3

Paper6 Practice
Questions -Units 1 to 7
1

Metabolic reactions in cells produce toxic chemicals which can be converted to harmless or less
toxic chemicals.
Hydrogen peroxide is broken down using the enzyme catalase which is found in most cells.
Fig. 1.1 shows this reaction.
catalase
water and oxygen
2H2O +
O2

hydrogen peroxide
2H2O2
Fig. 1.1

A student investigated the effect of alcohol (ethanol) on the activity of catalase found in potato,
using three pieces of potato cut to the same size.
Fig. 1.2 shows these pieces of potato.
height
width
length
A

Fig. 1.2
(a) (i)

Measure the length, width and height of one of these pieces of potato.
Record your results in Table 1.1.
Table 1.1
length of potato piece
/ mm

width of potato piece

/ mm

height of potato piece

/ mm

[1]
Step 1

The student labelled six test-tubes, 1, 2, 3, 4, 5, and 6 and used a syringe to add 10 cm3
of hydrogen peroxide solution to each of the test-tubes.

Step 2

They cut potato piece A to obtain two slices of similar size.

Step 3

The student placed the free end of a delivery tube into a large test-tube containing water.

Step 4

They placed one of the slices of potato piece A into the hydrogen peroxide solution in
test-tube 1.

Step 5

The student immediately placed the rubber bung attached to the delivery tube into
test-tube 1 and pushed it in as tightly as possible, as shown in Fig. 1.3.

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delivery tube
bung

bubble
water in large
test-tube

hydrogen peroxide
solution

empty beaker

potato slice
Fig. 1.3
Step 6

They counted the number of bubbles released from the delivery tube in 3 minutes.

Step 7

The student repeated steps 46 for the second slice of potato piece A using test-tube 2.

Step 8

They repeated steps 27 for potato piece B using test-tubes 3 and 4.

Step 9

They repeated steps 27 for potato piece C using test-tubes 5 and 6.

The student used a tally to count the number of bubbles.

Fig. 1.4 shows their tally count.
A1

A2

B1

B2

C1

C2
Fig. 1.4

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(ii)

Prepare a table to record the students results.

Your table should show:

the numbers of bubbles produced by each slice of potato in 3 minutes

the mean number of bubbles produced by each of potato piece A, B and C.

Complete your table using the results from Fig. 1.4.

[5]
(b) (i)

Suggest why the free end of the delivery tube was placed in the water before adding the
potato slice to the hydrogen peroxide solution and connecting the test-tube to the bung
of the delivery tube.
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[1]

(ii)

Explain why the bung of the delivery tube must fit tightly into the test-tube.
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[2]

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(c) The pieces of potato that the student used in their investigation were soaked in different
concentrations of alcohol for 24 hours.

(i)

Potato piece A was soaked in 20% alcohol.

Potato piece B was soaked in 2% alcohol.
Potato piece C was soaked in 10% alcohol.

Suggest the relationship between the number of bubbles and the activity of catalase.
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[1]

(ii)

Compare the activity of catalase in the potato pieces A, B and C.

...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[1]

(iii)

Predict the number of bubbles that would be produced in 3 minutes if a piece of potato
was soaked in 50% alcohol before being placed in hydrogen peroxide solution.
.......................................................................................................................................[1]

(d) (i)

State one variable that has been controlled in the students investigation.
Describe how this variable was controlled.
variable ..............................................................................................................................
how it was controlled .........................................................................................................
...........................................................................................................................................
...........................................................................................................................................
[2]

(ii)

The method of measuring the oxygen gas produced is a source of error.

State one reason why this method is a source of error.
...........................................................................................................................................
...........................................................................................................................................
Suggest how to improve the method to minimise this error.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
[2]

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(iii)

Identify the source of error in step 2. State why this is a source of error.
source of error ...................................................................................................................
...........................................................................................................................................
reason ...............................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
[2]

(iv)

Describe a control experiment that the student could carry out for this investigation.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[2]

(v)

Predict the result expected from the control experiment described in (iv).
...........................................................................................................................................
.......................................................................................................................................[1]

(e) State one safety precaution required when ethanol is used in an investigation.
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[1]

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(f)

In an investigation into the effects of alcohol on the nervous system, people were asked to
carry out a test on their reaction time.
The person being tested looked at a coloured block on a computer screen.
As soon as the colour changed they pressed a button.
The time taken to press the button was recorded by the computer.
This was their reaction time.
Twenty people were tested before and after consuming a drink containing the same
concentration of alcohol.
Table 1.2 shows the results of this investigation.
Table 1.2

(i)

test
person

reaction time before

consuming alcohol
/ milliseconds

reaction time after

consuming alcohol
/ milliseconds

272

322

310

350

225

270

243

290

240

308

264

315

201

238

262

300

225

252

10

235

278

11

225

253

12

247

271

13

226

266

14

194

220

15

206

239

16

309

340

17

223

261

18

243

286

19

270

316

20

180

225

mean

240

Calculate the mean for the reaction time after consuming alcohol.
Write your answer in Table 1.2.

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(ii)

Plot a bar chart to show the mean reaction time of the people tested before and after
consuming alcohol.

[3]
(iii)

The range of reaction times recorded before consuming alcohol is 180310 milliseconds.
Use Table 1.2 to identify the range of reaction times recorded after consuming alcohol.
....................................... milliseconds [1]
[Total: 27]

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1

Some students test the composition of three liquid food supplements.

(a) (i)

State the chemical test the students would use to show that protein is present in a liquid
sample of a food supplement.
.......................................................................................................................................[1]

The students carried out this test for protein on liquid samples of food supplements P, Q
and R.
Food supplements P and R contained protein.
(ii)

Complete Table 1.1 to show the results from the students tests for protein.
Table 1.1

food supplement

colour at start

colour at end

P
Q
R
[2]
The students carried out a test for vitamin C on liquid samples of food supplements P, Q and R.
When iodine solution is mixed with starch, a blue-black colour is observed. Vitamin C stops this
blue-black colour from forming.
Step 1

The students labelled a test-tube P and added 3 cm3 of food supplement P to the testtube.

Step 2

They added 1 cm3 of starch solution to test-tube P.

Step 3

The students added iodine solution to the test-tube, one drop at a time. They counted the
drops as they added them. They shook the test-tube gently after adding each drop and
stopped adding drops when a blue-black colour remained.
A blue-black colour remained in P after 12 drops of iodine solution had been added.

Step 4

They repeated steps 1 to 3 with food supplements Q and R.

A blue-black colour remained in Q after 1 drop of iodine solution had been added.
A blue-black colour remained in R after 5 drops of iodine solution had been added.

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Table 1.2 shows how the number of drops of iodine solution added relates to the vitamin C content
of the food supplement.
Table 1.2
number of drops of iodine solution added

vitamin C content

none

23

low

4 or more

high

(b) Use the results of the students experiments and the information in Table 1.2 to complete
Table 1.3.
Table 1.3
food supplement

number of drops of iodine solution added

vitamin C content

P
Q
R
[2]
The students carried out a test for reducing sugar on liquid samples of food supplements P, Q
and R.
(c) (i)

Name the solution used for the reducing sugar test.

.......................................................................................................................................[1]

(ii)

Give one safety precaution that should be used when carrying out this test.
.......................................................................................................................................[1]

A positive result for the test for reducing sugar is the appearance of a brick-red colour.
The quicker the brick-red colour appears, the higher the concentration of reducing sugar.
Step 5

The students labelled a test-tube P2 and added a sample of food supplement P to the
test-tube.

Step 6

They added 2 cm3 of the test solution to test-tube P2.

Step 7

The students repeated steps 5 and 6 with food supplements Q and R.

Step 8

They placed test-tubes P2, Q2 and R2 into hot water, and started a timer.

Step 9

The students observed the test-tubes carefully and noted the time when the brick-red
colour appeared in each test-tube.
If there was no colour change after 180 seconds (3 minutes), the students recorded
more than 180 as the result for that test-tube.

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A brick-red colour appeared in test-tube R2 after 25 seconds and in test-tube P2 after 1 minute
and 15 seconds.
No brick-red colour appeared in test-tube Q2.
(d) Complete Table 1.4 to show the students results for the reducing sugar test.
Table 1.4
test-tube

time for brick-red colour to appear / s

[2]
(e) There is a source of error in step 5 of the method for the reducing sugar test.
(i)

Identify this source of error.

...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[1]

(ii)

Suggest apparatus that could be used to minimise this source of error.

.......................................................................................................................................[1]

(f)

State one other source of error in the method used for the reducing sugar test.
Suggest how to improve the method to minimise this source of error.
error
...................................................................................................................................................
...................................................................................................................................................
improvement
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
[2]

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(g) Table 1.5 shows the protein content of five foods.
Table 1.5
food

(i)

protein content of food / g per 100 g

maize

3.2

rice

7.1

potato

2.0

yam

1.5

sorghum

11.3

Plot a graph of the data shown in Table 1.5.

[4]

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(ii)

It is recommended that a six-year-old child eats 20 g of protein per day.

Calculate the mass of sorghum a six-year-old child must eat each day to obtain 20 g of
protein.
Show your working.
Give your answer to the nearest whole number.

............................................................. g
[2]
[Total: 19]

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WWYDE
1)MakeadichotomouskeyforthespecimeninFig.1.23onpg16ofyour
ebooks.
)

Paper 6 -Practice paper for topics-Diversity, Cells and Cell movement, Chemicals of Life,Enzymes, Plant nutrition and Animal nutrition
3
1

Compiled by Ms Kalpana N Parikh

Students investigated samples of amylase from 100 goats. 100 small filter paper discs
were each soaked in a different sample of goat amylase. The students tested the activity of
these amylase samples using plain paper. Plain paper contains starch.

For
Examiner's
Use

A circle of plain paper was placed into a Petri dish as shown in Fig. 1.1. Iodine solution
was used to stain the starch in the plain paper.
(a) When iodine solution reacts with the starch in the plain paper, what colour would you
see?
[1]

lid of Petri dish

circle of plain paper

in the bottom of the
Petri dish

9
8

10
7

3
4

ten small discs of filter

paper soaked in different
samples of goat amylase

Fig. 1.1
Ten amylase soaked filter paper discs were placed into one of the Petri dishes as shown in
Fig. 1.1.
Ten Petri dishes were set up as in Fig. 1.1.
The students lifted the filter paper discs at one-minute intervals and recorded the number of
areas where there had been a reaction.
(b) How would the students know that a reaction had taken place?
[1]

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If a reaction had not taken place, the students replaced the disc of filter paper for another
minute. This procedure was repeated for five minutes.
Their results are recorded in Table 1.1.
Table 1.1
time / minutes

number of new areas where

there had been a reaction

total number of areas where

there had been a reaction

14

14

28

42

18

60

12

(c) (i) Complete Table 1.1 by calculating the total number of areas where there had been
a reaction after 4 and 5 minutes.
Write your answers in the spaces in Table 1.1.
Show your working in the space below.

[2]

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5
(ii) Plot the data from the first two columns in Table 1.1, to show the differences in
the activity of amylase.

For
Examiner's
Use

[5]

(iii) Suggest two reasons for the differences in amylase activity of the samples.

[2]

(d) Suggest three ways in which you could improve this investigation.
1.

2.

3.
[3]
[Total: 14]

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1

Some students carried out tests for vitamin C.

For
Examiner's
Use

They were provided with three vitamin C solutions, S1, S2 and S3.
S1 had a concentration of 0.2% vitamin C.
S2 had a concentration of 0.05% vitamin C.
The concentration of S3 was not known.

The students measured 1 cm3 of starch solution into a test-tube.

They added 1 cm3 of solution S1.

The students added iodine solution, counting drop by drop, until a blue colour
appeared. This was the end-point for solution S1.

They repeated the test on solutions S2 and S3.

These are the results that the students recorded.

(a) Record the students observations in a suitable table using the space below.

[4]

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(b) Use these results to suggest the approximate vitamin C concentration of S3.

For
Examiner's
Use

Give reasons for your answer.

[3]

(c) Suggest four ways in which you could improve this method to find the concentration of
an unknown vitamin C solution.
1.

2.

3.

4.
[4]

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(d) Fig. 1.1 shows the results of a similar investigation into the concentration of vitamin C
in five fruit juices. The students counted the number of drops of iodine solution used to
reach the end-point for each fruit juice.

Fig. 1.1
(i) On the grid below plot the data from Fig. 1.1 to show the variation in the number of
drops of iodine solution required to reach the end-point.

[5]

(ii) State which fruit juice has the highest concentration of vitamin C.
[1]
[Total: 17]

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Use

2
1

Some students investigated the effect of different conditions on onion leaves.

Fig.1.1 is a photograph of growing onion plants. They have tubular leaves that are hollow
inside.

Fig. 1.1
In an experiment an onion leaf was cut into three pieces each 2 cm long.
Four cuts were made in each piece as shown in Fig. 1.2.
hollow leaf
2 cm
four cuts

Fig. 1.2
The first piece was put into water.
The second piece was put into salt solution.
The third piece was put on dry filter paper.
The three pieces were left in their different conditions for 10 minutes after which the
students made their observations.

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3
Table 1.1 shows the shape of the pieces and how they felt when the students held them
between their fingers.

For
Examiner's
Use

Table 1.1
in water

in salt solution

in air

springy, firm

soft, slimy

soft, limp

(a) (i) Explain the reasons for any differences that were observed.

[3]
(ii) Suggest how this investigation could be improved.

[2]

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(b) Fig. 1.3 is a photomicrograph of a section through a tubular onion leaf.

10
green tubular
leaf

200

Fig. 1.3
(i) On Fig. 1.3, use lines and the letters A, B and C to label,
A - a mesophyll cell
B - a xylem vessel
C - an epidermal cell.
Draw the label lines with the letters A, B and C on Fig. 1.3. [3]
(ii) There are stomata on the leaf in Fig. 1.3. Draw a circle round one of them.
Draw the circle on Fig. 1.3. [1]

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(c) Fig. 1.4 shows a photograph of a section through the onion leaf. Its actual diameter
was 5 mm.

For
Examiner's
Use

Fig. 1.4
Measure the diameter of the leaf shown in the photograph in Fig. 1.4.
diameter
Calculate the magnification of the onion leaf in the photograph in Fig. 1.4.
Show your working.

Magnification X [3]

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(d) (i) Explain exactly how you would safely test another 2 cm piece of onion leaf for the
presence of reducing sugar.

[3]
(ii) The reducing sugar test can tell you that:

reducing sugar is absent

reducing sugar is present at a low concentration
reducing sugar is present at a high concentration

Explain how you can tell the difference between these possible results.

[3]

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7
(e) Onion leaves are green. Students testing onion leaves for the presence of starch used
the method shown in the four stages of Fig. 1.5.

For
Examiner's
Use

Explain the reasons for the details shown in each stage. Write your answers on the
lines below Fig. 1.5

onion leaf

ethanol for
ten minutes

onion leaf

boiling
water
for one
minute

hot water
bunsen burner
flame alight

bunsen burner
not alight

onion leaf
onion leaf

cold water for

half a minute

iodine solution

white tile
Fig. 1.5

reasons for stage 1

reasons for stage 2

reasons for stage 3

reasons for stage 4

[4]
[Total: 22]

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1

Apple tissue changes colour in the air. Apple cells are thought to contain an enzyme which
is a catalyst for the reaction:
colourless compounds + oxygen in the air

enzyme

coloured compounds

Some students investigated this reaction.

The students cut a slice of apple with a knife as shown in Fig. 1.1.
cut surfaces
skin

Fig. 1.1
This slice was broken into two pieces as shown in Fig. 1.2.

cut surface

broken surface
Fig. 1.2
Each piece was put into a different dish. The dishes were labelled 1 and 2.
A few drops of water were put on the cut surface and the broken surface of the piece of
apple in dish 1.
A few drops of lemon juice were put on the cut surface and the broken surface of the piece
of apple in dish 2.
Every five minutes for 20 minutes the students observed the pieces of apple and recorded
their observations in Table 1.1.

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3
Table 1.1

time /
minutes

dish 1, apple with water

For
Examiner's
Use

dish 2, apple with lemon juice

broken surface

cut surface

broken surface

cut surface

no change

very light brown

no change

no change

10

no change

light brown

no change

no change

15

very light brown

light brown with

dark brown
patches

no change

no change

20

light brown

dark brown

no change

no change

The lemon juice was tested with litmus paper. It changed colour from blue to red.
(a) State the meaning of this colour change.

[1]

(b) Look at Table 1.1. Describe the differences between the appearance of the cut
surfaces in dish 1 and dish 2 during the experiment.

[1]

(c) The colour changes are thought to involve enzyme activity.

(i) Explain how the observations in Table 1.1 and your description in (b) support this
statement.

[3]

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(ii) Using your knowledge of enzyme activity, describe another experiment that would
test the idea that enzymes are involved in this colour change.

[3]
(d) (i) Look at Table 1.1. Describe the differences between the appearance of the broken
surface and the cut surface in dish 1 during the experiment.

[2]
(ii) Cutting the apple with a knife damages cells, releasing the contents.
Suggest, from the observations in Table 1.1 and your description in (d)(i), how
breaking instead of cutting the apple may affect the cells.

[1]
[Total: 11]

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5
2

Fig. 2.1 shows the back leg of two animals.

For
Examiner's
Use

The animals belong to two different vertebrate groups.

animal A

animal B

Fig. 2.1
(a) (i) Describe one similarity, visible in Fig. 2.1, between the leg of animal A and the
leg of animal B.

[1]
(ii) Complete Table 2.1 to state two differences, visible in Fig. 2.1 between the leg of
animal A and the leg of animal B.
Table 2.1
feature

animal A

animal B

[3]
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(b) Make a large, labelled drawing of the leg of animal A.

For
Examiner's
Use

[5]
(c) You are going to calculate the magnification of your drawing of the photograph of the
leg of animal A.
Length of line PQ in Fig. 2.1 is 36 mm.
Draw line PQ on your drawing in the same position as in Fig. 2.1.
Length of line PQ in drawing

mm

Calculate the magnification of your drawing.

Show your working.

magnification

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[3]

8
4

The apparatus shown in Fig. 4.1 was set up under bright light for a period of five hours. At
the start the apparatus was completely full of water. During this time, a gas was collected at
the top of the graduated tube.
bright
light

rubber bung
gas

0
10

graduated tube

20
30
40
50
cm3

glass funnel, upside down

pondweed
Fig. 4.1
(a) (i)

How would you show this gas was oxygen?

..............................................................................................................................[1]

(ii)

Name the process within the plant responsible for the production of oxygen.
..............................................................................................................................[1]

(iii)

Determine the volume of gas collected in five hours and the rate of gas production
per hour.
volume ......................................................................................................................
rate .......................................................................................................................[2]

(iv)

How would you use this apparatus to obtain reliable results to show the effect of
differing light intensities on the production of oxygen?
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..............................................................................................................................[2]

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For
Examiners
Use

9
(b) The pondweed was placed in hydrogencarbonate indicator solution, which was red in
colour when the tube was set up. The tube was left for five hours in bright light, as
shown in Fig. 4.2.
(Hydrogencarbonate indicator is purple in alkaline conditions, red in neutral conditions
and yellow in acidic conditions.)
bright
light

Fig. 4.2
(i)

bright
light

Fig. 4.3

bright
light

Fig. 4.4

Suggest what colour you might observe in the tube in Fig. 4.2 after five hours in
bright light and give an explanation for this.
colour ......................................................................................................................
explanation ..............................................................................................................
..............................................................................................................................[2]

(ii)

One water shrimp was introduced into a similar tube with pondweed, Fig. 4.3, and,
again, the tube was placed in bright light for five hours.
Suggest what colour you might observe and give an explanation for this.
colour .......................................................................................................................
explanation ...............................................................................................................
..............................................................................................................................[2]

(iii)

Three water shrimps were introduced into a similar tube with pondweed, Fig. 4.4,
and, again, the tube was placed in bright light for five hours.
Suggest what colour you might observe and give an explanation for this.
colour ......................................................................................................................
explanation ..............................................................................................................
..............................................................................................................................[2]
[Total : 12]

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For
Examiners
Use

5
2

An investigation was carried out to find the effect of salt (sodium chloride) solution, on
potato tissue.

For
Examiner's
Use

A large potato was cut into long thin strips, called chips. Each chip measured 60 mm in
length.
One chip was placed in a concentrated salt solution and another chip was placed in distilled
water.
After three hours these chips were removed from the liquids.
The chips are shown in Fig. 2.1.

distilled water

salt solution

Fig. 2.1
(a) (i) Measure the length of the chips in Fig. 2.1.
Calculate any change in length.
Record your measurements in Table 2.1.
Table 2.1
chip in salt solution

chip in distilled water

length / mm
change / mm
[2]

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(ii) Explain the changes that you have recorded for these two chips.

For
Examiner's
Use

[4]
(b) A similar investigation was carried out by a group of students.
They measured the mass of five chips before putting each chip in a different
concentration of sucrose solution.
The chips were left in the solution for two hours.
After two hours each chip was removed from the sucrose solution and its mass
measured.
Their results are shown in Table 2.2.
Table 2.2

mass at start
/g

mass after
2 hours
/g

difference in
mass
/g

percentage
change

0.0

1.36

1.49

+0.13

+9.56

35.0

1.41

1.48

+0.07

+4.96

70.0

1.46

1.47

+0.01

+0.68

175.0

1.47

1.38

0.09

6.12

345.0

1.45

1.31

0.14

concentration of
sucrose solution
/ g dm-3

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(i) Complete Table 2.2 by calculating the percentage change in mass for the most
concentrated solution. Show your working.

For
Examiner's
Use

[1]
(ii) Suggest why it is necessary to calculate the percentage change in mass when
comparing the chips.

[1]

percentage change in mass

(iii) Plot a graph to show the percentage change in mass against the concentration of
the sucrose solution. Use the grid and axes provided.

concentration of sucrose
solution / g dm3

[4]
(c) (i) Use your graph to find the concentration of sucrose solution in which the mass of
chip would stay the same.
g dm-3

[1]

(ii) Explain why the mass of a chip in this solution would stay the same.

[1]
[Total: 14]

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[Turn over

2
1

Fig. 1.1 shows a longitudinal section through a butternut squash, Cucurbita moschata.

For
Examiner's
Use

This whole structure is a fruit.

Fig. 1.1
(a) Make a large, labelled diagram of the fruit to show
- the arrangement of the seeds
- the thickness of the fruit wall.

[5]

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3

Fig. 3.1 shows three animals A, B and C which belong to the same group of arthropods.

For
Examiner's
Use

Not to scale
A

Fig. 3.1
(a) (i) List three visible features, other than size, which are used to classify them all in the
same group of arthropods.
1
2
3

[3]

(ii) Give one visible difference, other than size, between animal,
A and B
A and C

[2]

(iii) Name the group of arthropods to which these three animals belong.
[1]

(b) Name one other group of arthropods and describe how this group differs from the one
you have named in (a)(iii).
group of arthropods
difference 1
difference 2

[3]
[Total: 9]

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reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the
publisher will be pleased to make amends at the earliest possible opportunity.
University of Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of
Cambridge Local Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge.

UCLES 2011

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