Level L Biology Course Revision Questions

Week 1:
Chapter 1 Cell Structure and Organization
Section 1.1: Animal and Plant Cells

1. a. Describe the role of the cell membrane.

b. Which cells are surrounded by a cell membrane?

2. a. Describe the role of the cell wall.

b. Which cells are surrounded by a cell wall?

3. Describe the cytoplasm.

4. a. G What are the functions of the nucleus?

b. Which types of cells contain a nucleus?

5.
a. G What is the function of mitochondria?

b. Describe the structure of mitochondria.

c. Outline the relationship between the number of mitochondria in a cell and its
relative activity.

d. Which types of cells contain mitochondria?

6.
a.G What is the function of ribosomes?

b. Which cell types contain ribosomes?

c. Where are the ribosomes found within the cell?

7.
a.What is the endoplasmic reticulum?

b. Describe the two types of endoplasmic reticulum.

c. How does the rough endoplasmic reticulum have the capacity to produce
proteins?

d. Which types of cells contain endoplasmic reticulum?

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 e. How are the proteins produced in the rough ER transported to the different
parts of the cell?

8. What is the function of the golgi apparatus?

9. What are lysosomes?

10.
a.G What is the function of the chloroplast?

b. What type of cells contains chloroplasts?

11. What are the functions of vacuoles?

12. Draw a typical animal cell and label the main structures, including the
organelles.

13. Draw and label a diagram of a typical plant cell.

14. G In a table form, list the structural differences and similarities between a
liver cell (animal cell) and a palisade cell (plant cell).

15. List one functional difference between plant and animal cells.

16. a. Plant cells and animal cells have many structures in common. Enumerate
them.

b. Enumerate the structures found in plant cells and not found in animal cells.

c. Prokaryotic cells (bacteria) differ from the cells of the other kingdoms
(animal, plant, fungi, protoctists) in that they lack a membrane bound
nucleus. State the main differences between animal cells and prokaryotes.

Week 2:
Chapter 1 Cell Structure and Organization
Section 1.2 Cell Biology and Microscopy (From Pg.11)

17.
a.List the requirements needed for making a good biological drawing.

b. Look at the two diagrams of leaf epidermal cells (magnified 100X) below,
which were drawn by students. Briefly discuss how these drawings meet or
do not meet the requirements of an acceptable biological drawing (make
sure to list both the strong and weak points).

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18. a. Convert between mm and µm.
1 mm =103 µm
1 µm = 10- 3 mm
a- 1 mm = µm
b- 80 mm = µm
c- 166 µm = mm
b. How can magnification be calculated?
𝑚𝑎𝑔𝑛𝑖𝑓𝑖𝑐𝑎𝑡𝑖𝑜𝑛 =
c. The length of a mitochondrion in a photomicrograph is 15 mm.
The actual length of the mitochondrion is 3 µm.
What is the magnification of the photomicrograph?
Given:
size of image =
actual size =
Before calculating the units of the image and actual size must be the same.
Therefore we convert:
size of image =
Formula:
𝑚𝑎𝑔𝑛𝑖𝑓𝑖𝑐𝑎𝑡𝑖𝑜𝑛 =
Calculate:
𝑚𝑎𝑔𝑛𝑖𝑓𝑖𝑐𝑎𝑡𝑖𝑜𝑛 =
19. The diagram shows a high-power drawing of a plant cell. The distance between X
and Y on the diagram below is 100 mm. The actual length of the cell between X and
Y is 200 µm.

a. What information has been given?

b. How can magnification be calculated?

𝐌𝐚𝐠𝐧𝐢𝐟𝐢𝐜𝐚𝐭𝐢𝐨𝐧 =
c. What must be done before calculating magnification?

d. Calculate magnification.

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 Size of specimen =
Magnification =
20. The measured length of cell A in the figure below is 16 mm. Calculate the actual size
of the cell in micrometers.

Formula:
Actual size =
Given:
Measured length =
Magnification=
Calculate:
Actual size =
21. G A student viewed a cell using a light microscope. He used an eyepiece lens of X15
and an objective lens of X20. The specimen viewed by the student appeared to be
3mm long. What is the actual size of the specimen? Give your answer to three
significant figures.

Section 1.3 Cell Division and Specialization

22. State three reasons why cell division is important to living organisms.

23. Compare the cell division of animal cells and plant cells.

24. Define cell specialization.

25. Relate the structure of red blood cells to their function.

26. Relate the structure of the ciliated cells found in the lining of the respiratory tract to
their function.

27. Relate the structure of nerve cells to their functions.

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28. Relate the structure of sperm cells and egg cells to their role in reproduction.

29. Explain how xylem vessels are adapted for providing support and transporting
water up the plant.

30. Explain how root hair cells are adapted to carry out their function.

Section 1.4 Level of Cellular Organization

31. G What are the levels of cellular organization starting from the lowest to the
highest?

32.
a.Enumerate examples of tissues.

b. Enumerate examples of organs.

c. Give examples of organ systems in animals.

d. Give an example of an organ system in plants.

33. Classify the following examples (a–f) as tissue, organ, or organ system by placing a
check (✓) mark in the corresponding row.

34. The diagram below shows a cross section of an artery and a capillary.

a. Explain, with examples, the difference between a tissue, an organ, and an

organ system.

b. Based on the above diagram, explain why an artery can be considered to be an

organ but a capillary cannot.

Week 3:

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Chapter 2 Biological Molecules
Section 2.1: The Molecules of Life
1. List the four types of biomolecules and state whether each is a polymer or not.

2. What are metabolic reactions?

3. Label the below diagram which describes two examples of metabolic reactions that
occur continuously in the body.

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4. G Why is water important for living cells?

Section 2.2: Carbohydrates

5. G Describe the general characteristics and structures of carbohydrates.

6. Name the bond that forms between sugar molecules.

7. List functions of carbohydrates.

8.
a. Give examples of monosaccharides, disaccharides and polysaccharides.

b. Name the disaccharide composed of one molecule of glucose and one

molecule of fructose.

c. Name the compound formed when two molecules of glucose are linked by
a glycosidic bond.

d. State the role and components of the disaccharides, sucrose and lactose.

e. Describe how plant and animal cells store carbohydrates and identify the
structural polysaccharide in plant cell walls.

9.
a. Explain how reducing sugar is tested for in a food sample.

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 b. State one source of error in the method used for the reducing sugar test.
Suggest how to improve the method to minimize this source of error.
Error

Improvement:

c. State precautions to be taken when performing reducing sugar test.

d. How is the presence of starch tested?

Section 2.3: Lipids

10. G Describe the general characteristics and structure of lipids.

11. State three functions of lipids.

12. How is a food sample treated to test the presence of lipids in it? (Use of ethanol
and water)

Week 4:

Chapter 2 Biological Molecules

Section 2.4: Proteins
13. G Describe the general characteristics and structure of proteins.

14.
a. What determines the shape of a protein?

b. How does one protein differ from another?

c. Why is the shape of a protein important?

15. Proteins are divided into two groups based on their general roles in living
organisms.
a) Name the two groups of proteins.

b) Give an example of each group of protein.

16. Eggs are a major source of protein. However, once cooked, eggs cannot go back to
their previous, uncooked shape, even if returned to cooler temperatures. Explain
what happens to eggs that makes the cooking process irreversible.

Section 2.5: Nucleic Acid

17. G What are some characteristics of the structure of nucleic acids?

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18. Name the two main types of nucleic acids involved in protein synthesis and
indicate where each is mainly found in the cell.

19. Describe messenger RNA molecules in the cell.

20.
a. How does DNA carry the hereditary information?

b. Describe how the genetic code for making proteins gets from the DNA in the
nucleus to the ribosomes in the cytoplasm.

c. How many bases in a DNA molecule code for a particular amino acid?

Section 2.6: Vitamins

21. Outline the importance of vitamins C in the diet.

22.
a. What is the name of the test that gives a purple color if protein is present?

b. State the precautions to be taken when performing biuret test.

c. State the expected results when testing a solution for vitamin C using DCPIP.

23. Outline the importance of vitamins D in the diet.

Section 2.7: Mineral Salts

24. a. Outline the importance of calcium in the diet.

b. Outline the importance of iron in the diet.

Section 2.8 Interconversion of Organic Molecules

25. Why can plant cells make proteins without an external supply of amino acids?

26. G Describe the use of different tests to detect the presence of biological
molecules.

27. The table below describes the chemical structure of some substances
commonly found in the food we eat.

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 Using the information in the table, determine which of the substances A to E is
i) monosaccharide
ii) disaccharide
iii) starch
iv) fat
v) protein

28. A group of students wanted to study the effect of cooking on the starch content
of potatoes. They decided to carry out an experiment to compare the starch
content of raw and cooked potatoes.
a) Outline the steps of an experiment that the students could use and include all
safety precautions to be followed.

b) Suggest an explanation for the results obtained in this experiment.

Week 5 & 6:
Chapter 3 Enzymes
Section 3.1: Mode of Action of Enzymes
1.
a. Why are enzymes said to be specific?

b. Why are enzymes known as biological catalysts?

c. What is a substrate?

2.
a. What are enzymes made of?

b. Define the active site of an enzyme.

c. Relate the shape of the enzyme to its function.

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 d. Describe the lock and key theory of enzyme action.

3. G Which sites can be identified in the structure of enzymes and what are their
functions?

4. Name the enzyme that carries out each of the following actions:
a) breakdown of proteins:
b) breakdown of lipids:
c) breakdown of sucrose:
5. Distinguish between intracellular and extracellular enzymes.

6. T The diagram below illustrates an enzyme-catalyzed reaction.

a. State the names of structures A, B, C, and D.

b. Explain why the model of enzyme activity shown in this figure is known
as the 'lock-and-key' model.

c. Some enzymes are produced by specific cells and released into the
alimentary canal to aid in the chemical digestion of consumed food.
Explain why enzymes are important for the reactions occurring during
chemical digestion.

d. Use the 'lock-and-key' model to explain how the enzyme sucrase catalyzes
the breakdown of sucrose into fructose and glucose in the human body.

Section 3.2: Factors Affecting Enzyme Action

7. G How do different factors affect the activity of enzymes?

8. Using a graph, show how the human salivary amylase enzyme behaves when
increasing the temperature from about 10°C to 60°C.

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9. a. Define optimum temperature.

b. Why does increase the temperature up to 40°C result in an increase of

activity of most enzymes?

c. Why does decrease the temperature below 40°C result in a decrease of

activity of most enzymes?

d. Describe the effect of high temperatures above 40 on enzyme action.

e. At what temperature do human enzymes completely denature?

10. a. Define pH.

b. Compare acidic solution to alkaline solutions.

c. How can pH be measured.

d. Identify the relative pH’s of alkaline, acidic and neutral solutions.

e. Describe the use of litmus paper in measuring pH.

f. Define the optimum pH.

g. Explain the effect of deviation of the pH of an enzyme from its optimum.

h. Using a graph, show how the human salivary amylase enzyme behaves when
varying pH.

11. a. Describe the effect of substrate concentration on the rate of an enzyme-

catalyzed reaction.

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 b. Using graphs, show how the human salivary amylase enzyme behaves when the
concentration of the substrate increases.

12. What effect does increase the concentration of the enzyme have on the rate of the
enzymatic reaction?

Section 3.3: Enzymes and Biotechnology

13. Describe the role of enzymes in the production of fruit juices.

14. Describe the role of enzymes in the dairy industry.

15. To remove blood stains and oil stains off clothes, biological powders are used.
Biological powders contain enzymes extracted from microorganisms such as
bacteria and fungi and are therefore considered to be biotechnology products.
a. What must these powders contain to remove completely the stains?

b. How do these powders act?

c. At what temperature should the washing powders containing lipase and

protease enzymes be used for optimum action?

16. State the role of enzymes in the production of biofuel.

Section 3.4: Practical Work

17. An experiment was carried out to test the following hypothesis.

“Boiling catalase will denature the enzyme.”
Filtrate from liver extract was added to test tube A containing hydrogen peroxide.
Boiled filtrate from liver extract was added to test tube B containing hydrogen
peroxide.
a. Name the enzyme that breaks down hydrogen peroxide.

b. Why is liver used in this experiment?

c. What is expected to happen in each of the test tubes?

d. How is a gas tested to show it is oxygen?

e. How is catalase enzyme denatured?

f. What variables should have been controlled or kept the same in both test
tubes?

g. What would a suitable control for the experiment be?

h. State the independent variable in the experiment.

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 i. What is the dependent variable in the experiment?

18. Equal amounts of amylase solution and starch solution were added to four
different test tubes labeled 1-4 and incubated at different temperatures as below:
Tube 1: put ice and water to keep the temperature at about 10 °C
Tube 2: mix hot and cold water from the tap to prepare warm water of about 35°C
Tube 3: use water from the cold tap to keep the temperature at 25°C
Tube 4 at 65°C
a. Name the variable tested.

b. What is the product formed as a result of hydrolysis of starch by amylase?

c. What variables should be controlled in the experiment?

d. What is a possible control for the experiment?

e. In which test tube was maltose first detected; last detected; and not detected
at all?

Week 7:

Chapter 4 Methods of Cell Transport

Section 4.1: Movement of Molecules Across Cell Membranes

1. G What is the major function and structural component of the cell membrane?

2. Why is the cell membrane said to be selectively permeable?

Section 4.2: Passive Transport

3. What are the main subtypes of passive transport?

4. Define passive transport.

5. [G] What is diffusion and what are some factors that affect its rate?

6. Identify how different factors that affect the rate of diffusion.

7. What is the main difference between simple diffusion and facilitated diffusion?

8. Distinguish between carrier proteins and channel proteins.

9. Name some vital functions in living organisms that rely on the process of diffusion.

10. Define osmosis.

11. Describe isotonic solutions.

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12. Describe hypertonic solutions.

13. Describe hypotonic solutions.

14. The following diagram shows four separate beakers, each containing two different
solutions that are separated by a selectively permeable membrane.

M represents a concentration unit called a molar. The higher the number, the more
concentrated the solution is.
a. Draw an arrow below each beaker to indicate the direction of the net movement of
water between the solutions.

b. Which of the eight given solutions has the highest water potential?

c. In beaker (B), which of the two solutions has a higher osmotic potential?

d. In beaker (A), which of the two solutions has a higher water potential?

e. By which process do the water molecules move between the different solutions

15. [G] Describe osmosis in plant and animal cells.

16. Describe how osmosis is vital for the movement of water between plant cells during water
uptake through the roots.

17. [T] Strips of epidermal cells taken from a plant were placed in three different sucrose
solutions and were left for 30 minutes. Then, the cells were observed under a light
microscope and the observations are recorded in the table below.

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 a. Describe the appearance of the plant cells in each solution.

b. What process is responsible for the changes observed in the cells’ appearance?

c. What characteristic of the plant cell membrane allows this process to occur?

d. What can you say about solution B that explains the appearance of the cells in this
solution?

18. [T] Strips of epidermal cells were taken from a plant and placed for 30 minutes in three
different salt solutions as shown in the table below.

a. The diagram below illustrates a plant cell after being placed in solution 1.

i.Identify A, B, and C.

ii.Describe the changes observed in the plant cell when placed in solution 1.

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 iii.What process is responsible for the changes observed in the cells’ appearance?

iv.What characteristic of the plant cell membrane allows this process to occur?

v.Could the plant cell illustrated in part (a) return to its normal shape? Explain your
answer.

19. Refer to the below diagram of a plant cell to answer the questions that follow.

a. Name the force labeled A and define it.

b. Name the force labeled B and define it.

c. State the significance of turgor pressure in plants.

Section 4.3: Active Transport

20. [G] a) What is active transport? b) What is the importance of active transport in
living organisms?

21. Active transport occurs in epithelial cells of the intestine, tubular cells of the
kidneys and root hair cells of plants. State how these cells are adapted to carry out
active transport.

22. How are large macromolecules transported across the cell membrane?

23. Define endocytosis and give an example of this process in living cells.

24. Define exocytosis and give an example of this process in living cells.

25. Complete the following table. Put (✓) if the statement is true and (X) if it is not.

Week 8:

Chapter 4 Methods of Cell Transport

Section 4.4: Practical Work

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26. A piece of dialysis tubing, which is selectively permeable against large molecules, is
filled with 1% starch solution. The tube is then inserted into a test-tube containing
dilute iodine solution.

a) Explain what is meant by “The dialysis tubing is selectively permeable.”

b) State the color of the starch solution and iodine solution at the start of the
experiment.

c) Predict the changes that would be observed after about 20-30 minutes.

27. The diagram below represents 3 identical pieces of dialysis tubing. The three
pieces are filled with 5% sugar solution. What is expected to happen to the mass
and volume of the dialysis tubing?

28. Turgid potato cylinders of the same length and weight were left in varying
solutions for few hours: Distilled water, dilute sugar solution, dilute salt
solution, concentrated sugar solution
a. Which cylinder gains the most weight and becomes firm?

b. Which cylinder had the greatest increase in length?

c. Which cylinder loses the most weight?

d. Which cylinder decreased in length the most?

e. Which cylinder feels the softest?

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 f. Explain what will happen when a potato cylinder is placed in distilled
water.

g. Explain what will happen when a potato cylinder is placed in

concentrated sugar solution.

29. The figure below represents a plasmolyzed cell:

Label parts 1, 2, 3, 4, 5 and 6.

Chapter 5 Cellular Respiration

Section 5.1: Respiration in Cells

1. State the uses of energy in living organisms.

2. What is cellular respiration?

3. Where is ATP mainly produced in the cells?

Section 5.2: Cellular Energy Production

4. a) How is a molecule of ATP formed? b) What is the advantage of storing energy
in the form of ATP in the cell? c) Name an enzyme responsible for breaking down
ATP.

Section 5.3: Aerobic Respiration

5. G a. Identify the precise site of aerobic respiration.

b. Define aerobic respiration.

c. Write in words, the equation for aerobic respiration.

d. Write the chemical equation for aerobic respiration using symbols.

Section 5.4: Anaerobic Respiration

6. a. Define anaerobic respiration.

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 b. Where does anaerobic respiration take place?

7. a. State the word equation for anaerobic respiration in muscles during vigorous
exercise.

b. What happens during lactic acid fermentation?

c. Name the product of lactic acid fermentation/anaerobic respiration in

muscles cells.

d. When does lactic acid fermentation occur in muscle cells?

e. What causes muscle fatigue during strenuous exercise?

f. What happens to the lactic acid that accumulates in the muscles after
strenuous exercise?

g. Explain what is meant by the term oxygen debt.

h. Outline how the oxygen debt is removed following physical exercise.

8. a. Describe anaerobic respiration in yeast.

b. State the word equation for anaerobic respiration in yeast.

c. State the balanced equation for anaerobic respiration in yeast.

d. Name the two products formed from alcoholic fermentation/anaerobic

respiration in yeast.

e. Name industries that use the alcoholic fermentation process in yeast.

9. In a table, distinguish between aerobic and anaerobic respiration

10. G Describe anaerobic respiration in animals and microorganisms.

11. [T] A specific type of anaerobic respiration that is carried out by some
microorganisms is commercially used in the baking industries. The basic
requirements of making bread using these microorganisms are summarized below.

a) Identify the microorganism used in the process of bread making.

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 b) Name the type of anaerobic respiration used in bread making.

c) Identify gas X that is produced as a result of this process.

d) The graph below illustrates the changes in the rate of reaction of the
microorganism used in break making with respect to temperature.

i. Describe how the rate of reaction changes with temperature.

ii. Suggest one explanation for the decrease in the rate of reaction after 45C.

Week 9:
Chapter 5 Cellular Respiration
Section 5.5: Metabolism

12. a. Define metabolism.

b. Define catabolism.

c. Define anabolism.

Section 5.6: Practical Work

13. List three chemicals that can be used to remove atmospheric carbon dioxide.

14. a. Identify the two indicators that may be used to detect the presence of carbon
dioxide.

b. State the color or appearance of lime water in the absence and presence of
carbon dioxide.

c. State the color or appearance of hydrogen carbonate at different

concentrations of carbon dioxide.

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15. Examine the apparatus below.

a. Name the chemicals A, B and C.

b. After 10 minutes, indicate the changes that will be observed in the color of
the indicator in flasks 1 and 2. (Assume the indicator used is hydrogen
carbonate.)

c. Deduce the purpose of this experimental setup.

d. Identify a possible control for the experiment.

16. Examine the apparatus below.

a. What is the role of the sodium hydroxide solution?

b. What happens to the indicator in flask X and Y?

c. If a plant is used to demonstrate respiration, why must the bell jar be covered
with a black polythene bag?

17. Refer to the following diagram of a simple respirometer.

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 a. What is the apparatus in the diagram above called?

b. What is the role of the respirometer?

c. What can replace the sodium hydroxide solution?

d. What is the role of the sodium hydroxide solution?

e. What is expected to happen to the colored fluid? How would the control be
set up?

f. Identify a suitable control for the experiment.

18. 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 colored liquid was
introduced into the capillary tube as shown.

During the next 5 minutes, the drop of colored liquid moved along the capillary tube.
The sodium hydroxide absorbs carbon dioxide.
a. Explain why the drop of colored liquid moved towards the test tube.

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 b. Describe a suitable control for this investigation.

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 colored liquid moved
along the capillary tube was measured over a period of 60 seconds at each
temperature. The drop of colored liquid was moved back to the start of the capillary
tube before each reading was taken. The results are shown in Table 3.1.

c. Explain why the temperature would affect the respiration of the maggots.

19. Refer to the diagram below which shows the release of carbon dioxide gas by yeast
under anaerobic respiration to answer the following questions:

a. What is the word equation for anaerobic respiration in yeast?

b. Indicate the purpose of using liquid paraffin.

c. Gas bubbles appeared in the lime water. What process released the gas
bubbles?

d. The apparatus was set up at 35°C. Why?

e. What are the results obtained after 10 to 15 minutes?

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Week 10:
Chapter 6 Photosynthesis and Nutrition in Plants
Section 6.1: Mode of Nutrition in Plants

1. Define the term nutrition.

2. Compare the heterotrophic and autotrophic modes of nutrition in living

organisms.

Section 6.2: The Process of Photosynthesis

3. [G] a) What is photosynthesis? b) What is the importance of the products of
photosynthesis?

4. a) Name the organelle responsible for capturing light energy in green plants.

b) Name the pigment associated with this organelle and describe its function.

5. a) Write the balanced overall chemical equation for photosynthesis.

a) Write the word equation for photosynthesis.

Section 6.3: Factors Affecting Rate of Photosynthesis

6. G What are the factors that can limit the rate of photosynthesis?

7. Describe the effect of light intensity on the rate of photosynthesis.

8. Describe the effect of temperature on the rate of photosynthesis.

9. Describe the effect of carbon dioxide concentration on the rate of photosynthesis.

10. Describe how closure and opening of stomata can alter the rates of photosynthesis.

11. Name three factors that might affect the rate of photosynthesis in plants and
specify the factor affecting the rate of photosynthesis at x.

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12. Name three methods used to increase the rate of photosynthesis in greenhouses.

13. The graph that follows shows the changes in the concentration of carbon dioxide in
a field of long grass throughout a 24-hour period in summer.

a. Explain why the levels of carbon dioxide are high at midnight and low at
noon.

b. Name two factors that could limit the rate of photosynthesis between 4 a.m.
and 2 p.m.

14. [T] The graph below shows changes in the relative rate of photosynthesis of two
plants under different temperatures.

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 a) Describe the changes in the rate of photosynthesis of each plant.

b) Give two reasons to explain the effect of the change in temperature on the
rate of photosynthesis in both plants.

c) Temperature is a limiting factor in A at temperature 35C. Explain this

statement.

d) With reference to the given graph, suggest which curve corresponds to each
of the following crops:
i. Sugar cane, which grows in warm climates

ii. Wheat, which grows in cool climates

Section 6.4: Minerals

15. a) [G] Identify the importance of nitrate and magnesium ions for plant growth.

b) What is a source of mineral ions for plants?

Section 6.5: Practical Work

16. a. What is the main storage form of glucose in the plant?

b. Specify the two evidences that photosynthesis has occurred.

c. What test shows evidence of photosynthesis in a leaf?

d. Describe how a plant is destarched.

e. Outline the steps in testing a leaf for starch.

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17. A variegated leaf: with green and white patches was destarched and exposed to
light for a few hours.
The leaf was removed from the plant and tested for the presence of starch.
Leaf “A” is the leaf at the beginning of the experiment.

a) Indicate the aim of the experiment.

b) Identify the part of the leaf serving as the experiment and the part of the leaf
serving as the control.

c) Draw on leaf “B” the pattern and label the colors you would find at the end
of the experiment after it had been tested with iodine solution. Explain your
answer.

18. A destarched plant with variegated leaves had a piece of black paper attached to
one leaf as shown in the diagram below (A). The plant was kept under a bright
light for 24 hours. The leaf was then removed, the paper taken off and the leaf was
tested for starch (B).

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 The different part of the lead were tested for starch using iodine solution. Shade in
the areas, which would contain starch in B. Explain your answer.

Week 11:
Chapter 6 Photosynthesis
Section 6.5: Experiments 3-6
19. Fig. 4.1 shows the apparatus used in an investigation.
Fig. 4.1

a. State the whether or not photosynthesis and respiration are happening in

each of the above test tubes?

b. Name the acidic gas produced during respiration and used up in

photosynthesis.

c. Hydrogen carbonate indicator changes color according to the pH contents of

each test tube as shown in the pH chart below.

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 Each of the four test tubes was left for several hours. Predict the color of the
indicator in each of the four test tubes and explain your answer.

20. Refer to the experiment below:

a) State a possible hypothesis tested using the experiment above.

b) Explain the use of sodium hydrogen carbonate solution in this experiment.

c) State the purpose of using soda lime.

d) Specify which pot is the control setup and which one is the experimental
setup.

e) During a photosynthesis experiment, what is the purpose of depriving a plant

of carbon dioxide?

f) Indicate the variable being tested.

g) If carbon dioxide is not made available to a plant, what would the result if the
leaves of this plant were tested for the presence of starch be?

h) When you test for the effect of carbon dioxide on the process of
photosynthesis, what variables must be controlled or kept the same?

Date 12-11-2020 | Level L | 30

21. An aquatic plant was set up as in the diagram below. The rate of photosynthesis
was measured at different light intensities. Refer to the diagram below and answer
the following questions:

a. Indicate the purpose of this experiment.

b. What is your evidence that the plant is photosynthesizing?

c. Indicate how to investigate the effect of light intensity on the rate of

photosynthesis.

d. The variable tested is the only variable that is changed. What is the variable
being tested in the experiment above?

e. What are the variables that need to be controlled or kept the same?

f. How can you obtain different light intensities?

g. What is the relationship between distance from the light source and
number of bubbles of oxygen produced?

h. Explain why sodium hydrogen carbonate is added to the tube containing the
aquatic plant.

i. Describe what would happen in the above experimental set up if the plant
was placed in a dark cupboard.

22. 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.

Date 12-11-2020 | Level L | 31

 a. Name the gas released as a result of photosynthesis. Describe how it can be
tested.

b. Determine the volume of gas collected in five hours and the rate of gas
production per hour.

c. Mention different sources of error in this experiment and how you can avoid
them.

23. An aquatic plant was set up as in the diagram below. The rate of photosynthesis
was measured at different temperatures. The lamp was placed at a fixed distance
from the plant. The temperature of the water in the beaker was maintained at
20°C. The number of oxygen bubbles given off by the plant in a one minute period
was counted. The temperature of the water was increased to 25°C using a hot
plate. The number of oxygen bubbles given off in a one minute period was
counted again. The temperature of the water was increased to 60°C using a hot
plate. The number of oxygen bubbles given off in a one-minute period was
counted again. Refer to the diagram below and answer the following questions:

a. Indicate the purpose of this experiment.

Date 12-11-2020 | Level L | 32

 b. What is your evidence that the plant is photosynthesizing?

c. The variable tested is the only variable that is changed. What is the variable
being tested in the experiment above?

d. What are the variables that need to be controlled or kept the same?

e. Calculate the average number of bubbles produced per minute at each

temperature. Write your answer to two significant figures.
Temperature Number of oxygen bubbles /min
°C Trial 1 Trial 2 Trial 3 Average
20 35 37 38
25 40 42 44
60 2 1 0

f. Explain the number change in the number of oxygen bubble produced per
minute when the temperature is increased from 20 to 25 °C.

g. Explain the number change in the number of oxygen bubble produced per
minute when the temperature is increased from 25 to 60 °C.

24. An aquatic plant was set up as in the diagram below. The rate of photosynthesis
was measured at different carbon dioxide concentrations. The lamp was placed at
a fixed distance from the plant. The temperature of the water in the beaker was
maintained at 25°C. The number of oxygen bubbles given off in a one minute
period was counted at different carbon dioxide concentrations. Refer to the
diagram below and answer the following questions:

a. Indicate the purpose of this experiment.

b. What is your evidence that the plant is photosynthesizing?

c. The variable tested is the only variable that is changed. What is the variable
being tested in the experiment above?

d. How can the carbon dioxide concentration be changed?

e. What are the variables that need to be controlled or kept the same?

Date 12-11-2020 | Level L | 33

 f. The table below includes the number of oxygen bubbles released per minute
by the pondweed at each concentration of sodium hydrogen carbonate.
Beaker # Concentration of sodium Number of oxygen
hydrogen carbonate bubbles released per
(mol/L) minute
1 0.006 12
2 0.0125 15
3 0.025 17
4 0.05 20
5 0.1 25
Explain the increase in oxygen bubble released per minute as the concentration
of hydrogen carbonate increases.

Chapter 7 Plant Structure and Function

Section 7.1: Plant Classification

1. Differentiate between vascular and nonvascular plants and give an example of each.

2. Identify the types and roles of buds in a plant shoot system.

3. Give two roles of the plant root system.

4. Classify flowering plants based on the number of cotyledons they have in

their seeds.

Section 7.2: The Leaves

5. What supports the thin and flat structure of the lamina?

6. The figure below shows parts of the internal structure of a leaf (transverse
section).

Date 12-11-2020 | Level L | 34

a. What is a transverse section?

b. Match labels A–I to the following words: upper epidermis, lower epidermis, palisade
mesophyll, spongy mesophyll, guard cell, stoma, phloem, xylem, and air space.

7. What is the cuticle?

8. What are the major parts identified in the external structure of leaf?

9. [G] Describe how leaves are adapted for photosynthesis

Some of the main external and internal features in plant leaves that facilitate the process of
photosynthesis are listed below.

10. Describe the epidermis of the leaves and enumerate its functions.

11. a. Describe the structure and role of stomata.

b. Compare the distribution of stomata in monocot and dicot leaves.

12. Draw a labeled diagram of two guard cells and a stoma.

13.
a. Identify the functions of the mesophyll cells (palisade cells and spongy
cells) in plant leaves.

Date 12-11-2020 | Level L | 35

 b. Describe the arrangement of the mesophyll tissue.

14. How do the palisade mesophyll cells differ from the spongy mesophyll cells?

Term 2, Week 1:
Section 7.3: The Stem

15. Label the following parts of the transverse section of the stem given below and
mention their function(s).

16. What are the functions of the epidermis, phloem, xylem, cortex, and pith of a
stem?

Section 7.4: The Root

17. Describe the structure of a root. Label the diagram of the transverse section of the
root.

18. What are the main functions of root hair cells?

19. [G] How are the root hair cells adapted to perform their function?

Term 2, Week 2
Chapter 8 Plant Nutrition and Transport
Section 8.1: Transport System in Plants

1. [G] Describe the structure and function of the xylem.

Date 12-11-2020 | Level L | 36

2. [G] Identify the main structure and function of phloem sieve tubes.

3. Describe sieve plates.

4. How can a sieve tube-element survive without a nucleus?

5. [G] What is the arrangement of vascular tissues in stems, leaves, and roots?
a. Distinguish between the arrangement of vascular tissues in the roots of
dicots and monocots.

b. Distinguish between the arrangement of vascular tissues in the stem of dicots

and monocots.

c. Distinguish between the arrangement of vascular tissues in the leaves of

dicots and monocots.

Section 8.2: Water and Mineral Uptake form Soil

6. Study the diagram and trace the route taken by water from the soil to the xylem
vessels in roots.

7. [G] Describe the uptake of water and mineral ions from the soil by the roots.

Section 8.3: Transport Mechanisms in Plants

8. [G] Define transpiration.

9. Describe the movement of water vapor through the leaves.

10. Explain the mechanism by which water moves upwards in the xylem.

11. Describe wilting.

Date 12-11-2020 | Level L | 37

12. [G] State five external factors that affect the rate of transpiration and explain
briefly how each factor affects transpiration rate.

13. [G] Define translocation.

14. Define source and sink in translocation and give examples of each.

14. Describe how leaves, green stems, woody stems and roots obtain the gases they
need.

Section 8.4: Adaptations of Plants to Different Environmental Conditions

15. a. Define xerophytes.

b. Explain the adaptive features of xerophytes to their environments.

16. a. Define hydrophytes.

b. Explain the adaptive features of hydrophytes to their environments.

Term 2, Week 3
Chapter 8 Plant Nutrition and Transport
Section 8.5: Experiments
17.
a. What is the use of a potometer?

b. List precautions that must be taken when using a potometer.

18. Potometers are used to measure water uptake by plants. They can be used to
investigate transpiration. The figure below shows a potometer. The apparatus was
used to investigate the effect of light intensity on the rate of transpiration in plants.

Date 12-11-2020 | Level L | 38

 a. Identify the independent and dependent variables in the investigation.

b. Identify three variables that should be controlled in the investigation and

describe how these variables should be standardized.

c. Design an experiment to investigate the rate of transpiration at different light

intensities using the potometer depicted.

19. a. State four conditions and how they affect the rate of water uptake in plants.

b. What is expected to happen to the rate of water uptake of the leafy shoot
depicted below if it were covered by a plastic bag?

20. A student wanted to confirm that transpiration in plants produces water vapor.
a. Describe an experiment that can be performed by the student to show the
production of water vapor through transpiration using blue cobalt chloride.

b. Describe another chemical that detects the presence of water.

21. Describe how cobalt chloride can be used to determine which side of a leaf has more
stomata.

22. Describe an experiment to measure the rate of transpiration in a plant.

Date 12-11-2020 | Level L | 39

23. [T] Fig. 1.1 shows a young plant with its roots submerged in a container filled with
a solution containing mineral salts and a colored dye.

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

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

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.

24. [T] The main pulling force that draws water from the soil and through the plant is
produced by a process called transpiration which mostly takes place in the leaves.
The figure below illustrates a section through a leaf.

a) Label parts A to D.

b) Describe how structure B is specialized to perform its role of transporting

water to the leaves.
Date 12-11-2020 | Level L | 40
 c) Use the diagram to explain how water is lost from leaves during
transpiration.

d) The rate of transpiration in a plant changes under different circumstances.

Identify one environmental condition that affects the rate of transpiration
and describe its effects.
Chapter 9 Plant Reproduction and Responses
Section 9.1: Types of Reproduction in Plants

1.
a. Define reproduction.

b. Indicate the two modes of reproduction in plants.

c. Define asexual reproduction.

d. Define sexual reproduction.

2. Specify which mode of reproduction results in a higher genetic diversity.

Section 9.2: Sexual Reproduction in Flowering Plants

3. [G] Identify and describe the male and female reproductive parts of the flower.

4. Label the structures A – I of a typical bisexual flower.

5. How are the petals, sepals and receptacles involved in sexual reproduction?

6. Give one difference between monocot and dicot flowers.

7. a. Define pollination.

b. [G] Define the term self-pollination.

Date 12-11-2020 | Level L | 41

 c. Identify the advantage of self-pollination.

d. Identify the disadvantage of self-pollination.

e. State four methods of preventing self-pollination in flowers.

8. a. [G] Define the term cross pollination.

b. Identify the advantage of cross-pollination.

c. Distinguish between self-pollination and cross-pollination in terms of variation,

capacity to respond to environmental changes and the reliance on pollinators.

9. a. [G] State some adaptive features found in an insect pollinated flower.

b. Identify the structures that categorize the flower below (wallflower) as insect
pollinated.
The wallflower is categorized as insect pollinated flower for the adaptive features
below:

10.
a. [G] State the adaptive features found in a wind pollinated flower.

b. Label the structures A – F shown in the flower of rye grass.

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11. [T]The figure below illustrates two types of pollination in flowering plants.

a) Name the type of pollination illustrated in each of case 1 and 2.

b) List one advantage and one disadvantage of pollination in case 2.

c) Identify the pollinating agent(s) that most likely aided in the process of
pollination in case 1.

d) In some rare cases, the pollen grains fall on to the receptive stigmas due to
gravity. In which case (1 or 2) shown in the figure, is this kind of pollination
possible? Explain your answer.

12. [T] The diagram below illustrates a cross section of a flower belonging to a
certain plant species. Bees gather food material from these flowers and in
doing so, they help in the reproductive process of this plant species.

a)Label structures A, B, and C and state the function of each.

b) Identify the stage in the reproduction of the plants in which the bee is
involved.

c) Explain how this process might take place between different flowers of
the same plant species with the help of the bees.

Date 12-11-2020 | Level L | 43

 d) Explain why reproduction in flowers is considered to be sexual rather
than asexual.

13.
a. Define fertilization.

b. The steps leading to the process of fertilization are outlined in the diagram
below. Label parts A – K.

c. State the function of structures labeled A – H.

d. Describe the steps leading to fertilization outlined in the diagram below.

Section 9.3: Seed and Fruits: Formation, Structure and Dispersal (up to Pg. 172)

14. a. After fertilization, what do the following develop into?

i) Ovary:

ii) Ovules:

b. Name two roles of fruits.

c. Describe each of the following, using a specific example:

a true fruit

false fruit

15. Describe how dandelion, sycamore, and poppy plants disperse their seeds.

Date 12-11-2020 | Level L | 44

16. The diagram below shows the structure of a dicotyledonous seed. Label parts a
through h.

17. Give the function of the following seed structures.

• Cotyledon:
• Testa /seed coat:
• Micropyle:
• Plumule:
• Radicle:
• Embryo:
• Hilum:

Term 2, Week 4
Chapter 9 Plant Reproduction and Responses
Section 9.3: Seeds and Fruits: Formation, Structure and Dispersal (From Pg. 173)

18. a. Define germination.

b. Outline the process of seed germination.

19. [G] List the three conditions needed for germination of a plant.

20. Indicate the importance of water in germination:

21. Indicate the effect of temperature on germination:

22. Indicate the importance of oxygen during germination.

Section 9.4: Asexual Reproduction in Plants

23. Describe asexual reproduction in plants.

Date 12-11-2020 | Level L | 45

24. Describe and give an example of each of the following forms of vegetative
reproduction.
stolon
.
25. List three methods of artificial propagation.

Section 9.5: Comparison between Sexual and Asexual Reproduction in Plants

26. Give advantages and disadvantages of sexual reproduction.
Advantage:

Disadvantage:

27. Give advantages and disadvantages of asexual reproduction.

Advantage:

Disadvantage:

28. [G] Compare sexual and asexual reproduction in plants.

Term 2, Week 5

Section 9.6: Sensitivity in Plants

29. Define the term stimulus and identify four different examples of stimuli in plants.

30. Define a tropic response.

31.
a. What is phototropism?

b. Give examples of positive phototropism and negative phototropism.

c. Plant shoots exhibit positive phototropism. Explain how this is advantageous

for the plant.

32.
a. What is gravitropism and what are two types of gravitropism?

c. Plant roots exhibit positive geotropism. Explain how this is advantageous to

the plant.

33. [G] Distinguish between phototropism and gravitropism (geotropism).

34. List four activities regulated by plant hormones.

35. [G] Describe the role of auxin in regulating plant growth.

36. Describe a difference in the mode of action of auxin in the roots and the stems.

Date 12-11-2020 | Level L | 46

37. Describe how the weed-killer 2,4-D is used to maintain lawns.

38. Plants are subjected to one-sided illumination in an experiment to demonstrate how

plants respond to a stimulus as shown in the figure below.

a) Specify the aim of the experiment.

b) Explain why the clinostat is used in the control setup.

c) Name the plant hormone that is involved in the phototropic response of the shoot
observed above.

39.
Use the following apparatus to answer the following questions

a. Name the above apparatus and briefly explain how it works.

b. What is the difference between the radicle response in the

experimental and the control setup?

Date 12-11-2020 | Level L | 47

 c. Indicate the aim of the above experiment.

Term 2, Week 6
Chapter 10 Characteristics and Classification of Living Organisms
Section 10.1: Characteristics of Living Things

1. [G] State and define the seven common characteristics of living organisms.

Section 10.2: Classification Systems

2. [G] What are ancient and modern methods of classification based on?

3. Define common ancestor.

4. The relatedness between three groups of organisms was studied through the analysis
of specific DNA sequences. Groups A and B shared more sequence similarities than
they did with group C. What can you conclude?

5.
a. Describe how protein and DNA analysis can be used to classify organisms.

b. The diagram shows a section of DNA from a finch. Which diagram shows a
section of DNA from the organism that is most closely related to the finch?
AAAGCGGGTATTT
A. AAGGCGGGTATTT
B. AAGGCGGGTATTA
C. AAGGCGGGTATAA
D. AAGGCGGGTACCC
E. AAGGCCCGTATTTT
6. The chart below depicts the number of amino acid differences in cytochrome C
among seven species. Based on the chart deduce which two species are most
distantly related and which two species are most closely related.

7. [G] Describe the taxonomic groups identified within the hierarchal order of
classification of living organisms, starting from the smallest one.

8. List the 5 Kingdoms based on the Whittaker-5 kingdom scheme.

9. Define species.

Date 12-11-2020 | Level L | 48

10. To which kingdom do viruses belong?

11. [G] Describe the binomial system of nomenclature.

12. What is the scientific name of the organism described in the figure below?

Section 10.3: Hierarchy of Classification (up to Kingdom Fungi)

13. Identify the distinguishing characteristics of the Kingdom Prokaryotae.
Give examples of organisms belonging to this Kingdom.

14. Identify distinguishing features of the Kingdom Protoctista.

Give examples of organisms belonging to this Kingdom.

15. Identify the distinguishing characteristics of the Kingdom Fungi.

Term 2, Week 7
Chapter 10 Characteristics and Classification of Living Organisms
Section 10.3: Hierarchy of Classification (after Kingdom Fungi)

16. Identify the distinguishing characteristics of the Kingdom Animalia.

17. [G] Describe and give examples of invertebrates.

18. [G] Describe and give examples of vertebrates.

19. a. List the common characteristics of the phylum Arthropoda.

b. List 4 classes of phylum Arthropod.

20. Outline characteristics of crustacean (class crustacea).

21. Identify characteristics of organisms in the class insects.

22. Describe characteristics of arachnids.

23. Describe characteristics of Myriapods.

Date 12-11-2020 | Level L | 49

24. Describe characteristics of nematodes.

25. Describe characteristics of annelids.

26. Describe characteristics of Mollusks.

27. List the main characteristics of class Amphibia with examples.

28. List the characteristics of the class Reptilia/ class Reptile with examples.

29. List the characteristics of the class birds/Aves with examples.

30. [G] List the characteristics of the class mammals/Mammalia with examples.

31. List the main characteristics of class Fish.

32. Identify the distinguishing characteristics of the Kingdom Plantae.

33. Describe two differences between vascular and nonvascular plants.

34. To which group of plants do ferns belong?

35. [G] Differentiate between monocotyledonous and dicotyledonous plants.

Section 10.4: Dichotomous Key

36. [G] What is a dichotomous key and how is it used?

37. Refer to the diagram below to answer the questions that follow.

Date 12-11-2020 | Level L | 50

 a. Identify the characteristics that classify the above organisms as arthropods.

b. Identify the characteristics that specifically classify the animals above as

insects.
.
c. Use the dichotomous key to identify each of the four insects.

38. Use the dichotomous key to identify the trees a - h based on the characteristics of
their leaves.

Date 12-11-2020 | Level L | 51

 1.
a. Needle leaves→ Go to 2
b. Non-needle leaves→ Go to 3
2.
a. Needles are clustered→ Pine tree
b. Needles are not clustered→ Spruce tree
3.
a. Simple leaves (single leaf) →Go to 4
b. Compound leaves (made of multiple leaflets) → Go to 7
4.
a. Smooth edges →Go to 5
b. Jagged edges →Go to 6
5.
a. Lobed leaf (rounded portions of a leaf margin) →Oak tree
b. Non-lobed leaf →Magnolia tree
6.
a. Thorns on leaf edges →Holly tree
b. Toothed leaf edges →Hackberry tree
7.
a. Leaflets joined at one point→ Red Buckeye tree
b. Leaflets attached separately along axis→ Black Locust Tree

39. Using the table below, identify a vertebrate that is cold-blooded, has four limbs, and
has scales on its body.

40. [T] A scientist is studying different organisms found in a number of marine habitats. She
made drawings of several types of fish that were encountered in these areas.
The following illustrations represent the types of fish she encountered.

Date 12-11-2020 | Level L | 52

a) Use the partial dichotomous key provided below to identify each type of fish
represented in the figure.
Step 1
- Fish has a long and skinny shape…... go to step 2
- Fish has a short and fleshy shape…... go to step 3
Step 2
- Fish has pointed spines on top of its body…... Atlantic sturgeon (Acipenser
oxyrinchus)
- Fish has fused fins running along its body…... European eel (Anguilla
anguilla)
Step 3
- Fish has a v-shaped tail …... go to step 4
- Fish has a blunt tail …... go to step 5
Step 4
- Fish has one fin on top of its body with front edge much longer than back
edge …... Quillback (Carpiodes cyprinus)
- Fish has two fins on top of its body …... Atlantic horse mackerel (Trachurus
trachurus)
Step 5
- Fish has spots on its body…... European flounder (Platichthys flesus)
- Fish lacks spots but has three alternating vertical white stripes on its
body…...Saddleback clownfish (Amphiprion polymnus)

b) Fish have a vertebral column and are commonly referred to as vertebrates.

i. To which phylum do fish belong?

ii. What are two general characteristics of fish?

c) In the dichotomous key, the scientific name of each fish is written in

parentheses next to its common name.
i. Which system is used by scientists to name organisms?

ii. What do each of the first term and second term of the scientific name
refer to?

Date 12-11-2020 | Level L | 53

Term 2, Week 8
Chapter 11 Microbiology: Microorganisms and Viruses
Section 11.1: Bacteria
1. [G] State the general characteristics of Prokaryotes (mainly bacteria).

2. Prokaryotic cells (bacteria) differ from the cells of the other kingdoms (animal,
plant, fungi, protoctists) in that they lack a membrane bound nucleus. State the
main differences between animal cells and prokaryotes.

3. Draw a labeled diagram of a typical bacterial cell.

4. a. Define pathogen.

b. What are the poisonous waste products produced by bacteria called?

5.
a. Identify the type of pathogen causing cholera.

b. Cholera is an infection of which organ of the body?

c. Define diarrhea.

d. Describe the stages in the development of diarrhea caused by cholera

(bacterium).

e. Outline the treatment of diarrhea.

6. Name some factors that limit bacterial growth.

7. State some harmful effects of bacteria.

8. State some beneficial uses of bacteria.

Section 11.2: Viruses

9. [G]
a)Describe the general characteristics of viruses.

b) How do viruses reproduce?

Section 11.3: Fungi

10. What are two differences between plant cells and fungal cells?

11. [G]
a)Describe the general characteristics of fungi.

Date 12-11-2020 | Level L | 54

 b) What are the modes of nutrition of fungi?

c) How do fungi reproduce?

12. Describe how the extracellular digestion of fungi is beneficial to plants.

13. Define a spore.

14. Describe the process of fragmentation in fungi.

15. How do yeasts reproduce?

Section 11.4: Protoctista

16. [G] Describe plantlike, animallike, and funguslike protoctists.

17. Give examples of unicellular and multicellular algae.

18. Do algae reproduce sexually or asexually?

19. Give examples of amoeboid protozoans, ciliated protozoans, and flagellated

protozoans and describe how each of these types of protozoans moves.

20. How are slime molds and water molds similar to fungi?

Term 2, Week 9
Section 11.5: Transmission of Pathogenic Organisms
21. Why is it advised not to handle objects that have been touched by a person who has
the flu virus?

22. Why is it advised to cover the mouth while sneezing and coughing?

23. List the main types of natural barriers of the body and give two examples of each.

Section 11.6: Preventive Methods for Keeping Away Transmissible Diseases

24. State two procedures that can be adopted to minimize food poisoning.

25. How can good personal hygiene help prevent the transmission of diseases?

Section 11.6: Role of Microorganisms in Biotechnology

26. [G] How are microorganisms used in biotechnology?

27. List three advantages of using microorganisms in biotechnology.

28. Describe the use of microorganisms in the production of lactose-free dairy

products.

Date 12-11-2020 | Level L | 55

29.
a. Name industries that use the alcoholic fermentation process in yeast.

b. Explain how yeast is used in bread-making.

c. Describe the use of yeast in making biofuel.

30. Describe the use of pectinase enzyme produced by certain types of fungi in
producing fruit juice.

31.
a. Define antibiotics.

b. Explain why antibiotics are effective against bacteria but not against viruses.

c. Identify one type of antibiotic that can be produced using fungi.

d. Describe features of the antibiotic penicillin.

32. The antibiotic penicillin can be produced by growing a type of fungus in a

fermenter. The figure below shows a section through a fermenter.

a. Suggest factors that must be kept constant to obtain the fastest growth of the
fungus.

b. Suggest why the temperature of the contents of the fermenter would probably
rise if there was no cooling water around.

c. Name the fungus used in this process.

Date 12-11-2020 | Level L | 56

33. The agar Petri dish represented below contains bacteria. Discs containing different
antibiotics were placed and the Petri dish was sealed and incubated for 24 hours.

a. Specify which disc contains the least effective antibiotic against the bacteria
cultured in the medium below.

b. Specify which disc contains the most effective antibiotic against the bacteria.

c. State two aseptic techniques used to avoid unwanted contamination during

the above experiment.

d. Using the results, explain why it is better to take a swab and grow a culture
from a patient before prescribing an antibiotic.

34. [T] Penicillin is one of the earliest discovered and most widely used antibiotic
agents. It is still used today to treat a wide range of infections. Nowadays,
pharmaceutical industries prepare penicillin by growing the fungus Penicillium in
special containers (fermenters) under optimal conditions for the fungus to grow and
reproduce.

a) State the purpose of the cooling water around the fermenter.

b) Why acids or bases are added to the fermenter?

c) Suggest three factors that must be kept constant to obtain the fastest growth
of the fungus.

Date 12-11-2020 | Level L | 57

 d) Explain why antibiotics, such as penicillin, affect bacteria but not viruses.

Term 3, Week 1
Chapter 12: The Animal Kingdom: Invertebrates and Vertebrates

Section 12.1 Invertebrates

1. [G] What are the common features of the organisms belonging to the phylum
Arthropoda?

2. List four groups of phylum Arthropoda.

3. Give one advantage and one disadvantage of an exoskeleton.

4. [G] Describe some general characteristics of crustaceans.

5. [G] Describe some general characteristics of arachnids.

6. [G] Give three general characteristics of insects.

7. Give two beneficial roles of insects.

8. Give two damaging roles of insects.

9. Name three mouthparts found in insects and state their function.

10. Describe the respiratory system of adult insects.

11. Through which structures do aquatic larval forms of insects breathe?

12. [G] What are the main characteristics of myriapods?

Section 12.2 Vertebrates

13. a) What is a vertebrate?

b) What are the five main groups of vertebrates?

c) Distinguish between ectotherms and endotherms.

14. [G] Describe the characteristic features of fish.

15. Define the following terms:

a) operculum

b) gill filaments

c) gill slits

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16. a) [G] What are some general characteristics of amphibians?

b) Name four examples of amphibians.

17. Why do amphibians lay their eggs in water?

18. [G] What are some characteristics of reptiles?

19. [G] Describe some general characteristics of birds.

20. List the characteristics of the class mammals/Mammalia with examples.

21. Organisms X, Y, Z in the figure below belong to different classes of the same
phylum.

a. Name the phylum to which these organisms belong.

b. List one feature that is a characteristic of the three organisms in this phylum.

c. To which class does each organism X, Y, and Z belong?

22. Record three external features that distinguish each of the observed organisms.
Identify the phylum to which hall the organisms belong and identify the class to
which each organism belongs.

Term 3, Week 2

Chapter 13: Population Ecology and Biodiversity

13.1 Interaction between Organisms and their Environment
1. Define the terms population, community, and ecosystem.

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2. Distinguish between habitat and niche.

3. [G] Describe biodiversity and its importance to humans and ecosystems.

4. State some important values of biodiversity.

Section 13.2: Energy Flow in Ecosystems

5. [G] Describe the main components of an ecosystem.

6. What is the main role of decomposers in an ecosystem?

7. [G] What is a food chain, a trophic level, and a food web?

8. Identify the number of trophic levels shown in the figure below, and name the
organisms found at each level.

9. [G] Describe how energy is transferred and lost from one trophic level to another.

10. a. Explain why more energy is available at the lower levels of a food chain.

b. Describe how energy is lost at the first trophic level.

c. Describe how energy is lost at the second, third and fourth trophic level.

d. Explain why predators are rarer than herbivores and why there are more
plants than animals in an ecosystem.

11. [G] Describe the two main types of ecological pyramids.

12. Consider the following food chains:

Draw and label the pyramids of biomass for the two food chains given above.

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13. [T] The table below lists the different animals feeding on an oak tree and some of the
animals that feed on them.

a) Draw the food web involving the animals described in the table.

b) Draw a pyramid of numbers for the animals described in the table indicating the
number of trophic levels and including the total number of organisms that would
be present at each trophic level.

c) How would a pyramid of biomass differ from the pyramid of numbers in this
case?

14. [T] The below diagram illustrates the flow of energy along a food chain in a
grassland ecosystem.

a) Only 10% of the energy trapped by the plant from the sun is passed to the deer.
State two processes that the plant uses the remaining energy for.

b) Calculate how much energy reaches the deer and how much energy reaches the
lion.

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 c) Identify process X and give one probable reason why it is higher in lions than in
deer.

d) Identify the number of trophic levels in the given food chain and explain why
food chains rarely consist of more than 5 levels.

15. List different feeding levels with examples.

16. Describe an example of a terrestrial food chain in a desert.

17. Using the food web below describe the effects that would result from the death of
perch.
Perch

Beetle
larvae Minnows

Mosquito
Daphnia Leeches
larvae

Protozoa Snails

Canadian
Algae pond weed

18. Identify the producers, primary consumers, and secondary consumers in the food
web below.

19.
a.At which part of the food chain should humans feed from?

b. Why are short food chains more efficient than long food chains?

c. In which of the food chains below is the energy transfer to humans less efficient?
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 i) carrots → rabbit → humans
ii) carrots → humans

20.
a. Describe the pyramid of numbers.

b. Draw a pyramid of numbers for the following food chain.

Explain the shape of the pyramid.
Grass→ rabbit→ fox

c. Draw a pyramid of numbers for the following food chain.

Oak tree → caterpillars → thrushes → hawk

21. a. What is a pyramid of biomass?

b. Draw a pyramid of biomass for the following food chain.

Oak tree → caterpillars → thrushes → hawk

c. Draw a pyramid of biomass for the following food chain.

Oak tree→ insect→ woodpecker

Term 3, Week 3
13.3: The Cycle of Nutrients

22. [G] What are the main processes involved in the water cycle?

23. How are plants and animals’ part of the water cycle?

24. In the water cycle, explain what happens after the water vapor is released into the
atmosphere.

25. a. What is the importance of carbon for living organisms? Give examples.

b. What is the role of decomposers in the carbon cycle?

c. What is the role of producers in the carbon cycle?

f. How do animals obtain carbon?

g. List and explain three processes that release carbon dioxide into the
atmosphere.

h. Describe combustion.

26. The diagram below shows the carbon cycle.

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 a) Label boxes A and B on the diagram.

b) What process is described by the arrows?

27. [G] Identify the different processes involved in the carbon cycle.

28. Why do animals and plants need a source of nitrogen?

29. [G] What are the different processes involved in the nitrogen cycle?

30. What is nitrogen fixation?

31. State the three processes responsible for nitrogen fixation.

32. What is the role of the nitrogen fixing bacteria in the nitrogen cycle?

33. Identify the organisms responsible for ammonification (putrefaction). Describe

ammonification (putrefaction).

34. Animals obtain nitrogen by eating other animals and plants in the form of proteins
which are digested into amino acids and then built into new proteins. State the fate
of the excess amino acids.

35. What is the function of nitrifying bacteria in the nitrogen cycle?

36. List three processes that remove nitrogen compounds from the soil.

37. Describe the role of the denitrifying bacteria in the nitrogen cycle.

38. Trace the pathway of nitrogen in plants.

39. The diagram below represents the nitrogen cycle.

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 a) Complete the labels in boxes A, B and C.

b) Name the process labels for arrows: 1, 2, 4, 5 and 8.

40. [T] The diagram below represents part of the nitrogen cycle in an ecosystem.

a) Gaseous nitrogen is abundant in the atmosphere. However, living things cannot

make use of nitrogen in its gaseous form. In order for nitrogen to become
accessible to living things, nitrogen fixation must take place. This can be done by
nitrogen-fixing bacteria and other methods. Give a brief description of two ways
other than bacteria that nitrogen can be fixated.

b) By is nitrogen important to plants and animals?

c) Several other stages of the nitrogen cycle involve the action of bacteria. Two of
these processes are labelled X and Y in the diagram. Identify these processes.

d) Which group of bacteria convert ammonia into nitrates in the nitrogen cycle?

41. [T] The diagram below illustrates some stages of the water cycle.

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 a) Identify the processes labelled A to F on the figure.

b) Describe the roles of plants and animals in the water cycle.

c) Water bodies such as lakes are often naturally enriched by nutrients that move
from mountain slopes and hills into the water bodies. By which process does this
happen?

13.4: Population Growth

42. [G] What are some factors that can limit the growth of a population?

43. Describe how the population growth rate depends on the birth rate and the death
rate.

44. a. Enumerate the phases of the sigmoid growth curve.

b. Explain the slow increase in population size during phase I, the lag phase.

c. Explain the exponential/log growth in population size during phase II, the log
phase.

d. Describe the change in population size during stage III, the stationary phase or
plateau phase.

e. What is meant by the carrying capacity?

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 f. Describe the change in population size during stage IV, the death phase.

45. [G] Describe the sigmoid population growth curve and the carrying capacity of an
ecosystem.

46. At which phase of the sigmoid curve growth model does the death rate become
higher than the birth rate?

47. [T] The below graph illustrates the changes in the number of individuals in a
population of rabbits and a population of foxes found in a forest ecosystem during a
specific period of time.

a) In which year did the rabbit population reach its maximum size? Suggest two
reasons for this increase in population size.

b) The increase in the rabbit population causes an increase in the fox

population. Indicate if this statement is correct or wrong using specific
examples from the provided graph.

c) Identify the relationship between the populations of rabbits and foxes.

Explain your answer.

d) If the foxes experience widespread disease which causes high levels of

death in the fox population, how would this change affect the rabbit
population in this ecosystem?

13.5: Dynamics of the Human Population

48. [G] Describe the growth of the human population throughout history.

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49. List two reasons for the increased life expectancy of the human population in the
modern times.

50. Compare the birth rates in developing and developed countries.

51. Describe how an age pyramid for a specific population is constructed.

Term 3, Week 4
Chapter 14: Human Impact on Ecosystems

Section 14.1 Human Activities and Pollution

1. Define the term pollution.

14.2: Human Impact on Air

2. [G] What is a major source of air pollution?

3.
a. Name the air pollutants that can lead to the development of acid rain.

b. State the source of sulfur dioxide in the atmosphere.

c. State the source of nitrogen dioxide in the atmosphere.

d. [G] What is acid rain?

e. Describe how acid rain is formed.

f. Outline the adverse effects of acid rain on the environment.

4. How can carbon monoxide harm the human body?

5.
a. Name the greenhouse gases.

b. State the source of each greenhouse gas.

c. [G] Describe the greenhouse effect and define global warming.

d. What are the effects of global warming?

Term 3, Week 5
14.3: Human Impact on Land and Soil

6. Identify two causes for the insufficient amounts of food produced in some
areas of the world.

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7. List some methods used by farmers to increase crop yield.

8.
a. Define monoculture.

b. Describe some of the disadvantages for using monocultures.

c. State the advantage of monoculture.

9. What is the difference between insecticides and herbicides?

10. What are some negative consequences of using pesticides in agriculture?

11. Define fertilizers.

12. a. Define selective breeding.

b. Enumerate the traits selected for during selective breeding.

c. Describe selective breeding programs.

d. Describe the process of artificial selection/selective breeding using cattle as an

example.

e. How does selective breeding affect the stability of ecosystems?

13. [G] What are some intensive farming practices that have an effect on land
pollution?

14. Identify some negative effects of the intensive farming of livestock.

15. Why are forests cleared in many parts of the world?

16. a. List the essential roles of forests in nature.

b. [G] List the environmental problems caused by deforestation.

17. Define the term habitat destruction.

18. Name two human activities that can cause species extinction.

19. Identify two natural disasters that can result from soil erosion.

20. How can deforestation cause soil erosion?

21. [G] Discuss waste disposal methods and their effect on the environment.

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22. Distinguish between biodegradable and nonbiodegradable wastes.

14.4: Human Impact on Water

23. [G] What are some of the main causes of water pollution?

24. a) [G] Describe the process of eutrophication.

b) Discuss the negative effects of eutrophication on a pond.

c) The graph shows how (i) the concentration of oxygen and (ii) the numbers of fish
and (iii) bacteria in a river change when sewage flows into it.

d)
Which of the following options correspond to P, Q, and R?

25. Indicate how animal wastes may affect aquatic life.

26. List three sources of sewage.

27. Describe how industrial sewage could harm water ecosystems.

28. Identify the effects of the female contraceptive hormones released in wastewater on
aquatic organisms.

29. How can oil spillage occur?

30. Explain how living organisms can be harmed by oil spillage.

31. Describe how nonbiodegradable plastic is harmful to aquatic ecosystems.

32. [T] Excessive mineral enrichment of bodies of water (e.g., rivers, lakes, and oceans)
due to runoff from the land causes eutrophication. It can be of a natural origin
(natural eutrophication) but is often dramatically increased by human activities.
The sources of the most common nutrients causing eutrophication (nitrogen and
phosphorus) were studied in a lake and the results are listed in the tabled below.

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a) Rural runoff mostly contains waste from farmlands. Explain why the highest
contribution of nitrogen and phosphorus minerals is from rural runoff.

b) Describe briefly the major steps of the process of eutrophication.

c) Identify two ways to decrease the harmful effects of eutrophication.

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Term 3, Week 6
14.5: Conservation and Protection of the Environment

33. [G] Define conservation and sustainable development.

34. a. Describe a sustainable resource.

b. Give example of resources that are sustainable.

c. Define a nonrenewable resource.

d. Give an example of a resource that is not sustainable and identify an

alternative to this resource.

35. [G] Differentiate between sustainable and nonrenewable resources.

36. a. Describe sewage treatment.

b. Outline the main steps involved in the treatment of sewage.

c. Indicate the goal of the primary stage and secondary stage of sewage
treatment.

d. Name the chemical added to water to kill pathogens.

37. [G] Describe two methods used in the reduction of water pollutants.

38. [G] Describe methods used to minimize air pollutants from industries and
vehicles.

39. Describe three methods used to preserve irrigating water in agriculture.

40. a. Describe a non-sustainable or non-renewable power sources. Give examples.

b. Give an example of a resource that is not sustainable.

c. Identify the alternative to fossil fuels.

d. Outline the steps in making biofuel.

41. a. Describe sustainable power sources.

b. Give examples of sustainable power sources or sustainable source of energy.

42. [G] Describe recycling, reducing, and reusing.

43. Name four substances that can be recycled.

44. [G] Explain the role of conservation programs in preserving biodiversity.

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45. Describe, with an example, how the extinction of keystone species can disrupt
certain habitats.

46. Why should the identification of vulnerable habitats occur quickly?

47. Define endangered species.

48. Describe how a small population size and reduced variation put the population at
higher risk of extinction.

49. List some methods that can be used to help conserve endangered species.

50. Describe one measure by which overhunting can be prevented.

51. Describe six measures by which overfishing can be prevented.

52. Describe the process of selective felling.

53. How can mining activities be controlled?

54. [T] The production of plastics is an important source of non-biodegradable solid

waste. These plastic materials are considered a great threat for human, plant, and
animal health. Different sources of microplastics in aquatic ecosystems and the
methods by which they are taken up by marine organisms are listed below.

a) Define non-biodegradable waste.

b) The microplastics cause decreased photosynthesis in microalgae. Identify the

effects of this on other organisms in the aquatic ecosystem.

c) Predict two possible effects of the direct ingestion of microplastics on aquatic

animals.

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 d) State one method that can be used to decrease the amount of microplastics that
reach aquatic ecosystems.

55. The graph below shows the levels of smoke and sulfur dioxide in the atmosphere of
five cities in 1981.

a) Identify the city with the lowest concentration of sulfur dioxide in 1981.

b) Infer from the graph the concentration of smoke in city E.

c) Differentiate the results for city C from those for all the other cities.

d) Explain in which city would you expect to find the highest number of cases of
lung disease, such as bronchitis.

e) State one major source of sulfur dioxide pollution.

f) In the last 15 years, many cities in the world have halved the concentration of
sulfur dioxide in the air. Suggest one way to accomplish this reduction in
pollution.

g) Explain why high levels of atmospheric sulfur dioxide may harm trees in
forests and fish in rivers.

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