Another "Suggest" AQA exam question walk through

Here is another example of a “Suggest” question from a past paper.

Find the main “Suggest” article and first example question here

Example 2: Q3 Paper 2 2023

This next question is more complex, and there are two ‘suggest’ questions.

But first - I always recommend you don’t read the actual questions until you’ve looked at the background information, graph etc. Doing this will help you avoid getting overwhelmed and jumping to mistaken conclusions (which is very common in exam situations!).

So let’s keep the questions for later. First make sense of this:

1. Don’t panic!

This question is going to challenge your working memory by throwing lots of information at you all at once. Tackle it bit by bit to make sense of what’s going on.

2. Use your knowledge to make sense of the background information:

There are tomatoes, a “mycorrhizal species’, and different water conditions.

  • You know that mycorrhizae are fungi (3.5.4)

  • You know that plants need the correct amount of water in order to grow (GCSE)

  • You can understand the experiment – including identifying the independent, dependent, and controlled variables. (8.3)

  • You can understand the data – what is the graph is showing? (6.4)

Top tip: Write “IV” and “DV” on the paper to identify the Independent and Dependent variables.

Water availability = IV
Whether mycorrhizae were added to the soil = IV
The mean mass of tomatoes = DV

…. What is the graph showing? 

·       The pair of bars on the left of the graph compare the yield of tomatoes from plants grown in conditions of water shortage.

o   The bar on the far left is for plants grown in soil that did not have mycorrhize added. The other is for plants in soil that did have mycorrhizae added.

o   The results show a significant difference between the yield of tomatoes for these two groups of plants. The plants with mycorrhizae yielded more tomatos.

·       The pair of bars on the right compare plants that did not experience water shortage.

o   Again, the bar on the left is without mycorrhizae, and that on the right is with mycorrhizae.

o   The results show no significant difference between the yield of tomatoes from these two groups of plants.

Got that? Ok now you’re ready to look at the questions. How would you approach these?


3. Answer questions in order:

The first part of the question (not shown) is about phosphorous cycles, so you will already be thinking about content from 3.5.4 (Nutrient Cycles).

4. Check the Command Word:

‘Suggest’.

5. Understand the question:

These questions are quite straightforward.

6. Think about relevant information from the spec

  • You know that mycorrhizae facilitate the uptake of water and inorganic ions by plants. (3.5.4)

  • You know that there are a variety of living organisms in soil, and that these are in competition (3.7.4)

  • ou have identified the fertiliser concentration as a controlled variable (8.3)

7. How many marks are there available?

Each question has two reasons for two marks; one mark per reason. Make them good ones!

8. So, what are your answers?

There are a variety of different ways to get the marks, allowing you to play to your strengths. Give it a go before looking at the makr scheme below.

..

..

..

..

..

..

..

..

..


Q3 Paper 2 2023 Q3.3 – mark scheme

Did you get the marks?

Paper 2 2023 Q3.3 – example answers

Good answer examples, which would win marks:

✅ to ensure that there are no other fungi growing in the soil

✅ to remove any seeds in the soil so that other plants don’t grow and consume the nutrients and water

✅ to ensure that there are no pathogens in the soil that can infect the tomato plants

Poor answers that would not get the mark – can you identify where they’ve gone wrong?

❌ To remove harmful bacteria

❌ To kill everything living in the soil so it doesn’t interfere with the experiment

❌ to make sure that conditions are ideal for growing tomato plants

 

Q3 Paper 2 2023 Q3.4 - markscheme

Paper 2 2023 Q3.4 – example answers

Good answer examples, which would win marks:

✅ The investigation is on the effect of water shortage so the concentration of fertiliser should be a control variable

✅  The concentration of fertiliser will affect the growth of the plant so the recommended amount should be used to get the best crop

✅  Fertilisers can affect the water potential of the soil which may impact how water is absorbed by the roots

 

Poor answers that would not get the mark – can you identify where they’ve gone wrong?

❌ Without fertiliser the tomatoes won’t grow

❌ So that the soil doesn’t affect the size of the tomatoes

❌ So that the tomatoes can be compare

Article by Natalie Vlachakis (an ex-teacher who also worked for AQA) & Jenny Shipway

Monoclonal Antibodies in the Immune Response (AQA/OCR, ELISA for AQA)

A guest blog from Dr Jenny Shipway, who studied biochemistry at university and now works in science communication and education training.

Every month, I stab myself in the thigh with an injection pen. It can be painful, but it’s well worthwhile - the pens inject monoclonal antibodies that travel freely in my bloodstream until they reach my head. There, they bind a protein that would otherwise give me migraines. This is the first type of treatment ever designed specifically for migraines. And it’s really, really effective.

Monoclonal antibodies are a relatively new treatment type, with huge importance for treating migraine, cancer, autoimmune diseases, and many other conditions.

So how do they work?

What is an Antibody? What is an Antigen?

Before you can understand what monoclonal antibodies are, you need a good understanding of antibodies in general. I won’t go through everything here so read this article if you’re not already confident.

To summarise as a recap: antibodies are small protein molecules with variable antigen-binding sites. They bind molecules that don’t belong in the body to flag these up to the immune system. Eg they might bind to a viral surface protein, or a bacterial polysaccharide. The thing that they bind is called an “antigen”.

Monoclonal Antibodies

Mono = one (e.g. monomer, monosaccharide, monoxide)
Clone = an identical copy of a cell/organism with the same DNA, created from one original cell/organism (e.g. clonal selection; clonal expansion; Attack of the Clones)
Antibody = a protein molecule that binds antigens, mediating an immune response

Monoclonal antibodies are identical antibodies, made by B-lymphocytes cloned from one single starter cell.

Why inject Monoclonal Antibodies

Normally, antibodies are synthesised and released in the body by B-lymphocytes. But this requires two things: firstly that the immune system is aware of a threat, and secondly that there is a T-lymphocyte with DNA that encodes the required antibody.

The T-lymphocyte is necessary as it’s involved in sparking off B-lymphocyte replication and antibody production. But also the T-lymphocyte provides a check that it’s safe to use the antibody.

In my case, my body isn’t aware that it would be helpful to make antibodies to that pesky migraine-provoking protein. And I almost certainly don’t have any T-lymphocytes that would give the OK to produce such an antibody. At least, I shouldn’t do. Any such T-lymphocytes should have been destroyed early in my life, along with all other T-lymphocytes that were capable of producing antibodies against my own body. So I need to get the antibodies from somewhere else.

Designer Antigen-Binding Sites

In the lab, you can make any antibody you want. You just need the right B-lymphocyte.

There are a few different ways to tinker with the genetic code of a B-lymphocyte to achieve this. You don’t need to know the details. But what you do need to understand is that inside the B-Lymphoctyle, the scientist needs to ensure that the section of its DNA that codes for the antibody’s antigen-binding site has a sequence that …

  • … will be translated during protein synthesis into a chain of amino acids which ….

  • … contains a particular sequence of amino acids (primary structure) so that …

  • … the chain folds its backbone (secondary structure) in a way that allows …

  • … the whole thing to fold up upon itself (tertiary structure) so that it …

  • … presents a binding site with a specific shape and chemical properties that …

  • … will bind the antigen that they want it to bind.

This one cell can then be cloned. This produces many many identical, cloned cells with that exact same DNA, capable of producing identical antibodies with identical binding sites. Remember mono = one. This is where the “monoclonal” comes from.

Make big vats of these monoclonal cells and you can get them to pump out huge numbers of your chosen antibody to be collected and purified to use as you wish. These are monoclonal antibodies. Each antibody molecule is identical because the cells are all identical clones with the same DNA sequence.

The monoclonal antibodies in my injection pens were made like this in a lab. They have an antigen-binding site that is able to bind a protein called CGRP. By doing so, they prevent the CGRP from binding to its natural receptor, including in a particular set of neurons in my head. Which prevents my migraines.

But monoclonal antibodies can do a lot more than this - they are highly versitile due to their small size and specific binding …

Weaponising Antibodies as Therapeutics

Why stop just with changing the binding site?

Monoclonal antibodies specifically bind to your target, encumbering it and provoking a natural immune response. But why not go further? Why not get the antibody to deliver a powerful weapon directly to its target?

A big problem with injected/ingested drugs is that they get everywhere. If you inject a chemotherapy drug, it travels through the bloodstream without any map or guidance system. It reaches every part of the body. Cancer drugs usually target fast-dividing cells, but this means that as well as damaging the cancer, they get into your hair follicles where they kill healthy cells so that your hair falls out. They get into cells in your gut and kills them, making you feel sick and suffer gastrointestinal problems.

But what if you attached the drug to a monoclonal antibody that only binds the target cancer cells? It will still travel around the body in the blood, but will stop at the cancer and have much greater impact there.

Monoclonal antibodies are used in cancer therapies not only to provoke a normal immune response, but also to deliver cancer drugs, or stick cell-killing radioactive substances onto individual cancer cells. Being able to target the cancer in this way reduces unpleasant side-effects and so broadens the range of drugs that can be used.

Monoclonal Antibodies in Diagnostics

Monoclonal antibodies are useful tools outside the body too.

Until the 1950’s or so, pregnancy tests were carried out using live frogs. They would inject the woman’s urine, and if she was pregnant then her hormones would cause the frog to produce eggs just over a week later. Happily for frogs, we do things a bit differently now. (You don’t need to know about the frogs, although you may now never forget that mental image. You’re welcome.)

The modern pee-on-a-stick pregnancy test is a Lateral Flow Device. They work in very much the same way as Covid tests. You add body fluids, which soak their way along an absorbant strip, and if a certain molecule is present (eg a particular pregnancy hormone, or viral coat proteins) then a visible line appears. How do they detect the molecule of interest? By using monoclonal antibodies that will specifically bind to it. Similar tests can also be used to detect prostate cancer or HIV.

ELISA tests (for AQA)

ELISA tests work in a similar way, biochemically speaking. There are different versions but here’s the one it’s most important to know about. ELISA tests can be confusing because different types of antibodies play different roles in the process.

Direct ELISA test - a test to detect antibodies in the blood

If you are infected with a pathogen, your body will react by producing antibodies that are able to bind antigens associated with that pathogen. By detecting these antibodies, you can be diagnonised as being infected.

Here is how the test works, step by step:

1. An antigen from the pathogen (eg a viral coat protein) is covalently bonded to the well surface.
2. Blood plasma is put into the well. If antibodies for this antigen are present in the blood, they will bind to the antigen.
3. The blood plasma is washed out of the well, leaving behind any antibodies bound to the antigen.

If there are antibodies in the well, then you know the person has had an immune response to the pathogen. But how can you tell if antibodies are there or not? They’re such tiny proteins.

A totally different type of antibody is used for the next step. It’s a monoclonal antibody made in the lab, but it’s also a very unusual one. It is an unnatural, designed tool created purely for use in biochemical assays. These antibodies have some very special properties:
• Their antigen-binding sites specifically bind to the constant region of natural antibodies. This means that for these monoclonal antibodies, other antibodies are antigens! (Yes this is confusing, but it’s a good way to check you really understand what ‘antigen’ means.)
• Their constant region is covalently bonded to an enzyme. The presence of the enzyme means that they can’t bind each others’ constant regions - so they are not antigens to themselves. They only bind other types of antibody.

Imagine the chaos in your body if your B-cells released antibodies that could bind to other antibodies’ constant regions! They would be hugely damaging to your immune system. However, these little guys are very useful tools in the lab.

5. These special monoclonal antibodies, with linked enzyme, are added to the well.
• If there ARE (natural) antibodies bound to the antigen in the well, the monoclonal antibodies will bind to their constant region.
• If there are NO (natural) antibodies, the monoclonal antibodies will remain freely floating in the solvent.

6. The well is washed out again.

The monoclonal antibodies, with their linked enzyme, will only remain in the well IF there were (natural) antibodies in the blood sample. Otherwise they would have been washed away in step 6. If there is enzyme in the well, there must have been antibodies in the blood.

But how do we know if there is enzyme in the well..?! This bit is easy, because of the clever choice of enzyme: The enzyme is one that takes a colourless substrate to form a coloured product.

7. Add the substrate, and see what happens! If colour appears, you know the enzyme is present. And the enzyme if present, its monoclonal antibody must be bound to a natural antibody that could bind the antigen from the pathogen.

AQA Exam Question Example - ELISA tests

This exam question requires you to understand both ELISA tests and the immune response. Can you make sense of it?


Mastering AQA A Level Biology Section 3.4.2: DNA and Protein Synthesis - Common Questions & Mark Scheme Insights

After analyzing past papers and mark schemes for AQA specification section 3.4.2 (DNA and Protein Synthesis), I've identified the question types that consistently challenge students. Understanding these patterns and the specific language that mark schemes reward is essential for maximizing your exam performance. Let me guide you through four of the most frequently tested question types with real AQA examples.

Read more

Mastering AQA A Level Biology Section 3.4.1: DNA, Genes and Chromosomes - Common Questions & Mark Scheme Insights

I've noticed that certain types of questions in AQA specification section 3.4.1 (DNA, Genes and Chromosomes) consistently challenge students. Understanding these patterns and knowing how to approach them can significantly boost your exam performance. Let me walk you through four of the most commonly asked question types, using actual AQA examples, and show you exactly how to earn those crucial marks.

Read more

AQA - Possible essays - as forecast by AI.....

How I suggested some the POSSIBLE 2025 AQA A-Level Biology Essay Titles

One of the most challenging aspects of A-Level Biology Paper 3 is preparing for the 25-mark synoptic essay. With so many potential topics across the full specification, students often feel overwhelmed. That’s why I’ve taken a systematic approach to identify four high-probability essay titles that could appear in the 2025 exam.

Here’s how I did it:

1. Analysing Past Essay Titles

I reviewed a complete set of past essay questions and their mark schemes, identifying which themes have come up repeatedly and which have been underused in recent cycles. This helped rule out repeats and spot patterns in the kinds of synoptic themes the exam board favours.

2. Cross-Referencing the AQA Specification

Using the official AQA Biology specification, I matched every past title to its relevant topic codes. I then looked for specification areas that:

  • Are heavily weighted in content but haven't been examined recently

  • Offer rich synoptic potential (e.g. enzymes, feedback, biological molecules)

  • Align with the mark scheme’s focus on integration and application

3. Designing Original Titles

To avoid duplicating previous questions, I crafted entirely new titles that:

  • Require a synoptic approach using at least four topics

  • Encourage explanation, analysis, and application across biological scales

  • Are rooted in specification content but phrased in fresh and exam-appropriate language

AQA 3.1 biological molecules - 10 good practice questions on carbohydrates

3.1.2

Can you

  • Draw the formation and hydrolysis of a glycosidic bond

  • Name the 3 disaccharides and their components

  • Explain why polysaccharides are good storage molecules ?

  • Explain why are branched polysaccharides good ?

  • Explain how are the properties of cellulose explained by the structure ?

  • Please like and share if you found this useful

  • Weekly group classes for AQA Y12 and AQA Y13

Carbohydrates, lipids and Food tests - Resources to Test your understanding

Powerpoints, videos and animations, a self marking quiz on lipids and carbohydrates.

Some tips

  • Number the carbons and understand when and how a 1,4 glycosidic bond forms.

  • Why it matters that you can form a 6,1 bond in order to branch a polysaccharide.

  • Why does it matter that polysaccharides are insoluble and mono and di-saccharides are soluble.

  • What is the consequence of Beta glucose forming cellulose

  • Which molecules have a 5 carbon sugar in mammals ?

  • Can you explain why fatty acids are non-polar and what is the consequence for the formation of cell membranes

Read more

Respiration - Test your understanding, tips, resources and a quiz

Oxygen is the final electron acceptor. It oxidises the final carrier in the ETC on the inner mitochondrial membrane and is reduced to water.

Hydrogen ions flow from the inter membrane space into the matrix via ATP synthase, this electrochemical gradient phosphorylates ADP.

Hydrogen ions are pumped from the matrix into the inter membrane space, using the energy from the electrons flowing along the ETC. The electrons come from the oxidation of food, transferred by coenzymes NAD and FAD.

Glycolysis occurs in the cytoplasm. Link and Krebs in the matrix. Link and Krebs produce carbon dioxide by the removal of a carboxyl group.

Fermentation is just glycolysis with a different way of regenerating NAD (from NADH) by the reduction of pyruvate (or ethanal).

Substrate level phosphorylation is the direct addition of phosphate to ADP, occurs in glycolysis (4 ATP) and Krebs (once per turn), chemiosmosis is H ions flowing through ATP synthase.

Cristae give a larger surface area for oxidative phosphorylation

Read more