
no colour and using the word precipitate.

Q2.
Question (a) demanded recall from section 3.3.2 of the specification; 25.6% of students
gained five or six marks. Many, however, omitted any reference to the structure at all and
it was surprising that very few students elected to draw a labelled sketch to show the
gross structure. Many lengthy answers were seen detailing exchange of gases and the
features of the alveolar epithelium, neither of which was required by the wording in the
question. Many answers included tracheoles as a part of the human gas exchange
system. Inhalation tended to be described in the best detail. Marking points 3 and 5 were
often not awarded because of a lack of precision in describing the role of the pair of
antagonistic intercostal muscles. Many students conflated the two, and referred to them
generically. The relaxation and contraction of the diaphragm and its corresponding shape
were frequently confused. For example, students referred to the 'flattened' or 'domed'
shape of the diaphragm without stating how that occurred. This question had the highest
discrimination index of the paper.

In question (b), although many students could demonstrate knowledge of phospholipids

and triglycerides individually, they struggled to complete the required ‘compare and
contrast’ command. When this command is used, every marking point requires a
comparative statement that must be clearly made by the student: examiners will not infer
links between separate statements – in this case, separate descriptions of phospholipids
and of triglycerides. Many students did not include glycerol in their structure of the
phospholipid. Some students were distracted into discussions of applications for the
molecules, and their energetic values.

Question (c) showed that most students had learned the components of lactose and knew
that it would be formed in a condensation reaction, although some omitted that this would
result in the formation of a glycosidic bond. Fewer students knew that the lactose would
be joined to a polypeptide in the Golgi apparatus. Many described that it would be found
on the cell-surface membrane, and some tried to describe where on the polypeptide the
lactose would be attached, rather than where in the cell as required by the question.
Nearly half of the students scored at least two of the four available marks.

Q7.
About two thirds obtained the mark in (a) for a correct description of the difference
between a triglyceride and a phospholipid. Those who failed to score either did not know
about the structure of these molecules or just described the structure of a phospholipid (or
triglyceride).

In (b), about 40% of students could fully describe how to test for a lipid and obtained both
marks. A minority described tests for other biological molecules. Many made errors in their
descriptions of the emulsion test or of a positive result. These errors included: adding
water before ethanol, heating the mixture, the presence of a precipitate and failing to note
that the colour of the emulsion would be white.

Page 48 of 55
Most students scored the mark in (c). Those who didn’t got saturated and unsaturated the
wrong way round in terms of carbon-carbon double bonds.

In (d), 28% obtained both marks for stating that the fat substitute would not bind to the
active site of lipase because it has a different shape to a triglyceride. A similar percentage
obtained one mark. Those who failed to score often ignored the question’s reference to
lipase and wrote about bile salts, micelles and methods of absorption.

Q8.
(a) The vast majority of students correctly named the type of reaction as hydrolysis.
Common errors were ‘condensation’ and ‘phosphorylation’.

(b) Approximately 50% of students gained a mark in this question. The most common
scoring points referred to phosphate being required for the formation of ATP, DNA,
RNA or phospholipids in cell membranes. Many students stated that phosphate was
used as a ‘nutrient’, ‘for energy’ or to ‘form protein’.

(c) Approximately 40% of students were able to calculate a correct ratio. A significant
number of students did not gain the mark as they provided the ratio the wrong way
round or they simply transcribed their readings from the graph as a ratio, most
commonly, 4.1:1.1.

(d) This question proved difficult for most students with almost 60% scoring zero. The
most common misconception was that the chilling requirement of seeds would
enable plants to grow during the winter so that they would be fully grown by spring
and could outcompete other plants. Some students also referred to plants carry out
photosynthesis and reproducing during the winter. A significant number of students
misinterpreted the question and answered it in terms of natural selection for plants
with a chilling requirement. Students who did gain credit often referred to growth of
the seed/embryo during the winter followed by photosynthesis in the spring/summer.
Very few students referred to seed production in the spring or summer.

Q9.
(a) More than 80% of students correctly stated that the pH probe would give a more
accurate or precise reading or that assessing a colour change would be subjective.

(b) It was disappointing that more than half the students did not recognise that the
decrease in pH was due to fatty acid production. There were many answers that
referred to the products of carbohydrate digestion or of protein digestion in their
answer.

(c) Most students knew that the pH remains constant as all the triglycerides had been
hydrolysed or that the low pH could have denatured the enzyme. Unfortunately there
were many who disqualified their answer by suggesting that the enzyme would be
used up or all the active sites would be full. Relatively few students went on to
explain why this would result in a constant pH.

(d) It was pleasing to see that almost 70% of students were able express their answer
correctly on the graph.

Q10.
(a) Students had difficulty interpreting the data in the pie charts and so tended to score
either very well or not at all. Misinterpreting the chart as representing how much fish
the children had eaten, rather than the proportion of children who ate that type of

Page 49 of 55
fish was the root cause of this. A significant number of students also tried to link the
data in the pie chart with how likely a child was to develop asthma. Those who
understood the data in the pie charts usually went on to score two or three marks.

(b) The majority of the students had clearly learned the emulsion test and gained all
three marks. The most frequent errors were not adding to water, and not describing
the emulsion as white, milky or cloudy. There was a significant number who added
hydrochloric acid or sodium hydroxide, with about 10% failing to gain any marks.

Q11.
(a) Students who were familiar with the emulsion test were often able to gain full credit.
There was the inevitable confusion between this and other biochemical tests, and
some of the less able students were of the opinion that a substance called
"emulsion" should be added. Where students appreciated the need to add ethanol
and water, they were not always certain about whether or not it was necessary to
heat the mixture, or of the order in which ethanol and water should be added.

(b) In their answers to part (i), the majority of students correctly suggested 4. Among
the incorrect responses, there were frequent references to 3 and 6. Although many
students gained both marks in part (ii), there was much irrelevant comment about
hydrophobic and hydrophilic groups. It was also apparent that many of the less able
students confused phospholipids and plasma membranes. It was expected that
students would refer to the presence of phosphate in a phospholipid. Phosphorus
was not considered to be an acceptable alternative. Part (iii) was generally
answered well although saturated and unsaturated were occasionally confused. It
was particularly pleasing to see that many students followed the instruction to use
the diagram and described fatty acid C as being unsaturated.

Q12.
(a) 42% of candidates were aware that an unsaturated fatty acid contains carbon-
carbon double bonds and gained full credit. However, most candidates gained one
mark for the idea of double bonds. Weaker candidates often wrote about the health
benefits of unsaturated fatty acids.

(b) Nearly 60% of candidates gained at least two marks. This was typically for
appreciating that the graph shows a reduced risk, not prevention, of coronary heart
disease or that other factors may also reduce the risk. Many candidates also
described the negative correlation. However, weaker candidates sometimes left this
as ‘there is a correlation’.

(c) (i) Just over 60% of candidates correctly identified X as a glycosidic bond.
Common incorrect responses seen were ‘peptide, ‘ester’, ‘ionic’, ‘covalent’ and
‘hydrogen’.

(ii) Just over half of the candidates gained the mark for stating that a triglyceride
contains glycerol or three fatty acids. However, some candidates clearly
confused a triglyceride with a phospholipid and made reference to a
phosphate group or two fatty acids. Weaker candidates were often let down by
poor expression or a lack of detail. These candidates often referred to a
triglyceride containing three glycerol molecules and some confused glycerol
with glycogen.

(iii) Only 20% of candidates gave the correct response 9.

Page 50 of 55
Q13.
(a) Although this question produced an even spread of marks across the entire ability
range, the overall marks were disappointing for a question largely targeted at Grade
E candidates. Many appeared uncertain as to the distribution of starch and
glycogen, the identity of deoxyribose as a carbohydrate or of DNA helicase as an
enzyme.

(b) Most candidates were able to gain some credit for recognising that condensation
involved the elimination of a molecule of water, although there were some who
apparently failed to appreciate that water molecules contained two hydrogen atoms
and an oxygen atom, or that condensation involved linking the molecules shown.
The better candidates selected the appropriate atoms and gained both of the
available marks.

(c) In part (i), candidates were usually able to make an appropriate reference to the role
of hydrogen bonds in strengthening either cellulose or the cell wall. Many, however,
were uncertain as to the location of these bonds and produced answers referring to
linking the β-glucose residues. Part (ii) was usually well answered and most
candidates were able to discuss the compact shape of starch molecules. There
were, however, some answers incorrectly based on the idea of a large surface area
to volume ratio.

Q14.
(a) This was often generously marked. For the first marking point candidates were
required to state that the pH decreased and then levelled off. Centres often gave
credit for the second point for any mention of pH 6.5 or 30 minutes, even when there
was no reference to levelling.

(b) This was well answered by the majority of candidates. Some candidates
misinterpreted this question and responded by explaining what would happen if the
enzyme concentration changed during the investigation.

(c) Some centres credited responses that referred to rate, rather than to the gradient or
‘steepness’ of the curve. Many candidates experienced difficulty in expressing this
simply. In some centres, candidates who had difficulty describing the difference drew
the curve on the resource material. This was sometimes not credited by the centre,
despite the curve being shallower than curve Z.

Q15.
Some excellent responses were seen. Candidates were able to establish a link between
fatty acids and the phospholipid content of the membranes. Many candidates were aware
that fatty acids could be respired and the energy released could be used appropriately.
Some centres awarded credit when responses indicated that energy was for respiration or
when energy was made during respiration. It was rare to see any evidence of the third
marking point.

Q16.
(a) Many centres gave credit to descriptions which only indicated that the omega-3
concentration fell but made no reference to the rapidity of fall. Similarly credit was
given to any answer which stated that the concentration reached 0.4% at 140 days,
even if there was no mention of the concentration levelling out.

(b) (i) The calculation was carried out correctly by many, and two marks were

Page 51 of 55
scored. A large number gained one mark for correctly identifying a fall of 1.7.

(ii) It was rare to see more than one mark awarded. This was almost universally
for the idea of being able to make comparisons between the cattle or milk.
Often any reference to a comparison was awarded credit.

(iii) A large majority of candidates recognised that the graph showed the omega-3
concentration decreasing with time. A variety of suggestions was offered to
account for the decrease, but few suggested that the concentration might have
fallen anyway.

Q17.
Many candidates pointed out that the standard deviations for the two samples were
overlapping. Candidates who noted that the samples of fish were small often failed to
indicate that samples this small wouldn’t necessarily be representative of the populations.
Some centres incorrectly gave credit to any reference to standard deviation or small
sample sizes. Many candidates appeared to believe that the different sizes of the groups
were significant.

Q18.
Well answered and well marked by the majority of centres. Candidates often recognised
that the farmed fish would receive more food or receive food more regularly. Many were
also able to make a correct link with the activity and restricted movement of the caged
fish. Most candidates scored at least one mark, with many scoring both marks.

Q19.
Unit 6

(a) Although the correct answer was given by many candidates, a significant minority
made arithmetical errors or rounded their answers incorrectly.

(b) The emulsion test was most frequently cited but the method was often not described
correctly.

Many of these responses used water or ethanol as the sole reagent or cited an
incorrect test. A small minority of candidates gave details of incubating with lipase
and testing for pH change, these answers received the appropriate credit.

Part (ii) caused problems to the weaker candidates and the vast range of alternative
answers generated by these candidates indicated that they had not understood the
diagram. Part (iii) produced good responses from the candidates who correctly
identified the rough endoplasmic reticulum, although a small proportion thought the
structure was the Golgi body. Part (iv) was generally poorly answered. The most
common incorrect response was facilitated diffusion.

Often these responses were given in answers which clearly indicated the size of the
chylomicrons and it was interesting to observe the lack of coherent thinking
displayed by many candidates.

Unit 7

Page 52 of 55
(a) Calculations of the recommended daily lipid intake were often incorrect, a common
error being to disregard the given energy content of one gram of lipid. Some spoiled
their answers by inappropriate rounding or by compounding rounding
approximations in a two-stage calculation.

(b) Many candidates did not know the details of the emulsion test for lipids. Benedict.s,
the biuret test and the iodine test were all suggested.

(c) In (i), most knew that the microvilli shown in the diagram would increase the surface
area for absorption of the products of digestion. However, in (ii), the identification of
R and S was rarely correct. R, the tissue fluid, was sometimes thought to be
‘cytoplasm’, a ‘blood vessel’, or merely a ‘space’. S, the lymph vessel or lacteal, was
thought to be a ‘blood vessel’, a ‘lysosome’, even the ‘small intestine’. In part (iii),
many recognised organelle U as the rough endoplasmic reticulum and knew that the
protein part of the chylomicron would be made here, better candidates emphasising
the part played by its ribosomes. Some correctly suggested a role in transport,
perhaps mentioning vesicle formation. Others incorrectly thought triglycerides were
synthesised here, despite the indication in the diagram that this was fulfilled by the
smooth ER. It was evident in (iv) that many candidates had no appreciation of the
size of the chylomicrons – despite having been given the information in the stem to
section (d) that they were composed of many triglyceride molecules and were
surrounded by proteins. Hence, ‘diffusion’, ‘facilitated diffusion’ and ‘active transport’
were not sensible answers. Better candidates knew that such large structures could
only leave the cell by exocytosis.

Q20.
(a) Imprecise expression frequently limited the marks awarded for part (i). Care clearly
needed to be taken to avoid suggesting too few components, with answers such as
that a polymer consisted of ‘two or more’ monomers. Those who did not make use of
the term ‘monomer’ needed to indicate, in some way, the similarity of the
constituents. They did not always do this. The most frequent reason for failing to
gain credit for part (ii) was where candidates gave substances, such as
haemoglobin and amylopectin, which were excluded by the wording of the question.
Nevertheless, many candidates gave correct answers.

(b) In part (i), most candidates recognised the importance of buffers in maintaining pH,
although some associated them with temperature. Better candidates could generally
develop the idea and usually gained a second mark through reference to
denaturation. Unfortunately, some saw parts (ii) and (iii) as a trick and pointed out
that since starch was not a protein, it would give a negative result. Others made the
same error by simply failing to focus on the right component of the mixture. Perhaps
more disturbing is the continued failure of so many candidates at this level to learn
the relevant information relating to basic biochemical tests. There was again much
confusion over test and result, apparent both here and in the answers to Question 4
(b).

Q21.
It was pleasing to find a higher proportion of candidates performing well on this question
than had been anticipated, and a considerable number gained at least 6 or 7 marks. In
particular, an encouraging number managed to get to grips with part (c), although often
the weakest candidates made no attempt.

(a) Most candidates answered both parts well.

(b) (i) The majority gained a mark, but a significant number merely stated that

Page 53 of 55
caffeine improved performance without describing how. Some recited all the
results from the table, including the glycerol and fatty acid concentrations, and
were disqualified from the mark.

(ii) A good proportion recognised that the glycerol and fatty acids would have
been derived from the breakdown of fats, for which they gained credit. Very
few appreciated that the fats would be likely to have come from fat stores in
the body rather than from, for example, the caffeine. A number proposed
explanations in terms of more fats or fatty acids being ‘needed’ in order to be
able to exercise for longer.

(c) (i) Many realised that the equation showed that the volume of oxygen absorbed
was the same as the volume of carbon dioxide given out. Not all went on to
explain how this ratio gave an RQ value of 1.0. It was encouraging, however,
to see that many candidates explained their answer in terms of moles.
Inevitably, a proportion of candidates ignored the equation altogether and
suggested, for example, that a value of 1.0 was chosen because glucose is
what is normally used in respiration.

(ii) Many of the better candidates provided good explanations, citing the evidence
that the RQ being closer to 0.7 when caffeine was taken, showed that fatty
acids were being respired. Fewer actually pointed out that glycogen would be
broken down to glucose, and that an RQ closer to 1.0 would suggest that the
glycogen stores would be used more rapidly. Credit was awarded for those
who pointed out that the longer time to exhaustion would in itself suggest that
glycogen stores were being used more slowly. Weaker candidates often
ignored reference to the data and tried to offer explanations based on time
spent on anaerobic respiration, or the overall rate of respiration being slower
after drinking coffee. Many confused glycerol and glycogen, or assumed they
were the same substance.

Q22.
(a) The vast majority of candidates gained the mark, with only a few confusing
hydrolysis with condensation.

(b) Most candidates scored full marks, the most common error occurring in (ii) where
the substrate of amylase was identified as protein.

(c) The difference between the types of fatty acids was well understood in terms of
double bonds but very few candidates then went on to mention the location of the
bonds or describe saturation with reference to hydrogen. Weaker candidates
identified the bonds involved as hydrogen and therefore failed to obtain any marks.

Q23.
(a) Most candidates made an attempt to add three fatty acids to the glycerol but fewer
could then draw the correct bonds.

(b) The concept of a monomer was generally poorly understood, with glycerol and fatty
acids often referred to as the only two monomers making up the triglyceride. Many
candidates referred to the presence of different R groups being the reason for the
molecule not being considered a polymer.

(c) Very few candidates appreciated the white fat cell’s involvement in fat storage.
Although most noted the mitochondria in the brown fat cell and associated this with
respiration, the process was not linked to energy or heat release but often to active

Page 54 of 55
transport. Some candidates were confused over basic concepts involving energy,
referring to ‘creating’ or ‘making’ energy.

Q24.
In (a), nearly everyone knew ATP was the energy source, although a few did suggest
glucose and one or two, rather disappointingly, suggested oxygen. In (b)(i), a surprising
number of candidates were unaware of what is meant by a ratio and gave an answer
based on percentage. Although some tolerance was allowed in reading the figures from
the graph, too many were simply not careful enough in carrying out this task. Part (b)(ii)
was a good discriminator. A good number noticed that fat usage was greatest at low
intensity exercise and also after longer durations, but failed to put the two together to
suggest low intensity, long- lasting exercise.

Page 55 of 55

IGCSE Biology Paper 4 2019-2024 Mark Scheme
No ratings yet
IGCSE Biology Paper 4 2019-2024 Mark Scheme
483 pages
MCQ 1
No ratings yet
MCQ 1
78 pages
Entrance Exam 2014 15
No ratings yet
Entrance Exam 2014 15
33 pages
L A Level Biology MS Jan 06
No ratings yet
L A Level Biology MS Jan 06
180 pages
Mixed Unit 1
100% (1)
Mixed Unit 1
191 pages
9700 w18 QP 23 PDF
No ratings yet
9700 w18 QP 23 PDF
16 pages
Mitosis Student Version
No ratings yet
Mitosis Student Version
9 pages
Organization of Life
No ratings yet
Organization of Life
6 pages
BBO2019
No ratings yet
BBO2019
49 pages
Respiration
No ratings yet
Respiration
99 pages
Nucleiacids
No ratings yet
Nucleiacids
89 pages
Extra Qs and MS Cell Transport
No ratings yet
Extra Qs and MS Cell Transport
14 pages
2024 Jun U1
No ratings yet
2024 Jun U1
28 pages
IGedex2122 2.24-2.32 Digestion
100% (1)
IGedex2122 2.24-2.32 Digestion
32 pages
N5 Biology All 2018
No ratings yet
N5 Biology All 2018
48 pages
2011 HSC Exam Biology
No ratings yet
2011 HSC Exam Biology
36 pages
Photosynthesis Part 2
No ratings yet
Photosynthesis Part 2
31 pages
Mybio11 Exam
No ratings yet
Mybio11 Exam
28 pages
Muscle Function Exam Questions
No ratings yet
Muscle Function Exam Questions
11 pages
Genetechnologies
No ratings yet
Genetechnologies
108 pages
Lipids
100% (1)
Lipids
54 pages
N5 Biology Section1 2021
No ratings yet
N5 Biology Section1 2021
12 pages
Osmoregulation Exam QS
No ratings yet
Osmoregulation Exam QS
14 pages
No of Printed Pages: 4
No ratings yet
No of Printed Pages: 4
4 pages
INBO2018 Solution 20180213
No ratings yet
INBO2018 Solution 20180213
10 pages
' GenetechnologiesPart2
100% (1)
' GenetechnologiesPart2
49 pages
ECOLOGY TEST Mhs Jusan
No ratings yet
ECOLOGY TEST Mhs Jusan
4 pages
Protein Synthesis Paper 1 (Multiple Choices)
100% (1)
Protein Synthesis Paper 1 (Multiple Choices)
6 pages
January 2009 QP - Unit 2 Edexcel Biology A-Level
100% (1)
January 2009 QP - Unit 2 Edexcel Biology A-Level
20 pages
INBO Solution 20190219
No ratings yet
INBO Solution 20190219
12 pages
6.2 Inheritance Variation and Evolution Variation and Evolution Standard Demand Qs
No ratings yet
6.2 Inheritance Variation and Evolution Variation and Evolution Standard Demand Qs
24 pages
Nseb 18-19
No ratings yet
Nseb 18-19
24 pages
Practice Final Exam
100% (1)
Practice Final Exam
17 pages
Molecules
No ratings yet
Molecules
15 pages
Acjc H2 Bio P2
No ratings yet
Acjc H2 Bio P2
16 pages
1.3 Lipids QP
No ratings yet
1.3 Lipids QP
14 pages
A-Level Biology Protein Exam Questions
100% (1)
A-Level Biology Protein Exam Questions
27 pages
NSEB-2023 Solutions
No ratings yet
NSEB-2023 Solutions
16 pages
Section Assignement 1 - Graphing and Stats
No ratings yet
Section Assignement 1 - Graphing and Stats
7 pages
Biocomp Exam 2013
100% (1)
Biocomp Exam 2013
11 pages
11 Bio Yrly Exam 09 Questions
100% (1)
11 Bio Yrly Exam 09 Questions
11 pages
2006 Assessment 2006 Biology GA 3: Written Examination General Comments
No ratings yet
2006 Assessment 2006 Biology GA 3: Written Examination General Comments
7 pages
1.3 Lipids QP
No ratings yet
1.3 Lipids QP
8 pages
3.8.2 Gene Expression - 26 Marks
No ratings yet
3.8.2 Gene Expression - 26 Marks
8 pages
Population Questions
100% (1)
Population Questions
81 pages
s6 Biology Paper 1
No ratings yet
s6 Biology Paper 1
19 pages
N5 Biology 2014
No ratings yet
N5 Biology 2014
41 pages
MCQ Exam1
No ratings yet
MCQ Exam1
17 pages
International Financial Management, 14th Edition by Jeff Madura v1
No ratings yet
International Financial Management, 14th Edition by Jeff Madura v1
20 pages
Chapter 26
No ratings yet
Chapter 26
2 pages
SDB - Prefere 4116 (English)
No ratings yet
SDB - Prefere 4116 (English)
14 pages
Lipid Exam Questions ONLY
No ratings yet
Lipid Exam Questions ONLY
3 pages
9700 w15 QP 13
100% (1)
9700 w15 QP 13
16 pages
Section 4 - Cell Membrane Structure - Set 6
No ratings yet
Section 4 - Cell Membrane Structure - Set 6
4 pages
Edexcel A-Level Biology Anaerobic Respiration PDF
No ratings yet
Edexcel A-Level Biology Anaerobic Respiration PDF
15 pages
Mmymap 0804 HT 5 P
No ratings yet
Mmymap 0804 HT 5 P
298 pages
90 Minutes at Entebbe Stevenson William Download
No ratings yet
90 Minutes at Entebbe Stevenson William Download
40 pages
2013 HSC Biology
No ratings yet
2013 HSC Biology
32 pages
Biology: Higher School Certificate Examination
No ratings yet
Biology: Higher School Certificate Examination
32 pages
A03 Data Analysis
No ratings yet
A03 Data Analysis
19 pages
All A Topic Tests
100% (1)
All A Topic Tests
20 pages
Mon Omers and Polymers A Level
100% (1)
Mon Omers and Polymers A Level
57 pages
Autocad 2009 2D Training Manual
No ratings yet
Autocad 2009 2D Training Manual
342 pages
Photosynthesis
No ratings yet
Photosynthesis
103 pages
DNAand Protein Synthesis
No ratings yet
DNAand Protein Synthesis
98 pages
Nutrient Cycles
No ratings yet
Nutrient Cycles
95 pages
Edexcel A-LEVEL BIO4 June 2005 QP
100% (1)
Edexcel A-LEVEL BIO4 June 2005 QP
20 pages
Paticca Samuppada
No ratings yet
Paticca Samuppada
13 pages
Final Project Digital Entrepreneurship Politeknik
No ratings yet
Final Project Digital Entrepreneurship Politeknik
29 pages
DNAand Protein Synthesis Part 2
No ratings yet
DNAand Protein Synthesis Part 2
44 pages
Anacalypsis Higgins PDF
No ratings yet
Anacalypsis Higgins PDF
497 pages
Gene Mutation
No ratings yet
Gene Mutation
35 pages
1A Retest
No ratings yet
1A Retest
10 pages
Transmission Line Theory
No ratings yet
Transmission Line Theory
25 pages
Unit 6 Study Sheet Gr.2
No ratings yet
Unit 6 Study Sheet Gr.2
10 pages
Answers: Warm-Up 1 Workout 1
No ratings yet
Answers: Warm-Up 1 Workout 1
29 pages
Energy and Ecosystems Part 2
100% (1)
Energy and Ecosystems Part 2
16 pages
Water
No ratings yet
Water
16 pages
A Brief History of Accounting
No ratings yet
A Brief History of Accounting
22 pages
1 Exercises Theory - Natural Numbers - 1º Eso PDF
No ratings yet
1 Exercises Theory - Natural Numbers - 1º Eso PDF
10 pages
Submitted To: Submitted By: Group-3 2018-Arch-9/Isha Fatehullah 2018-ARCH-32/AZKA IHSAN
No ratings yet
Submitted To: Submitted By: Group-3 2018-Arch-9/Isha Fatehullah 2018-ARCH-32/AZKA IHSAN
66 pages
Irc 78 Draft LSM PDF
100% (2)
Irc 78 Draft LSM PDF
64 pages
DLL - English 3 - Q2 - W2
No ratings yet
DLL - English 3 - Q2 - W2
8 pages
Case Studies: Bharat Bhavan, Triveni Kala Sangam, IIC.
89% (19)
Case Studies: Bharat Bhavan, Triveni Kala Sangam, IIC.
2 pages
Reading Test 2ND T GS
No ratings yet
Reading Test 2ND T GS
3 pages
Using Genome Projects Gene Sequencing
No ratings yet
Using Genome Projects Gene Sequencing
10 pages
Inorganicions
No ratings yet
Inorganicions
11 pages
RK500-02 PH Sensor: Features
No ratings yet
RK500-02 PH Sensor: Features
3 pages
Thirdgradereadingcomprehensionmazesfreesample
100% (1)
Thirdgradereadingcomprehensionmazesfreesample
26 pages
Siomai Recipe
No ratings yet
Siomai Recipe
3 pages
Financial Inclusion and Its Implications For Inclusive Growth in Pakistan
No ratings yet
Financial Inclusion and Its Implications For Inclusive Growth in Pakistan
29 pages
A Master Post On Retrograde Planet
No ratings yet
A Master Post On Retrograde Planet
7 pages
TDC Barbarian 5e
No ratings yet
TDC Barbarian 5e
17 pages
2 Ms Annual Syllabus Distribution Roaissat M 2020-2021
0% (1)
2 Ms Annual Syllabus Distribution Roaissat M 2020-2021
2 pages
Hanuman Chalisa With Meaning
100% (5)
Hanuman Chalisa With Meaning
4 pages
Menu
No ratings yet
Menu
3 pages
KO - B1 - Biology Key Concepts
No ratings yet
KO - B1 - Biology Key Concepts
2 pages
Master of Ceremony
No ratings yet
Master of Ceremony
2 pages
Fig: Medicinal Fruit of Scriptures: By: Qazi Dr. Shaikh Abbas Borhany Al Waleed
No ratings yet
Fig: Medicinal Fruit of Scriptures: By: Qazi Dr. Shaikh Abbas Borhany Al Waleed
4 pages
FY2019 IV On Demand Bio Data
No ratings yet
FY2019 IV On Demand Bio Data
3 pages

Note: This service is not intended for secure transactions such as banking, social media, email, or purchasing. Use at your own risk. We assume no liability whatsoever for broken pages.