Level L

Practical Based Questions

Updated 18-8-20
Chapter 1
1. Fig.1.1 shows a diagram of a groundnut plant, Arachis hypogaea.
The flower stalks grow downwards so that the fruits develop below the soil surface.
Fig. 1.2 shows the mature fruits, one of which has been cut open.

a) i) Make a large drawing of the open fruit and its contents.

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 ii) Measure the length of your drawing.
Measure the length of the same structure in Fig. 1.2.
Calculate the magnification of your drawing.
Show your working.
𝒍𝒆𝒏𝒈𝒕𝒉 𝒐𝒇 𝒅𝒓𝒂𝒘𝒊𝒏𝒈
𝒎𝒂𝒈𝒏𝒊𝒇𝒊𝒄𝒂𝒕𝒊𝒐𝒏 =
𝒍𝒆𝒏𝒈𝒕𝒉 𝒐𝒇 𝒔𝒕𝒓𝒖𝒄𝒕𝒖𝒓𝒆

𝟗. 𝟐 𝒄𝒎
𝒎𝒂𝒈𝒏𝒊𝒇𝒊𝒄𝒂𝒕𝒊𝒐𝒏 =
𝟒. 𝟔 𝒄𝒎
𝒎𝒂𝒈𝒏𝒊𝒇𝒊𝒄𝒂𝒕𝒊𝒐𝒏 = 𝒙𝟐

2. Fig. 3.1 shows a photomicrograph of a human blood smear.

a) Measure the diameter of the blood cell labelled A.

5 mm

b) The photomicrograph has been enlarged by  800, calculate the actual size of cell A.
Show your working.

𝒔𝒊𝒛𝒆 𝒐𝒇 𝒊𝒎𝒂𝒈𝒆
𝒂𝒄𝒕𝒖𝒂𝒍 𝒔𝒊𝒛𝒆 =
𝒎𝒂𝒈𝒏𝒊𝒇𝒊𝒄𝒂𝒕𝒊𝒐𝒏
𝟓𝒎𝒎
𝒂𝒄𝒕𝒖𝒂𝒍 𝒔𝒊𝒛𝒆 =
𝟖𝟎𝟎
𝟓𝒎𝒎
𝒂𝒄𝒕𝒖𝒂𝒍 𝒔𝒊𝒛𝒆 =
𝟖𝟎𝟎
𝒂𝒄𝒕𝒖𝒂𝒍 𝒔𝒊𝒛𝒆 = 𝟎. 𝟎𝟎𝟔𝟐𝟓 𝒎𝒎
To convert from millimeter to micrometer multiply by 1000.
𝒂𝒄𝒕𝒖𝒂𝒍 𝒔𝒊𝒛𝒆 = 𝟔. 𝟐𝟓 µ𝒎

c) State the function of cell A.

To carry oxygen. Oxygen combines with haemoglobin forming oxyhaemoglobin.

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

Measure the diameter of the leaf shown in the photograph in Fig. 1.4.
Calculate the magnification of the onion leaf in the photograph in Fig. 1.4.
Show your working.
𝒔𝒊𝒛𝒆 𝒐𝒇 𝒊𝒎𝒂𝒈𝒆
𝒎𝒂𝒈𝒏𝒊𝒇𝒊𝒄𝒂𝒕𝒊𝒐𝒏 =
𝒂𝒄𝒕𝒖𝒂𝒍 𝒔𝒊𝒛𝒆
𝟔𝟎 𝒎𝒎
𝒎𝒂𝒈𝒏𝒊𝒇𝒊𝒄𝒂𝒕𝒊𝒐𝒏 =
𝟓 𝒎𝒎
𝒎𝒂𝒈𝒏𝒊𝒇𝒊𝒄𝒂𝒕𝒊𝒐𝒏 = 𝑿𝟏𝟐

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Chapter 2
1. The broad bean is an example of a legume. Legumes are a good source of protein.
Describe how you would compare the protein content of two different beans.

Soak equal masses of the two types of seeds.

Grind or chop up the seeds.
Put the two seed types into two separate test tubes.
Add equal volumes of biuret reagent to each.
Purple color indicates the presence of protein.
Compare the colors.

2. Fig. 1.1 shows a bird’s egg. Part of the shell has been removed.

a) A student tested some albumen for the presence of protein using Biuret reagent.
The solution changed colour. It was a positive result.
Describe this colour change.
From blue to purple.

NB. Need starting color and end color for the mark

b) Fat is present in the yolk.

A student carried out the emulsion test on a sample of yolk and it gave a positive result.
State what the student would observe.
Cloudy OR white solid OR milky OR white (emulsion).

c) Two students wanted to investigate the effect of concentration of acid on albumen.

For this investigation, suggest a suitable:
Variable to change.
Variable to measure or observe.
Variable to control.

Variable to change: concentration OR strength of acid OR pH of acid.

Variable to measure: Rate OR speed of change to cloudy. The amount of white solid OR degree
of cloudiness.

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 Variable to control: Volume or amount of albumen OR temperature.

3. i) Explain exactly how you would safely test another 2 cm piece of onion leaf for the presence
of reducing sugar.
Cut an onion leaf into very small pieces.
Put these in a test tube.
Add water and shake to try to dissolve it.
Add Benedict’s solution.
Heat the tube in a water bath.
Safety precaution: wear goggle and a lab coat.

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.
If absent stays blue.
If low concentration changes to green or yellow.
If high concentration changes to orange or red.

4. Urine is a waste product released from the body. It contains urea, water, salts and other
metabolic wastes. A student investigated the chemicals present in different samples of urine, A,
B and C. These samples were made up in the laboratory to represent urine. The student carried
out a test for protein and a test for reducing sugar on each sample.
a) Describe the method that the student should use to safely test the samples for:
reducing sugar
protein
reducing sugar –
Put a sample of the urine in a test tube.
Add Benedict’s solution.
Heat the tube in a water bath.
Safety precaution: goggles / tongs / lab coat/ tie hair back /tuck tie in
protein –
Put a sample of the urine in a test tube.
Add Biuret reagent.

b) Table 1.1 shows the student’s observations of the final color in each of the two tests

Urine is often tested as part of a medical health check. The results of these urine tests can be
used to suggest whether a person has a health problem.

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 Assume samples A, B and C were collected from three different people during a medical health
check.

If reducing sugar is present, the person may be suffering from a disease called diabetes.

If protein is present, the person may be suffering from kidney problems.

However, if reducing sugar and protein are both absent from the urine, the person is likely to
be healthy.

Use this information to make and explain a conclusion about the health of each of these people.
i) person A
No reducing sugar or protein present. Healthy.
ii) person B
Only reducing sugar present. Diabetic.
iii) person C
Reducing sugar and protein are present.
Diabetic and has kidney disease.

5. Some students carried out tests for vitamin C.

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 1cm3 of starch solution into a test-tube.
• They added 1cm3 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.

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a) Record the students’ observations in a suitable table.

Marks are allocated as follows.

Columns or rows headed S1, S2, and S3.
Column or row headed drops of iodine solution.
Correct results (22, 6, and 11).

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

Give reasons for your answer.
 0.09% – 0.11%; Accept S3 (concentration) in between S1 and S2 or S3 (concentration)
less than S1 / 0.2% or S3 (concentration) greater than S2 / 0.05%
 Correct use of 11 drops for S3; Accept number of drops for S3 = half number for S1 /
number of drops for S3 = double number for S2

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

 Repeats / replicates the original experiment and calculates an average.

 Use more precise instrument to measure volume of drops, such as syringe or burette.
 Measure volume in cm³ not drops alone.
 Use a colorimeter or a white card to judge color.
 Narrow the range between the concentrations on either side of unknown. Increase
concentrations between S1 and S2.
 Control variables. Use the same iodine solution. Use the same starch solution. Use the
same size of tubes.

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.

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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.

 ‘x’ axis – juices and ‘y’ axis – number of drops of iodine solution
Independent variable is the variable changed and is always represented on the
x-axis. Dependent variable is the variable measured and is always represented on the
y-axis.
 Columns plotted to fill greater than half of grid.
 Correct heights of columns.
 Neat columns. Ruler used.
 Columns of equal width.

ii) State which fruit juice has the highest concentration of vitamin C.
Blackcurrant

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Chapter 3
1. Trypsin is an enzyme that breaks down the white protein in milk to gradually produce a soluble
product and a clear, colorless solution.
A group of students investigated the effect of pH on the activity of trypsin at two different
temperatures.
Five different values of pH were tested and each pH was controlled using a buffer solution.
Temperature was controlled using two water baths; at 40°C and 50°C.
20 cm3 of milk and 5 cm3 of trypsin was used in each test. Before being mixed together, test-
tubes of milk and trypsin were both placed together in the water bath for 6 minutes.
The students then observed the test-tubes and recorded the time taken for the milk to become
clear.
Table 2.1 shows their results at 40°C.
Table 2.2 shows their results at 50°C.

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a) Plot a graph using the data in Tables 2.1 and 2.2 to compare the effect of pH on trypsin at
40°C and 50°C. Use the same axes for both temperatures.

 x-axis labelled with the independent variable.

 y-axis labelled with the dependent variable including units.
 Scaling arranged so that data points occupy more than 50% of the space provided.
 Data points drawn with an X or a dot with a circle.
 In this case no need to start the x-axis at zero as our first data recorded is 5.

b) i) Describe and explain the effect of pH on the activity of trypsin.

Increased rate or decreased time as pH increases from 5.5 to 7.5.
pH 7.5 identified as optimum.
Decreased rate or increased time as pH increases from 7.5 to 8.0.
Enzyme activity changes because enzyme is denatured or the shape of active site is
altered.

ii) Describe the effect of raising the temperature by 10°C on the activity of trypsin.
It takes more time at 50°C. The difference is especially noticed at pH 5.5 and 8.0 The
curves have a similar shape.
Always report any data from the graph!!! For example, at a pH of 5.5, the time at 50°C
was 800 seconds and at 40°C the time was 650 seconds.

c) i) Before being mixed together, the test-tubes of milk and trypsin were both
placed in the water bath for six minutes. Suggest a reason for this procedure.
In order to make sure they have reached the desired temperature or in order to equilibrate.

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 ii) The students found it difficult to determine when the milk had gone completely clear.
Suggest how they could improve the method.
Hold against dark background. Compare with distilled water. Shine a light through it.

d) Another group of students wanted to investigate the effect of temperature on the activity
of trypsin.
For this investigation suggest:
i) a suitable range of temperatures: 20°C, 30°C and 60°C (any three temperatures other
than 40 and 50).
ii) two variables to keep constant: pH, trypsin concentration, milk concentration
iii) a variable to measure: time to clear
iv) a suitable control: instead of the enzyme use water / boiled enzyme

2. Catalase, an enzyme, is present in all living cells including those of potato and liver. It speeds up
the breakdown of hydrogen peroxide as shown by the equation:

The oxygen is given off as a gas which can be collected over water, as shown in Fig. 1.1.

Two different tissues, potato and liver, were used for this investigation. Samples, each of one
gram, were prepared from both tissues. Some of the samples were left raw and others were
boiled. Some samples were left as one cube and others were chopped into small pieces as shown
in Table 1.1 on page 4.

2 cm3 hydrogen peroxide was added to each sample. The volume of oxygen produced in five
minutes was collected in the measuring cylinders, as shown in Table 1.1.

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a) i) Complete Table 1.2, by reading the values for oxygen collected in the measuring
cylinders in Table 1.1.

Answer:

Correct values only. Ignore units in table.

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ii) Plot the volumes of oxygen collected from the samples as a bar chart on the grid.
 x - axis A, B, C, D clearly labelled
 y - axis volume of O2 evolved cm3
 Suitable scale. Must fill more than half of grid. Space for all letters even if no bar for C
and D.
 Plotting accuracy.
 Bars separate and same width.

iii) Describe the difference in results between sample A for potato and sample A for
liver.

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 iv) There is a difference between the samples for A and B for liver.
Suggest an explanation for this difference.
 The tissue in A is in one piece, while the tissue in B is cut into small pieces.
 Tissue B has a larger surface area than tissue A.
 Tissue A, the large piece, has a smaller surface area therefore interior does not react.

b) State the importance of samples C and D in this investigation.

Control for comparison to show an enzyme was involved. Enzymes becomes denatured by
boiling.

c) Suggest how you could test that the gas given off was oxygen.
Oxygen gas will relight a glowing splint.

3. Enzymes usually have a pH at which they work fastest. This is called the optimum pH.
Fig. 1.3 shows the rate of activity of three different enzymes over a range of pH values.

a) State the optimum pH for arginase.

pH10

b) Your stomach contains acid. Suggest which enzyme is most likely to be found in your
stomach.
Pepsin.

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Chapter 4
1. Fig. 1.1 shows the appearance of a cell from the epidermis of a leaf

Three similar pieces of epidermis have been placed in different solutions and left submerged for
30 minutes. One solution was pure water, another contained 1.5% sugar solution and the third
5% sugar solution.
Figs. 1.2, 1.3 and 1.4 show a cell from each of these three pieces of epidermis.

(These cells are all drawn to the same magnification)

a) Measure the width of the cell contents along the lines drawn across each cell.
Fig. 1.1
22.5 mm or 2.25 cm
Fig. 1.2
22.5 mm or 2.25 cm
Fig. 1.3
16 mm or 1.6 cm
Fig. 1.4
26 mm or 2.6 cm
Units must be given or no mark.

b) Suggest in which solution each of the cells, in Figs. 1.2, 1.3 and 1.4, was placed and explain
your choice.
Fig. 1.2
1.5% sugar solution
Explanation
The cell in Fig.1.2 is the same size as the cell in Fig.1.1.
Water taken in is equal to water lost by the cell.
There is no osmosis.
The concentration gradient is in equilibrium.
Date 24-08-20 | Level L | 15
 Fig. 1.3
5% sugar solution
explanation
The cell in Fig.1.3 is smaller than the cell in Fig.1.1. The vacuole has decreased in size.
The cell lost water by osmosis.
There is a higher water potential in the cell than the solution.
The cell has plasmolyzed or become flaccid.
Fig. 1.4
water
explanation
The cell in Fig.1.4 is larger than cell in Fig.1.1. The width of the cell has increased.
Water has been taken into the cell by osmosis.

2. Starch is broken down into maltose which is a reducing sugar, in the gut. Some students
investigated the action of amylase on the digestion of starch. The students used a length of
tubing that had been securely tied at one end.
 5 cm3 of starch solution and 5 cm3 of the enzyme amylase were added to the tubing.
 A knot was used to close the open end of the tubing.
 The outside of the tubing was rinsed with water.
 The tubing was supported as shown in Fig. 1.1.

• 2 cm3 were removed immediately from the water in the large test-tube. One drop was
placed on a white tile to test for starch. The remainder was placed in a test-tube to test for
reducing sugar. This was sample 1.
• Four further samples were removed at 10 minutes intervals. Each sample was tested for
starch and reducing sugar.

a. Suggest why the starch and enzyme solutions were kept at 35°C
Starch and enzyme solutions were kept at 35°C, which is the optimum temperature at which the
enzymatic activity is maximal.

b. As mentioned the water in the test tube was tested for reducing sugar every ten minutes.
Complete Table 1.1 by writing in the observations for the five reducing sugar tests.

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 Table 1.1
Sample Time/min Observation with Conclusion
Benedict’s solution
1 0 Blue No reducing sugar is present in the
water in the large test-tube.
2 10 Green Very little amount of reducing sugars is
present.
3 20 Yellow Some reducing sugars are present
4 30 Orange More reducing sugars are present
5 40 Red/brick red/reddish Large amount of reducing sugars
brown is present
c. The water in the test tube was tested for starch every ten minutes. The observations for the
starch tests were all brown. Explain what can be concluded from these observations.
The starch molecules are too large to diffuse outside the dialysis tubing through its pores. No
starch will be found in the water in the test tube. When testing the water for starch, iodine
solution will remain brown.

d. Suggest and explain what happened during the 40 minutes to give the results in b and c.
 Dialysis tubing is selectively permeable allowing only small sized molecules to diffuse
through its membrane easily according to its pores size.
 It does not allow the passage of large molecules like starch.
 Inside the dialysis tubing, starch is broken down by the amylase enzyme into maltose
which is a reducing sugar. Maltose is small enough to diffuse through the pores of the
dialysis tubing into the water in the test tube.
 It takes time for many molecules of maltose to diffuse out of the dialysis tubing into the
water of the test tube to give a brick red precipitate with Benedict’s after 40 minutes.

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Chapter 5
1. An active yeast culture is placed in a test-tube. This test-tube is connected by a delivery tube to
a second test-tube containing hydrogen carbonate indicator shown in Fig. 2.1.

Hydrogen carbonate indicator changes color according to pH. In alkaline solutions the
indicator becomes purple and in acidic solutions the indicator becomes yellow.

At the start of the experiment the indicator is red in color. After 15 minutes the indicator
becomes yellow.

a) Explain the reason for this colour change.

 Yeast carry out respiration or fermentation,

 releasing carbon dioxide.
 Carbon dioxide is an acidic gas that causes the indicator to turn yellow.

b) Describe how you would collect and measure the volume of gas given off per minute by
20cm3 of the active yeast culture.
 Use 20 𝑐𝑚3 of yeast culture.
 Control the temperature using a water bath.
 Collect the gas released using a gas syringe or inverted gas cylinder.
 Collect the gas from the respiring yeast for 10 minutes. Use a stopwatch.
 Repeat the measurements and calculate an average.
 Use an airtight apparatus to stop leakage of air.
 Shake the yeast culture so that the yeast cells do not settle.
 Add sugar so that the yeast can respire.

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2. Fig. 3.1 was set up with a number of respiring maggots placed in the large test tube. The
apparatus was left for 20 minutes and then a drop of coloured liquid was introduced into the
capillary tube as shown.

During the next 5 minutes, the drop of coloured liquid moved along the capillary tube. The
sodium hydroxide absorbs carbon dioxide.

a) i) Explain why the drop of coloured liquid moved towards the test tube.
The maggots respire.
When the maggots respire the use up oxygen and release carbon dioxide.
The carbon dioxide is absorbed by the sodium hydroxide.
The volume of air decreases. The pressure decreases.
ii) Describe a suitable control for this investigation.
Set up the same apparatus.
Replace the maggot with dead maggots or glass beads.
A second sample of maggots was used in an experiment to show the effect of different
temperatures on respiration. The distance that the drop of coloured liquid moved along the
capillary tube was measured over a period of 60 seconds at each temperature. The drop of
coloured liquid was moved back to the start of the capillary tube before each reading was taken.
The results are shown in Table 3.1.

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b) i) Using the results given, plot a graph to show the effect of temperature on respiration.
 x-axis: labelled temperature / °C (MUST INCLUDE UNIT)
The independent variable, which is the changed or tested variable is always on the x-
axis.
 y-axis: labelled distance moved b drop of colored liquid / mm (MUST INCLUDE
UNIT)
The dependent variable, which is the measured variable, is always on the y-axis.
 Scale: The data points must fill more than half the printed grid.
 Accurate plotting of the data points.
 Line: An accurate curve connecting all points or joined point to point by a ruled line
and no extrapolation.

ii) With reference to your graph, describe the effect of temperature on the respiration of
the maggots.
The rate of respiration increases with an increase in temperature.
This changes at 35°C.
At temperatures above 35°C there is a decrease in the respiration rate.
Reference to data figures:
The distance moved by the liquid increases from 41-168 mm as the temperature increases
from 20°C-35°C.
The distance moved by the liquid decreases from 168-120 mm as the temperature
increases from 35°C-40°C.
Date 24-08-20 | Level L | 20
 iii) Explain the results at 35ºC.
35ºC is the optimum temperature for enzymes. At this temperature maggots have a higher
rate of metabolism. At this temperature maggots respire faster.

3. Bread can be prepared from a mixture of flour, yeast, sugar and water. The resulting mixture is
called dough. Some bakers add a flour improver to make the dough rise quickly.

An investigation was carried out to compare two types of dough, one of which contained a flour
improver and the other did not. Dough A was prepared without a flour improver and dough B
with a flour improver.

Fig. 1.1 shows the dough in two measuring cylinders after 20 minutes.

a) i) Measure the volumes of dough A and dough B in the measuring cylinders shown in
Fig.1.1. Record your measurements in Table 1.1.

A 35 cm3 and B 42 cm3

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ii) Plot the data in Table 1.1 to show the volumes of dough A and dough B against time.
Plot the data for A and B on the same pair of axes.
 x-axis should be labelled with time / minutes (DON’T FORGET THE UNITS)
 The independent variable is the variable that is changed or tested. It should always
lie on the x-axis.
 y-axis should be labelled volume of dough / cm3 (DON’T FORGET THE UNITS)
 The dependent variable is the variable that is measured. It should always lie on the
y-axis.
 The scale should be even and data points should fill more than half the space
provided.
 Correct plotting of the data points.
 Two separate lines drawn as a smooth line connecting data points or point to point
with a ruler.
 No extrapolation.
 Each line is labeled or a key is used to differentiate.

iii) Describe the results.

Both sets of dough rise.
B rises more than A.
B contains the flour improver.
The volume of the dough rises steadily.
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 At the end of the 40 minutes the final volume of dough in B was greater than the volume
of A by 13cm3 .
iv) Suggest how you would carry out this investigation to obtain reliable results.
Use the same measuring cylinders to measure when testing dough A and B.
Use two people to mix the dough A and B at the same time.
Use the same mass of sugar, yeast, flour, water, dough and ingredients when testing dough
A and dough B.
Use the same type of yeast and sugar.
Set up dough A and B at the same temperature or pH.
Yeast plays an important part in making some types of bread.

b) Explain how yeast makes the dough rise.

Yeast carry out anaerobic respiration / fermentation.
This results in the production of CO2.
Pockets of CO2 gas are trapped in dough.

Chapter 6
1. 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.

a) i) How would you show this gas was oxygen?

Oxygen gas causes a glowing splint to relight.
ii) Name the process within the plant responsible for the production of oxygen.
Photosynthesis.
iii) Determine the volume of gas collected in five hours and the rate of gas production
per hour.
10 cm3 of gas was collected in the five hours.
10  5 = 2 cm3gas was collected per hour.

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 iv) How would you use this apparatus to obtain reliable results to show the effect of
differing light intensities on the production of oxygen?
Independent variable:
Set up the apparatus as above and expose the pondweed to different light intensities by
placing a lamp at different distances from the apparatus.
Controlled variables:
Maintain temperature by using a water bath. Use a heat shield to prevent the transfer of
heat from the lamp.
Maintain the level of carbon dioxide by adding hydrogen carbonate.
Set up the apparatus for the same period of time at each light intensity.
To eliminate background light, carry out investigation in a darkened room.
Use the same pondweed at all light intensities.
Dependent variable:
Measure the volume of gas collected in 5 minutes at each light intensity.
Repeat and take an average.
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.)

i) Suggest what color you might observe in the tube in Fig. 4.2 after five hours in bright
light and give an explanation for this.
Purple.
In the presence of light the pondweed will photosynthesize.
Carbon dioxide is an acidic gas that is used up during photosynthesis.
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 color you might observe and give an explanation for this.
The pondweed will photosynthesize in the presence of light. Carbon dioxide is an acidic
gas that is used up during photosynthesis.
The shrimp will respire. Carbon dioxide is an acidic gas that is released during respiration.
The balance in photosynthesis and respiration will result in a red/orange color of the
hydrogen carbonate indicator.
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 color you might observe and give an explanation for this.
Respiration of 3 water shrimps is greater than the photosynthesis of one pondweed.
Carbon dioxide is produced resulting in a yellow color of the indicator.

Date 24-08-20 | Level L | 24

Chapter 7
1. Fig. 2.2 shows a photomicrograph of a section of a leaf.

a) On Fig. 2.2, draw a line to label a photosynthetic cell in the palisade layer.

b) Draw arrows on Fig. 2.2 to show the pathway that carbon dioxide gas must take to reach
the photosynthetic cell labelled in part a from the air outside the leaf.

Date 24-08-20 | Level L | 25

Fig. 2.1 is a photograph of a cross-section of a vascular bundle in a leaf. Line AB shows the
length of the vascular bundle.

a. i) Make a large drawing to show the different regions of the vascular bundle shown in
Fig. 2.1.
Do not draw any individual cells. Identify and label on your drawing the position of
the xylem vessel as shown in Fig. 2.1.

Outlines – all lines single, clear and unbroken.

Size – occupies at least half of the space provided.
Detail – oval shape + phloem + 1 other area.
two other areas shown.
Label – line to correct area on drawing to show position of xylem (vessel) and line labelled
“xylem”
ii) Measure the length of line AB as shown on Fig. 2.1. Include the unit.
Length of AB= 58 mm
Mark on your drawing a line in the same position as AB.
Measure the line you have drawn.
Length of line on drawing 100 mm
length of line on drawing
magnification =
length of AB
Date 24-08-20 | Level L | 26
 Calculate the magnification of your drawing using the information above and your
answers.
Show your working.
𝟏𝟎𝟎
𝒎𝒂𝒈𝒏𝒊𝒇𝒊𝒄𝒂𝒕𝒊𝒐𝒏 = = 𝑿𝟏. 𝟕
𝟓𝟖
iii) State one way visible in Fig. 2.1 in which the xylem vessel is different from the
phloem tube.
Xylem walls are thicker
Xylem vessels are rounder
Xylem have larger cross section

b) The walls of xylem vessels are supported by a chemical called lignin, which can be stained
by a red dye. This makes the xylem vessel walls easily seen when using a microscope.

Use this information to plan how you could find the position of the vascular bundles in a
stem.
Put a stem in red dye.
Allow one hour for the absorption of dye.
Cut sections of stem.
The red stained xylem will indicate the position of vascular bundle.

3. A number of leaves were removed from a holly tree Ilex aquifolium. Fig. 2.1 shows the upper
and the lower surfaces of one leaf.

a) Describe one way in which the appearance of the upper surface differs from that of the
lower surface as shown in Fig. 2.1.

Date 24-08-20 | Level L | 27

 b) Measure the size of the grid squares. Calculate the area of the lower surface of this leaf.
Show your working
Represent part squares. Each is given a value of ½ 𝑐𝑚2 .
Represent whole squares. Each is given a value of 1 𝑐𝑚2 .

(8X1/2)+(6X1)= 10𝑐𝑚2 [Accept 8–11 cm2]

Chapter 8
1. Water is lost from the aerial parts of plants by transpiration.
a) Outline how you could show that water is lost from plant shoots.
Cover the plant with polythene bag or jar or bottle.
Water will condense and water drops will collect.
Confirm the presence of water using cobalt chloride paper which will change pink in the
presence of water or anhydrous copper sulphate which will color change to blue in the presence
of water.
OR
Use a potometer. The bubble movement can be measured and represents the water taken up.

Fig. 3.1 shows a simple apparatus to investigate the rate of transpiration by recording the mass
of a potted plant over a period of time.
Fig. 3.2 shows the results over a number of hours

b) Suggest why the pot is enclosed in a plastic bag.

To prevent or minimize the loss of water from the soil by evaporation.
c) Describe how, using similar apparatus to that in Fig. 3.1, you could compare the
transpiration rates of two different plants.
Use the same sized plants with the same mass and equal number of leaves.
Use the same bags.
Ensure the same conditions of water added before starting investigation.
Same time for readings.
Ensure the same conditions of light.
Ensure the same temperature.
Ensure the same humidity.
Ensure same air movement.

d) Certain plants, such as that in Fig.3.3, are able to live in dry regions of the world.
Date 24-08-20 | Level L | 28
Suggest three ways in which this plant is adapted to grow in these dry regions.
Feature Description Comment relating to adaptation
Leaves No leaves / small leaves / small To prevent water loss by transpiration or
surface area / spines / thorns to trap water.

Stem swollen / thick / fleshy / succulent Stores water

green / ref. to chlorophyll for photosynthesis (as leaf area reduced)
Cuticle / skin thick / waxy stops water loss
Roots Long fibrous root system with many To trap or absorb water from a deep
root wide area.
Hairs / spines on plant surface traps moist air and reduce transpiration
Stomata Not in direct sunlight, sunken and Reduce water loss by transpiration.
fewer in number.
Plant shape Reduce surface area. Reduce water loss.

Date 24-08-20 | Level L | 29

2. Plants take up water through their roots.
Water passes to all parts of the plant through the xylem.
The leaves carry out photosynthesis to form sugars.
Phloem transports these sugars to different parts of the plant where they are stored in an
insoluble form.

a) Fig. 3.1 shows a young, unthickened dicotyledonous plant.

i) In circle A, draw the distribution of phloem and xylem as found in a section through
a stem. Label the phloem and xylem.
ii) In circle B, draw the distribution of phloem and xylem as found in a section through
a root. Label the phloem and xylem.
b) i) Name the sugar that is transported in the phloem.
Sucrose;
ii) Name the insoluble carbohydrate that is stored in plants.
Starch;

Date 24-08-20 | Level L | 30

 c) Describe a food test you could carry out to show where the insoluble carbohydrate named
in (b)(ii) is found in a root.
Crush different regions of the root and test each one.
Add iodine solution.
A color change from yellow-brown to blue–black is observed in areas where starch is present.

3. Fig. 1.1 shows a young plant with its roots submerged in a container filled with a solution
containing mineral salts and a coloured dye.

Fig. 1.2 shows a section of a root and Fig. 1.3 shows a section of a stem.

Date 24-08-20 | Level L | 31

 a) i) Shade in the tissue to identify where the coloured solution may be found in the
section of the root, Fig. 1.2 and stem, Fig. 1.3.

ii) Name the tissue, in both Fig. 1.2 and Fig. 1.3, that you have shaded.
xylem

b) i) Name the structures through which most of the solution will be absorbed into the
roots.
root hair cells

ii) Indicate by means of an arrow on Fig. 1.1, one place where these structures are
shown.

c) Describe how you would compare the rate of uptake of the colored solution by the plant in
Fig. 1.1 with another plant that has had its roots cut off.
 Independent variable is the variable that is being tested. Set up two plants as in figure 1.1.
Use one plant with roots and one plant without roots.
 Dependent variable is the variable we measure. Measure the uptake of the colored
solution by measuring the loss of the colored solution from the beaker.
 Controlled variables:
 Use shoots of the same age, same number of leaves and same mass.
 Use shoots taken from the same species.
 Ensure the shoots are kept at the same temperature.
 Ensure the shoots are exposed to the same light intensity.
 Use the same concentration of dye in the colored solution.
 Use the same volume of colored liquid.
 Leave the shoots for the same amount of time.
 Precautions
 Repeat the investigation several times.
 Cutting the plant under water to prevent the entry of an air bubble.
 Add oil to the surface of water to prevent evaporation.

Chapter 9
Date 24-08-20 | Level L | 32
1. An investigation was carried out to show the effects of temperature on plant growth.
 Two sets of soaked bean seeds were placed on moist paper in containers.
 The containers were wrapped in foil to keep out the light.
 One container was placed for three days in a refrigerator at 4°C.
 The other container was left for three days in a warm place at 30°C.
Fig. 1.1 and Fig. 1.2 show these two sets of germinated bean seedlings after three days.

Date 24-08-20 | Level L | 33

 a) i) Measure the overall length of the seedlings to the nearest mm and record these
measurements in Table 1.1.
Table 1.1

Length of seedling / mm
Seedling Grown in refrigerator at 4C Grown in a warm place at 30C
1 12 92
2 10 67
3 11 69
4 14 78
5 10 79
mean 11.4 77

ii) Calculate the mean length of the seedlings in Fig 1.1 and the mean length of the
seedlings in Fig. 1.2 and also record these values in Table 1.1.

b) i) Describe and explain the differences in appearance of the set of seedlings grown at
4°C and those grown at 30°C.
More growth and development at 30°C.
Activity of enzymes is greater at 30°C when compared to 4°C.
The plumule is evident and longer at 30°C.
The leaf is present and developed at 30°C.
The testa is present at 4°C but detached at 30°C.
The roots are more developed with side roots at 30°C.

ii) Explain why it is necessary to measure the length of more than one seedling and
calculate the mean.
To ensure reliability and reduce percentage error. To ensure results are reproducible.

2. Fig. 2.1 shows three stages in the germination of a grain of maize.

Date 24-08-20 | Level L | 34
 a) Name two conditions that are necessary for the successful germination of a seed, other
than the presence of water.
warmth and oxygen

c) Describe an investigation that you could carry out to show the need in seed germination
for one of the conditions you named in (a).
1. Set up two samples of seeds, one in the presence and the other in the absence of oxygen.
2. Ensure there are 20 seeds in each sample. A large sample size allows for repetition.
3. Choose seeds of the same species and make sure watering is equal.
4. Allow the seeds to grow for the same time period.

3. Fig. 2.1 shows an insect-pollinated flower, cut in half longitudinally.

Date 24-08-20 | Level L | 35
a) i) Insects such as the honey bee, Apis mellifera, collect nectar to make into honey.
Describe how you could test a sample of honey for the presence of each of the
following:
Reducing sugar: Add Benedict’s reagent and heat. A change in color from blue to green
to yellow to orange to brick red indicate the presence of reducing sugar.
Starch: Add iodine solution. A change in color from yellow-brown to blue-black indicate
the presence of starch.
ii) Honey contains reducing sugar. State the color change you would observe during the
reducing sugar test in (a) (i).
From blue to green/yellow/orange/red.
b) Fig. 2.2 shows one pollen grain, as seen with the aid of an electron microscope. This pollen
grain has been magnified 200 times.

Date 24-08-20 | Level L | 36

 i) Calculate the actual size of this grain. Show your working.

𝑠𝑖𝑧𝑒 𝑜𝑓 𝑖𝑚𝑎𝑔𝑒
𝑎𝑐𝑡𝑢𝑎𝑙 𝑠𝑖𝑧𝑒 =
𝑚𝑎𝑔𝑛𝑖𝑓𝑖𝑐𝑎𝑡𝑖𝑜𝑛
55 𝑚𝑚
𝑎𝑐𝑡𝑢𝑎𝑙 𝑠𝑖𝑧𝑒 = = 0.275𝑚𝑚
200
0.275𝑚𝑚𝑋1000 = 275 µ𝑚
iii) State one feature visible in Fig. 2.2, that suggests that this pollen grain is from an
insect-pollinated flower.
It has thorn like projections.
c) It has been suggested that petal colour is important to attract insects to collect nectar and
to pollinate the flowers.
i) Outline how you would carry out an investigation to find out which petal colour
would attract most insects.
 Choose flowers of different petal color. (independent variable is the variable we
change)
 Choose flowers of the same species. (controlled variable)
 Leave the flowers for two hours. (controlled variable)
 Choose flowers with the same state of turgidity. (controlled variable)
 Use the same background for all the flowers. (controlled variable)
 Leave the flowers during the same time of day. (controlled variable)
 Record the number of visits made by the insects for each flower. (dependent variable
is the variable we measure)
 Repeat.
ii) Some insect-pollinated flowers do not have brightly coloured petals to attract insects
to collect nectar. Suggest how insects might be attracted to these flowers.
Odour to attract the insect.
honeyguides or markings on petals to attract the insects
brightly coloured bracts or sepals

Date 24-08-20 | Level L | 37

4. Fig. 2.1 shows an insect-pollinated flower which has been cut vertically.

a) Make a large, labelled drawing of the visible floral parts.

Drawing: 1 flower as in fig. 2.1; A + or – petals / floral parts separate (even if receptacle
is not drawn.),
2 no shading / artistic lines; . . . . . . . . . . . . . . . . . . . . . . . . R stylised flowers
Label: 1 three stamens / anthers + filaments / anthers;
2 stigma / style;
3 petals;
4 sepal; 5 ovary;
A all labels on stylised diagrams
A all labels on stylised diagrams label line to touch surface / inside / curved part
one on left
must have double lines either side and can be labelled to base of receptacle
label marks = MAX 4 but MAX 2 for stylised diagrams

Fig. 2.2 shows the structure of a wind-pollinated flower.

Date 24-08-20 | Level L | 38

b) Label the visible floral parts of Fig. 2.2.
Explain how each floral part is adapted for this type of pollination.
stamen / anther / filament is outside / hanging / loosely attached; long / bendy filament; I labels
(but can accept e.c.f. from diagram), A pollen sacs

style / stigma is feathery / furry / large SA / long / large AW; I sticky / outside / exposed, I
pollen (not visible) / pistil / carpel alone, I negative comments e.g. no nectaries / petals / smell

c) i) State one similarity in the adaptations for pollination of the flowers shown in Fig. 2.1
and Fig. 2.2.
one similarity: both have stamens / anthers / stigmas;

Date 24-08-20 | Level L | 39

ii) Complete Table 2.1 to show four differences in the adaptations for pollination of the
flowers shown in Fig. 2.1 and Fig. 2.2.

Fig. 2.1 Fig.2.2 need to be matched pairs

petals Not present; I size / colour / scent
stamens / anthers enclosed within petals / stamens / anthers exposed / outside / A filament
firmly attached loosely attached; can be comparative
stigma / style enclosed within petals stigma / style outside the flower; I sticky,
I carpel
stigma /style is small / curved / single stigma / style has large SA / large / feathery /
hairy / multiple; A male + female parts are
inside / outside flower = 1 need both, do not
award if stigma/stamen given

Date 24-08-20 | Level L | 40

5. Fig. 2.1 shows one complete leaf from a pea plant made of a number of smaller leaflets.

a) i) Make a large, labelled drawing of the leaf.

Date 24-08-20 | Level L | 41

 iv) Describe how the leaflets in Fig. 2.1 are modified for different functions.
Large surface area for the absorption of light and carbon dioxide for the process of
photosynthesis.
The veins provide a network for transport of water and minerals as well as support the
leaf blade.

Table 2.1 shows the measurements of height of some pea plants in a garden at the time of
flowering.

c) What can you conclude about the height of these pea plants from the data in Table 2.1?
 The average height of pea plant during flowering is 37.36 cm.
 The height of the pea plants ranges from 11.0-64.0 cm.
 The reason for the variations may be lack of light, the effect of the environment or
overcrowding.
 There are taller plants than dwarf plants.
 There are 15 tall plants and 9 short plants.
 The variation may be cause by differences in genotypes.
 Variation may also be caused by different varieties of pea plants.

6. Fruits contain the seeds of a plant. They are dispersed from the parent plant in a variety of
ways.
A student investigated the dispersal of two different fruits, E and F, by measuring the distance
travelled by the fruits from their parent plants.
Fig. 2.1 shows fruits E and F.

Date 24-08-20 | Level L | 42

a) Use Fig. 2.1 to describe two visible differences, other than size, between fruits E and F.
Write your answers in Table 2.1.

difference E F

shape / outline / projections blades / wings / aerodynamic spines / thorns / spikes / hooks
shape / smooth / 2 projections / branched / uneven / many or
/ AW 5+ projections /AW;;
symmetry regular irregular;

point of attachment visible not visible;

seed position/ seed at one end / two not visible / one / number not
known (seeds/cores/parts);;

b) The student measured the distance travelled by 10 fruits of each type from their parent
plants at different wind speeds. They calculated the average distance travelled at each
wind speed. The results are shown in Table 2.2.

Date 24-08-20 | Level L | 43

i) Draw a graph to show the data in Table 2.2 on the grid below.
Use the same set of axes to show the data for both fruits.

 x-axis: wind speed/ ms–1 (The independent variable is the variable changed or
tested)
 y-axis: average distance/ m (The dependent variable is the variable measured)
 Each data point must be plotted accurately with an X or a dot with a surrounding
circle.
 Point must fit more than half the space.
 Lines should be point to point ±½ small square
 Key to differentiate between fruit F and E.

ii) E is dispersed by the wind.

Date 24-08-20 | Level L | 44
 Describe the evidence from the data that supports this statement.
Distance travelled by E increases with increasing wind speed.

c) Once a fruit has been dispersed, the seeds can germinate.

Fig. 2.2 shows a seed germinating.

Draw a large, labelled diagram of this germinating seed.

Date 24-08-20 | Level L | 45

 O – outline is single clear line (and no shading anywhere)
S – size is larger than photograph;
drawing larger than 60mm (length from top of plumule to tip of radicle)
D – detail;
L – one label from testa / seed coat / radicle / plumule / cotyledon / hypocotyl;

d) A student wanted to find out how temperature might affect the germination of seeds.
State:

i) the variable that should be changed

temperature

ii) the variable that should be measured and recorded

How many seeds germinate.
The rate of germination.
% germinated.
Time taken to germinate.

iii) two variables that should be kept constant.

Date 24-08-20 | Level L | 46
 Volume of water.
Percentage of oxygen.
Seed type, species, age and size.

e) Seeds store protein.

Before the seed germinates, enzymes in the seed begin to break down the protein.

i) Describe a method you would use to test a seed for the presence of protein.
Cut / chop / crush / grind the seed. Add to water to form a solution.
Test with Biuret reagent.
ii) State the results you would expect to see if protein is present.
Blue to lilac / mauve / purple.

Chapter 10
1. Fig. 1.1 and Fig. 1.2 show the external features of two ‘worms’, A and B. These worms belong to
two different groups of invertebrates.

a) i) Calculate the actual length of worm A.

working
correct answer + unit
0.1 to 0.11 cm OR 1.0 to 1.1 mm
Incorrect units – one mark only
If answer is not correct check
length of Figure 1.1, 15.5 to 16.0 cm OR 155 to 160 mm
Date 24-08-20 | Level L | 47
 OR
working

ii) Calculate how many times worm B is larger than worm A

working
correct answer + times/x for range 160 to 200;; accept correct ratio.
If answer is not correct check
length 18.0 to 20.0 cm OR 180 to 200 mm
length of worm B
OR working ;
length of worm A

b) Compare the two worms by completing the table to show three differences and one
similarity.
The first has been done for you.
Worm A Worm B
Difference 1 Smaller Larger
Difference 2
Difference 3
similarity

Worm shown in Fig.1.1 Worm shown in Figure 1.2

Differences 2 and 3 no ‘saddle’, clitellum or band; no saddle or band present;
Two from: transparent; not transparent/opaque;
intestine visible; intestine not visible;
no segments/sections/rings/ segmented/sections/rings/
bands; bands;
no bristles/hairs/chaetae; ignore bristles/hairs/chaetae present;
reference to legs/feet. Size
given so ignore width and
length.
similarity body long/cylindrical/thin/pointed at both ends or same at both
ends/same shape/bilateral;
do not accept negatives or they are both invertebrates

d) Name the groups to which the two worms belong.

Worm A
Worm B
classification group - Figure 1.1 nematode and Figure 1.2 annelid;
N.B. BOTH NAMES = 1 MARK

2. Fig. 2.1 shows a stage in the life cycle of an animal.

Date 24-08-20 | Level L | 48
 Fig. 2.2 shows an adult of a similar species.

a) Name the group of organisms to which this animal belongs.

Arthropod / insect

d) List three features of the adult stage visible in Fig. 2.2 which helped you to classify this
animal.
Class insects
 six legs / three pairs of legs/limbs
 three parts: head + thorax + abdomen
 compound eyes
 one pair of antennae
 wings
Phylum arthropod
jointed / segmented limbs

3. Fig. 3.1 shows an invertebrate animal.

Date 24-08-20 | Level L | 49

Fig. 3.2 shows the external features of six other animals.

a) Give the letters of two animals that belong to the same group as the invertebrate shown in
Fig. 3.1.
AC

e) Describe two similarities, visible in Fig. 3.2, between animal B and animal F.
Elongated body shape, eyes, scales and no legs or limbs.

Date 24-08-20 | Level L | 50

4. Fig. 3.1 shows four different animals that pollinate flowers.

a) i) State one way, visible in Fig. 3.1, that animal G is different from animal H.
Animal G has feathers, a beak, 2 or fewer legs and no antennae.

ii) State two characteristics, visible in Fig. 3.1, that are common to all four animals, F,
G, H and J.
All four animals have wings, legs, and eyes.

b) i) State the letters of the two animals, F, G, H or J, which belong to the same animal
group.
................... and ...................
Animal F belongs to the class Mammalia.
Animal G belongs to the class Aves.
Animal H belongs to the class insects.
Animal J belongs to the class insects.
H and J belong to the same animal group.
ii) Identify the animal group to which they belong. Suggest a reason why you have
chosen this group.
Animal H and J belong to the phylum arthropod as they both have 3 body parts and class
insect as they both have antennae, 3 pairs of legs and compound eyes.

Date 24-08-20 | Level L | 51

Chapter 11
1.Fig. 1.1 shows part of the fungus as seen with the aid of a microscope.

Fig.1.1
a) On Fig.1.1, label the following structures,
i) a hypha
ii) a spore.
b) Fig. 1.2 shows the cell of a fungus.

Fig.1.2
Compare the cell of a fungus shown in Fig. 1.2 with a green plant cell and an animal cell.
difference from a green plant cell: The fungus cell has no chloroplasts or chlorophyll both of
which are found in plant cells.
similarity to a plant cell: The fungus cell has a call wall, vacuole and a nucleus. All of which
are structures found in a plant cell.
difference from an animal cell: The fungus cell has a cell wall and a large permanent vacuole,
both of which are structures not found in an animal cell.

Date 24-08-20 | Level L | 52

c) Penicillin can be used to treat bacterial infections. It stops the formation of cell walls in
bacteria.
Suggest why penicillin can be used to treat bacterial infections in humans.
Human cells lack cell walls.
Human cells are not affected.
Bacteria can’t grow, are killed, weakened and unable to reproduce.

d) Seven small paper discs were soaked in solutions of different antibiotics, A to G.

The paper discs were placed on an agar plate which was evenly covered with growing
bacteria. This was left for a short time.
The results are shown in Fig. 1.3.

Fig.1.3

i) Select which antibiotic, A to G, is most effective.

E

ii) Give a reason for this choice of antibiotic in (i).

It resulted in the largest clear area surrounding disk indicating that more bacteria are
killed.

Date 24-08-20 | Level L | 53

Chapter 12
1. a) i) Fig. 2.1 shows a ground-living beetle.
Make a large drawing of the whole animal shown in Fig. 2.1. Label three features
that enable you to classify this animal as an insect.

Fig.2.1

Drawing:
Date 24-08-20 | Level L | 54
  clear outline of whole animal
 Reject sketchy outlines and excessive artistic shading
 Proportions: reject obvious gross errors or extra detail not present
 Detail: check 3 parts to body and 3 pairs of segmented legs.
Labels:
 6 legs/3 pairs/6 jointed appendages
 2 antennae
 3 parts to body / head and thorax and abdomen
 2 pairs of wings (accept 1 pair of wings)

ii) Measure the length of the insect in Fig. 2.1 and the length of your drawing.
Calculate the magnification of your drawing.
Length of insect in Fig. 2.1→ 4 cm (answers will vary depending on printing of page)
Length of drawing → 10 cm (answers will vary depending on drawing)
Length of drawing
Magnification=Length of insect in Fig.2.1
10cm
Magnification= 4 cm = x 2.5
Answer must be times or  in front of figure without units

b) Fig. 2.2 shows another insect

Fig.2.2

Describe three visible differences in the structure of the insect in Fig. 2.2 from the insect in
Fig. 2.1.

Feature Beetle Fig.2.1 Beetle Fig.2.2

Wings one pair 2 pairs of wings /
bigger wings
Wing covers present absent
Antennae shorter / smaller / longer / larger /

Date 24-08-20 | Level L | 55

 no swellings / swellings at tip /
segmented not segmented
Eyes none / not visible / small visible / large

Body small large

Abdomen not visible visible / segmented

Legs hairy / claws not hairy / no claws

2. Fig. 2.1 shows a photograph of the larva of an insect.

Fig.2.1

The larva in Fig. 2.1 becomes a moth.

Fig. 2.2 and Fig. 2.3 show the moth.

Fig.2.2 Fig.2.3

Look at Fig. 2.2 and Fig. 2.3.

a) State one visible feature of this moth which is used to classify it as an arthropod.
Jointed legs
Ignore exoskeleton as not clear in fig.

b) State three visible features of this moth which are used to classify it as an insect.
 The moth has 3 body parts, a head, thorax and abdomen.
 The moth has 1 pair of antennae.
 The moth has 3 pairs of legs.
 The moth has 2 pairs of wings.
Date 24-08-20 | Level L | 56
Chapter 13
1. A population of animals was studied over nine years. The changes in the population of males
are shown in Fig. 1.1.

Fig.1.1

a) Use the graph to estimate the total population of males and females in 1992. Assume that
the number of males and females is equal.
Show your working.
Estimated number of males in 1992 is 260.
Estimated number of males and females in 1992 is 260 × 2 = 520

f) Describe the changes in the population from 1992 to 2001.

There is a general increase in the population from 1992 to 1995.
The maximum population size occurs in 1995 with a total of 680 animals.
There is a general decrease in population size from 1995 to 2001.
Appropriate use of figures with a minimum of two population numbers for any two year
references or a calculated difference.
There is a drop in population size from 680 in 1995 to 20 in 2001.

Date 24-08-20 | Level L | 57

2. Bacteria can multiply quickly when grown in a nutrient rich medium in a flask.
Fig. 2.1 shows how the numbers increase with time.

Fig.2.1

After point X on the curve, the population growth continues at a different rate.

a) Extend the curve to show what might happen to an ageing bacterial population.

Line shows less steep gradient as graph above or line levels off or line goes down.

b) Suggest a reason for the change you have shown.

 Shortage of food.
 Buildup of toxins.
 Lack of space.

Date 24-08-20 | Level L | 58

Chapter 14
1. Blackspot is a disease of rose leaves caused by a fungus. The spots are composed of dead tissue.
The disease appears in polluted and non-polluted areas.
Fig. 2.1 shows the spots present on 25 leaflets from rose bushes sampled at random from a
polluted area and a non-polluted area. The black spots are visible in the drawings.

Fig.2.1

a) Count the number of spots on each leaflet and record the information in the tally chart.
Date 24-08-20 | Level L | 59
 Number of spots Number of leaflets from Number of leaflets from
polluted area non-polluted area
No spots
[11] [4]
1 spots
[4] [6]
2 spots
[5] [7]
3 spots
[3] [5]
4 spots
[2] [3]

b) Draw a column graph to show the range of numbers of spots per leaflet from the two
areas, with both sets of data on the same axes. Distinguish clearly between the two sets of
data.
 A axes labelled - number of leaves or leaflets on y-axis and number of spots on x-axis
 S scale evenly spaced and numbers for spots to be placed on axis centrally for columns
 P plotted correctly
 L lines ruled and columns of equal width BUT not touching
 K key or labelled to distinguish two sets of data;

Date 24-08-20 | Level L | 60

e) Describe the effect of pollution on the black spot infections.
 There are 14 leaflets with spots in the polluted area and 21 in the non-polluted area. There
are more leaflets with spots in the non-polluted area.
 There are 11 leaflets without spots in the polluted area and 4 leaflets without spots in the
non-polluted area. There are less leaflets without any spots in the non-polluted area.
 There are 31 spots on the leaflets in the polluted area and 47 spots on the leaflets in the non-
polluted area. There are more spots on leaflets in non-polluted areas.
 The spots are larger in the non-polluted area.

Date 24-08-20 | Level L | 61