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Marlbridge

AP® Biology · Unit 1 · Topic 1.2

Elements of Life: Practice Questions (Biology 1.2)

Seven original Marlbridge practice questions on the elements in biological molecules, tracer labels, nutrient experiments and elemental analysis, with worked solutions and suggested mark points.

These are original Marlbridge practice questions, not past exam questions. The mark points are a suggested Marlbridge rubric to help you check your work; they are not an official scoring guideline. Data for every question: atomic masses H 1.01, C 12.01, N 14.01, O 16.00, P 30.97, S 32.06. A calculator is assumed. Keep full calculator values until the last step. All data sets are fictional.

Question 1 (multiple choice · foundation)

Which element is found in both nucleic acids and phospholipids, but not in glucose or in the amino acid cysteine?

  • (A) Nitrogen
  • (B) Phosphorus
  • (C) Sulfur
  • (D) Carbon
Answer and explanation

Answer: (B). Phosphorus is in phosphate groups: in the backbone of nucleic acids and in the head of phospholipids. Glucose (C₆H₁₂O₆) and cysteine (C₃H₇NO₂S) contain no phosphorus.

  • (A) Nitrogen is in nucleic acids and in many phospholipid heads, but it is also in cysteine’s amino group.
  • (C) Sulfur is in cysteine, but not in nucleic acids or phospholipids.
  • (D) Carbon is in all four molecules, including glucose.

Question 2 (multiple choice · core)

Yeast cells are grown in a medium in which the only source of sulfur is sulfate containing radioactive ³⁵S. After several hours, in which molecules would you expect to find most of the radioactivity?

  • (A) DNA
  • (B) Proteins
  • (C) Phospholipids
  • (D) Glycogen
Answer and explanation

Answer: (B). The cells use the sulfur to make the amino acids cysteine and methionine, which are built into proteins.

  • (A) DNA’s standard building blocks contain C, H, O, N and P, but no sulfur.
  • (C) Phospholipids contain phosphorus, not sulfur. This option confuses ³⁵S with ³²P.
  • (D) Glycogen is a carbohydrate made only of C, H and O.

Question 3 (multiple choice · core)

A laboratory tests four purified samples for six elements. A tick (✓) means the element was detected; a dash (–) means it was not.

Sample C H O N P S
J ✓ ✓ ✓ – – –
K ✓ ✓ ✓ ✓ – ✓
L ✓ ✓ ✓ ✓ ✓ –
M ✓ ✓ ✓ – – ✓

Which sample could be DNA?

  • (A) J
  • (B) K
  • (C) L
  • (D) M
Answer and explanation

Answer: (C). DNA contains C, H, O, N (in the bases) and P (in the phosphates), and no sulfur. Only L matches.

  • (A) J has no nitrogen and no phosphorus. It could be a carbohydrate or a fat.
  • (B) K has sulfur and no phosphorus. That pattern fits a protein.
  • (D) M has no nitrogen or phosphorus, so it cannot be a nucleic acid.

Note: L could also be a phospholipid with a nitrogen-containing head. The question asks which sample could be DNA, and only L can.

Question 4 (graph · core)

A student grows wheat seedlings for three weeks in nutrient solutions that are identical except for their nitrate concentration. She then measures the mean dry mass and mean protein content of 20 seedlings per group.

Nitrate / mmol L⁻¹ 0 2 5 10
Mean dry mass / mg 42 95 160 185
Mean protein / mg 3.1 9.4 17.6 21.0
Mean dry mass of wheat seedlings at four nitrate concentrations Bar chart. Horizontal axis: nitrate concentration in millimoles per litre, with bars at 0, 2, 5 and 10. Vertical axis: mean dry mass in milligrams from 0 to 200. Bar heights, each labelled with its value: 42 at 0, 95 at 2, 160 at 5 and 185 at 10. The increase gets smaller at higher concentrations. 0 50 100 150 200 42 95 160 185 0 2 5 10 Nitrate concentration / mmol L⁻¹ Mean dry mass / mg
Question 4 graph. Each bar is labelled with its value; the table above gives the same data. The concentrations are not evenly spaced, so the bars are categories, not a scale.

(a) Describe the effect of nitrate concentration on mean dry mass, using values from the data. (b) Calculate the percentage increase in mean dry mass from 0 to 2 mmol L⁻¹ and from 5 to 10 mmol L⁻¹. State what the comparison suggests. (c) Explain why nitrate is needed for growth, naming two classes of molecule. (d) Seedlings with no nitrate still grew and contained protein. Suggest a reason. (e) State two variables that must be kept the same for all groups.

Worked solution and suggested Marlbridge rubric

(a) Dry mass increases as nitrate concentration increases, from 42 mg at 0 mmol L⁻¹ to 185 mg at 10 mmol L⁻¹. The increase gets smaller at higher concentrations.

(b) 0 to 2: (95 − 42) ÷ 42 × 100 = 126%. 5 to 10: (185 − 160) ÷ 160 × 100 = 15.6%. A small rise in nitrate has a large effect when nitrate is scarce, but little effect at high concentration. Above about 5 mmol L⁻¹, something other than nitrogen (for example light, another ion or the time allowed) is probably limiting growth.

(c) Nitrogen is needed to make amino acids (every amino acid has an amino group) and so proteins, including enzymes. It is also needed to make the nitrogenous bases of nucleotides, and so the DNA and RNA that new cells need. Without enough nitrogen, the seedlings cannot build new cells and tissues as fast.

(d) The seed contains stored protein and other nitrogen compounds, which the young plant breaks down and reuses. (Accept: nitrogen contamination of the solution, if justified.)

(e) Any two: light intensity and day length; temperature; volume of solution; concentration of all other ions (such as phosphate and sulfate); wheat variety and seed size; growing time.

Point What earns it
1 Trend described with at least two quoted values and the levelling off
1 Both percentages correct (126% and 15.6%)
1 Comparison interpreted: another factor becomes limiting
1 Nitrogen linked to proteins (amino groups) and nucleic acids (bases)
1 Valid reason for growth at zero nitrate and two controlled variables

Extension: protein as a percentage of dry mass rises from 3.1 ÷ 42 = 7.4% to 21.0 ÷ 185 = 11.4%, so extra nitrogen goes especially into protein.

Question 5 (constructed response · core)

A student wants to test the hypothesis: “Bean seedlings use phosphate taken up from the soil to build nucleic acids and phospholipids, but not starch.” She can obtain phosphate containing radioactive ³²P and can separate plant tissue into nucleic acid, phospholipid, protein and starch fractions.

(a) Outline a method she could use. (b) Identify an appropriate control and explain its purpose. (c) Predict the results if the hypothesis is correct, and explain the prediction in terms of where phosphorus is found. (d) State one precaution needed when using a radioactive isotope.

Model answer and suggested Marlbridge rubric

(a) Grow several bean seedlings in a nutrient solution in which all the phosphate contains ³²P (the only phosphorus source). After a set time, for example 48 hours, rinse the roots, grind the tissue and separate the four fractions. Measure the radioactivity of each fraction with a detector, as counts per minute per gram of tissue. Repeat with several plants.

(b) Control: seedlings grown in the same way with ordinary (non-radioactive) phosphate, processed in the same way. This gives the background count, so any reading above it can be credited to ³²P. (Also accept: a blank reading with no sample present.)

(c) Most radioactivity in the nucleic acid and phospholipid fractions; very little (close to background) in starch. Each nucleotide has a phosphate group, and phosphates form the backbone of DNA and RNA. Each phospholipid has a phosphate group in its head. Starch is a carbohydrate made only of C, H and O, so it has no place for phosphorus. The protein fraction may show a small signal, because some proteins carry attached phosphate groups.

(d) Any one: wear gloves and eye protection; use shielding; work in a marked area; dispose of radioactive waste by the approved route; use the smallest amount of isotope needed.

Point What earns it
1 Method with ³²P as the only phosphorus source, separation of fractions and measurement of radioactivity
1 A valid control with its purpose (background or comparison)
1 Correct prediction for nucleic acid, phospholipid and starch fractions
1 Prediction explained by phosphate groups in nucleotides and phospholipid heads, none in starch

Precaution in (d) is expected but not a separate mark point.

Question 6 (calculation · stretch)

A researcher purifies an unknown polymer from a cell. An elemental analysis gives these percentages by mass (fictional data):

Element C H N O P S
% by mass 36.6 3.9 16.2 33.5 9.8 0.0

(a) Use the data to calculate the ratio of nitrogen atoms to phosphorus atoms in the polymer. (b) One DNA nucleotide carries between 2 and 5 nitrogen atoms, depending on its base. In double-stranded DNA, the average is between 3.5 and 4.0 nitrogen atoms per phosphorus atom. A typical membrane phospholipid, such as phosphatidylcholine, has one phosphorus atom and one nitrogen atom, and is about two-thirds carbon by mass. Use your answer to (a) and the other data to argue which class of molecule the polymer belongs to. (c) Explain why the polymer is unlikely to be a protein.

Worked solution and suggested Marlbridge rubric

(a) Take 100 g of polymer. Divide each mass by the atomic mass to get moles of atoms.

  1. N: 16.2 ÷ 14.01 = 1.156 mol.
  2. P: 9.8 ÷ 30.97 = 0.316 mol.
  3. N : P = 1.156 ÷ 0.316 = 3.65 : 1 (about 3.7 nitrogen atoms per phosphorus atom).

(b) The N : P ratio of 3.65 is inside the range for DNA (3.5 to 4.0). A phospholipid would have a ratio of 1 or less, and would be about 66% carbon, not 36.6%. The polymer also contains no sulfur, which fits DNA. So the polymer is most likely a nucleic acid (DNA).

(c) Proteins contain no phosphorus in their basic structure (only small amounts if phosphate groups are attached), yet this sample is almost 10% phosphorus. Most proteins also contain sulfur, and none was detected.

Point What earns it
1 Moles of N and P found by dividing by atomic masses
1 N : P ≈ 3.65 (accept 3.6–3.7)
1 Ratio compared with DNA and phospholipid values, with the carbon percentage or absence of S used as further evidence
1 Protein ruled out using high P and absence of S

Common error: dividing the percentages directly (16.2 ÷ 9.8 = 1.65) compares masses, not numbers of atoms. Nitrogen atoms are lighter than phosphorus atoms, so this badly underestimates the ratio.

Question 7 (constructed response · core)

Clover grows in a field. A rabbit eats the clover. Months later, a nitrogen atom that was once in a nitrate ion in the soil is part of a base in one of the rabbit’s DNA molecules.

(a) Describe the route this nitrogen atom took, naming the molecules it was part of along the way. (b) The air is mostly nitrogen gas. Explain why the rabbit still depends on food for nitrogen. (c) A carbon atom in the same DNA molecule was once in the air. Name the molecule it was in and the process that brought it into the clover.

Model answer and suggested Marlbridge rubric

(a) The clover root absorbed the nitrate ion from soil water. The clover used the nitrogen to make amino acids, and then proteins (or nucleotides and nucleic acids). The rabbit ate the clover and digested its proteins and nucleic acids into small units, which it absorbed. The rabbit’s cells used the nitrogen to build new nucleotides, and these were joined into DNA.

(b) Animals cannot use nitrogen gas (N₂) directly to make amino acids or nucleotides. Among living things, only some prokaryotes can convert N₂ into usable compounds. So the rabbit must obtain nitrogen already built into molecules in its food.

(c) Carbon dioxide (CO₂), taken in by the clover and fixed into sugars by photosynthesis.

Point What earns it
1 Nitrate taken up by roots and used to make amino acids, proteins or nucleotides in the plant
1 Rabbit digests food molecules and absorbs the products
1 Nitrogen rebuilt into nucleotides and then DNA in the rabbit
1 N₂ unusable by animals and CO₂ fixed by photosynthesis

Do not award the first point for “the clover absorbs nitrogen gas from the air”.

How did you do?

  • Q1, Q2 or Q3 wrong: re-read “Three more elements” in the study guide and look again at Figure 1.
  • Q4 or Q7 incomplete: re-read “How organisms obtain these elements”.
  • Q5 wrong: re-read “Using elements as labels” and Worked example 2.
  • Q6 calculation wrong: rework Worked example 1; check you used atomic masses, not just numbers of atoms or raw percentages.

Then tick off the topic checklist.

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