IB Biology HL Theme C: Interaction and interdependence questions

Exam-style multiple choice and written questions with full markschemes. Check multiple choice answers straight away, or type, photograph or draw a written answer and get it marked.

Question 1

Paper 2Hard16 marks

The reaction S → P occurs in a cell and is catalysed by enzyme E. To investigate the reaction, equal volumes containing the same initial amount of S and no P were held at the same temperature and pH, either with E or without E. Table 1 shows the measured concentration of P at different times. Values are reported to the nearest 0.1 mmol dm⁻³.

Time / min[P] with E / mmol dm⁻³[P] without E / mmol dm⁻³
00.00.0
12.80.1
25.10.2
46.90.4
87.80.8
168.01.7
327.93.2
648.05.5
1288.07.8

Figure 1 shows schematic energy profiles for the conversion of S to P.

Relative energy / kJ mol−1−20020406080SPwithout Ewith EProgress of reaction
(a)

Calculate the mean rate of formation of P during the first 2.0 min, with E and without E. Include units.

[3]
(b)

Describe the change in [P] in each mixture during the first 8 min.

[2]
(c)

Using Figure 1, calculate how much E lowers the activation energy.

[1]
(d)

Explain how E causes the faster formation of P and state one benefit of this increase in reaction rate for cells.

[4]
(e)

A cell process Q requires a supply of P at an average rate of at least 1.2 mmol dm⁻³ min⁻¹ during the first 2.0 min. Using your results from (a), determine whether the reaction with E and the reaction without E meet this requirement.

[2]
(f)

A student concludes that “E increases the total amount of P that can be produced from a fixed starting amount of S, not just the rate at which P appears”. Evaluate this conclusion using the data at 2 min and 128 min, and any other relevant data in Table 1.

[4]

Question 2

Paper 2Easy6 marks

During aerobic respiration, electrons pass along the electron transport chain in the inner mitochondrial membrane. Answer the following questions about the proton gradient and ATP synthesis.

(a)

State how energy released as electrons pass along the electron transport chain is used, and state the direction in which protons are moved across the inner mitochondrial membrane.

[2]
(b)

State the difference in proton concentration across the inner mitochondrial membrane that results.

[1]
(c)

State the direction in which protons move through ATP synthase.

[1]
(d)

Explain how the movement of protons through ATP synthase results in ATP synthesis.

[2]

Question 3

Paper 2Easy5 marks

During a simplified accounting of the Calvin cycle in a leaf, six molecules of triose phosphate are produced. One molecule leaves as net product; the remainder is used to regenerate RuBP.

(a)

Determine the number and fraction of the triose phosphate molecules used to regenerate RuBP.

[2]
(b)

State the number of RuBP molecules regenerated from these five triose phosphate molecules.

[1]
(c)

Explain the role of ATP in RuBP regeneration and why regenerated RuBP is needed for the Calvin cycle to continue.

[2]

Question 4

Paper 2Medium16 marks

A stimulus initiates an action potential at site A of an axon. Recording sites B and C are further along the same axon. The threshold potential is −55 mV.

Recording siteDistance from A / mmTime at which peak potential is reached after the stimulus / msPeak potential / mV
A01.0+30
B44.2+30
C87.4+30
(a)

State the threshold potential for an action potential in this axon.

[1]
(b)

Calculate the propagation speed of the action potential between B and C. Show your working and include a unit.

[3]
(c)

Describe how the time at which the peak potential is reached changes with distance from A. Use the data to support your answer.

[2]
(d)

Explain how local currents arising at A can bring the adjacent region of the axon to threshold and initiate an action potential there. Include the movement of sodium ions inside and outside the axon.

[5]
(e)

The experiment is repeated with the same stimulus, but with a reduced concentration of sodium ions outside the axon. An action potential is still initiated at A in the reduced-sodium condition. The maximum potential reached at B and whether an action potential is detected there are recorded.

ConditionMaximum potential at B / mVAction potential detected at B
Normal external sodium-ion concentration+30Yes
Reduced external sodium-ion concentration−58No

Using the data and the threshold potential, explain why reducing the external sodium-ion concentration affects propagation to B.

[5]

Question 5

Paper 2Medium4 marks

Twenty-four participants learned to choose one of two buttons to obtain a reward. On each trial, one of two shapes appeared on a screen while one of two tones was played. There were four shape–tone combinations, and the correct button depended on the combination: neither the shape alone nor the tone alone predicted the correct button. Participants received feedback during four training blocks. Twenty-four hours later, they completed a test without feedback or further practice. With two possible buttons, chance performance is 50%.

The graph shows the mean percentage of correct choices in each block and at the 24-hour test. Means are rounded to the nearest whole percentage point.

123424-h test405060708090100Trial block / testMean correct choices / %Chance (two buttons)
(a)

Using Figure 1, explain what the results suggest about learning and memory.

[2]
(b)

Explain why successful performance in this task involves the brain processing information from both inputs.

[1]
(c)

State how this differs from the role of the spinal cord as an integrating centre.

[1]

Question 6

Paper 2Medium4 marks

Researchers added the same concentration of an antibiotic to bacterial cultures and to cultures of human lymphocytes, some of which were infected with HIV. Figure 1 shows measurements after 24 hours, expressed relative to the corresponding culture without antibiotic.

Same antibiotic concentration addedBacterial cultureBacterial cell number:22% of untreated cultureUninfected humanlymphocyte cultureViable lymphocyte number:98% of untreated cultureHIV-infected humanlymphocyte cultureHIV particles released:103% of untreated cultureFor each culture, the corresponding untreated value is 100%.
(a)

Compare the effect of the antibiotic on bacterial cells and uninfected human lymphocytes, using Figure 1.

[1]
(b)

Using Figure 1 and your knowledge of antibiotics, explain why the antibiotic does not control HIV.

[1]
(c)

Explain how HIV infection can result in opportunistic infections.

[2]

Question 7

Paper 2Medium16 marks

Researchers investigated factors affecting plant density in a meadow community. Plots received either ambient nutrient levels or additional nutrients. Herbivores either had access to the plots or were excluded. The table shows the mean density of established plants after 10 weeks.

Nutrient levelHerbivores had access (plants m⁻²)Herbivores excluded (plants m⁻²)
Ambient120180
Additional nutrients210300

In a separate investigation, researchers tested juglone, released by the roots of black walnut trees (Juglans nigra), and penicillin, released by Penicillium mould.

Source and substance testedResponse measuredControl (no substance)Substance present
Black walnut; jugloneGermination of competing plant seeds after 5 days (%)8040
Penicillium; penicillinBacterial growth index (control set to 100)10025
(a)

For the plant population, state which type of control is tested by (i) adding nutrients and (ii) excluding herbivores.

[2]
(b)

Calculate the mean increase in plant density associated with (i) nutrient addition and (ii) herbivore exclusion. Show your working.

[4]
(c)

Which type of control appears stronger in these plots? Justify your answer using your results from part (b).

[2]
(d)

Calculate the percentage decrease in the response for each substance, relative to its control.

[4]
(e)

Identify the process shown by each example in the second table. State one similarity and one difference between the processes.

[4]

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