5090_s26_qp_22 2026 May-June Biology 5090 Question Paper 2 Variant 2 · Cambridge CAIE O Level

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5090_s26_qp_222026 May-June Biology 5090 Question Paper 2 Variant 2

This is the official Cambridge O Level Biology (5090) Question Paper 2 (Variant 2) from the 2026 May-June examination session. This question paper was sat by Cambridge students worldwide in 2026 and is published by Cambridge Assessment International Education (CAIE). Use it for timed practice under exam conditions to build familiarity with the question format, mark allocation, and time pressure.

Also referenced as: 5090_s26_qp_22 · 5090/22/m/j/26 qp · 5090/22 May/June 2026 qp

Paper 2: Theory This is Paper 2: Theory, worth 80 marks with a duration of 1h 45m. Structured and free-response questions. All questions are compulsory. Requires extended writing, data analysis, and application of biological knowledge.

To self-assess your performance, use this question paper alongside the corresponding mark scheme (5090_s26_ms_22). Attempt the entire paper under timed conditions before opening the mark scheme — this trains both your subject knowledge and exam technique. Mark each question and record whether marks were lost due to knowledge gaps, method errors, or careless mistakes.

The most effective way to use this Biology question paper is to simulate real exam conditions: set a timer for the full duration, work without notes, and write your answers on separate paper. After finishing, mark yourself using the official mark scheme — do not check answers during the paper. This builds exam stamina and reveals your genuine readiness. Repeat this process across 3–5 sessions to identify recurring weak topics in Biology (5090).

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Same paper, other years

Biology (5090) Question Paper 2 (Variant 2) from other exam sessions — practise the same paper across the years, then check each one against its mark scheme.

Examiner Insights — Paper 2: Theory

Based on analysis of 4 official Cambridge documents (2023, 2024, 2025)

1

Describing antibiotic resistance using Lamarckism instead of natural selection

Very few candidates could give a coherent description of how antibiotic use has led to the spread of antibiotic-resistant bacteria. Answers often invoked Lamarckism by stating the antibiotics cause a change in the bacteria and that this change is inherited.5090 Paper 2/21, May/June 2023

How to fix: Use the correct natural selection framework: (1) random mutation creates variation in the bacteria population, (2) bacteria with the resistance allele survive antibiotic treatment, (3) surviving bacteria reproduce and pass the beneficial allele to offspring, (4) over generations the resistant strain becomes more common. Never say the antibiotic 'causes' the bacteria to change.

2

Confusing global warming with ozone depletion — attributing wrong causes and effects

There is still some confusion between global warming and the destruction of the ozone layer. Very few appreciated that removing trees would remove minerals from the system.5090 Paper 2/21, May/June 2023

How to fix: Global warming: burning fossil fuels releases CO2 and methane which trap infrared radiation (greenhouse effect) causing temperature rise. Ozone depletion: CFCs break down ozone (O3) in the stratosphere allowing more UV radiation to reach Earth. These are two separate environmental problems with different causes, different gases, and different consequences. Never mix them.

3

Describing osmosis using vague concentration language instead of water potential

When explaining osmosis, the best answers referred to the differences in water potential inside and outside the cell. Candidates should be encouraged to use this terminology, as stated in the syllabus. If they describe concentration differences, it is often unclear whether they are referring to water or solute concentration.5090 Paper 2/21, May/June 2023

How to fix: Always use the term 'water potential' when explaining osmosis. The correct definition: osmosis is the net movement of water molecules from a region of higher water potential to a region of lower water potential through a partially permeable membrane. Saying 'high concentration to low concentration' is ambiguous and loses marks.

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Biology Exam Guide: How to Score Higher

Top mistakes, scoring patterns & answer frameworks from 4 official Cambridge documents