A LEVEL BIOLOGY
QUESTIONS TO TEST YOUR KNOWLEDGE OR TO CHECK
CLASS NOTES ARE COMPLETE
MODULE 2 FOUNDATIONS IN BIOLOGY
Topic 2.1.1 Cell Structure
Questions on microscopy:
1) Write a set of instructions for preparing each of the following slides, including any safety
considerations:
a) A slide showing a single human hair
b) Onion cells stained to identify nucleus and cell walls
c) A blood smear
d) A root tip squash
2) a) Write a detailed set of instructions for using a light microscope correctly. Use appropriate
terminology.
b) Write a set of at least 5 rules for safe use of a light microscope. These should focus on the
microscope itself, rather than on slide preparation.
3) Explain the difference between magnification and resolution
4) Produce a table to compare the use of light microscopes and electron microscopes (don’t copy from
textbook!). Include a section to compare magnification and resolution.
5) Explain how differential staining can be used to identify different cell parts. Using your textbook and
the internet, produce a table of named stains, the organelles that take up the stain, the colour they will
appear and examples of slides on which they might be used.
6) Bacteria can be divided into two types, gram positive and gram negative. Explain how differential
staining can be used to identify each one and write a set of instructions for how this can be carried out.
7) For each of the slides in question 1, draw a diagram (using all the appropriate conventions) showing
what you might see when looking down the microscope.
8) a) State the magnification formula.
b) How do you convert each of the following? i) nanometres to micrometres ii) micrometres to
millimetres iii) millimetres to metres
9) a) A specimen measuring 1500 nm measures 2 cm on a diagram. What magnification was used?
b) A specimen measuring 800 micrometres in length is magnified by 200 times. What will it measure
on a diagram?
c) A circular specimen appears on a diagram with a diameter of 35 millimetres. The sample was
magnified by 2 million times under an electron microscope. What was the original surface area of the
specimen?
Questions on cell structure:
1) Produce a table with the headings below and complete it for each of the following organelles:
nucleus, nucleolus, nuclear envelope, rough endoplasmic reticulum, smooth endoplasmic reticulum, Golgi
apparatus, ribosomes, mitochondria, lysosomes, chloroplasts, plasma membrane, centrioles, cell wall,
flagella, cilia.
Include diagrams in the final column where appropriate.
Organelle
Function
Description of structure
2) Explain the role of the cytoskeleton in a cell.
3) Produce a flowchart showing how different organelles are involved in production and secretion of
proteins, starting at the nucleus where the DNA is found, and ending when the protein leaves the cell.
4) Produce a table identifying similarities/differences in the structure and ultrastructure of prokaryotic
and eukaryotic cells.
Topic 2.1.2 Biological Molecules
Questions on water & general biological molecules:
1) a) Draw a diagram showing the structure of several water molecules. Add labels to show how
hydrogen bonding occurs between them.
b) Hydrogen bonding gives water a number of useful properties. Produce and complete a table with
the following 3 columns. Include at least 4 different properties.
Property of water
How hydrogen bonding provides
this property
Use/significance in biological systems or
organisms (with specific examples)
2) Describe the difference between a monomer and a polymer.
3) Explain what happens in each of the following, and what they are used for: a) a condensation reaction
b) a hydrolysis reaction
4) List the chemical elements that make up each of the following biological molecules: a) carbohydrates
b) lipids, c) proteins d) nucleic acids
5) a) State what is meant by i) a cation ii) an anion b) Give the correct chemical symbols for each of the
following and say whether each one is a cation or an anion: calcium ions, sodium ions, nitrate ions,
potassium ions, chloride ions, hydrogencarbonate ions, phosphate ions, hydrogen ions, ammonium ions,
hydroxide ions.
Questions on carbohydrates:
1) Draw the structure of a)  glucose b)  glucose
2) Show, using diagrams, how a disaccharide is formed from two monosaccharides in each of the
following cases, and name the monosaccharides involved: a) sucrose b) lactose c) maltose
3) Describe what needs to be done to breakdown the molecules in question 2, and name the reaction
involved.
4) Produce a table to compare the structure of starch, glycogen and cellulose molecules
5) State the functions of each of the molecules in question 4. For each one, explain how its structure
relates to its function.
Questions on lipids:
1) a) Name and draw the monomers that make up a triglyceride. b) Explain, using diagrams, how the
molecules are joined to make a triglyceride c) Name the reaction involved and the bonds formed
2) Describe how a phospholipid is different from a triglyceride and what special properties this gives the
phospholipid.
3) a) Explain what is meant by the terms hydrophobic and hydrophilic. b) Explain how the structure of a
phospholipid allows it to form a bilayer on water.
3) Produce a table showing the structure and function of each of the following molecules in living
organisms: triglyceride, phospholipid, cholesterol
Questions on proteins:
1) Draw the structure of a general amino acid. Annotate it to show the names of each of the different
sections.
2) Explain, using diagrams, how amino acids join together to form dipeptides and polypeptides and
name the reaction and the bonds involved.
3) Produce a flowchart showing the 4 levels of protein structure.
4) Explain, using haemoglobin as an example, what is meant by a conjugated protein.
5) Produce a table comparing the structure, properties and functions of globular and fibrous proteins.
6) State whether each of the following proteins are globular or fibrous and the function of each one:
collagen, insulin, catalase, haemoglobin, keratin, elastin
Questions on testing for biological molecules:
1) Write a set of instructions for carrying out each of the following tests, including any safety
considerations and how you would interpret the results: a) biuret test for proteins b) Benedict’s test for
reducing and non-reducing sugars c) reagent test strips for reducing sugars d) iodine test for starch e)
emulsion test for lipids
2) Explain how you would use a) colorimetry and b) biosensors to determine the concentration of a
particular chemical in a solution
3) Write a set of instructions for using a) paper chromatography and b) thin layer chromatography to
separate biological molecules or compounds, including an explanation of how you would use retention
(Rf) values and examples of when you might use each method.
Topic 2.1.3 Nucleotides & Nucleic Acids
Questions on nucleotides and nucleic acids:
1) Describe (using a simple sketch) the structure of a nucleotide.
2) a) Name the reaction that joins two nucleotides to form a polynucleotide and name the resulting
bond. b) Name the reaction used to separate them.
3) Using as many key words as you can, plus diagrams where appropriate, describe the structure of DNA.
4) Describe the difference between pyrimidines and purines and name the ones in DNA and RNA.
5) Write an equation to show the relationship between ADP and ATP.
6) Explain the role of ATP in the cell and list the three main types of activity it is needed for.
7) a) State what phosphorylation is. b) Explain why ATP and ADP are described as ‘phosphorylated
nucleotides’.
8) List the properties of ATP and explain how each one relates to its function.
9) Produce a table with 2 columns. In the first column, write a set of instructions, including safety
considerations, for extracting DNA from cells (e.g. onion cells) and purifying it by precipitation. In the
second column, explain the purpose of each step.
Questions on DNA replication:
1) Produce a flowchart to show the stages in DNA replication. Add diagrams where appropriate.
2) State the role of each of the following enzymes in DNA replication: a) DNA helicase b) DNA
polymerase
3) Explain why accuracy is important in DNA replication
4) EXTENDED ANSWER: Using your knowledge of protein synthesis and protein structure write a
detailed account of the possible consequences of a mutuation occurring during DNA replication
Questions on Protein Synthesis:
1) Describe why the genetic code is described as a) triplet code b) non-overlapping c) degenerate d)
universal
2) Explain how a gene determines the sequence of amino acids in a polypeptide
3) Describe the relationship between the following terms as applied to DNA replication: template
strand, sense strand, antisense strand
4) Describe how/when each of the following are required during protein synthesis: a) RNA polymerase
b) mRNA c) rRNA d) ribosome e) tRNA f) codon g) anticodon h) peptide bond
5) Produce a flowchart showing the stages in a) transcription b) translation
Topic 2.1.4 Enzymes
Questions on enzyme action:
1) Explain what enzymes are and why they are so important in biological organisms
2) Using catalase, amylase and trypsin as examples, describe the purpose of extracellular and
intracellular enzymes
3) a) Using diagrams and key words, describe the lock and key theory of enzyme action b) How does this
mechanism demonstrate the specificity of enzyme action?
4) Explain how the induced theory is different from the lock and key theory and why it was proposed.
5) Enzymes lower the activation energy of reactions. Explain what this means.
Questions on factors affecting enzyme activity:
1) For each of the following, explain how they affect enzyme activity and sketch a simple graph to
illustrate each one: a) pH b) temperature c) enzyme concentration d) substrate concentration
2) Explain the temperature coefficient (Q10) and how it can be used.
3) Outline an experiment that can be carried out to investigate each of the factors in question 1. Try to
use a different named enzyme for each one and state the specific dependent variable in each case and
how you will measure it (e.g. colorimetry, gas collection etc).
Questions on other molecules that affect enzymes:
1) Explain, using an example, how each of the following can affect enzyme activity: a) coenzymes b)
cofactors c) prosthetic groups
2) Explain the difference between competitive and non-competitive inhibition and explain the
mechanism for each.
3) Explain the difference between reversible and non-reversible inhibition.
4) What is meant by end-product inhibition?
5) RESEARCH: a) Explain how enzyme inhibition is used in specific named medicines. b) Explain how
some poisons work using enzyme inhibition and give specific examples. In both cases, try to find out the
type of inhibition, the name of the inhibitor, the enzyme involved and the role of the enzyme in the
body. Try to find at least 3 examples for each question.
Topic 2.1.5 Biological Membranes
Questions on membrane structure:
1) a) List some different membranes found in/around cells.
b) Describe the three main roles of membranes within and around cells.
2) Make a simple 2D sketch of a cell membrane. Add and label the following structures: phospholipid,
cholesterol, glycoprotein, glycolipid, intrinsic proteins (channel and carrier), extrinsic protein
3) Produce a table with column headings ‘component’ ‘description’, and ‘function’. Complete it for each
of the components listed in question 2.
4) a) Define and explain each of the following phrases in relation to the cell membrane: i) phospholipid
bilayer ii) fluid-mosaic model
b) RESEARCH: Explain how the fluid-mosaic model was proposed and what models were suggested
prior to this. You could present this as a timeline or flowchart showing the research, or as a set of
diagrams.
Questions on factors affecting membrane structure:
1) Explain how and why temperature affects membrane structure.
2) Explain how and why solvents such as alcohol affect membrane structure.
3) i) Write a simple method for an experiment to investigate the effect of either temperature of solvents
on the cell membrane. ii) State your independent, dependent and control variables. iii) Sketch a graph of
the results you might expect. iv) Suggest how you could improve the experiment to quantify the amount
of pigment released from the cells
Questions on membrane transport:
1) Define each of the following: a) diffusion b) facilitated diffusion c) active transport d) exocytosis
e) endocytosis f) osmosis
2) Explain the difference between passive and active transport, and state which of the methods in
question 1 are passive or active.
3) Produce a comparison table showing similarities and differences between diffusion, facilitated
diffusion, active transport, osmosis, exocytosis and endocytosis.
4) Explain what is meant by ‘water potential’ and describe the relationship between water potential and
osmosis.
5) Using diagrams and key terminology, explain in detail what would happen to the cell in each of the
following scenarios: a) A red blood cell is placed in concentrated salt solution b) A red blood cell is
placed in distilled water c) A plant cell is placed in a concentrated sucrose solution d) A plant cell is
placed in distilled water
6) a) Explain why plants wilt when not watered. b) EXTENSION: Suggest why plants in waterlogged soils
may become nutrient deficient (Hint: Waterlogged soils have a lower oxygen content).
7) Outline an experiment to determine the water potential of potato cells. Include an explanation of
how you would use your graph to determine the exact number and what further investigations you
might do to improve the accuracy of this value or to check that it is correct.
Topic 2.1.6 Cell division, cell diversity and cellular
organisation
Questions on the cell cycle:
1) a) Sketch a simple diagram/circular flowchart showing the stages in the cell cycle. b) Explain what
happens in each stage of the cycle
2) Explain how the cell cycle is regulated using checkpoints and give some examples of the types of
checkpoints that occur.
Questions on mitosis:
1) Produce a flowchart showing the stages in mitosis and what happens in each stage. Use diagrams if
needed, but try to use as few words as you can so that you can use the notes for revision. However,
ensure that you include key words.
2) a) Describe the stages required in preparation of a root tip squash for observing the stages in mitosis.
b) Explain how you could calculate and use the mitotic index on your results c) Give as many reasons as
you can for any differences in results that might be observed between groups in the same A level class.
3) Why is mitosis important in living things?
Questions on meiosis:
1) What is the purpose of meiosis?
2) Explain how meiosis leads to genetic variation.
3) Explain what is meant by the term ‘homologous chromosomes’ in relation to meiosis.
4) Produce a flowchart showing the stages in meiosis and what happens in each stage. Use diagrams if
needed, but try to use as few words as you can so that you can use the notes for revision. However,
ensure that you include key words.
5) Produce a table to compare mitosis and meiosis including the stages, and the daughter cells
produced.
Questions on cell organisation:
1) Produce a table with three columns – type of cell, structure, function. Complete it for each of the
following organisms, ensuring that you relate each structure/adaptation to the function of the cell:
erythrocytes, neutrophils, squamous epithelial cells, ciliated epithelial cells, sperm cells, palisade cells,
root hair cells, guard cells.
2) Describe the relationship between cells, tissues, organs and organ systems.
3) Describe the structure and function of each of the following tissues: squamous epithelia, ciliated
epithelia, cartilage, muscle, xylem, phloem.
Questions on stem cells:
1) a) Explain what stem cells are and how they become differentiated.
b) Describe the difference between totipotent, pluripotent and multipotent stem cells and state where
each of these are found.
2) Describe where and how each of the following cells are produced from stem cells: a) erythrocytes and
neutrophils b) xylem vessels and phloem sieve tubes
3) a) List some uses of stem cells in research and medicine and explain how the stem cells are used and
which cells they are replacing.
b) EXTENDED RESEARCH: i) Find out about how successful stem cells have been in the treatment of
the neurological conditions Alzheimer’s and Parkinson’s. ii) Find out what scientists know about
developmental biology, how stem cells become specialised and how cells organise themselves into
tissues, organs, systems and ultimately multicellular organisms. Remember to reference any
websites/books you use and to evaluate any evidence you find (is the website biased?).
MODULE 3 EXCHANGE AND TRANSPORT
Topic 3.1.1 Exchange Surfaces
Questions on gas exchange surfaces:
1) Describe the relationship between surface area and volume in smaller and larger mammals.
2) Explain (more than one reason) why multicellular organisms require specialised exchange surfaces
whereas single celled organisms rely on the cell membrane.
3) Describe the features of efficient exchange surfaces and give more than one specific example for
each.
4) Suggest possible reasons why insects are generally much smaller than mammals.
Questions on mammalian gas exchange and ventilation:
1) Write out the structures in order that oxygen passes through from when it enters the body until it
diffuses into the blood and write a sentence about the structure or function of each of these.
2) Explain the functions and locations of each of the following structures in the mammalian gaseous
exchange system: a) cartilage b) ciliated epithelium c) goblet cells d) smooth muscle e) elastic fibres
3) a) List the structures involved in ventilation in mammals b) Produce a table to compare inspiration
and expiration, including pressure changes and which muscles contract and relax. c) Using your table,
write a paragraph about how i) inspiration and ii) expiration occurs.
4) a) Sketch a simple spirometer trace and label it to show the relationship between vital capacity, tidal
volume, breathing rate and oxygen uptake. Also include residual volume and total lung capacity. b)
Write an equation to show the relationship between ventilation rate, tidal volume and breathing rate.
5) Explain what the following devices are used for: a) spirometer b) peak flow meter c) vitalograph
Questions on ventilation and gas exchange in fish and insects:
1) a) Draw a labelled diagram to show the basic structure of an insect gaseous exchange system b)
Explain the mechanism of ventilation in insects, including abdominal movements and exchanges with
tracheal fluid.
2) a) Draw a labelled diagram to show the basic structure of a fish gaseous exchange system b) Explain
what is meant by ‘countercurrent flow’ c) Explain the mechanism of ventilation in fish, including the
changes in volume of the buccal cavity, countercurrent flow and the functions of the operculum, gill
filaments and gill lamellae.
3) Explain how fish gills are adapted for efficient gas exchange (link back question 3 in the section on gas
exchange).
4) Explain how some insects have special adaptations to their gaseous exchange systems that allow
them to become larger.
5) Describe two methods by which you could investigate the anatomy and histology of gas exchange
systems in insects and fish.
Topic 3.1.2 Transport in Animals
Questions on circulatory systems:
1) Explain why multicellular organisms need a transport system (give more than one reason).
2) Produce a branching diagram to show the different types of circulatory systems, including any
similarities/differences, key features and organisms that have them.
3) a) Produce a simple diagram to show the relationship between arteries, veins, capillaries, venules,
arterioles and the heart. b) Produce a table showing the key similiarities and differences in structure and
function of arteries, veins and capillaries.
4) a) Produce a table showing the similarities and differences in composition between tissue fluid, lymph
and plasma. b) Explain in detail (using diagrams if required) how tissue fluid is formed from plasma. In
your answer, include reference to hydrostatic and oncotic pressure.
Questions on the heart:
1) Produce a sketch of i) the external structure ii) the internal structure of the heart. Annotate each one
to show the different parts of the heart and the associated blood vessels.
2) List, in order, all the structures (including heart chambers, valves and blood vessels) that blood passes
through between the vena cava and the aorta.
3) a) Explain the function of valves within the heart b) Explain in detail why the wall of the left ventricle
is thicker than the wall of the right ventricle.
4) a) Describe the main stages in the cardiac cycle, including information about how pressure changes
bring about the movement of blood between different chambers and vessels b) Produce a table
showing the position of the atrioventricular (bicuspid and tricuspid) valves and the semi-lunar valves
during each of the three stages of the cardiac cycle.
5) a) Draw a simple outline sketch of the heart (basic shape only) indicating the position of the SAN, AVN
and Purkyne tissue. b) Produce a flowchart or set of diagrams showing the stages that occur to initiate
and control heart action.
6) a) Draw an electrocardiogram (ECG) trace for a normal heartbeat. Label it to show the different parts
and which stage in a heartbeat they represent. b) For each of the following, state what is wrong with
the heart and draw or describe how it would appear on an electrocardiogram: i) tachycardia ii)
bradycardia iii) fibrillation iv) ectopic heartbeat
Questions on oxygen transport:
1) a) Write an equation showing the relationship between haemoglobin and oxygen. Indicate which way
the equation works at i) the lungs ii) the heart b) Explain how oxyhaemoglobin forms
2) Sketch an oxygen dissociation curve for haemoglobin and explain what it shows and how it helps to
explain the relationship between oxygen and haemoglobin in the body.
3) a) Sketch and explain a graph of the Bohr effect. b) Explain why the Bohr effect is important in the
body
4) Using an oxygen dissociation curve, describe and explain the difference in fetal and adult human
haemoglobin.
5) a) Describe the different ways in which carbon dioxide is transported in the blood b) What is the
purpose of carbonic anhydrase in red blood cells? c) Explain what is meant by the chloride shift and
why this occurs d) What is haemoglobinic acid and why does it form?
Topic 3.1.3 Transport in Plants
Questions on plant structure:
1) Explain why multicellular plants need a transport system (give more than one reason).
2) a) Sketch 3 cross sections showing the position of vascular bundles, separated into xylem and phloem,
in i) leaves ii) stems iii) roots of a herbaceous dicotyledon. b) sketch a transverse section of i) xylem
(including position of lignin) and phloem (including sieve tubes, sieve plates and companion cells)
3) Produce a table to compare the structure and function of xylem and phloem. Use diagrams where
possible.
Questions on transpiration and conserving water:
1) Give as many reasons as possible (in detail) why plants need water
2) a) Explain how roots are adapted for efficient uptake of water b) Explain how water moves into the
root
3) Explain how water moves from root hair cells across the root into the xylem, including the two
pathways involved.
4) Explain how water moves into the xylem vessel, including the significance of the Casparian strip.
5) Explain the link between active transport and water uptake, and outline the evidence for this.
6) Explain how the transpiration stream occurs, including cohesion, adhesion and evaporation.
7) What is the cohesion-tension theory? What is the evidence for this theory?
8) a) Why do stomata need to be able to open and close? b) Explain how guard cells open and close the
stomata
9) Describe and explain how each of the following affect transpiration: i) light ii) temperature iii)
humidity iv) air movement
10) Write a set of instructions for using a potometer to measure transpiration.
11) Explain how i) xerophytes ii) hydrophytes are adapted to the availability of water in their
environment.
12) RESEARCH: Find out about the adaptations of specific plants to water levels in the environment. Try
to find examples of both xerophytes and hydrophytes. Remember to reference any websites or books
you use.
13) Summarise the whole of transpiration as a flowchart or large diagram. Include as many key words
and processes as possible.
Questions on translocation:
1) a) List the sources of assimilates in a plant b) List the main sinks in a plant.
2) Explain the two possible pathways for phloem loading
3) Explain how sucrose is unloaded from phloem
4) Produce a detailed flowchart showing the process of translocation
5) a) What evidence is there to support our understanding of translocation b) What are scientists still
unsure about?
MODULE 4 BIODIVERSITY, EVOLUTION AND
DISEASE
Topic 4.1.1 Communicable Diseases, Disease
Prevention and the Immune System
Questions on pathogens and disease transmission:
1) Produce a table to compare the four different types of microorganism that cause disease, including
details of structure, size, abundance, life cycle etc.
2) For each of the following diseases, state the type of organism affected and the disease-causing
microorganism and give details of the symptoms, mode of transmission etc. You can either do this as a
table or write a set of bullet points for each. Tuberculosis (TB), bacterial meningitis, ring rot, HIV/AIDS,
influenza (focus on animals), Tobacco Mosaic Virus (TMV), malaria, potato/tomato late blight, black
sigatoka, ring worm, athlete’s foot.
3) a) Describe the different methods of i) direct transmission ii) indirect transmission of pathogens in
animals. b) Describe the different methods of i) direct transmission ii)indirect transmission of pathogens
in plants.
Questions on plant defences:
1) List and explain some different plant defences against pathogens, including an explanation of callose
deposition and production of a range of different chemicals.
2) RESEARCH: Find out about some specific plant defences against pathogens in named plants. Have any
of the chemicals involved been extracted and used for other purposes by humans?
Questions on the immune response:
1) Produce a flowchart of the stages in blood clotting. For each of the proteins involved, annotate your
diagram to say whether it is a globular or fibrous protein.
2) Explain how each of the following primary non-specific defences helps to prevent disease infection in
pathogens: a) skin b) blood clotting c) wound repair d) inflammation e) expulsive responses f) mucous
membranes
3) Using a diagram, describe the structure of phagocytes and explain how phagocytosis occurs.
4) Explain how each of the following are involved in the immune response: a) neutrophils b) antigenpresenting cells c) cytokines d) opsonins e) phagosomes f) lysosomes
5) Produce a table or branching diagram to show how each of the following cells are involved in the
specific immune response: T helper cells, T killer cells, T memory cells, T regulator cells, Plasma cells, B
effector cells B memory cells
6) What are interleukins and what is their role in the specific immune response?
7) a) What is the primary immune response? b) What is the secondary immune response?
8) Explain the following terms: a) clonal selection b) clonal expansion
9) What is a) cell-mediated immunity b) humoral immunity
10) a) Produce a simple annotated diagram of an antibody b) Explain the terms i) agglutinins ii) antitoxins c) Explain how antibodies work and how they are involved in the immune response.
11) With reference to at least one named example, explain what is meant by an autoimmune disease.
12) a) Explain what is meant by i) passive immunity ii) active immunity iii) natural immunity iv)
artificial immunity b) produce a larger version of the following table and complete it with at least one
specific example in each box (i.e. passive natural immunity, passive artificial immunity etc.)
passive
active
natural
artificial
13) SUMMARY: Produce a large A3 summary sheet bringing together all the different aspects of the
specific and non-specific immune responses.
Questions on vaccinations, antibiotics and drugs:
1) Explain how vaccinations help to prevent diseases. You could produce a flowchart to show the
stages.
2) a) Explain how vaccines prevent epidemics and pandemics b) Explain why changes may need to be
made to local or global vaccination programmes
3) a) Give examples of medicines obtained from i) microorganisms ii) plants b) Explain why the
maintenance of biodiversity is important for drug development and discovery
4) What is meant by a) personalised medicine b) synthetic biology
5) a) What are the benefits of antibiotics in treatment of infections? b) Explain how antibiotic-resistant
bacteria develop c) Explain how the problem of antibiotic resistance can be reduced
6) RESEARCH: Find out about some of the latest developments in either personalised medicine,
synthetic biology or antibiotic resistance and/or development of new antibiotics. Remember to
reference any websites or books you use.
Topic 4.2.1 Biodiversity
Questions on biodiversity and sampling:
1) a) Explain what is meant by i) habitat biodiversity ii) species biodiversity iii) genetic biodiversity b)
Explain why it is important to monitor and conserve each of these
2) Describe the difference between species richness and species evenness and explain how these could
be measured.
3) a) Describe how random sampling can be carried out b) Describe how non-random sampling can be
carried out, to include i) opportunistic ii) stratified iii) systematic
4) Describe what each of the following sampling methods/equipment can be used to measure and how
they are used: a) pooters b) sweepnets c) frame quadrat d) point quadrat e)line transect f) belt
transect g) pitfall trap h) kick sampling i) tree beating
5) What considerations must be made when considering the accuracy of sampling methods?
6) a) What is the equation for the Simpson’s Index of Diversity and what does it show? b) How is the
Simpson’s Index of Diversity used and interpreted?
7) A sixth form student carries out kick sampling of a river, and finds the following organisms: mayfly
larvae x 3; caddisfly larvae x 6; freshwater shrimp x 2; dragonfly larvae x 1; freshwater snail x 3;
damselfly larvae 1. Calculate Simpson’s diversity index and suggest a conclusion.
8) a) Explain the different ways in which genetic diversity may arise b) What factors might reduce
genetic diversity within a species?
9) Explain how genetic diversity can be quantified by measuring the proportion of polymorphic gene loci
(what does this mean?) and give an equation for calculating this.
Questions on conservation of biodiversity:
1) Explain how a) human population growth b) agriculture and c) climate change are affecting
biodiversity
2) Explain why conservation of biodiversity is important for a) ecological reasons b) economic reasons
c) aesthetic reasons
3) a) Explain how the following in situ methods can help to maintain biodiversity i) marine conservation
zones ii) wildlife reserves b) Explain how the following ex situ methods can help to maintain
biodiversity: i) seed banks ii) botanic gardens iii) zoos
4) Describe some of the international and local conservation agreements that have been made to
protect species or habitats
5) RESEARCH: Choose two organisms or ecosystems/habitats that are endangered or protected either in
the UK or abroad. Choose either one plant and one animal or one habitat/ecosystem and one organism.
Research the in situ and ex situ methods that have been used to protect the species, as well as any laws
or agreements that have been put in place, and evaluate their success
Topic 4.2.2 Classification and Evolution
Questions on classification:
1) a) List the names of the levels in the taxonomic hierarchy based on the 5 kingdoms. b) Write out the
hierarchy for humans
2) a) What is the binomial nomenclature (binomial naming system)? b) What are the advantages of i)
using Latin names ii) the two name system
3) Produce a table summarising the features that are used to classify organisms into the 5 kingdoms. Try
to highlight any similarities or differences, and separate the features into sub-categories e.g. cell
structure, nutrition etc.
4) a) Describe the features of the three domains system b) What evidence was used to propose this
new system? c) Why do you think scientists have taken time to adopt the new system (more than one
reason)? d) What are the i) similarities and ii) differences between the kingdom and domain
classification systems?
5) What is the relationship between classification and phylogeny?
Questions on variation and adaptations:
1) What is the difference between a) intraspecific and interspecific competition b) continuous and
discontinuous variation
2) Give an example of each type of variation in question 1 in a) animals/humans b) plants c)
microorganisms
3) What are a) the genetic causes of variation b) the environmental causes of variation?
4) a) Explain how you would use standard deviation when comparing the mean lengths of giraffe necks
in populations found in two separate national parks. b) Explain how you might use Spearman’s
rank/Correlation coefficient when looking at the mean root and shoot length of plants within a species,
and what would you be trying to find out by doing the test? c) Explain how you might use the Student’s
t-test to compare the size of periwinkle shells on two different beaches and what would you be trying to
find out by doing the test?
5) For each of the following types of adaptation, give an example in i) animals and ii) plants, and say
what the adaptation is for: a) anatomical b) physiological c) behavioural
6) a) Explain why organisms from different taxonomic groups may show similar anatomical features. b) i)
Find out the taxonomic grouping of the marsupial mole and placental mole ii) Describe the adaptations
that are shared by the marsupial mole and placental mole
Questions on natural selection:
1) What is the evidence for natural selection from i) fossils ii) DNA iii) molecular evidence
2) What was the contribution of Darwin and Wallace to the theory of natural selection? How did they
collect their evidence?
3) What are the stages (the mechanism) of natural selection?
4) What are selection pressures?
5) What is the difference between divergent and convergent evolution? Give an example of each.
6) Explain how the following examples of evolution have implications for human populations: a)
pesticide resistance b) drug resistance
7) Explain why the evolution of drug resistance in microorganisms is sometimes described as an
‘evolutionary arms race’.
MODULE 5 COMMUNICATION, HOMEOSTASIS AND
ENERGY
5.1 Communication and Homeostasis
Topic 5.1.1 Communication and Homeostasis
1) a) Explain the advantages of being multicellular b) Explain why multicellular organisms need
communication systems c)Give 2 examples of how commication systems are needed within the
organism to i) respond to internal changes (What changes? Which organs respond? How?); ii) respond
to external changes; iii) coordinate activities of different organs (When might different organs need to
work together? Hint: Systems are groups of organs!).
2) a) Explain how cell signalling allows communication between i) adjacent cells ii) distant cells b) Give
at least 2 examples of each type of signalling
3) Write a definition for homeostasis
4) Explain the difference between a receptor and an effector
5) a) Draw a simple feedback loop for i) negative feedback ii) positive feedback; b) Give an example of
each type of feedback c) Write a clear definition for each type of feedback
6) Write a definition for a) ectotherm b) endotherm
7) a) Explain why a constant body temperature needs to be maintained, including the consequences of it
becoming too high or too low b) Explain how endotherms generate heat internally c) Explain how each
of the following help to cool or warm the body: i) sweating ii) shivering iii) vasoconstriction iv)
vasodilation v) piloerection
8) Draw a negative feedback loop showing how temperature is controlled in endotherms including the
following: peripheral temperature receptors, hypothalamus, effectors in skin & muscles (Which ones?
What do they do?), and the specific responses involved (sweating, shivering, vasoconstriction,
vasodilation, piloerection)
9) a) List 5 behavioural responses of endotherms to i) cool the body ii) warm the body b) List 5
behavioural responses of ectotherms to i) cool the body ii) warm the body. For each one, name the
organism(s) which use the response (NB. You might find it easier to answer this question in the form of
a table)
Topic 5.1.2 Excretion as an example of homeostatic
control
1) a) Write a definition for excretion. b) Explain how excretion is different from egestion. c) List the
substances which need to be excreted from the body and briefly say where and how these are excreted.
2) a) Draw a labelled plan of the liver b) Draw an annotated sketch of the structure of a liver lobule and
label the key structures c) Write a definition for each of the following: i) hepatocyte ii) sinusoid
ii)Kupffer cell iii) canaliculi
3) List the main roles of the liver, along with a brief description
4) Explain how the liver deals with excess amino acids. Include a basic diagram of the ornithine cycle.
5) a) Draw a labelled plan of a kidney b) Draw an annotated sketch of a nephron and label the key
structures c) Write a definition for each of the following: i) medulla ii) cortex iii) renal calyx iv) renal
capsule v) nephron vi) glomerulus vii) Bowman’s capsule viii) proximal convoluted tubule ix) distal
convoluted tubule x) collecting duct xi) ureter xii) urethra xiii) bladder xiv) basement membrane
6) Explain how the kidneys filter the blood and produce urine. You could do this as a flowchart or an
extended paragraph. Include the following: ultrafiltration (Which substances? Where? How?), selective
reabsorption (Which substances? Where? How?), production of urine (Which substances? Where?
How?).
7) Draw a negative feedback loop showing how the water potential of the blood is controlled. Include
the following: osmoreceptors in the hypothalamus, posterior pituitary gland, ADH, effect on walls of
collecting ducts, effect on urine.
8) a) Explain what is meant by ‘glomerular filtration rate’ (GFR) and how it is affected by kidney failure.
b) Explain how kidney failure affects electrolyte balance. c) Explain the problems in the body that arise
from kidney failure and why it must be treated.
9) a) Explain how renal dialysis works and how it treats kidney failure. Use a diagram if it is helpful. b)
Explain why some people might need a kidney transplant c) Produce a table summarising the
advantages and disadvantages of kidney transplants compared with renal dialysis.
10) Explain how excretory products can be used in medical diagnosis in each of the following situations
and why this is useful: a) monoclonal antibodies and pregnancy testing b) testing for anabolic steroids
c) testing for drugs EXTENSION: Research how drug testing is carried out in sport and how different
substances are identified.
Topic 5.1.3 Neuronal Communication
1) a) Explain what receptors do b) List 5 different receptors in the body and say what type of stimulus
they detect c) Explain how receptors act as transducers. d) Explain, using diagrams, how a Pacinian
corpuscle works, including what it detects and how it converts the stimulus into a nerve impulse.
2) Produce a labelled diagram of a sensory, relay and motor neurone and annotate each one to indicate
the functions of the different structures and how the cells are adapted to their function
3) Explain what myelination is, and how it affects the neurone. EXTENSION: Research the condition
multiple sclerosis and find out how the loss of myelin causes the resulting symptoms.
4) Explain, using diagrams, how the resting potential is established in a neurone.
5) a) Draw a labelled graph showing the changes in membrane potential which occur during an action
potential. Use the following labels: depolarisation, repolarisation, hyperpolarisation, refractory period.
6) Produce a flowchart (or set of numbered steps) showing the stages in an action potential.
EXTENSION: Write an extended paragraph explaining the stages in an action potential.
7) Explain how positive feedback is involved in the generation of an action potential.
8) Explain what factors affect the frequency of impulse transmission along a neurone, and why this is
significant.
9) Explain what is meant by ‘saltatory conduction’.
10) Using diagrams, explain the stages that occur in transmission of an impulse across a cholinergic
synapse (one which uses acetylcholine as the neurotransmitter).
11) a) Describe the types of summation that occur at synapses b) explain how synapses are important in
control within the nervous system EXTENSION: Research the ways in which drugs affect synapses,
particularly stimulants and depressions (The online animation ‘Mouse Party’ is worth a look!).
Topic 5.1.4 Hormonal Communication
1) Explain what a hormone is and write a sentence or two to explain in general terms how hormones
work.
2) a) Draw a simple plan of an adrenal gland, identifying the cortex and medulla. b) Produce a table
comparing the hormones produced by the cortex and medulla and their functions.
3) a) Produce a labelled plan of the pancreas identifying the location of the endocrine tissues. b) Write a
definition for each of the following: i) Islets of Langerhans ii) alpha cells iii) beta cells iv) insulin v)
glucagon
4) Draw a negative feedback loop showing how blood sugar levels are controlled. Include: insulin,
glucagon, liver, pancreas (alpha & beta cells), glucose, glycogen, glycogenesis, glycogenolysis,
gluconeogenesis.
5) Explain how insulin secretion is controlled. In your explanation, include the role of potassium
channels and calcium channels.
6) Produce a table showing the differences in causes and treatments of Type 1 and Type 2 diabetes
mellitus.
7) Explain how each of the following can be used to treat diabetes mellitus: a) insulin produced by
genetically modified bacteria b) potential use of stem cells. EXTENSION: Find out about the current
research into causes and treatments for diabetes.
Topic 5.1.5 Plant and Animal Responses
1) a) List some ways in which plants respond to their environment b) Describe each of the following
plant responses to herbivory: i) alkaloids ii) tannins iii) pheromones iv) folding (e.g. Mimosa pudica). c)
Give 3 examples of plant responses to abiotic stress (e.g. drought, extreme temperature)
2) a) List some ways in which plants use hormones b) Explain the role of hormones in each of the
following: i) leaf loss in deciduous plants ii) seed germination iii) stomatal closure
3) a) Explain what is meant by ‘apical dominance’. b) Describe an experiment which shows that auxins
have a role in controlling apical dominance.
4) Describe an experiment which shows that gibberellin has a role in controlling a) stem elongation b)
seed germination
5) Describe an experiment which shows that plant hormones affect growth. In your answer, explain
what a serial dilution is, and why it enables higher accuracy when working with very low concentrations.
6) Explain how and why plant hormones can be used commercially for each of the following: a) control
of ripening b) use of rooting powders c) hormonal weed killers
7) Produce a branching diagram showing the link between the following and how they are organised
into the nervous system: central and peripheral systems, somatic and autonomic nervous systems,
parasympathetic and sympathetic nerves.
8) a) Draw labelled sketches of the internal and external structures of the human brain. b) Describe the
functions of each of the following: i) cerebrum ii) cerebellum iii) medulla oblongata iv) hypothalamus
v) pituitary gland
9) a) Explain what reflexes are and why they are important for survival b) Produce a flowchart showing
the stages (stimulus, receptor etc.) of each of the following reflexes: i) knee jerk reflex ii) blinking reflex
c) Explain the difference between a brain and spinal reflex.
10) Produce a table to show how the ‘fight or flight’ response involves both nerves and hormones.
11) Explain the relationship between adrenaline, adenylyl cyclise and cyclic AMP as an example of cellsignalling.
12) Explain how a) nerves and b) hormones are involved in control of heart arate.
13) Produce a table showing the similarities and differences in both structure and function of skeletal,
involuntary and cardiac muscles.
14) Describe the stages that occur at a neuromuscular junction
15) Draw a diagram (or diagrams) showing the basic structure of muscle. EXTENSION: Research the
difference in muscle structure between sprinters and long distance runners.
16) Produce a flowchart (or set of numbered points) explaining the stages occurring in the sliding
filament model of muscle contraction. Use diagrams where appropriate.
17) Describe the roles of ATP and creatine phosphate in muscle contraction.
5.2 Energy For Biological Processes
Topic 5.2.1 Photosynthesis
1) Explain the interrelationship between photosynthesis and respiration including raw materials and
products. You could show this relationship as a simple diagram/flow chart.
2) a) Draw a chloroplast and label the following structures: i) outer membrane ii) lamellae iii) grana iv)
thylakoid v) stroma vi) DNA b) Write a sentence about the function of each of the structures in part
(a).
3) a) Describe the different photosynthetic pigments used by plants and explain why it is important to
have a range of pigments. b) Explain the meaning of each of the following terms as related to
photosynthetic pigments i) light harvesting systems ii) photosystems
4) a) Explain how thin layer chromatography can be used to separate photosynthetic pigments. b) Draw
a simple sketch of the chromatogram you would expect to obtain.
5) Produce a diagram summarising the link between the light dependent and independent stages of
photosynthesis similar to this, adding labels to each of the arrows to show the reactants, products and
the substances which move from one stage to the other.
Light
dependent
reaction
Light
independent
reaction
(Calvin cycle)
6) Explain each of the following terms: a) reduced NADP b) electron carrier c) phosphorylation d) cyclic
photophosphorylation e) non-cyclic photophosphorylation
7) Produce a diagram, flowchart or set of numbered stages, explaining the light-dependent stage of
photosynthesis in detail.
8) Explain the role of water in the light-dependent stage of photosynthesis.
9) Produce a diagram of the light independent stage of photosynthesis including each of the following:
triose phosphate (TP), ribulose bisphosphate (RuBP), ribulose bisphosphate carboxylase (RuBisCO),
glycerate 3-phosphate (GP).
10) Explain what is meant by ‘carbon fixation’.
11) Explain the different uses of triose phosphate (TP) in plants.
12) a) Explain what is meant by a ‘limiting factor’ for photosynthesis. b) Sketch a graph showing the
effect on the rate of photosynthesis of increasing each of the following: i) carbon dioxide concentration
ii) light intensity iii) temperature iv) water stress (stomatal closure). c) Explain the shape of the graph
for each limiting factor.
13) Explain how each of the factors in question 12 (except water stress) affect levels of GP, RuBP and TP.
14) Describe how each of the factors in question 12 can be investigated.
EXTENSION: Research ways in which the limiting factors for photosynthesis are manipulated in farming
and horticulture.
Topic 5.2.2 Respiration
1) Give as many reasons as you can why plants animals and microorganisms need to respire. Describe
specific metabolic processes.
2) a) Draw a mitochondrion and label the following structures: i) inner mitochondrial membrane ii)
outer mitochondrial membrane iii) cristae iv) matrix v) mitochondrial DNA b) Describe the function of
each of the structures in part (a).
3) Produce a basic summary diagram showing the relationship between glycolysis, link reaction, krebs
cycle and electron transport chain in respiration (leave details until next questions).
4) Write definitions for each of the following: a) phosphorylation b) substrate level phosphorylation c)
oxidative phosphorylation d) photophosphorylation e) dehydrogenation f) reduction g) oxidation
decarboxylation
5) Produce a flowchart or diagram of the stages involved in glycolysis. Include each of the following
terms/chemicals: phosphorylation, glucose, hexose bisphosphate, triose phosphate, oxidation, pyruvate,
ATP, reduced NAD.
6) Produce a flowchart or diagram of the stages involved in the link reaction. Include each of the
following: decarboxylation, pyruvate, acetate, NAD, coenzyme A.
7) Produce a flowchart or diagram of the stages involved in the krebs cycle. Include each of the
following: citrate, acetate, oxaloacetate, decarboxylation, dehydrogenation, NAD, FAD, substrate level
phosphorylation.
8) Explain what coenzymes are and why they are important in cellular respiration. Include NAD, FAD and
coenzyme A in your answer.
9) Explain where oxidative phosphorylation occurs, and how each of the following are involved: i)
electron carriers ii) oxygen iii) mitochondrial cristae
10) Produce an annotated diagram or flowchart to explain the chemiosmotic theory, including the role
of each of the following: electron transport chain, proton gradient, ATP synthase. EXTENSION: Write an
extended paragraph to explain chemiosmotic theory including oxidative phosphorylation and
photophosphorylation.
11) a) Explain what is meant by anaerobic respiration b) Describe the similarities and differences (as a
table if you prefer) of anaerobic respiration in mammals and yeast. c) Explain the advantages and
disadvantages of anaerobic respiration compared with aerobic respiration. d) Explain the benefits of
being able to respire anaerobically.
12) Describe a practical investigation into respiration rates in yeast under aerobic and anaerobic
conditions and explain what results you would expect to obtain.
13) Explain the difference in energy values of using the following respiratory substrates: carbohydrates,
lipids, proteins
14) a) Explain what the Respiratory Quotient is used for. b) Write a formula for calculating RQ.
15) a) Outline a practical investigation into how each of the following factors affect the rate of
respiration: i) temperature ii) substrate concentration iii) different respiratory substrates b) Describe
the results you would expect for each of the independent variables in part (a).
MODULE 6 GENETICS, EVOLUTION AND
ECOSYSTEMS
6.1 Genetics and Evolution
Topic 6.1.1 Cellular Control
1) a) Describe what is meant by a gene mutation. b) Describe each of the following types of mutation
and the effects of each (including which have the most significant effect): i) substitution ii) insertion
iii) deletion of nucleotides. c) Give at least one ‘real life’ example of how a mutation can be i) beneficial
ii) neutral iii) harmful
2) Explain, using the examples in brackets (including diagrams/flowcharts where appropriate), how gene
expression can be controlled at a) the transcriptional level (lac operon, transcription factors) b) posttranscriptional level (editing of primary mRNA, removal of introns) c) post-transcriptional level
(activation of proteins by cyclic AMP).
3) Explain the role of a) Homeobox genes b) Hox genes in controlling development of body plans.
4) a) Explain how mitosis and apoptosis help to control development of body form. b) Explain how
internal and external cell stimuli affect this process.
EXTENSION: Research what we currently know about development of body plans in humans and other
organisms. What do we definitely know? What do we still need to understand? What developmental
similarities do we share with other species?
Topic 6.1.2 Patterns of Inheritance
1) Give 5 examples of multifactorial characteristics (caused by a combination of genes and the
environment) and explain the contribution of genes and the environment to the phenotype in each
example.
2) Explain how a) diet b) etiolation in plants c) chlorosis in plants are examples of environmental
influence on phenotype.
3) Explain how sexual reproduction leads to variation within a species.
4) Write definitions for each of the following genetics key words: a) allele b) homologous chromosome
c) genotype d) phenotype e) dominant f) recessive g) homozygous h) heterozygous i) codominant j)
monogenic k) dihybrid
5) a) Explain what is meant by monogenic inheritance. b) Using cystic fibrosis as an example (inherited
via a recessive allele), produce a genetic cross to show the probability of two carriers for CF having a
child with the disease.
6) a) Explain what is meant by dihybrid inheritance b) In an imaginary organism, two characteristics,
shape and colour are inherited together. Spherical (S) is dominant to cuboid and Red (R) is dominant to
green. Use a genetic cross to show the results when two parents who are heterozygous for both
characteristics are crossed. What ratio would you expect?
7) Using blood type as an example, explain what is meant by a cross involving multiple alleles.
EXTENSION: Explain how blood groups are inherited.
8) a) Explain what is meant by sex-linkage. b) Haemophilia is caused by an X-linked recessive allele. Using
genetic diagrams, explain why males are more likely to suffer from haemophilia than females.
9) a) Explain what is meant by codominance. b) A gene for flower colour in a certain plant shows
codominance, with red being dominant to white, and heterozygotes having a pink colour. A red plant is
crossed with a white plant and plants from the F1 generation (results of the first cross) are crossed again
to produce new plants. Use genetic crosses to show the ratios for flower colour in the F 2 generation.
10) a) Explain what is meant by autosomal linkage b) Explain how you could use ratios of offspring to
work out whether autosomal linkage is present in a dihybrid cross.
11) a) Explain what is meant by epistasis b) Give two examples of epistasis c) Explain how you could
use ratios of offspring to work out whether epistasis is occurring.
12) For the example in question 6, 150 offspring were obtained in the following ratio: Spherical, red =
86; spherical, green = 27; cuboid, red = 28; cuboid, green = 9. Use a chi-squared test to show whether
your results support the presence of dihybrid inheritance.
13) a) Explain what is meant by i) continuous variation ii) discontinuous variation b) Give 3 examples of
each type of variation c) Explain which type of variation is likely to involve monogenic inheritance.
14) a) Write a definition for each of the following: i) stabilising selection ii) directional selection iii)
genetic drift iv) genetic bottleneck v) founder effect b) Explain how each of the factors in (a) affect
the evolution of a species c) Give an example of each factor.
15) a) Explain what is meant by the Hardy-Weinberg principle b) Write an equation for the HardyWeinberg principle and explain each term. c) A certain genetic disease is caused by a dominant allele. It
occurs in approximately 9 out of every 10,000 people. What proportion will be heterozygous? Hint: Start
by working out how many people in the population don’t have the disease. What symbol will they have
in the Hardy-Weinberg equation?
16) a) List the different ways in which a species may become reproductively isolated b) Explain the
terms allopatric speciation and sympatric speciation and say how they are different c) Give examples of
how/when each type of speciation may occur.
17) a) Explain the stages in artificial selection (selective breeding) b) Give 5 examples of how selective
breeding is used in i) animals ii) plants c) Explain the problems associated with selective breeding d)
Explain why it is important to maintain a resource of genetic material in selective breeding (including
‘wild-types’ where possible).
18) a) Outline the ethical issues surrounding selective breeding b) Give some specific examples of where
selective breeding has led to ethical concerns (particularly in domestic dog breeds)
Topic 6.1.3 Manipulating Genomes
1) a) List some uses of DNA sequencing. b) What have rapid advances in DNA sequencing techniques
allowed us to do in recent years?
2) a) Write a sentence explaining each of the following terms: i) bioinformatics ii) computational biology
iii) genotype-phenotype relationships iv) epidemiology v) evolutionary relationships b) Using the
terms in part (a), explain how gene sequencing has allowed genome-wide comparisons between
individuals and between species.
3) Explain how gene sequencing allows the sequences of amino acids in polypeptides to be predicted.
4) Explain how gene sequencing allows for the development of synthetic biology.
5) List some ways in which DNA profiling can be used in a) forensics b) analysing disease risk
6) a) Explain what PCR is used for b) What raw materials/chemicals are needed for PCR? c) What types
of samples can be used to obtain DNA for PCR? d) Produce a flow chart or set of numbered steps to
explain how the polymerase chain reaction (PCR) is carried out.
7) a) Explain what gel electrophoresis is needed for b) List the apparatus and chemicals required for gel
electrophoresis c) Produce a flow chart or set of numbered steps to explain the stages in gel
electrophoresis
8) a) Write a definition for genetic engineering b) Explain each of the following terms: i) restriction
enzyme ii) plasmid iii) DNA ligase iv) recombinant DNA v) electroporation vi) vector c) Draw
diagrams to show how genetic engineering is carried out.
9) a) Explain how genetic engineering can be used in each of the following examples: i) insect resistance
in GM soya ii) GM pathogens for research iii) ‘pharming’ b) Outline the ethical issues (positive and
negative) of genetic manipulation of animals (including humans), plants and microorganisms, including
each of the examples in part (a). You could do this in the form of a table. EXTENSION: i) Research how
many different foods are genetically modified ii) Find out more about how genetic modification is
regulated within the UK and worldwide.
10) Explain the issues relating to a) patenting and b) technology transfer in genetic modification.
11) a) Explain how gene therapy can be used in medicine b) Outline the process of somatic cell gene
therapy c) Explain the difference between somatic cell gene therapy and germ line cell gene therapy
and explain why germ line cell gene therapy is controversial. EXTENSION: Research the ways in which
gene therapy has already been used successfully.
6.2. Cloning and Biotechnology
Topic 6.2.1 Cloning and Biotechnology
1) Write a definition for a clone.
2) Explain, with examples, the different ways in which natural clones are produced by plants in
vegetative propogation.
3) a) Outline the stages involved in taking cuttings b) Explain why this technique works (why wouldn’t it
work with animals?).
4) Explain how artificial clones can be produced by micropropogation and tissue culture and outline the
stages involved.
5) Produce a table of the arguments for and against artificial cloning in plants.
6) Explain how natural clones occur in animals.
7) Describe the stages in a) artificial embryo twinning b) enucleation and somatic cell nuclear transfer
(SCNT).
8) Produce a table of the arguments for and against artificial cloning in animals.
9) a) Explain the advantages of using microorganisms in biotechnology b) Explain how microorganisms
are used in each of the following processes: i) brewing ii) baking iii) cheese making iv) yoghurt
production v) penicillin production vi) insulin production vii) bioremediation
10) Produce a table of advantages and disadvantages of using microorganisms (bacteria and fungi) to
make food for human consumption.
11) a) Explain what is meant by ‘aseptic technique’. b) Describe the stages involved in culturing
microorganisms in the lab by aseptic techniques.
12) a) Explain the difference between batch and continuous fermentation b) Describe the optimum
growing conditions for fermentation to maximise the yield of product required.
13) Sketch a standard growth curve of a microorganism in a closed culture. Label each of the stages and
write an explanation for each one.
14) Outline a practical experiment to investigate the factors affecting the growth of microorganisms.
15) a) Explain what is meant by an immobilised enzyme. b) Describe the different methods of
immobilisation of enzymes c) Produce a table of advantages and disadvantages of use of immobilised
enzymes in biotechnology.
16) Explain how each of the following enzymes can be used in an immobilised form, the products
produced in each case, and the benefit of using an immobilised enzyme: a) glucose isomerase b)
penicillin acyclase c) lactase d) aminoacyclase e) glucoamylase f) nitrilase
6.3 Ecosystems
Topic 6.3.1 Ecosystems
1) a) Explain what is meant by i) biotic factors ii) abiotic factors b) List as many examples as you can of
each type. c) List the abiotic and biotic factors involved in each of the following ecosystems (i) rock pool
ii) playing field iii) large tree
2) Explain why ecosystems are described as ‘dynamic’.
3) a) Describe how biomass is transferred between trophic levels b) Explain how biomass is lost at each
trophic level c) Explain how biomass transfers between trophic levels can be measured
4) a) Write a formula for calculating efficiency of energy transfer between trophic levels b) What is the
approximate % efficiency which can be used as rough guide to check efficiency calculations? c) Explain
how human activities can alter the transfer of biomass between trophic levels and give examples.
5) Produce a diagram showing how nitrogen is recycled within ecoystems. Include the following
organisms and their roles: Nitrosomonas, Nitrobacter, Azotobacter, Rhizobium.
6) Produce a diagram outlining the carbon cycle. Include the following processes: decomposition,
respiration, photosynthesis, physical and chemical effects (e.g. weathering, combustion).
7) a) Using an example (rocky shore, sand dune etc.), describe the process of primary succession. b)
Explain how competition is involved in succession c) Explain why the climax community i) is stable and
usually has high biodiversity ii) may have lower biodiversity than the intermediate stages. d) Explain
what is meant by i) secondary succession ii) deflected succession. Give an example of each.
8) a) Explain how distribution and abundance of organisms can be measured within an ecosystem. b)
Outline a practical investigation to measure abundance and distribution of organisms within an
ecosystem of your choice. Describe any limitations to your sampling method.
Topic 6.3.2 Populations and Sustainability
1) a) Explain what is meant by the ‘carrying capacity’ of an environment. b) Explain how named limiting
factors determine the carrying capacity.
2) a) Produce a graph showing the cyclical fluctuations in populations of predators and prey within an
environment (e.g. foxes and rabbits) b) Explain the shape of the graph c) Explain why there is a delay
between the increase in prey population and the increase in predator population.
3) a) List the key resources which plants and animals compete for. b) Explain the difference between
interspecific and intraspecific competition. c) Explain why intraspecific competition is usually more
significant.
4) a) Explain the difference between conservation and preservation. b) Using i) timber production and
ii) fishing as examples, explain each of the following reasons for conservation: economic, social, ethical.
You could do this as a table.
5) Explain how each of the following resources can be used sustainably by appropriate management,
and give examples of the management strategies used: a) timber production b) fishing
6) Explain how each of the following ecosystems are managed to balance the conflict between
conservation/preservation and human needs. For each one, explain the significance of the ecosystem
(e.g. are there any endemic species?), what humans require from the ecosystem, and what
management strategies are currently used. You could do this as a table. a) Masai Mara region in Kenya
b) Terai region in Nepal c) Peat bogs
7) For each of the following ecosystems, explain i) Why they are environmentally sensitive (i.e. which
animals/plants are found there, what are the risks) ii) What management strategies are used. You could
do this as a table. a) Galapagos Islands b) Antarctica c) Snowdonia National Park d) The Lake District