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Essays on molecules and cells

Practise 20 exam-style questions on Essays on molecules and cells for AQA A-Level Biology (Paper 3). 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.

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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

25 marks

Write an essay on the following topic.

The importance of changes in the shape of protein molecules in organisms.

Model answer

The function of a protein depends on its tertiary structure, the three-dimensional shape held by hydrogen bonds, ionic bonds and disulfide bridges between R-groups. Many proteins work because this shape changes when another molecule binds, and these changes are important throughout organisms.

Enzymes work by the induced-fit model. The active site is not exactly complementary to the substrate, but when the substrate binds the active site changes shape slightly to mould around it, forming an enzyme-substrate complex. This puts strain on bonds in the substrate, or brings reacting groups close together, so the activation energy is lowered. Changes in enzyme shape also control metabolism. A non-competitive inhibitor binds to a site other than the active site and changes the shape of the active site, so substrates can no longer bind; this allows the end product of a pathway to switch off an earlier enzyme. Harmful changes in shape also matter: high temperature breaks hydrogen bonds and extremes of pH disrupt ionic bonds, so the enzyme is denatured. This is why mammals keep a stable core temperature and blood pH.

Haemoglobin is a protein with a quaternary structure of four polypeptides, each with a haem group that binds one oxygen molecule. When the first oxygen binds, the shape of haemoglobin changes so that it becomes easier for further oxygen molecules to bind (cooperative binding). This produces the S-shaped oxyhaemoglobin dissociation curve, so saturation changes a lot over a small range of partial pressures of oxygen; haemoglobin loads oxygen readily in the lungs and unloads it readily in respiring tissues. Carbon dioxide also changes the shape of haemoglobin: it lowers the pH, which reduces haemoglobin's affinity for oxygen (the Bohr effect), so more oxygen is unloaded where cells are respiring fastest. Different haemoglobins differ in how readily they bind oxygen: animals that live where oxygen is scarce have haemoglobin with a higher affinity, so their dissociation curve lies to the left and their haemoglobin still becomes saturated.

Carrier proteins in cell membranes change shape to move substances. In active transport, a molecule or ion binds to a specific carrier, ATP is hydrolysed and a phosphate attaches to the carrier, which changes shape and releases the substance on the other side of the membrane. The sodium-potassium pump moves three sodium ions out of a cell for every two potassium ions moved in. This is important because it maintains the sodium ion gradient used in co-transport, for example when glucose is absorbed by epithelial cells in the ileum against its concentration gradient, and it helps to maintain the resting potential of neurones.

Channel proteins that open by changing shape allow cells to respond to stimuli. In a Pacinian corpuscle, pressure deforms the lamellae and stretches the membrane of the sensory neurone, so stretch-mediated sodium ion channels open; sodium ions diffuse in and produce a generator potential. At a cholinergic synapse, acetylcholine binds to receptor proteins on the postsynaptic membrane, which change shape and open sodium ion channels, depolarising the membrane. Acetylcholinesterase then hydrolyses the acetylcholine, so the channels close again. This is important because it means a response occurs only when a stimulus or neurotransmitter is present, and it stops continuous stimulation of the postsynaptic neurone. Some drugs act on these receptors: a drug that binds to the acetylcholine receptor but does not cause the change in shape that opens the channel blocks transmission, which is how some muscle relaxants used in surgery work.

Muscle contraction depends on changes in protein shape. When an action potential reaches a muscle fibre, calcium ions are released from the sarcoplasmic reticulum and cause tropomyosin to move, exposing the binding sites on actin. Myosin heads bind to actin, forming actinomyosin cross-bridges. Each myosin head then changes angle, pulling the actin filament towards the centre of the sarcomere as ADP and phosphate are released. ATP binds and the head detaches, and hydrolysis of ATP returns the head to its original position, ready to bind again. These repeated changes in shape shorten sarcomeres, so muscles can contract and move parts of the skeleton.

Changes in the shape of proteins also control gene expression. The steroid hormone oestrogen is lipid-soluble, so it diffuses through the cell-surface membrane and binds to a site on a transcription factor in the cytoplasm. This changes the shape of the transcription factor, releasing it from an inhibitor molecule. It can then enter the nucleus and bind to the promoter of a target gene, stimulating RNA polymerase to transcribe it. This is important because only cells with the right receptor respond, so one hormone can control specific genes in specific tissues.

Changes in protein shape can also be harmful. Prions are abnormally folded forms of a normal brain protein. When a prion contacts the normal protein, it causes it to fold into the abnormal shape, so the abnormal form accumulates, forms insoluble clumps and kills neurones, causing diseases such as variant CJD. This shows how completely a protein's function depends on its shape.

Explanation

Planning: choose four to six topic areas where a protein changes shape, for example induced fit and enzyme inhibition, cooperative binding of oxygen by haemoglobin, carrier proteins in active transport, gated channel proteins in receptors and synapses, myosin and tropomyosin in muscle contraction, and transcription factors. For each, describe the protein and how its shape changes (AO1) and then explain why that change matters to the cell or organism (AO2), spending about 10 minutes per topic. Every paragraph must be about a change in shape: a full account of the sliding filament theory, or of the cardiac cycle, adds nothing once the role of the protein has been explained.

Faults that lose marks: writing only about fixed complementary shapes, such as the lock-and-key model, without any change in shape; GCSE statements such as 'the enzyme stops working'; using many examples from one topic area (several enzymes count as one topic area); significant errors such as 'the active site is denatured by binding of a competitive inhibitor', 'sodium ions enter by active transport' at a synapse, or 'the actin and myosin filaments get shorter'; and describing processes outside organisms, such as PCR, which is irrelevant to a title that says 'in organisms'. For top marks include material beyond the specification at A-level depth, such as prions.

Mark scheme
  1. 25 marks

    Levels of response (25 marks).
    Level 5 (21-25 marks): A holistic, fully integrated answer that makes clear links between several different topics and the theme of the question. Biology is detailed and comprehensive A-level content, uses appropriate terminology, and is very well written and always clearly explained. No significant errors or irrelevant material. For top marks in the band, the answer shows evidence of reading beyond specification requirements.
    Level 4 (16-20 marks): Links several topics to the main theme of the question to form a series of interrelated points which are clearly explained. Biology is fundamentally correct A-level content with some detailed points, though some may be less well developed, and appropriate terminology. Perhaps one significant error and/or one irrelevant topic which detracts from the overall quality of the answer.
    Level 3 (11-15 marks): Mostly deals with suitable topics, but they are not interrelated and links are not made to the theme of the question. Biology is usually correct A-level content, though it lacks detail; it is usually clearly explained and generally uses appropriate terminology. Some significant errors and/or more than one irrelevant topic.
    Level 2 (6-10 marks): Predominantly deals with only one or two topics that relate to the question. Biology shows some superficial A-level content that may be poorly explained, lacking in detail, or show limited use of appropriate terminology. May contain a number of significant errors and/or irrelevant topics.
    Level 1 (1-5 marks): Only indirectly addresses the theme of the question and merely presents a series of biological facts, usually descriptive or poorly explained and at times factually incorrect. Content and terminology are generally below A-level. May contain a large number of errors and/or irrelevant topics.
    0 marks: nothing of relevance.

    Max 15 if the essay covers fewer than four different topic areas of the specification, each discussed in at least a few sentences. Max 10 if the essay deals with only one or two topic areas of the specification.
    Definitions (AQA's commentary on the levels): a topic area is a section of the specification, such as the immune system, nerve impulses or photosynthesis; 'several' means at least four topic areas, each covered in some sentences, not just a word or two, and not many examples from one topic area; a significant error is one that significantly detracts from the biological accuracy of a described example (usually more than one word); irrelevant material is several lines (or more) that clearly fail to address the title or its theme; for top marks within a band, the answer shows evidence of reading beyond the specification, an example relevant to the title used at A-level standard. Phonetic spelling is accepted except for confusable words such as glucose, glycogen and glucagon.
    Indicative content (not a checklist; any topics linked to the theme at A-level standard are credited):
    - 3.1.4.1 General properties of proteins: tertiary structure held by bonds
    - 3.1.4.2 Many proteins are enzymes: induced fit; inhibitors; denaturation
    - 3.2.3 Transport across cell membranes: carrier proteins change shape
    - 3.3.4.1 Mass transport in animals: cooperative oxygen binding; Bohr effect
    - 3.6.1.2 Receptors: stretch-mediated sodium ion channels open when deformed
    - 3.6.2.2 Synaptic transmission: acetylcholine opens sodium ion channels
    - 3.6.3 Skeletal muscles: tropomyosin moves; myosin heads change angle
    - 3.8.2.2 Regulation of transcription and translation: oestrogen changes a transcription factor
    Credit other relevant topics, including material beyond the specification at A-level standard.

Question 2

25 marks

Write an essay on the following topic.

The ways in which cells are specialised to carry out their functions in organisms.

Model answer

In complex multicellular organisms, cells become specialised for particular functions and are organised into tissues, organs and systems. Specialisation is important because a cell that does one job, with a structure suited to it, does that job far more efficiently than a cell that does everything.

Cells become specialised during development. All the cells of an organism contain the same genes, but totipotent cells in the early embryo translate only part of their DNA as they divide, so different cells produce different proteins and develop different structures. Transcription factors switch particular genes on in particular cells, and epigenetic changes such as increased methylation of DNA keep other genes switched off. This is important because it produces the many different cell types needed by the organism, and it means that once a cell is specialised it usually stays that way.

Epithelial cells lining the ileum are specialised for absorbing the products of digestion. Their cell-surface membrane is folded into microvilli, which greatly increase its surface area, and contains many carrier proteins, as well as membrane-bound disaccharidases and dipeptidases that complete digestion at the surface. The cells contain many mitochondria, which provide ATP for the active transport of sodium ions out of the cell into the blood. This keeps the sodium ion concentration in the cell low, so sodium ions diffuse in from the lumen through co-transporter proteins, carrying glucose or amino acids with them, even against their concentration gradients. These features are important because they allow almost all of the glucose and amino acids in the gut to be absorbed into the blood.

Mammalian red blood cells are specialised for carrying oxygen. They lose their nucleus and most organelles as they mature, leaving more space for haemoglobin, and their small size and biconcave shape give a large surface area to volume ratio and a short diffusion distance. Haemoglobin binds oxygen cooperatively, so it loads readily at the high partial pressure in the lungs and unloads readily at the low partial pressure in respiring tissues. Because red blood cells have no mitochondria, they respire anaerobically and do not use the oxygen they carry. The cost of this specialisation is that red blood cells cannot divide or repair themselves, so they are replaced continuously by stem cells in the bone marrow. People who live at high altitude produce more red blood cells, which increases the oxygen-carrying capacity of their blood.

In plants, sieve tube elements and companion cells work together to translocate sucrose. Sieve tube elements have lost their nucleus and most organelles, leaving a column of cytoplasm through which solution flows easily, and their end walls form sieve plates. Each depends on a companion cell, which has a nucleus and many mitochondria; the companion cell provides the ATP used to load sucrose into the sieve tube. This lowers the water potential of the sieve tube, water enters by osmosis and the resulting hydrostatic pressure moves the solution by mass flow to sinks such as roots. This division of labour is important because the sieve tube element offers little resistance to the flow of sap, while the companion cell carries out the metabolism that both cells need, so sucrose made in the leaves can be supplied to roots, growing tips and storage organs that cannot photosynthesise.

Rods and cones in the retina are specialised in different ways. Rods contain the pigment rhodopsin, which is broken down by low light intensities, and several rods are connected to one bipolar neurone. Their generator potentials can combine (summation) to reach threshold, so rods give high sensitivity in dim light, but low visual acuity because the brain cannot tell which rod was stimulated. Cones contain iodopsin, which needs higher light intensities, and each cone usually connects to its own bipolar neurone, giving high visual acuity. There are three types of cone with different iodopsins, sensitive to red, green or blue light, so cones also give colour vision.

Skeletal muscle fibres are specialised for contraction. Each fibre is a multinucleate cell containing many myofibrils made of sarcomeres, with actin and myosin filaments that slide past each other. The sarcoplasmic reticulum stores calcium ions and releases them throughout the fibre when it is stimulated. Muscle fibres are further specialised into two types. Slow fibres have many mitochondria, much myoglobin and a good blood supply, so they contract for long periods using aerobic respiration, as in muscles that maintain posture. Fast fibres have more glycogen and phosphocreatine, so they contract powerfully for short periods, for example when sprinting. Having both types of fibre is important because the body can maintain its posture for hours without fatigue and can also produce sudden, powerful contractions, using ATP regenerated from phosphocreatine without waiting for oxygen to be delivered.

Plasma cells are specialised B lymphocytes that secrete antibodies. They have a very large rough endoplasmic reticulum and Golgi apparatus, many mitochondria, and they transcribe the genes for one antibody at a very high rate. This is important because thousands of antibody molecules can be released each second during the primary immune response. When the infection is over most plasma cells die, but memory cells remain.

Explanation

Planning: choose four to six specialised cells from different topic areas and, for each, describe at A-level how its structure differs from a generalised cell (AO1) and then explain how each feature helps it carry out its function and why that function matters (AO2). Good choices include ileum epithelial cells, red blood cells, sieve tube elements and companion cells, rods and cones, muscle fibres, plasma cells and myelinated neurones; how cells become specialised by gene expression can be one topic area. About 10 minutes per topic is enough.

Faults that lose marks: GCSE examples such as root hair cells or sperm described only in GCSE terms; listing features without explaining how each helps ('it has many mitochondria'); several cells from one topic area, such as rods and cones only (both 3.6.1.2); significant errors such as 'red blood cells respire aerobically using the oxygen they carry', 'sieve tubes are dead cells' or 'cones are more sensitive to dim light than rods'; and long irrelevant sections, such as the whole cardiac cycle when writing about red blood cells. For top marks include material beyond the specification at A-level depth, for example detail of specialised cells not named in the specification.

Mark scheme
  1. 25 marks

    Levels of response (25 marks).
    Level 5 (21-25 marks): A holistic, fully integrated answer that makes clear links between several different topics and the theme of the question. Biology is detailed and comprehensive A-level content, uses appropriate terminology, and is very well written and always clearly explained. No significant errors or irrelevant material. For top marks in the band, the answer shows evidence of reading beyond specification requirements.
    Level 4 (16-20 marks): Links several topics to the main theme of the question to form a series of interrelated points which are clearly explained. Biology is fundamentally correct A-level content with some detailed points, though some may be less well developed, and appropriate terminology. Perhaps one significant error and/or one irrelevant topic which detracts from the overall quality of the answer.
    Level 3 (11-15 marks): Mostly deals with suitable topics, but they are not interrelated and links are not made to the theme of the question. Biology is usually correct A-level content, though it lacks detail; it is usually clearly explained and generally uses appropriate terminology. Some significant errors and/or more than one irrelevant topic.
    Level 2 (6-10 marks): Predominantly deals with only one or two topics that relate to the question. Biology shows some superficial A-level content that may be poorly explained, lacking in detail, or show limited use of appropriate terminology. May contain a number of significant errors and/or irrelevant topics.
    Level 1 (1-5 marks): Only indirectly addresses the theme of the question and merely presents a series of biological facts, usually descriptive or poorly explained and at times factually incorrect. Content and terminology are generally below A-level. May contain a large number of errors and/or irrelevant topics.
    0 marks: nothing of relevance.

    Max 15 if the essay covers fewer than four different topic areas of the specification, each discussed in at least a few sentences. Max 10 if the essay deals with only one or two topic areas of the specification.
    Definitions (AQA's commentary on the levels): a topic area is a section of the specification, such as the immune system, nerve impulses or photosynthesis; 'several' means at least four topic areas, each covered in some sentences, not just a word or two, and not many examples from one topic area; a significant error is one that significantly detracts from the biological accuracy of a described example (usually more than one word); irrelevant material is several lines (or more) that clearly fail to address the title or its theme; for top marks within a band, the answer shows evidence of reading beyond the specification, an example relevant to the title used at A-level standard. Phonetic spelling is accepted except for confusable words such as glucose, glycogen and glucagon.
    Indicative content (not a checklist; any topics linked to the theme at A-level standard are credited):
    - 3.2.1.1 Structure of eukaryotic cells: specialised cells, tissues and organs
    - 3.3.3 Digestion and absorption: ileum epithelium, microvilli and co-transport
    - 3.3.4.1 Mass transport in animals: red blood cells and haemoglobin
    - 3.3.4.2 Mass transport in plants: sieve tube elements and companion cells
    - 3.6.1.2 Receptors: rods and cones differ in pigments and connections
    - 3.6.3 Skeletal muscles: slow and fast muscle fibres
    - 3.2.4 Cell recognition and the immune system: plasma cells with much RER
    - 3.8.2.1 Most of a cell's DNA is not translated: specialisation by gene expression
    Credit other relevant topics, including material beyond the specification at A-level standard.

Question 3

25 marks

Write an essay on the following topic.

The importance of the features of plant cells that are not found in animal cells.

Model answer

Plant cells have a cellulose cell wall, chloroplasts and a large permanent vacuole, and they store starch rather than glycogen. These features are important because plants cannot move, must make their own organic molecules and need support without a skeleton.

The cell wall is made of cellulose. Beta-glucose molecules are joined by 1-4 glycosidic bonds, with alternate molecules inverted, to form long, straight chains. Many parallel chains are held together by hydrogen bonds to form microfibrils with great tensile strength. When a plant cell is in a solution with a higher water potential than its cytoplasm, water enters by osmosis and the protoplast pushes against the wall, but the wall resists expansion, so the cell becomes turgid instead of bursting. Animal cells have no wall and would burst, so mammals must control the water potential of their blood using ADH and the kidneys. Turgor is important because turgid cells press against each other and support non-woody stems and leaves, holding leaves up to the light. If water is lost, cells become flaccid and the plant wilts; in a solution of lower water potential the protoplast shrinks away from the wall (plasmolysis). Cellulose also matters to animals: most cannot digest it, and herbivores such as cows rely on microorganisms in their gut that produce enzymes to hydrolyse it, which is one reason why the efficiency of energy transfer from plants to herbivores is low.

The large vacuole, surrounded by its own membrane, contains cell sap, a solution of sugars, ions and other solutes. Its water potential is important in water uptake and in maintaining turgor. Guard cells use this to control gas exchange. When guard cells take up potassium ions, using ATP, their water potential falls, water enters by osmosis and they become turgid. Because the inner walls of guard cells are thicker than the outer walls, the cells bend apart and the stoma opens, so carbon dioxide can diffuse in for photosynthesis. When water is short, the guard cells lose turgor and the stomata close, limiting water loss by transpiration. This shows the compromise between efficient gas exchange and limiting water loss.

Chloroplasts are the most important feature of plant cells, because they make plants autotrophs. Their thylakoid membranes contain chlorophyll, which absorbs light and loses electrons (photoionisation); the energy is used to make ATP and reduced NADP, and photolysis of water releases oxygen. In the stroma, rubisco catalyses the reaction of carbon dioxide with ribulose bisphosphate, and ATP and reduced NADP are used to reduce glycerate 3-phosphate to triose phosphate, from which glucose and other organic molecules are made. This is important for the whole ecosystem, because the chemical energy fixed by plants as gross primary production is the source of energy for almost all other organisms, through food chains and decomposers.

Plant cells store carbohydrate as starch, in starch grains in the cytoplasm or in chloroplasts. Starch is made of alpha-glucose: amylose is unbranched and coils into a compact helix, and amylopectin is branched. Because starch is insoluble, it does not lower the water potential of the cell or diffuse out of it. Starch is less branched than glycogen, so glucose is released from it more slowly, which suits plants, whose metabolic rate is lower than that of animals; large amounts can be stored compactly in storage organs and seeds and hydrolysed to glucose when needed, for example when a seed germinates.

The cell wall also allows plant cells to grow by elongation. Growth in shoots and roots depends on cells near the tip taking in water into the vacuole and elongating. Indoleacetic acid (IAA) controls this. In a shoot lit from one side, IAA moves to the shaded side, where it stimulates cell elongation; IAA is thought to cause hydrogen ions to be pumped into the cell wall, which loosens the bonds between cellulose microfibrils so that the wall stretches as water enters. The shoot bends towards the light (phototropism), so leaves receive more light for photosynthesis. In roots, a high concentration of IAA inhibits elongation, so roots bend downwards (gravitropism) and grow into the soil to obtain water and mineral ions.

Plant cells are also connected to neighbouring cells by plasmodesmata, strands of cytoplasm that pass through pores in the cell walls, so substances can move from cell to cell without crossing membranes. This matters in the phloem. Sieve tube elements have lost their nucleus and most organelles, and their end walls form sieve plates, so sucrose solution flows through them easily by mass flow. Each sieve tube element depends on a companion cell, connected to it by many plasmodesmata, which has a nucleus and many mitochondria and supplies the ATP used to load sucrose at the source.

Finally, many mature plant cells remain totipotent. Unlike most specialised animal cells, a small piece of plant tissue placed on a medium containing nutrients and growth factors can divide and develop into a whole new plant. This is important because plants can regenerate parts that are eaten or damaged, and growers use tissue culture to produce large numbers of genetically identical plants with desirable features.

Explanation

Planning: list the features first (cellulose cell wall, chloroplasts, large permanent vacuole, starch grains, plasmodesmata, totipotency of mature cells) and choose four to six that link to different topic areas, such as osmosis and turgor, guard cells and gas exchange, photosynthesis, storage, growth responses to IAA and plant tissue culture. For each, describe the feature at A-level (AO1), then explain why it matters to the plant and, where relevant, to other organisms (AO2), about 10 minutes per topic. Keep the essay about the features: a full account of the light-independent reaction is more than the theme needs.

Faults that lose marks: listing differences between plant and animal cells in a table with no importance; GCSE statements such as 'the cell wall gives the cell shape'; several paragraphs from one topic area (photosynthesis and chloroplasts are one area); significant errors such as 'animal cells have a cell wall made of glycogen', 'cellulose is made of alpha-glucose', 'the vacuole contains chlorophyll' or 'chloroplasts carry out respiration instead of mitochondria'; and irrelevant material on the structure of animal cells. For top marks include material beyond the specification at A-level depth, such as the role of potassium ions in guard cells or how IAA loosens the cell wall.

Mark scheme
  1. 25 marks

    Levels of response (25 marks).
    Level 5 (21-25 marks): A holistic, fully integrated answer that makes clear links between several different topics and the theme of the question. Biology is detailed and comprehensive A-level content, uses appropriate terminology, and is very well written and always clearly explained. No significant errors or irrelevant material. For top marks in the band, the answer shows evidence of reading beyond specification requirements.
    Level 4 (16-20 marks): Links several topics to the main theme of the question to form a series of interrelated points which are clearly explained. Biology is fundamentally correct A-level content with some detailed points, though some may be less well developed, and appropriate terminology. Perhaps one significant error and/or one irrelevant topic which detracts from the overall quality of the answer.
    Level 3 (11-15 marks): Mostly deals with suitable topics, but they are not interrelated and links are not made to the theme of the question. Biology is usually correct A-level content, though it lacks detail; it is usually clearly explained and generally uses appropriate terminology. Some significant errors and/or more than one irrelevant topic.
    Level 2 (6-10 marks): Predominantly deals with only one or two topics that relate to the question. Biology shows some superficial A-level content that may be poorly explained, lacking in detail, or show limited use of appropriate terminology. May contain a number of significant errors and/or irrelevant topics.
    Level 1 (1-5 marks): Only indirectly addresses the theme of the question and merely presents a series of biological facts, usually descriptive or poorly explained and at times factually incorrect. Content and terminology are generally below A-level. May contain a large number of errors and/or irrelevant topics.
    0 marks: nothing of relevance.

    Max 15 if the essay covers fewer than four different topic areas of the specification, each discussed in at least a few sentences. Max 10 if the essay deals with only one or two topic areas of the specification.
    Definitions (AQA's commentary on the levels): a topic area is a section of the specification, such as the immune system, nerve impulses or photosynthesis; 'several' means at least four topic areas, each covered in some sentences, not just a word or two, and not many examples from one topic area; a significant error is one that significantly detracts from the biological accuracy of a described example (usually more than one word); irrelevant material is several lines (or more) that clearly fail to address the title or its theme; for top marks within a band, the answer shows evidence of reading beyond the specification, an example relevant to the title used at A-level standard. Phonetic spelling is accepted except for confusable words such as glucose, glycogen and glucagon.
    Indicative content (not a checklist; any topics linked to the theme at A-level standard are credited):
    - 3.2.1.1 Structure of eukaryotic cells: cell wall, chloroplasts and vacuole
    - 3.1.2 Carbohydrates: cellulose microfibrils; starch as the storage polysaccharide
    - 3.2.3 Transport across cell membranes: osmosis, turgor and plasmolysis
    - 3.5.1 Photosynthesis: chloroplasts make plants the producers of ecosystems
    - 3.3.2 Gas exchange: turgor changes in guard cells open and close stomata
    - 3.3.4.2 Mass transport in plants: sieve plates; companion cells
    - 3.6.1.1 Survival and response: IAA and cell elongation in tropisms
    - 3.8.2.1 Most of a cell's DNA is not translated: totipotent plant cells
    Credit other relevant topics, including material beyond the specification at A-level standard.

Question 4

25 marks

Write an essay on the following topic.

The importance of the life span of molecules and cells in organisms.

Model answer

Some molecules and cells in an organism last for years, while others are broken down or replaced within seconds, minutes or days. Differences in life span are important: long-lived molecules and cells store information and energy, while short-lived ones allow an organism to respond quickly and to switch processes off again.

DNA is a very stable molecule. Its two polynucleotide strands are held together by many hydrogen bonds between complementary bases, the bases are protected inside the double helix by the sugar-phosphate backbones, and in eukaryotes the DNA is wound around histones inside the nucleus. This stability is important because DNA must carry the genetic information of a cell throughout its life and be copied accurately by semi-conservative replication each time the cell divides. mRNA, in contrast, is a short, single-stranded molecule that contains ribose, which makes it less stable, and each mRNA molecule is translated for only a limited time before it is broken down. This is important because when a gene stops being transcribed, the protein it codes for soon stops being made, so a cell can change the proteins it produces as conditions change. RNA interference shortens the life of particular mRNA molecules: a small RNA molecule, held in a protein complex, binds to an mRNA with a complementary base sequence, which is then hydrolysed before it can be translated, so the gene is silenced.

ATP is also short-lived. It is not used as a long-term energy store; instead, each ATP molecule is hydrolysed by ATP hydrolase soon after it is made, and a cell contains only a small amount, which is continuously resynthesised from ADP and phosphate by ATP synthase during respiration. A human recycles a mass of ATP close to their own body mass each day. This is important because ATP releases energy in small amounts, in a single reaction, immediately where it is needed. It also means that cells must respire all the time: if respiration stops, for example when cyanide inhibits the electron transfer chain, ATP runs out quickly and cells die. Long-term energy stores are different molecules. Triglycerides are insoluble and can be stored in large amounts for months, so a hibernating mammal can survive the winter on its fat reserves, whereas the glycogen in the liver is a short-term store that lasts only about a day without food.

Neurotransmitters must have a very short life. At a cholinergic synapse, acetylcholine released from the presynaptic neurone diffuses across the cleft, binds to receptors on the postsynaptic membrane and opens sodium ion channels. Acetylcholinesterase then hydrolyses it into choline and ethanoic acid, which diffuse back into the presynaptic neurone and are recombined into acetylcholine using ATP. The short life of acetylcholine is important because the postsynaptic membrane is not stimulated continuously, so each impulse that arrives produces a separate response. Some insecticides inhibit acetylcholinesterase; acetylcholine then accumulates, and the continuous stimulation of muscle fibres can cause paralysis.

Hormones are also removed from the blood, so their effects stop when they are no longer needed. After a meal, insulin is secreted and causes target cells to take up glucose and convert it to glycogen. As the blood glucose concentration falls, the beta cells secrete less insulin, and the insulin already in the blood is broken down within minutes, mainly in the liver. If insulin lasted much longer, its effect would continue after the concentration had returned to normal, and blood glucose would fall too low. ADH is removed in the same way, so when the water potential of the blood rises again, less water is reabsorbed in the kidneys. The short life of hormones therefore allows negative feedback to keep conditions close to their normal values.

The life span of lymphocytes is also important. During an immune response, B cells with complementary receptors divide to form a clone, and many of the cells become plasma cells, which secrete antibodies. Most plasma cells live for only a few days, so antibody production stops once the pathogen has been destroyed and resources are not wasted. Memory cells, however, survive for many years. If the same antigen enters the body again, they divide rapidly, so the secondary response is faster and produces more antibody, which is the basis of vaccination. Passive immunity, in which a person receives antibodies made by another organism, is short-lived because the antibodies are broken down and no memory cells are formed.

Finally, many specialised cells are short-lived and must be replaced. Mature red blood cells have no nucleus, so they cannot divide or repair themselves, and they last only about four months. They are replaced by the division and differentiation of multipotent stem cells in the bone marrow, and the epithelial cells lining the small intestine are replaced every few days in a similar way. The life span of a line of dividing cells is limited too. Each time a body cell divides, the repeated sequences at the tips of its chromosomes (telomeres) become a little shorter, and after a certain number of divisions the cell stops dividing. Many cancer cells switch on the gene for telomerase, an enzyme that adds the repeats back, so their descendants never reach this limit; together with mutations in proto-oncogenes and tumour suppressor genes, this lets a tumour keep growing.

Explanation

Planning: choose four to six topic areas in which how long a molecule or cell lasts matters, for example stable DNA and short-lived mRNA (with RNA interference), ATP compared with long-term energy stores, acetylcholine at synapses, hormones and negative feedback, plasma cells and memory cells, and the replacement of red blood cells from stem cells. For each, describe at A-level what the molecule or cell does and how it is made, broken down or replaced (AO1), then explain why its long or short life is important (AO2), for example allowing a response to stop or information to be kept, spending about 10 minutes per topic.

Faults that lose marks: describing processes without saying how long the molecule or cell lasts or why that matters; writing about the life span of whole organisms or populations, which is not the theme; GCSE statements such as 'cells die and are replaced'; several paragraphs from one topic area, such as plasma cells, memory cells and vaccination (all 3.2.4); significant errors such as 'ATP is a long-term energy store', 'ATP releases a lot of energy because its bonds are weak', 'acetylcholine is absorbed into the postsynaptic neurone', 'memory cells secrete antibodies' or 'red blood cells divide by mitosis'; and irrelevant material, such as a long description of the Krebs cycle. For top marks include material beyond the specification at A-level depth, such as telomeres and telomerase or the removal of insulin by the liver.

Mark scheme
  1. 25 marks

    Levels of response (25 marks).
    Level 5 (21-25 marks): A holistic, fully integrated answer that makes clear links between several different topics and the theme of the question. Biology is detailed and comprehensive A-level content, uses appropriate terminology, and is very well written and always clearly explained. No significant errors or irrelevant material. For top marks in the band, the answer shows evidence of reading beyond specification requirements.
    Level 4 (16-20 marks): Links several topics to the main theme of the question to form a series of interrelated points which are clearly explained. Biology is fundamentally correct A-level content with some detailed points, though some may be less well developed, and appropriate terminology. Perhaps one significant error and/or one irrelevant topic which detracts from the overall quality of the answer.
    Level 3 (11-15 marks): Mostly deals with suitable topics, but they are not interrelated and links are not made to the theme of the question. Biology is usually correct A-level content, though it lacks detail; it is usually clearly explained and generally uses appropriate terminology. Some significant errors and/or more than one irrelevant topic.
    Level 2 (6-10 marks): Predominantly deals with only one or two topics that relate to the question. Biology shows some superficial A-level content that may be poorly explained, lacking in detail, or show limited use of appropriate terminology. May contain a number of significant errors and/or irrelevant topics.
    Level 1 (1-5 marks): Only indirectly addresses the theme of the question and merely presents a series of biological facts, usually descriptive or poorly explained and at times factually incorrect. Content and terminology are generally below A-level. May contain a large number of errors and/or irrelevant topics.
    0 marks: nothing of relevance.

    Max 15 if the essay covers fewer than four different topic areas of the specification, each discussed in at least a few sentences. Max 10 if the essay deals with only one or two topic areas of the specification.
    Definitions (AQA's commentary on the levels): a topic area is a section of the specification, such as the immune system, nerve impulses or photosynthesis; 'several' means at least four topic areas, each covered in some sentences, not just a word or two, and not many examples from one topic area; a significant error is one that significantly detracts from the biological accuracy of a described example (usually more than one word); irrelevant material is several lines (or more) that clearly fail to address the title or its theme; for top marks within a band, the answer shows evidence of reading beyond the specification, an example relevant to the title used at A-level standard. Phonetic spelling is accepted except for confusable words such as glucose, glycogen and glucagon.
    Indicative content (not a checklist; any topics linked to the theme at A-level standard are credited):
    - 3.1.5.1 Structure of DNA and RNA: stable DNA stores information; mRNA is short-lived
    - 3.8.2.2 Regulation of transcription and translation: RNA interference destroys mRNA
    - 3.1.6 ATP: hydrolysed and resynthesised continuously, not stored
    - 3.1.3 Lipids: triglycerides as a long-term energy store
    - 3.6.2.2 Synaptic transmission: acetylcholinesterase hydrolyses acetylcholine
    - 3.6.4.1 Principles of homeostasis and negative feedback: hormones are removed
    - 3.2.4 Cell recognition and the immune system: plasma cells and memory cells
    - 3.8.2.1 Most of a cell's DNA is not translated: stem cells replace short-lived cells
    - 3.8.2.3 Gene expression and cancer: cancer cells keep dividing
    Credit other relevant topics, including material beyond the specification at A-level standard.

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