9700_s21_qp_42
A paper of Biology, 9700
Questions:
10
Year:
2021
Paper:
4
Variant:
2

Login to start this paper & get access to powerful tools

1
2
All organisms respire. The ATP produced as a result of respiration is used as the energy currency of the cell. Outline two examples of movement in cells that use ATP. ATP cannot be stored in cells so it has to be continually re-synthesised to meet the demands of an organism. A person with a total quantity of 0.2 moles of ATP needs to hydrolyse 150 moles of ATP per day. Calculate how many times the total quantity of 0.2 moles of ATP has to be re-synthesised per hour to meet the demand of 150 moles per day. Show your working and give your answer to the nearest whole number. answer = Name the stages in which chemiosmosis occurs in respiration and in photosynthesis. respiration photosynthesis Fur seals are mammals that are adapted to live in cold temperatures. Fur seals have large quantities of a type of fat tissue known as brown adipose tissue. Brown adipose cells contain many mitochondria. These mitochondria contain a transport protein called thermogenin. shows the role of thermogenin in a mitochondrion of a brown adipose cell when external temperatures are cold. H+ H+ H+ H+ H+ H+ H+ H+ H+ H+ H+ H+ H+ H+ H+ H+ H+ H+ H+ H+ thermogenin heat ATP synthase electron transport chain inner mitochondrial membrane matrix intermembrane space ADP + Pi ATP With reference to , describe and explain the effect of thermogenin on ATP synthesis. When the external temperature is warm, thermogenin cannot function. When the external temperature becomes cold, thermogenin is able to function as a result of cell signalling: • adrenaline is released • adrenaline acts on brown adipose cells • a sequence of events is triggered that results in the activation of the enzyme lipase • lipase hydrolyses triglycerides in the cells into fatty acids • fatty acids enter the mitochondrion • thermogenin starts to function. Outline the stages of cell signalling that trigger the functioning of thermogenin.
3
One way to measure global biodiversity is to count the number of species of organisms. Table 3.1 shows estimates for 2009 of the number of species in some taxa of animals. The numbers in brackets are the numbers that were updated in 2019 from the International Union for Conservation of Nature and Natural Resources (IUCN) for three intensively studied taxa. Table 3.1 number of species in each taxon kingdom phylum class animals 1 438 805 arthropods 1 191 770 arachnids 102 248 crustaceans 47 000 myriapods 16 072 insects 1 024 945 other arthropod classes chordates 63 543 fish 31 269 amphibians 6515 (6722) birds 9990 (11 126) reptiles mammals 5487 (5692) molluscs 85 000 other animal phyla 98 492 List three features shared by animal species. Explain how the classification of species into a taxonomic hierarchy assists the work of conservation bodies such as the IUCN. Table 3.1 shows that the number of species of amphibians, birds and mammals has increased between 2009 and 2019. Discuss whether the increase in numbers means that these classes of chordate are being successfully conserved. With reference to Table 3.1, identify the class of animals that is most diverse then calculate the percentage of animal species that belongs to this class. Show your working and give your answer to two significant figures. answer = % An analysis in 2019 concluded that twice as many insect species have populations that are decreasing in size compared with chordate species. This analysis focused on developed countries that have large human populations. Outline two factors that may cause populations of insects to decrease in size in developed countries that have large human populations. Explain how the introduction of crops that are genetically modified to express the Bt toxin can benefit biodiversity.
4
Genetic technology involving the creation of recombinant DNA can be used to treat different human diseases. These include diseases such as diabetes that may have multiple causes and inherited disorders that are caused by a single gene. Outline two different ways of using recombinant DNA technology to treat these diseases. diabetes single gene disorder A new application of recombinant DNA technology uses the genetic modification of a plant to prevent disease. It aims to prevent the most common source of food-borne disease, which is caused by eating food contaminated with pathogenic Escherichia coli bacteria. Scientists genetically modified edible spinach plants to produce colicins. Colicins are antimicrobial proteins that can kill pathogenic E.coli. Colicins are normally made by other bacteria. An experiment was carried out to test this application by spraying an extract of genetically modified (GM) spinach in buffer solution onto raw meat contaminated with pathogenic E.coli. The meat was stored at 10 °C for varying lengths of time before the numbers of viable pathogenic E.coli bacteria were counted. shows the results. time stored at 10 °C / hours log number of viable bacterial cells per gram of meat no treatment Key: buffer solution only buffer solution plus GM spinach extract With reference to , evaluate the effectiveness of using GM spinach spray on raw meat to prevent food-borne disease. Regulatory authorities may not approve the use of GM spinach spray on raw meat to protect consumers. Discuss the concerns that may stop regulatory authorities approving this application of recombinant DNA technology.
5
Photosynthesis is a complex process involving a light dependent stage and a light independent stage. Name the products of the light dependent stage that are needed in the light independent stage. Describe the role of chlorophyll b in photosynthesis. A student carried out an experiment to investigate the effect of light intensity and light wavelength on the rate of photosynthesis. • An aquatic plant, Elodea canadensis, was put into a beaker containing sodium hydrogencarbonate solution as a source of carbon dioxide. • To minimise changes in temperature, an LED lamp was used as a source of light. • The lamp was switched on and the number of bubbles released by the aquatic plant in 1 minute was counted. • The lamp was placed at seven different distances from the beaker to change light intensity. • Five replicates were carried out at each lamp distance. • All other variables were controlled. The student calculated the light intensity for each distance using 1 d 2. Table 5.1 shows the calculated light intensities for each distance. Table 5.1 distance between plant and lamp / m light intensity / 1 d 2 0.025 0.050 0.100 0.150 0.200 0.250 0.300 Complete Table 5.1 by calculating the light intensity for distance 0.100 m. At each distance from the lamp, the experiment was repeated using a red filter in front of the lamp to give a different wavelength of light. The experiment was repeated using a blue filter and then using a green filter. Each filter transmitted the same light intensity. The student calculated the mean rate of bubble production as a measure of the rate of photosynthesis. shows a graph of the results. 800 1000 1200 1400 1600 rate of photosynthesis / bubbles min–1 light intensity green light blue light red light white light Key: With reference to : • state the range over which light intensity is the limiting factor • explain why light intensity above this range is not limiting the rate of photosynthesis. At a light intensity of 1600, explain why different colour filters result in different rates of photosynthesis.
6
7
8