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AQA A-Level Biology (Paper 2) Smart practice A mixed round aimed at your weak spots
Unit 5
Energy transfers in and between organisms
Unit 6
Organisms respond to changes in their internal and external environments
Stimuli, both internal and external, are detected and lead to a response
Survival and response
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Receptors
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Control of heart rate
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Skeletal muscles are stimulated to contract by nerves and act as effectors
Skeletal muscles and muscle contraction
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Unit 7
Genetics, populations, evolution and ecosystems
Unit 8
The control of gene expression
Alteration of the sequence of bases in DNA can alter the structure of proteins
Gene mutations and their effects on proteins
0%
Using genome projects
Using genome projects
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Differences in DNA between individuals of the same species can be exploited
DNA probes, screening and genetic counselling
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Genetic fingerprinting
Genetic fingerprinting
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Unit 9
Comprehension
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Comprehension: genetics, ecosystems and gene expression

Practise 18 exam-style questions on Comprehension: genetics, ecosystems and gene expression for AQA A-Level Biology (Paper 2). Write your answer as you would in the exam and get it marked in seconds against the mark scheme, point by point, with the Study Helper on hand if you get stuck.

  • 18 questions
  • 1–7 marks each
  • Instant marking
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18 questions, marked as you go

Sample questions with model answers

Here are 4 of the questions in this topic, each with a model answer, an explanation of why it earns the marks and the mark scheme an examiner would use.

Question 1

2 marks

Read the following passage.

Silk is made from the cocoons spun by silkworms, the larvae (caterpillars) of a moth. Male silkworms produce about 20% more silk than females, so silk farmers would like to rear only males. However, male and female larvae look almost identical.

In moths, sex is determined by the Z and W chromosomes. Males have two Z chromosomes (ZZ) and females have one Z and one W chromosome (ZW). The W chromosome carries very few genes.

A gene on the Z chromosome affects the skin of the larvae. The dominant allele, T, gives opaque, white skin. The recessive allele, t, gives translucent skin, through which some of the internal organs can be seen.

Breeders cross males with translucent skin and females with opaque skin. Workers then sort the larvae by their skin and remove the unwanted larvae before they spin cocoons.

In a trial, 600 larvae from this cross were sorted by skin type, and their sex was checked later, when they had become pupae. Of the 304 larvae with opaque skin, 301 were male. Of the 296 larvae with translucent skin, 289 were female.

Use the information in the passage and your own knowledge to answer the following question.

Three of the larvae with opaque skin were female (paragraph 5).

Suggest two explanations for this result.

Model answer

1. The workers may have made mistakes when sorting the larvae, for example judging slightly translucent skin to be opaque.
2. A mutation from t to T may have occurred in the father's sperm, so these females inherited a Z chromosome carrying the dominant allele T.

Explanation

In this cross a female should never have opaque skin, because her only Z chromosome comes from her father, who has two copies of t. Unexpected results are usually explained by errors in observation or recording, by the parents not being as stated, or by rare mutations. When asked for two suggestions, give two different ideas, because extra wrong ones cancel correct ones.

Mark scheme
  1. 1 mark

    A worker made an error when sorting / judged the skin type wrongly / larvae were mixed up after sorting

    Max 2. 1 mark for each different explanation. List rule: if more than two explanations are given, each wrong or contradictory extra explanation cancels one correct explanation.

  2. 1 mark

    An error was made when checking the sex of the pupae

  3. 1 mark

    A mutation (from t to T) occurred in the male parent's gamete / on the Z chromosome these females inherited from their father

    Accept 'a mutation in the larva'. Reject 'the larvae mutated to become opaque'.

  4. 1 mark

    The female parent had mated with a male carrying T / the larvae came from a different cross

    Accept 'a different father'.

  5. 1 mark

    Skin appearance is also affected by another gene (e.g. an epistatic gene)

  6. 1 mark

    Skin appearance is also affected by the environment, e.g. diet / temperature

Question 2

3 marks

Read the following passage.

Eurasian beavers were hunted to extinction in Britain about 400 years ago. In recent years they have been reintroduced to several rivers. Beavers fell trees and build dams of branches and mud across streams. The dams hold back water, creating ponds and areas of wetland.

Beavers also feed on the bark and shoots of trees and shrubs near the water. Where beavers fell trees, more light reaches the ground, and dense woodland is replaced by a mosaic of ponds, marsh, open grassland and young trees. If beavers leave an area, their dams eventually collapse and woodland develops again.

Ecologists studied a 2 km stretch of a stream before beavers were released there and five years later. The number of ponds increased from 1 to 11, the number of species of aquatic invertebrate found increased from 28 to 47, and the number of clumps of frog spawn counted each spring increased from 15 to 420. The dams also slowed the flow of water after heavy rain.

Some farmers object to the reintroduction of beavers. Beaver dams can flood fields next to streams, and beavers sometimes fell trees in orchards and gardens.

Use the information in the passage and your own knowledge to answer the following question.

Use paragraphs 1 and 2 and your knowledge of succession to explain how beavers can increase the biodiversity of an area of woodland beside a stream.

Model answer

Beavers' dams raise the water level and create ponds and marshes, which are new habitats and niches for aquatic and wetland species. By felling trees, beavers let more light reach the ground, so light-demanding plants typical of earlier stages of succession can grow. Succession is set back in some places, so instead of dense climax woodland there is a mosaic of habitats at different stages of succession, which provides more niches and food sources, so more species can live in the area.

Explanation

At each stage of succession, organisms change the environment; beavers do this on a large scale, holding back succession in some places and creating wetland in others. A mosaic of successional stages supports more species than a uniform climax community. To gain marks, link each change to a change in abiotic conditions, habitats or niches, not just 'more shelter'.

Mark scheme
  1. 1 mark

    Beavers change the abiotic conditions, e.g. the water level / the amount of light reaching the ground

    Max 3.

  2. 1 mark

    Dams create new habitats (ponds, marsh) / niches, so aquatic and wetland species can live there

  3. 1 mark

    Felling trees lets more light reach the ground, so light-demanding plants / species from earlier stages of succession can grow

  4. 1 mark

    Succession is set back / prevented from reaching climax woodland in some places, so there is a mosaic of habitats at different stages of succession

  5. 1 mark

    More types of habitat / niche / food source, so more species can live in the area (greater species richness)

    Ignore 'more shelter' or 'more homes' unqualified.

  6. 1 mark

    In dense (climax) woodland a few tree species dominate / shade out smaller plants, so fewer species are present

Question 3

4 marks

Read the following passage.

Silk is made from the cocoons spun by silkworms, the larvae (caterpillars) of a moth. Male silkworms produce about 20% more silk than females, so silk farmers would like to rear only males. However, male and female larvae look almost identical.

In moths, sex is determined by the Z and W chromosomes. Males have two Z chromosomes (ZZ) and females have one Z and one W chromosome (ZW). The W chromosome carries very few genes.

A gene on the Z chromosome affects the skin of the larvae. The dominant allele, T, gives opaque, white skin. The recessive allele, t, gives translucent skin, through which some of the internal organs can be seen.

Breeders cross males with translucent skin and females with opaque skin. Workers then sort the larvae by their skin and remove the unwanted larvae before they spin cocoons.

In a trial, 600 larvae from this cross were sorted by skin type, and their sex was checked later, when they had become pupae. Of the 304 larvae with opaque skin, 301 were male. Of the 296 larvae with translucent skin, 289 were female.

Use the information in the passage and your own knowledge to answer the following question.

Explain why the larvae from this cross can be sorted by sex.

In your answer, give the genotypes of the parents, the genotypes of the gametes they produce, and the genotypes and phenotypes of the offspring. Write a Z chromosome carrying allele T as ZT, a Z chromosome carrying allele t as Zt, and the W chromosome as W.

Model answer

Parents: translucent male ZtZt × opaque female ZTW
Gametes: male Zt only; female ZT and W
Offspring: ZTZt (male, opaque skin) and ZtW (female, translucent skin), in a 1 : 1 ratio

Every son receives his mother's only Z chromosome, which carries the dominant allele T, so all the males have opaque skin. Every daughter receives her mother's W chromosome and a Z chromosome from her father, which carries t, so all the females have translucent skin. The workers can therefore remove the translucent larvae, which are the females.

Explanation

In moths and birds, the female is the sex with two different sex chromosomes (ZW), so a female passes her only Z chromosome to all her sons and none to her daughters. Crossing a male with the recessive phenotype with a female with the dominant phenotype therefore gives sons and daughters with different phenotypes. A common error is to apply the human XX/XY pattern and assume that the female has two Z chromosomes.

Mark scheme
  1. 1 mark

    Parents: (translucent) male ZtZt AND (opaque) female ZTW

    Accept other clearly defined symbols. Do not award point 1 for genotypes written without the sex chromosomes, e.g. tt × T. Allow ECF from incorrect parental genotypes for points 2 and 3.

  2. 1 mark

    Gametes: male Zt (only) AND female ZT and W

  3. 1 mark

    Offspring: ZTZt (male) AND ZtW (female)

  4. 1 mark

    All the males have opaque skin AND all the females have translucent skin, so the skin type shows the sex (the translucent larvae, the females, are removed)

    Do not award this point if the phenotypes are the wrong way round.

Question 4

4 marks

Read the following passage.

The white-clawed crayfish is the only species of crayfish native to Britain. Its populations have fallen sharply since the American signal crayfish was introduced. Signal crayfish compete with native crayfish for food and shelter, and carry a disease that kills native crayfish.

Crayfish are hard to find because they hide under stones and are active mainly at night. Ecologists now often survey rivers using environmental DNA (eDNA). Animals shed cells and mucus into the water, so a water sample contains small amounts of DNA from the species living nearby.

The ecologists filter a water sample, extract the DNA and carry out the polymerase chain reaction (PCR) with primers that bind only to a short base sequence found in one species. If the sample contains DNA from that species, the target sequence is amplified and detected.

In one survey of 80 river sites, ecologists collected water samples and also searched for crayfish by hand and with baited traps. DNA from white-clawed crayfish was found at 31 sites. White-clawed crayfish were caught or seen at 22 sites, and all of these sites were among the 31 where their DNA was found.

Use the information in the passage and your own knowledge to answer the following question.

Explain how PCR amplifies the target sequence, and why the primers allow the test to detect DNA from only one species of crayfish (paragraph 3).

Model answer

The DNA is heated to about 95 °C to break the hydrogen bonds between the bases and separate the two strands. It is cooled to about 55 °C so that the primers bind to complementary base sequences at each end of the target sequence. At about 72 °C, DNA polymerase joins free nucleotides to the primers, forming new strands complementary to the original strands. The cycle is repeated many times, and the amount of target DNA doubles in every cycle. The primers are complementary only to a base sequence found in white-clawed crayfish DNA; other species, including signal crayfish, have a different base sequence at this point, so the primers do not bind to their DNA and it is not amplified.

Explanation

PCR copies only the DNA between the two primers, so the choice of primers decides what is amplified. Primers that are complementary to a base sequence unique to one species make the test specific to that species. Remember that the strands are separated by heat in PCR, not by helicase, and that the enzyme is DNA polymerase.

Mark scheme
  1. 1 mark

    The DNA is heated (to about 95 °C) to separate the strands / break the hydrogen bonds between bases

    Max 3 if the answer does not explain why the primers make the test specific to one species. Max 4. Ignore helicase.

  2. 1 mark

    The mixture is cooled (to about 55 °C) so that the primers bind / anneal to complementary sequences at the ends of the target sequence

  3. 1 mark

    (At about 72 °C) DNA polymerase joins nucleotides to the primers, forming new complementary strands

    Reject RNA polymerase.

  4. 1 mark

    The cycle is repeated many times, and the amount of target DNA doubles in each cycle

  5. 1 mark

    The primers are complementary only to a base sequence found in the DNA of this species; other species have a different base sequence there, so the primers do not bind and their DNA is not amplified

    Accept 'the base sequence is unique to this species'.

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