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National 5
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John Di Mambro, Billy Dickson,

Graham Moffat, Stuart White National 5
Ch mistry
For SQA 2019 and beyond
Higher
Ch mistry
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Topic Question Practice: ebook Practice Workbook ebook Practice Workbook

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 National 5
biology
For SQA 2019 and beyond

Practice Workbook

46772_Title pages.indd 1 07/10/2020 13:19

 © 2020 Leckie

001/19112020

All rights reserved under International and Pan-American Copyright Conventions. By payment
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This material has previously been published in the following titles:

9780008263577 National 5 Biology Practice Question Book by John Di Mambro and Stuart White
9780008281670 National 5 Biology Practice Papers by Billy Dickson and Graham Moffat

Publisher: Sarah Mitchell

Project Managers: Harley Griffiths, Lauren Murray and Fiona Watson

Special thanks to
QBS (layout);
Lauren Reid (editing);
Dylan Hamilton (proofread)

A CIP Catalogue record for this book is available from the British Library.

Acknowledgements
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eBook Edition © November 2020

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Version: 2020-10-23

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 CONTENTS
About this book 5

SECTION 1 TOPIC QUESTION PRACTICE

CELL BIOLOGY
1 Cell structure 9
2 Transport across cell membranes 16
3 DNA and the production of proteins 22
4 Proteins 27
5 Genetic engineering 34
6 Respiration 39

MULTICELLULAR ORGANISMS
7 Producing new cells 45
8 Control and communication 49
9 Reproduction 54
10 Variation and inheritance 58
11 Transport systems – plants 63
12 Transport systems – animals 67
13 Absorption of materials 72

LIFE ON EARTH
14 Ecosystems 75
15 Distribution of organisms 81
16 Photosynthesis 88
17 Energy in ecosystems 94
18 Food production 96
19 Evolution of species 99

SCIENTIFIC LITERACY102

SECTION 2 MIXED EXAM QUESTION PRACTICE

Multiple-choice questions 107
Extended answer questions 121

ANSWERS Check your answers online:

www.collins.co.uk/pages/Scottish-curriculum-free-resources

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 ABOUT THIS BOOK

About this book

This Practice Workbook has been designed to help you feel confident about your knowledge, and about
exams and assessments. It is presented in two parts to provide maximum support in both understanding
and exam experience.

The topic practice section contains lots of graded practice in every single topic you will meet on your
course. You can use it to consolidate your learning at any point, and to revise and refresh your knowledge
in the run-up to exam time. The questions get gradually more challenging to support and extend your
knowledge at the same time.

The mixed practice section then gives you the chance to put that knowledge to use in a format and standard
that reflects your exams. If you get stuck on a question, you can review the relevant topic section and then
come back to try it again.

Good luck!

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 National 5
biology
For SQA 2019 and beyond

Topic Question Practice

John Di Mambro, Stuart White

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 1 Cell structure

Exercise 1A Cell ultrastructure and functions

1 Which of the following pairs of organelles are found in both animal and plant cells?
A Chloroplasts and permanent vacuole B Cytoplasm and cell wall
C Cell membrane and nucleus D Vacuole and nucleus

Hint Organelles are the small sub-cellular components that have specialised
functions.

2 State which part of a nerve cell carries genetic information.

Hint ‘State’ is an example of a ‘command’ word. Like ‘name’, ‘identify’ and ‘list’, a
one-word answer or a list is what is looked for here.

Hint Think generally where the genetic material is in any cell.

3 State the property of the cell membrane that controls what can enter and leave a cell.

4 Name the structures in an animal cell that synthesise the enzyme catalase.

Hint Think what enzymes are made up of.

5 State the important process carried out inside a mitochondrion.

Hint It’s important to link this process to the need for oxygen to allow it to function.

6 Name a cell that contains a relatively high number of mitochondrion and explain why
this is the case.

7 State where in a white blood cell most of the cell’s biochemical reactions take place.

8 The diagram opposite shows a typical green plant cell.

Which of the structures labelled would also be found in
a muscle cell? Y
W
A W and X B X and Y
C W and Z D W, X and Y X
Z
9 State where protein synthesis is carried out in a leaf palisade cell.

10 Which of the following structures would be too small to be seen with a normal
light microscope?
A Chloroplast B Nucleus
C Vacuole D Ribosome

11 State the function of the chloroplast.

1 Cell structure 9

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 Y Z
12 The diagram opposite shows a cell
from a potato.
a Identify the parts labelled
X and Y.
b State the function of the part X
Starch grains
labelled Z.
c Which organelles, found in a
typical green plant cell, are missing
from this cell? Explain why they are missing.

13 Name a fungus which consists of only one cell.

14 State two ways in which a fungal cell is different from a bacterial cell.

15 Which of the following statements is true?

A Fungal cells contain chloroplasts B Fungi can synthesise their own food
C Yeast cell walls contain cellulose D Yeast cells contain ribosomes

16 Identify the structures in the diagram below of a yeast cell.

1
2
3
4
5
6

17 State one function of a plasmid in a bacterial cell.

Hint While plasmids are useful in genetic engineering, that is not their natural
function in a cell, so consider other options.

18 State two ways in which a fungal cell is similar to a bacterial cell.

19 Which of the following cells has a circular chromosome?

A Plant B Animal
C Bacterial D Fungal

20 Draw a diagram of a typical bacterial cell and identify the main structures of the cell.

21 Which two structures are common to both plant and bacterial cells?
A Cytoplasm and cell wall B Chloroplasts and ribosomes
C Permanent vacuole and cytoplasm D Circular chromosomes and ribosomes

22 State two ways in which a fungal cell is similar to an animal cell.

10 1 Cell structure

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 23 The following diagram shows cells from a plant and an animal.

1 2 3

4
5
6

8
] 7 9

a Which of the following are all animal cells?

A 1, 2 and 7 B 4, 5 and 9
C 2, 3 and 6 D 7, 8 and 9
b Which of the following are all plant cells?
A 1, 2 and 8 B 3, 6 and 7
C 2, 3 and 9 D 2, 5, 8 and 9
c Identify a cell that would have cellulose present and the part of the cell that
contains cellulose by drawing the cell and labelling that part C.

24 The following diagram shows a one-celled organism called Euglena.

whip-like tail

2 3 4
a State one reason why Euglena could be thought of as a plant cell.
b State one reason why Euglena could be thought of as an animal cell.
c State two structures, labelled on the diagram, that are shared by both animal and
plant cells.
d State one structure, not labelled on the diagram, that is shared by both animal and
plant cells.

1 Cell structure 11

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 25 Chloroplasts are absent from the cells of which of the following plant structures?
A Newly formed bud and root B Guard cells and phloem
C Leaf and xylem D Root and phloem

26 The diagram opposite shows a typical green plant cell.

a A nerve cell has 4

A 3, 4 and 5 B 1, 5 and 6
5
C 2, 4 and 5 D 4, 5 and 6
b Which structure would a red blood cell not have?
A 1 B 3
C 4 D 6 1

c Which structure would an onion cell not have? 2

A 1 B 3
C 5 D 6 6
3

27 The table below describes some features of cells.

Decide if each statement is TRUE or FALSE then tick the appropriate box.
If the statement is FALSE, write the correct word(s) into the correction box to replace the
word(s) underlined in the statement.

Statement True False Correction

Bacteria lack a nucleus.
Chloroplasts are found in plant cells.
Ribosomes are found in some cells.

Exercise 1B Cell wall

1 Which of the following is not found in animal cells but is found in plant cells?
A Cell wall B Cytoplasm
C Cell membrane D Nucleus

2 Name the main chemical component of plant cell walls.

3 The diagram opposite shows a typical green plant cell. 4

a Which of the numbered structures contains 5

cellulose?
A 2 B 3
1
B 4 D 6
2
b Which of the numbered structures is the site of
photosynthesis? 6 3
A 1 B 3
C 5 D 6

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 4 Write out this sentence correctly by choosing the option in the brackets that makes
the sentence correct.
The walls of both bacterial and plant cells are [the same/different].

5 With reference to the cell wall, state one difference between a bacterial cell and a
cheek-lining cell.

Exercise 1C Key terms

Link each term below with the correct description.

1 vacuole A regulates what can enter or leave a cell

2 cell wall B layer outside a plant cell that supports the cell

3 mitochondrion C unit of measurement equal to 0.001 mm

4 chloroplast D small organelle where aerobic respiration takes place

5 cell membrane E general term for specialised sub-cellular structure

6 cytoplasm F small organelle where protein synthesis takes place

7 nucleus G circular piece of DNA found in bacterial cells

8 ribosome H where all the cell’s chemistry takes place

9 plasmid I small organelle where photosynthesis takes place

10 micrometre J controls all the cell’s activities

11 organelle K main chemical component of plant cell walls

12 cellulose L fluid-filled space in plant cells that helps maintain cell shape

13 ultrastructure M organism with no chlorophyll often feeding on dead

animals or plants

14 yeast N thread-like structure composed of DNA

15 fungus O one-celled organism with no nucleus but definite cell wall

and contains plasmids

16 bacterium P one-celled fungus

17 chromosome Q fine detail of cell structure

1 Cell structure 13

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 Exercise 1D Skills of scientific inquiry
1 The total magnification of a microscope can be calculated by multiplying the power
of the eyepiece and the power of the objective lens.
a A microscope magnifies ×100. If the eyepiece lens is ×20, calculate the power of the
objective lens.
b Using an objective lens of ×200, state what eyepiece lens would give an overall
magnification of ×1000.

2 1 mm = 1000 µm.
The average size of some bacterial cells was found to be 2.5 µm. Calculate the actual
average size of these cells in mm.

Hint Practise often the conversion of micrometres to millimetres and the other way
round as well. Repeated practice of different types of calculation will be of
great benefit.

3 The average sizes of some cells in mm are shown in the table below.
a Convert these to µm then draw a bar chart to show these calculated average sizes.

Type of cell Average size (mm) Average size (µm)

Fungal 0.008
Animal 0.025
Plant 0.050
Bacterial 0.004

b State the ratio of the average size (mm) of bacterial cells to fungal cells.

Hint Always try to give ratios as the simplest whole numbers and in the order
asked in the question.

c State how many times smaller the average size of animal cells is compared to the
average size of plant cells.

4 The diagram opposite shows some cells viewed under a

microscope.
a The average length of the cells was estimated at 0.4 mm.
Calculate the diameter of the field of view.
b If the field of view had been 3.00 mm, calculate the
average length of the cells in mm.

Hint Remember to read the question carefully!

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 5 The approximate percentage of different types of blood cells, identified by the letters
A, B, C, D, E and F, present in the blood of three different organisms is shown in the
table below.

Approximate percentage present

Blood cell type Human Dog Cat
A 60 65 50
B 30 20 30
C 2.0 5.0 5.0
D 0.5 0.5 0.5
E 6.0 7.0 7.0
F 2.5 1.5 2.0

a Express the ratio of cell types A, B and E in humans.

b State which cell type is 10 % greater in cats compared with dogs.
c Calculate the percentage of cell types A, B, D and E that make up all the blood cells
in a cat.
d State which cell type is present in the same percentage as C in humans.

1 Cell structure 15

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 2 Transport across cell membranes

Exercise 2A Cell membrane

1 The diagram below shows some of the structures that make up a cell membrane.
A

Identify the structures labelled A and B.

Hint Make sure you can identify all the structural components of the cell membrane.

2 Explain what ‘selectively permeable’ means as applied to the cell membrane.

Hint Another command word: ‘Explain’ usually asks you to discuss why an action has
been taken or an outcome reached, the reasons and/or processes behind this
action or outcome. Students often confuse explain with describe!

Exercise 2B Passive transport – osmosis and diffusion

1 State which of the following molecules can pass easily through the cell membrane.
starch – water – oxygen – carbon dioxide – protein

2 Which of the following are passive processes?

A Osmosis and active transport B Diffusion and osmosis
C Active transport and osmosis D Diffusion and active transport

3 Write out this sentence correctly by choosing the option in the brackets that makes
the sentence correct.
In passive transport, molecules move [down/up] the concentration gradient and
[do/do not] require energy.

4 Using the word bank provided, complete the following sentences by writing in the
appropriate word(s).
A word may be used once, more than once, or not at all.
active – high concentration – low concentration – passive – equal concentration
Diffusion of oxygen into the blood from the lungs is an example of _____________
transport in which molecules of oxygen travel from an area of _____________
_________________________ to an area of ________ __________________________.

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 water sugar
5 The following experiment was set up.
a Predict what will happen to the level of the water selectively
on either side of the membrane after one hour. permeable
membrane
Hint Another command word: ‘Predict’
means work out what will happen.

b State the term that describes the movement of

water demonstrated by this experiment.

Hint Remember that osmosis is a special case of diffusion of water molecules across
a selectively permeable membrane from an area of high to low water
concentration.

6 Use all of the terms in the word bank given to describe what happens when a red
blood cell is placed in:
a pure water
b a strong salt solution
high water concentration – low water concentration – concentration gradient –
selectively permeable membrane – burst – shrink

7 An onion cell does not burst when placed in pure water because it has a
A cell membrane B nucleus
C permanent vacuole D cell wall.

8 Which of the following correctly shows what happens when cells are placed in
pure water?

Plant cell Animal cell

A swells and bursts shrinks
B becomes turgid swells and bursts
C remains unchanged becomes plasmolysed
D becomes plasmolysed remains the same

Hint Always think in terms of the concentration gradient of the water molecules to
answer this type of question.

9 The following diagram shows an alveolus in the lungs.

a State what X and Y each represent in the diagram.
AIRFLOW

b State the term that describes the movement

of both X and Y out of and into the blood.
c Explain why X and Y move in these directions.

X Y

blo o d fl o w

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 10 The following diagrams show plant cells in different solutions of salt.
A B C

Identify which cell was placed in each of the following solutions and explain your answer.
1 Very dilute 2 Very concentrated 3 Equal to the internal concentration of the cell

11 A piece of carrot was weighed before being placed in a strong sugar solution for
45 minutes. After this time, it was reweighed.
a Predict what would happen to the mass of the carrot.
Explain your answer.
b State a precaution that must be taken before reweighing the piece of carrot to
make the results valid.
c Describe how the experimental results could be made more reliable.

12 The diagram below shows an experiment involving potato tissue.

A shows the potato at the start of the experiment and B shows the potato at the end of
the experiment.
A strong salt solution hollow in strong salt solution B
potato

skin dish

fresh
potato
skin
removed
water

a State the process that was responsible for the change in the water levels by the end
of the experiment.
b Suggest why the skin was partially removed at the start of the experiment.
c If the water had been replaced with a dilute salt solution, predict the effect this
would have had on the rate of change in the water level.
Explain your answer.
d Suggest a suitable control for this experiment.

Hint Another command word: ‘Suggest’ asks you to go beyond a one-word

answer or list. Perhaps you give a proposal or an idea.

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 Exercise 2C Active transport
1 Define active transport.

Hint Another command word: ‘Define’ means give the meaning.

2 State three ways in which active transport is different from diffusion.

3 State one example of active transport in animal cells and one example in plant cells.

4 The diagram below shows different ways molecules may move into and out of a cell.
Which letter shows an active uptake of the molecules into the cell?

A B

C D

5 The diagram below shows two different processes by which molecules can be
transported across the cell membrane.

A B

ATP

a State the name of each process.

b Predict which of these processes would not be affected by a poison that inhibits
aerobic respiration.

6 The table below shows some statements describing transport across cell membranes.
Decide if each statement is TRUE or FALSE then tick the appropriate box.
If the statement is FALSE, write the correct word(s) into the correction box to replace the
word(s) underlined in the statement.

Statement True False Correction

Active transport does not require energy.
Active transport moves ions from a high to low
concentration.
Diffusion works in the same direction as active
transport.

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 Exercise 2D Key terms
Link each term below with the correct description.

1 concentration gradient A an example of passive transport

2 osmosis B condition of red blood cell placed in water

3 diffusion C movement of molecules or ions from a region of

low to high concentration

4 selectively permeable D condition of a plant cell swollen with water

5 active transport E condition of a plant cell that has lost a lot of water

6 plasmolysed F molecule that forms part of a cell membrane

7 turgid G difference in concentration between two areas

8 phospholipid H allows some but not all substances to pass through

9 burst I movement of water across a selectively permeable

membrane from an area of high to low concentration

Exercise 2E Skills of scientific inquiry

1 A student investigated the effect of osmosis on the diameter of discs cut from a
courgette.
The method used was as follows:
1 The courgette was peeled.
2 Six discs were cut from the courgette, each exactly 3 mm thick as measured by a ruler.
3 The diameter of each disc was checked with a ruler to ensure each was exactly
12.00 mm.
4 Five discs were each placed in a separate dish.
5 100 cm3 of different concentrations of salt solution were poured into four of the
dishes.
6 100 cm3 of water was poured into a fifth dish.
7 The experiment was allowed to run for 40 minutes.

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 8 After 40 minutes, the diameter of each of the five discs was measured.
The results of the student’s investigation are shown below.

Diameter of disc (mm)

Concentration
Solution At beginning of investigation After 40 minutes
of salt (%)
1 0.0 12.0 15.5
2 0.5 12.0 14.5
3 1.0 12.0 13.0
4 1.5 12.0 12.0
5 2.0 12.0 10.5

Hint Remember, in biological experiments, usually only one variable is altered at a

time with all the others being controlled.

a In this investigation, state which variable the student was changing.

b State two variables that had to be kept the same throughout the investigation.
c State which of the solutions had a water concentration lower than that of the
courgette.
Explain your answer.
d State which solution produced the greatest change in diameter.
e Explain why the disc was placed in water in dish 1.
f State two reasons why this investigation may not have produced reliable results.
g The sixth disc was placed in a salt solution whose strength was not known.
The diameter was 12.0 mm at the start and 10.0 mm after 40 minutes.
Which of the following is the likely concentration range for this unknown salt
solution?
A 0 – 0.5 % B 0.5 – 1.0 %
C 1.5 – 2.0 % D 2.0 – 2.5 %
h Describe how the student could have improved on the accuracy of measuring the
diameter of the cut discs.

Hint When thinking of accuracy, think of apparatus.

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 3 DNA and the production of proteins

Exercise 3A DNA structure and function

1 Which of the following do not contain DNA?
A Nucleus and chromosome B Cell membrane and cell wall
C Chromosome and gene D Nucleus and gene

2 Using the word bank provided, complete the following sentences by writing in the
appropriate word(s).
A word may be used once, more than once, or not at all.
amino acids – complementary – bases – helix – thymine – code – messenger – proteins
DNA is a double-stranded __________ that is held together by _____________ pairs
of ___________. DNA carries the information needed to make ___________. Adenine,
guanine, cytosine and __________ make up the genetic _______. ____________ RNA is a
molecule that carries information from DNA to a ribosome.

3 The table below shows some of the features of DNA.

Decide if each statement is TRUE or FALSE then tick the appropriate box.
If the statement is FALSE, write the correct word(s) into the correction box to replace
the word(s) underlined in the statement.

Statement True False Correction

DNA is mainly found in the cytoplasm.
Genes are sections of DNA.

4 In a DNA molecule, guanine pairs up with

A guanine B cytosine
C adenine D thymine

5 a State the complementary base for thymine.

b State how many strands of DNA are in the double helix.
c State how genetic information is stored in the DNA molecule.

6 The diagram opposite is a representation of part of a DNA

molecule. A

a Complete the diagram by writing all the missing bases onto

the diagram and labelling one phosphate group and one G
deoxyribose molecule.
b Identify a feature of the DNA molecule that is not
represented by this diagram.

7 Which of the following diagrams best shows the four different

types of bases found in DNA?
A B

C D

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 8 Using the word bank provided, complete the following sentences by writing in the
appropriate word(s).
A word may be used once, more than once, or not at all.
bases – amino acids – DNA – protein – carbohydrate
Chromosomes contain the large molecule ________. The sequence of _____________ is
a genetic code for a sequence of _______ _________ which are joined together to
form a __________.

Hint The sequence of bases in a DNA molecule forms the genetic code.

Exercise 3B Protein synthesis

1 The table below shows some statements related to protein synthesis.
Decide if each statement is TRUE or FALSE then tick the appropriate box.
If the statement is FALSE, write the correct word(s) into the correction box to replace
the word(s) underlined in the statement.

Statement True False Correction

mRNA is made in the cytoplasm.
Ribosomes are the organelles where protein
synthesis takes place.

2 The following diagram shows four different amino acids, A, B, C and D and the
sequence of DNA bases that codes for each one.
DNA bases Amino acid coded for

AMINO ACID A

AMINO ACID B

AMINO ACID C

AMINO ACID D

a Write out the sequence of amino acids that the following DNA sequence would
code for.

b Using the DNA base shapes shown, draw the DNA sequence which would code
for the following chain of amino acids.
A–A–D–B–C

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 3 The orders of some bases on a molecule of mRNA that code for three different amino
acids, indicated by AA1, AA2 and AA3, are shown in the table below.

Order of bases on mRNA Amino acid coded

AGA AA1
ACA AA2
CGC AA3
a State the order of the bases on a mRNA that would make up a section of a protein
consisting of the following sequence of amino acids.
AA1 – AA3 – AA2 – AA1
b State the order of the bases on the DNA section that coded for this sequence of
amino acids.

4 Which of the following animal cells would have the largest number of ribosomes in
proportion to the size of cell?
A Red blood cell B Salivary gland cell
C Sperm cell D Skin cell

5 The following statements refer to the stages in the formation of an enzyme, such as
catalase, using information encoded in DNA.
A In cytoplasm a chain of amino acids is formed and folds to become the enzyme
catalase.
B In cytoplasm amino acids are assembled to form a chain.

C mRNA molecule carries code for catalase synthesis from nucleus to ribosome.

D DNA molecule unwinds to expose the gene that codes for catalase to be copied
to mRNA.
a Write these events in the correct sequence, starting with the earliest.
b State how the structure of catalase is different from other enzymes.

6 The diagram opposite represents part of mRNA molecule

the process involved in synthesising forming
mRNA.
a State the name used to describe
the pairing between bases such as
cytosine and guanine, and thymine
and adenine, in the DNA molecule.
b Identify a feature of the DNA molecule
not shown in this diagram.
c State where this process takes place
in a cell. C G

d After the mRNA is synthesised, state

where newly synthesised mRNA travels to. T A

e State the organelle to which mRNA

attaches. DNA molecule

24 3 DNA and the production of proteins

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 Exercise 3C Key terms
Link each term below with the correct description.

Hint Flash cards are a powerful learning tool and great for revision too! You can make
these easily using free online resources to match key terms and definitions.

1 gene A base that pairs with cytosine

2 double-stranded helix B section of DNA which codes for a protein

3 complementary base pairing C basic building unit of a protein molecule

4 adenine D molecule that carries complementary copy

of a DNA section

5 mRNA E base that pairs with thymine

6 amino acid F shape of the DNA molecule

7 guanine G base that pairs with guanine

8 cytosine H each base can only be found opposite one

other base

9 deoxyribonucleic acid (DNA) I nitrogen-containing chemical forming part of DNA

10 deoxyribose J chemical that can speed up a reaction

11 thymine K sugar found in DNA

12 base L base which pairs with adenine

13 enzyme M protein causing a reaction in living cell to speed up

14 catalyst N sequence of bases on DNA which codes for a protein

15 genetic code O nucleic acid which stores genetic information

Exercise 3D Skills of scientific inquiry

1 The following table shows the relative proportion of bases in an animal cell:

Base Relative percentage

cytosine 21
adenine 32
State the relative percentage of the base guanine.

Hint Always be able to link up the complementary base pairs correctly. Make up an
easy way to remember such as Tea And Cake Go together.

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 2 A length of single-stranded DNA has 500 bases.
a Complete the table opposite to show the
Number Percentage
number of thymine and cytosine bases
Base of bases of bases
and calculate the percentages of the bases.
C 30
b Express the ratio of adenine to guanine in
this length of DNA. G 150
c A different length of single-stranded DNA T
has 1000 bases. If 20 % of these bases are
cytosine, calculate the numbers of each of A 100
the four bases.

3 The table opposite shows the mass of Component Percentage of total cell mass
some components of a bacterial cell
expressed as a percentage of the total DNA 2
mass of the cell. RNA 26
a Draw a bar chart to show these data. Ribosomes 30

Hint Work on your graph-drawing skills. Bar charts must have equally spaced bars
all the same width. Use a ruler to draw the bars. Make sure the scale uses up
more than 50 % of the grid. Ensure both axes are properly labelled; and units,
where these apply, must be included. Use a ruler and sharp pencil to draw the
bars!

b Calculate the ratio of the percentage of RNA to the percentage of DNA.

Hint Remember to give ratios as the simplest whole numbers and also in the order
asked; here the RNA comes first.

[ 4 Calculate how many cytosine molecules are present in a single-stranded section of a

DNA molecule of 1000 bases if 40 % of the bases are adenine.

5 The following table shows the rate of amino acid assembly (amino acids/second)
during protein synthesis in four different organisms: W, X, Y and Z.

Organism Rate of amino acid assembly (aa/second)

W 30
X 10
Y 8
Z 4
a Complete this bar graph to show 40
these data.
Rate of amino acid assembly

b Calculate the average rate of amino 30

acid assembly.
(aa/second)

c Identify which organism assembles 20

amino acids 25 % faster than
organism Y. 10

0
W X Y Z
Organism
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 4 Proteins

Exercise 4A Protein structure and function

1 Using the word bank provided, complete the following sentence by writing in the
appropriate word(s).
A word may be used once, more than once, or not at all.
amino acids – functions – sizes – base pairs
The variety of protein shapes and _____________ arises from the sequence of the
________________ of which the proteins are made.

Hint Each protein has its own unique sequence of building blocks.

2 State two functions of proteins.

3 The following proteins are found in humans:

1 hormone 2 amylase 3 antibody
Which of the following correctly identifies their functions?

Function
acts as a chemical
breaks down starch destroys pathogens
messenger
A 1 2 3
B 2 1 3
C 3 2 1
D 2 2 1

4 What are the basic building blocks of proteins are called?

A Bases B Amino acids C Sugars D Fatty acids

5 Which of the following aids the body in defence against pathogens?

A Hormone B Receptor C Enzyme D Antibody

6 Which of the following acts a chemical messenger which targets specific tissue?
A Hormone B Receptor C Enzyme D Antibody

Exercise 4B Enzymes
A
1 The diagram opposite illustrates the ‘lock and
key hypothesis’ to help explain how an enzyme B
works.
key lock
a State what the key and lock each represents.
enzyme
b Identify what each of the letters A, B and C
refer to.

lock-key complex C

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 2 State three properties of enzymes.

3 Biological soap powders contain enzymes to remove stains.

Explain why it is necessary for these powders to contain more than one enzyme.

Hint This type of question could be worth three marks so make sure your answer
reflects this by giving three distinct points.

4 Explain the term ‘specificity’ as it applies to enzymes.

Hint Each enzyme has its own unique active site.

5 An enzyme may be described as a biological catalyst because it

A is made up of a chain of amino acids B can act on any substrate
C is affected by light intensity D can cause a reaction in a cell to speed up

6 Starch is broken down by human salivary amylase. A solution of each of these was
mixed together and then the pH was adjusted to either pH 3 or pH 7 and kept at
either 30o C or 50o C.
Which of the following combinations of pH and temperature would react first to
produce sugar?

pH Temperature o C
A 3 30
B 3 50
C 7 30
D 7 50

7 Which of the following statements about enzymes is not true?

A Enzymes act as biological catalysts
B High temperatures denature enzymes
C pH affects enzyme activity
D Enzymes are found only in cells of the digestive system

8 Complete the following sentence by underlining the correct word in the brackets.
Enzymes are [changed/unchanged] after the reaction they catalyse is complete.

9 The following numbered descriptions refer to enzyme activity:

1 optimum conditions 2 highly specific 3 forms products
4 can be reused 5 acts as a catalyst 6 increases rate of chemical changes
Select the one numbered description that best matches each underlined part of the
following sentence labelled A and B.
Human lipase acts only on the substrate fat [A] to produce fatty acids and glycerol [B]

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 10 The following reaction involves the chemical catalase.
catalase
hydrogen peroxide ------------------> water + oxygen
Which of the following correctly describes the substances involved in this reaction?

enzyme substrate products

A catalase hydrogen peroxide water and oxygen
B hydrogen peroxide catalase water and oxygen
C catalase water and oxygen hydrogen peroxide
D water and oxygen catalase hydrogen peroxide

11 An extract of peeled potato was Column Column Column Column

prepared then filtered to 1 2 3 4
produce a starch-free solution
Row A glucose-1-phosphate + water
of a particular enzyme that acts
on glucose-1-phosphate to
produce starch. Row B extract + water

An experiment was carried out

Row C extract + glucose-1-phosphate
to investigate the activity of this
enzyme as shown below.
0 4 8 12
Each column on the dimple tile Time when iodine solution added (mins)
was tested with iodine solution
at four-minute intervals.
a Identify the substrate of this enzyme.
b State what iodine solution tests for.
c Predict which of the following is a likely result after adding iodine solution every
four minutes [+ indicates a positive result with iodine solution].
A B
Column Column Column Column Column Column Column Column
1 2 3 4 1 2 3 4

Row A + + + Row A

Row B + + + Row B

Row C + + + Row C

C D
Column Column Column Column Column Column Column Column
1 2 3 4 1 2 3 4

Row A + Row A + +

Row B + Row B + +

Row C + + + Row C

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 12 The graph opposite shows the effect of increasing
temperature on the activity of an enzyme that
can break down starch.

breakdown (units)
Rate of starch
a Describe the effect of increasing temperature
on the activity of the enzyme.
48°C
Hint Another command word: ‘Describe’
means to give more detail than you
would in an outline and use examples
where you can.
20 30 40 50 60
Temperature (°C)
b State the term that describes the temperature at
which the enzyme is most active.
c Explain why the activity of the enzyme falls rapidly above 48oC.
d Predict the effect on the breakdown of starch if catalase had been used in this
experiment.
e State one variable, other than temperature, that affects enzyme activity.

13 a State an example of an enzyme that is involved in a degradation type of reaction,

stating the substrate and product(s) involved.
b State an example of an enzyme that is involved in a synthetic type of reaction,
stating the substrate and product(s) involved.
c State what chemical makes up an enzyme.

14 The diagram opposite shows the activity of a plant Activity of enzyme

enzyme with changing substrate concentration.

a Describe the effect of increasing substrate
concentration on the activity of this enzyme.
b State two other factors that might affect the
activity of this enzyme.
Increasing substrate concentration
15 The table below shows some of the features of enzyme function.
Decide if each statement is TRUE or FALSE then tick the appropriate box.
If the statement is FALSE, write the correct word(s) into the correction box to replace
the word(s) underlined in the statement.

Statement True False Correction

Enzyme molecules are made up of chains of
amino acids.
Reactions in a cell go much faster in the presence
of suitable enzymes.
At very low temperatures enzymes are denatured.

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 Exercise 4C Key terms
Link each term below with the correct description.

1 enzyme A forms part of the cell membrane

2 antibody B speeds up chemical reactions in a cell

3 structural protein C acts as a chemical messenger

4 hormone D binds specific molecules to the cell membrane

5 receptor E protects body against disease

6 denaturation F breakdown type reaction

7 degradation G reaction that involves building up molecules

8 synthesis H inactivation of an enzyme

9 substrate I value of a factor at which an enzyme works best

10 active site J end result of an enzyme-catalysed reaction

11 product K chemical on which an enzyme acts

12 optimum L area on enzyme where substrate binds

Exercise 4D Skills of scientific inquiry

1 An animal requires 22 amino acids to be able to manufacture the proteins it needs to
function properly but it can only manufacture 11 of these through normal cell
metabolism, the rest have to come from its diet.
Calculate the percentage of the animal’s amino acid requirements that must be supplied
in the diet.

2 The diagram below is a simplified representation of the two chains, A and B, of amino
acids that form insulin in a cow.
Each amino acid is abbreviated to the first three letters of its full name.

Hint Start off by accurately logging every different amino acid in each chain.

S S
Chain A
Gly Ile Val Glu Gln Cys Cys Ala Ser Val Cys Ser Leu Tyr Gln Leu Glu Asn Tyr Cys Asn

S S

S S
Phe Val Asn Gln His Leu Cys Gly Ser His Leu Val Glu Ala Leu Tyr Leu Val Cys Gly
Glu
Arg
Chain B
Gly

Ala Lys Pro Thr Tyr Phe Phe

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 a Calculate how many more amino acids are present in chain B compared with chain A.
b Using the first three letters only, state two amino acids present in chain B but
absent in chain A.
c State the ratio of Gly : Glu : Cys in both chains A and B together.
d Calculate the percentage of the amino acids in chain B of a molecule of insulin
which is made up of Phe.

3 The effect of pH on the activity of two enzymes, A and B, was investigated.

The same volume of each enzyme, adjusted to the different pHs being investigated, was
placed into small wells in the middle of a layer of a protein called gelatine in a Petri dish.
After 90 minutes, the activity of each enzyme was estimated by measuring the area of
gelatine digested by each enzyme.
The results of the investigation are shown in the table below.

Area of gelatine digested (mm2)

pH Enzyme A Enzyme B
1 140 0
2 180 0
3 140 0
4 120 10
5 100 20
6 60 60
7 40 80
8 20 120
9 0 90
10 0 130

Hint Make sure you include the units, label each axis, join the plotted points with
a ruler, point to point (not best fit), and don’t plot values you don’t have, such
as pHs above or below the ones in the table. Make sure you use more than
50 % of the grid.

a Complete the following to show two line graphs on the same grid for these data.
200
180
Area of gelatine digested (mm2)

160
140
120
100
80
60
40
20
0
1 2 3 4 5 6 7 8 9 10
pH

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 b State the pH that allowed both enzymes to work at the same activity level.
c Identify a result that looks ‘unusual’.
Give a possible explanation for this unusual result.
d Explain how the results of the investigation could be made more reliable.
e Predict which enzyme is most likely to be found in the stomach, which is very
acidic.
Explain your answer.

4 The graph opposite shows the activity of 100

A B C
three human enzymes, A, B and C at
different pHs.
a Describe the effect of pH on the activity

Percentage enzyme activity

of enzyme C.
b State the pH at which enzymes A and B
50
are both working at the same percentage
activity.
c State the optimum pHs for each enzyme.
d Predict the pH at which none of the
enzymes will be working.

1 2 3 4 5 6 7 8 9 10 11
pH

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 5 Genetic engineering

Exercise 5A Genetic engineering

1 Complete the following sentence by writing appropriate words into the
spaces provided.
Genetic ______________ can be _______________ from one organism to another by
genetic _______________ .

2 The following diagram shows some of the stages involved in modifying a bacterial
cell to make it produce a useful substance, such as insulin.
7

3
6

a Match each of the following with the correct number shown on the diagram.
A Human cell B Plasmid C Required gene
D Genetically modified bacterial cell E Modified plasmid
F Bacterial cell G Plasmid is opened

Hint Notice the use of ‘required gene’ here to specify the gene being looked for.
b State which chemicals are used in this process to cut open plasmids.
c State two advantages of producing insulin using genetic engineering to produce a
chemical such as insulin.
d Suggest two reasons why the demand for insulin is likely to continue to increase.
e State one other example of a useful substance that can be produced using genetic
engineering.

3 Some of the stages involved in genetic engineering are listed below.

1 Extract the required gene.
2 Identify the source chromosome that contains the required gene.
3 Insert the modified plasmid back into the original host cell.
4 Allow modified bacterial cell to multiply.
5 Insert desired gene into the bacterial plasmid.
The correct order of these stages is
A 1, 2, 3, 4, 5 B 4, 3, 2, 1, 5 C 3, 2, 1, 4, 5 D 2, 1, 5, 3, 4

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 4 Using the word bank provided, complete the following sentences by writing in the
appropriate word(s).
A word may be used once, more than once, or not at all.
quickly – lab – chromosome – circular – plasmid – foreign – copies – protein – large – multiple

A ______________ is a small ______________ piece of DNA that is not part of the bacterial
chromosome. It can make ____________ of itself separately from the larger circular
bacterial _____________ . A ______________ can carry _______________ genes (genes from
other organisms) cheaply and__________in the ______. They are good for making many
_________ of the required gene as well as the _____________ product of the gene in
_________ quantities.

5 Haemophilia is a condition in humans that results in a failure to clot blood. This

failure is due to a lack of a ‘clotting factor’.
Genetic engineering has allowed the manufacture of this clotting factor using the
following stages.
A Extracting the clotting factor.
B Growing large numbers of the genetically modified bacterial cells.
C Purifying the clotting factor.
D Identifying the required gene that codes for the clotting factor.
E Isolating the required gene that codes for the clotting factor.
F Inserting the required gene into a bacterial plasmid.
Using the letters, arrange these stages in the correct order.

6 The diagram below shows some of the structures associated with a bacterial cell.

1 2 3 4

a Which labelled structure is often used in genetic engineering?

A 1 B 2 C 3 D 4
b Which labelled structures have to be passed through to allow genetic engineering
to take place?

A 1 and 2
B 2 and 3
C 1 and 4
D 2 and 4

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 7 Which of the following definitions best describes a plasmid?
A Structure in an animal cell that can be genetically programmed
B A large chromosome found in a bacterial cell
C Small ring of DNA that can act as a carrier for genes
D Small circle of DNA that carries most of a cell’s genetic information

8 Two stages of genetic engineering that occur in sequence are shown below.
Plasmid is extracted from a bacterium.
Plasmid is cut open using an enzyme.
Which of the following is the next stage?
A Genetically modified bacteria multiply and produce human protein
B Section of human DNA with required gene is identified
C Required gene is cut out of the human chromosome
D Required gene is inserted into the plasmid

9 Cheeses made in the past using an enzyme, called rennin, from a calf’s stomach, can
now be made by using genetically modified (GM) yeast cells.
The diagram below shows some of the procedures used to reprogramme yeast cells to
make rennin.

DNA

C
D

F E

a Identify which letter refers to each of the following descriptions.

1 Calf producing rennin.
2 Rennin extracted from genetically modified yeast cells.
3 Identification and removal of the gene for producing rennin.
4 Insertion of gene into bacterial plasmid acting as a carrier.
5 Plasmid inserted into yeast cells.
6 Cells from calf’s stomach.
b Suggest two advantages of rennin produced in this way.

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 10 The table below shows some statements concerning genetic engineering.
Decide if each statement is TRUE or FALSE then tick the appropriate box.
If the statement is FALSE, write the correct word(s) into the correction box to replace the
word(s) underlined in the statement.

Statement True False Correction

Bacteria have a large circular chromosome.
Genetic engineering is the transfer of whole
chromosomes from one species to a different species.
Plasmids can be used in genetic engineering to
carry genes.

Exercise 5B Key terms

Link each term below with the correct description.

1 plasmid A acts like chemical ‘scissors’ in genetic engineering

2 enzyme B produces genetically modified organisms

3 genetic engineering C useful substance that can be produced using

genetic engineering

4 growth hormone D small circular DNA structure found in bacterial cell

5 source chromosome E changing an organism’s genetic material

6 genetic modification F where the required gene is located

7 gene G process of genetically modifying a cell

8 species H basic unit of heredity

9 transformation I group of individuals which can breed to produce

fertile offspring

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 Exercise 5C Skills of scientific inquiry
1 The data below shows the number of patients taking a genetically engineered form of
insulin in an area of Scotland.
Number of patients Patients’ age (years)
40 0 –10
120 11–20
230 21–30
120 41–50
20 51–60
a Draw a bar chart to represent these data.
b Identify one trend in the number of patients taking this genetically modified
insulin and the ages of patients being studied.
c Calculate the percentage decrease in the number of patients aged 51–60 years
taking this modified insulin compared to those aged 21–30 years.
d State the ratio of patients taking this modified insulin aged 0–10, 21–30 and 41–50 years.
e The number of patients taking this modified insulin in the age range 61–70 fell to 18.
Express this change as a percentage of the number of patients in the age range 51–60.

2 A sample of 100 people were asked their opinions on genetic engineering in 1985.
Five years later, a different sample of 100 people were asked for their opinions. This
was repeated until six sets of data were obtained.
Their responses were divided into three different categories, those who thought the:
1 benefits of genetic engineering far outweigh any potential harmful effects
2 benefits of genetic engineering were very similar to the potentially harmful effects
3 harmful effects of genetic engineering were far greater than the potentially
beneficial effects
The graph below shows the responses as percentages of the total sample.
50

45

40
Percentage of total sample

35
Benefits of genetic engineering
30 outweigh harmful results
Harmful results of genetic engineering
25
outweigh benefits
20 Benefits of genetic engineering are
about equal to harmful results
15

10

0
1985 1990 1995 1997 1999 2001

a Select one set of responses and comment on any trend over the period of the survey.
b State which set of responses produced the largest difference in 2001 compared
with 1985.
c State the two years between which the percentage change was the greatest.
State the set that showed this change.
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 6 Respiration

Exercise 6A Stored chemical energy

1 Using the word bank provided, complete the following sentences by writing in the
appropriate word(s).
A word may be used once, more than once, or not at all.
chemical – glucose – enzymes – respiration – cells – photosynthesis
The ______________ energy stored in the sugar _______________ needs to be released
by all ______ through a series of reactions controlled by _____________. This process is
called _____________.

Exercise 6B ATP
1 Using the word bank provided, complete the following sentences to show how
energy from the breakdown of ATP can be used.
protein synthesis – division – transmission – contraction
a The _____________ of muscle cells
b Allowing an increase in cell numbers by cell _____________
c Carrying messages rapidly by ______________ of nerve impulses
d Joining amino acids together in the process of ____________ ____________.

2 Which of the following would not require energy supplied by the breakdown of ATP?
A Synthesis of the enzyme catalase
B Transmission of nerve impulses
C Skeletal muscles contracting
D Passive diffusion of oxygen from leaf cells

3 Which of the following processes would require energy supplied by the breakdown
of ATP?
A Breakdown of amino acids in the liver
B Digestion of protein by pepsin in the stomach
C Formation of a protein from amino acids
D Aerobic respiration of glucose

Exercise 6C Respiration and fermentation

1 Which of the following enters a white blood cell by diffusion and is broken down to
release energy?
A Glucose B Oxygen Hint Notice how topics link together in Biology. Here,
for example, diffusion links to respiration.
C Water D Starch

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 2 Some of the stages involved in aerobic respiration follow:
1 Carbon dioxide, water and energy are released.
2 Pyruvate enters a mitochondrion.
3 Two molecules of ATP are produced.
4 Glucose is broken down to pyruvate in the cytoplasm.
5 Inside the mitochondrion, pyruvate is completely broken down.
Arrange these stages, starting with the earliest.

Hint Flow charts are excellent ways of remembering complex information such as
the pathway of aerobic respiration.

Hint Students often confuse fermentation with anaerobic respiration.

3 The table below compares aerobic respiration and fermentation.

Write the letters of the descriptions into the correct columns.
A Requires oxygen
B Does not require oxygen
C Produces alcohol
Aerobic respiration Fermentation
D Large number of ATP molecules are
produced
E Takes place in the mitochondria of a cell

4 Fermentation by yeast produces

A oxygen, ATP and ethanol
B ethanol, carbon dioxide and water
C oxygen, carbon dioxide and ethanol
D ATP, ethanol and carbon dioxide

5 To function aerobically, the biceps muscle needs

A glucose and oxygen
B oxygen and lactate
C glucose and lactate Hint Don’t be put off by a reference to the biceps here;
just consider the cells that make up the biceps.
D glucose and carbon dioxide

6 Which of the following shows the end-products of fermentation in the biceps muscle?
A Ethanol and ATP B Oxygen and lactate
C Lactate and carbon dioxide D ATP and lactate

7 Which of the following descriptions apply to fermentation in yeast cells?

Where it occurs Relative number of ATP synthesised

A cytoplasm two
B cytoplasm large number
C mitochondria two
D mitochondria many

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 8 The diagram opposite shows that yeast cells can respire by fermentation.
a State the purpose of the glucose present.
b Suggest one reason why the glucose was boiled.
thermometer
c Suggest the purpose of the layer of oil. tube
d The indicator changes colour from red to
yellow in the presence of the gas produced water
during fermentation. bath

State the gas that causes this change. layer of oil

e The thermometer showed a slight increase
in temperature. boiled indicator
glucose
Suggest a possible reason for this change. solution
and yeast
f Suggest how the reliability of the results could
be improved.
g A possible control for this experiment would be using an equal mass of previously
boiled yeast.
State the purpose of this control.

9 Which of the following stages in respiration would result in the production of the
largest number of ATP molecules?
A Glucose pyruvate
B Pyruvate lactate
C Glucose carbon dioxide and water
D Lactate carbon dioxide and water
10 The diagram below shows some of the stages involved in the complete aerobic
respiration of glucose.
glucose

STAGE A 2 ATP formed

pyruvate

STAGE B 36 ATP formed

Gas X + Substance Y

a Identify gas X and substance Y.

b Where in the cell does each of the stages, A and B, take place?

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 11 The following table shows some statements associated with respiration.
Decide if each statement is TRUE or FALSE then tick the appropriate box.
If the statement is FALSE, write the correct word(s) into the correction box to replace the
word(s) underlined in the statement.

Statement True False Correction

Protein is the most common source of energy in cells.
ATP acts as a link between energy-releasing reactions and
those reactions that require energy.
The first stage of aerobic respiration takes place in the
mitochondrion.
Fermentation results in 2 ATP being released from the
breakdown of glucose in the presence of oxygen.

Exercise 6D Key terms

Link each term below with the correct description.

1 ATP A energy-rich sugar that is broken down during respiration

2 glucose B alcohol produced by yeast cells in the absence of oxygen

3 aerobic C energy-rich molecule produced in both animal and plant cells

4 lactate D requires oxygen

5 respiration E chemical produced in cytoplasm of an animal cell in the absence

of oxygen

6 fermentation F organelle where aerobic respiration is completed

7 mitochondrion G biochemical process of releasing energy from glucose

8 ethanol H process which only partially breaks down pyruvate

Exercise 6E Skills of scientific inquiry

1 The following apparatus was set up to investigate the effect of temperature on the
rate of oxygen uptake by live maggots.

chemical which chemical which

absorbs carbon absorbs carbon
dioxide dioxide
cotton wool cotton wool

live maggots glass beads

U tube containing U tube containing

coloured fluid coloured fluid

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 The apparatus was kept in a water bath set at 5o C and left for 15 minutes with the taps
open to the air.
The taps were then closed and the apparatus left for one hour.
The oxygen used up by the maggots was measured as a change in the height of the
coloured liquid in the capillary tube, which was converted to a volume (cm3 per hour).
The same procedure was repeated over a range of temperatures and the results of
the tube that contained the maggots are shown in the table below.

Temperature Oxygen uptake

( C)
o
(cm3 per hour)
5 0.20
10 0.30
15 0.40
20 0.45
25 0.50
30 0.55

a Complete the following line graph of this data.

0.60
0.55
0.50
Oxygen uptake (cm3 per hour)

0.45
0.40
0.35
0.30
0.25
0.20
0.15
0.10
0.50
0
0 5 10 15 20 25 30 40
Temperature (º C)

b Describe the relationship between temperature and oxygen uptake by the live maggots.
c Suggest why glass beads, equal in mass to the live maggots, were used.
d State the purpose of the cotton wool in the apparatus.
e Describe how the validity of these results could be improved.
f If the increase in oxygen uptake continued at the same rate over the range 15o C to
30º C, predict the oxygen uptake at 35º C.

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 2 A gardener collected waste materials, such as grass clippings, potato peelings, leaves
and kitchen scraps, to form a ‘compost heap’ used to generate nutrients that she
could apply later in the season to growing plants.
The diagram below shows the compost in section.

A B C D E F G

After several months, the temperature ( oC) at each of the sample points, A to G, was
recorded. These are shown in the table below.

Sample point Temperature (o C)

A 20
B 22
C 35
D 35
E 35
F 25
G 18

a Complete the following line graph to represent this data.

40
35
30
Temperature (° C)

25
20
15
10
5
0
A B C D E F G
Sample point

b Describe the trend in temperature readings from sample point A to sample point G.
c A number of organisms are often found in a well-established compost heap such
as earthworms, aerobic bacteria and anaerobic bacteria.
Some bacteria can survive in the complete absence of oxygen.
Identify the likely sample point where such bacteria would be found and explain
your answer.

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 7 Producing new cells

Exercise 7A Mitosis
1 The diagram below shows a cell undergoing mitosis.
a From the diagram, identify structures X, Y and Z.
b Describe the functions of structures Y and Z.

Y
Z

2 Put the following stages of mitosis into the correct sequence.

A Chromosomes line up at the equator of Hint You should be able to match
the cell. diagrams with the correct
B Daughter chromosomes gather at the end of sequence of the stages.
the cell.
C Chromosomes become visible as pairs of identical chromatids.
D Spindle fibres pull chromatids to opposite poles of the cell.

3 The diagram opposite shows four different stages of mitosis.

1 2
a Put the stages in the diagram opposite into the
correct sequence.
b Which stage in the diagram involves chromatids
being pulled apart by the spindle fibres?
3 4
c Which is the earliest stage in the diagram that
involves chromosomes becoming visible as pairs of
identical chromatids?

Hint You should make sure you learn the difference between a chromosome and a
chromatid.

4 State three ways in which mitosis is important to living organisms.

5 Describe mitosis in terms of number of cells produced and the chromosome

complement of each of these cells.

6 Which of the following involves mitosis?

A Photosynthesis
B Protein synthesis
C Aerobic respiration
D Maintenance of chromosome complement

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 7 The following terms refer to events in mitosis:
A Chromosomes B Spindle fibres
C Centromere D Equator
Match each letter to the statements below.
a Holds two chromatids together
b Pulls chromatids apart to opposite poles of the cell
c Is the area where chromosomes line up

8 Look at the diagram opposite.

a State the number of chromosomes present in the cell.
b State the number of chromatids present in the cell.
c State the number of chromosomes that would be present in each
daughter cell produced if this cell underwent mitosis.

Hint Daughter cells always maintain the diploid chromosome complement and so
have the same number as the original cell.

Exercise 7B Stem cells

1 State one feature of a stem cell.

2 State two processes that stem cells are involved in.

3 Describe how stem cells are able to self-renew.

4 State the group of living organisms that stem cells are found in.

5 The following statements refer to stem cells. State which of the statements about stem
cells are TRUE and which are FALSE. If FALSE, rewrite the statement to make it correct.
a Located in animals
b Involved in growth and respiration
c Have the ability to self-renew
d Are specialised cells
e Have the potential to become one type of cell

Exercise 7C Specialisation
1 State what is meant by the term specialisation.

2 State what each of the following are composed of:

a Tissues
b Organs
c Systems

3 Complete the following flow diagram to display the hierarchy in living organisms.
Cells → _____________ → _____________ → ________________ → _________________

4 State three examples of:

a Cells b Tissues c Organs d Systems

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 5 Decide if each of the following statements is TRUE or FALSE and tick the correct box.
If the answer is FALSE, write the correct word(s) in the correction box to replace the
word underlined in the statement.

Statement True False Correction

Spindle fibres pull chromatids apart to
opposite poles of the cell.
Mitosis provides new cells for growth and
repair of damaged cells and maintains the
haploid chromosome complement.
Stem cells in animals are specialised cells
which can divide in order to self-renew.
Specialisation of cells leads to the formation
of a variety of cells, tissues and organs.
Groups of organs which work together form
organisms.

Exercise 7D Skills of scientific inquiry

1 The table below shows the results of an experiment by students who compared two
different nutrient agars on the growth of bacterial cells as measured by the number
of colonies in a Petri dish.
Use the data in the table to answer the questions.

Time Number of colonies

(hours)
Basic nutrient agar Nutrient-rich agar (extra
glucose and amino acids)
0 0 0
6 1 2
12 2 4
18 3 7
24 4 16
30 7 27
36 6 63

a Describe the general trend in the number of colonies shown by the results using
basic nutrient agar.
b Calculate the simple whole number ratio of the number of colonies in basic and
nutrient rich agar at 24 hours.
c Calculate the percentage increase in the number of colonies for nutrient-rich agar
between 12 and 24 hours.
d Calculate the average increase in colonies (per hour) for basic nutrient agar during
the experiment.
e Predict the number of colonies for nutrient-rich agar at 42 hours, assuming rate of
growth remains constant.

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 Exercise 7E Key terms
Link each term below with the correct description.

1 cell A when chromosomes become shorter and thicker

2 cell division B protein thread produced during mitosis to pull
chromatids apart
3 centromere C cells produced at the end of mitosis
4 chromatid D process to increase the number of cells in
an organism
5 chromosome complement E one half of a duplicated chromosome
6 condense F number of chromosomes possessed by the cells
of a species
7 differentiation G imaginary line down the centre of the cell where
chromosomes line up
8 diploid H area of the cell to which spindle fibres
pull chromatids
9 equator I structure to which the chromatids of a
chromosome are attached
10 ethical issues J produces two new daughter cells that are
identical to each other, and to the parent cell
11 haploid K two sets of chromosomes
12 identical daughter cells L one set of chromosomes
13 mitosis M unspecialised cells in animals
14 multicellular N process by which an unspecialised cell
becomes specialised
15 organ O moral questions or problems
16 system P a cell that has not yet developed into one
particular type
17 organism Q group of similar tissues working together
18 pole R organism which consists of many cells
19 specialisation S unit of life
20 spindle fibre T the process whereby a cell becomes adapted to
one specific function
21 stem cell U organism that consists of only one cell
22 tissue V an individual living thing / made up of
many systems
23 unicellular W group of similar cells working together
24 unspecialised X group of organs working together

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 8 Control and communication

Exercise 8A Nervous system and reflex arc

1 Name the:
a Two main parts of the nervous system.
b Two main parts of the central nervous system (CNS).
c Three main parts of the brain.

2 Describe one function of the:

a Cerebellum
b Cerebrum
c Medulla.

3 Identify the following parts of the brain

shown on the diagram opposite. X
a X
b Y
c Z

4 Which part of the brain co-ordinates

muscle contraction?
A Cerebrum B Medulla
Z
C Cerebellum D Spinal cord
Y
5 Describe the function of a neuron.

6 a State the three types of neurons.

b Describe the specific function of each neuron within a reflex arc.

7 State the function of a receptor.

8 a Name the gap between neurons.

b Explain how the messages carried by neurons are able to pass over this gap.

9 State what a reflex is.

Hint You should memorise the pathway of a reflex arc – using a flow diagram is a
useful way to do this.

10 Draw a flow diagram showing the pathway that an electrical impulse follows during a
reflex arc.

11 State the function of a reflex.

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 12 Identify the following parts of a reflex arc
shown on the diagram.
V
V
W
W
X
Y
Z X

Y
Z

Exercise 8B Hormones and blood glucose regulation

1 State one function of an endocrine gland.

2 a State how hormones travel around the body.

b State one function of hormones.
c Explain how a hormone acts upon a target tissue within the body.

Hint Students are often unable to recall the term ‘target tissue’; keep this one in
mind when describing hormone action.

3 Describe the roles of the following in blood glucose regulation.

a Insulin
b Glucagon
c Pancreas
d Liver
e Glycogen

4 Describe the expected response from the blood glucose regulation system in the
following circumstances:
a Blood glucose level decreases below normal
b Blood glucose level increases above normal
c During/after intense exercise
d After eating a large carbohydrate meal
e During fasting

5 Name the organ where receptor cells that detect changes in blood glucose levels
are found.

6 State the form in which carbohydrate is stored in the body and name the organ
where this storage takes place.

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 7 Complete the diagram below showing blood glucose regulation.
Blood glucose Blood glucose
levels decrease levels increase Hint You should spend some time
learning the different terms
involved. Be careful that you
Detected by Detected by
don’t confuse the terms glucose,
_______ _______
glucagon and glycogen.

_______ released _______ released

Binds to receptors Binds to receptors

on _______ on _______

Converts _______ Converts _______

to _______ to _______

Glucose levels Glucose levels

restored to normal restored to normal

8 Which of the following is not a correct description of hormone function?

A Travels in blood B Travels via electrical impulse
C Secreted by endocrine glands D Is a chemical messenger

9 Which of the following describes the correct hormonal change to the change in
blood glucose levels following exercise?

Blood glucose change Hormonal change

A increased glucagon secretion increased
B increased insulin secretion increased
C decreased glucagon secretion increased
D decreased insulin secretion increased

10 Decide if each of the following statements is TRUE or FALSE and tick the correct box.
If the answer is FALSE, write the correct word(s) in the correction box to replace the
word underlined in the statement.

Statement True False Correction

CNS consists of nerves and spinal cord.
Effectors detect sensory input/stimuli.
Chemicals transfer messages between neurons at
synapses.
Endocrine glands release hormones into the
bloodstream.
A target tissue has cells with complementary
receptor proteins for specific hormones.

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 Exercise 8C Skills of scientific inquiry
1 Use the data below to answer the questions that follow.
The table shows the results of a glucose tolerance test on two individuals, X and Y.
During the test these individuals are given glucose drinks and their blood glucose levels
recorded (mmol/l), before and at certain time intervals afterwards (minutes).
The individuals did not eat (fasted) overnight before this test.

Time after consuming Blood glucose levels (mmol/l)

glucose drink (mins)
Individual X Individual Y
0 (fasting level) 8.8 4.1
30 24.6 8.2
60 21.2 10.6
90 18.0 8.2
120 17.6 6.6
150 16.0 5.4
180 14.4 4.8
a Describe the general trend shown by the results of individual Y’s blood glucose
levels.
b Calculate the simple whole number ratio of blood glucose levels of individual X
and Y at 30 minutes.
c Calculate the percentage increase in blood glucose level for individual Y between
0 and 30 minutes.
d Calculate the average increase in blood Hint Average increase is calculated by
glucose (per minute) of individual X dividing the actual increase by the
during the test. total time of the experiment.
e Predict the blood glucose level of
individual X after 210 minutes, assuming it continues to change at the same rate as
120 minutes onwards.
f When comparing these results, students calculated the percentage increase in
blood glucose levels for both people rather than the actual increase. Suggest why.
g People with type 1 diabetes are unable to produce insulin. Suggest which of these
two people is diabetic. Give a reason for your choice.
h Give two variables that should be kept constant during this glucose tolerance test.

2 Explain what a control experiment is.

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 Exercise 8D Key terms
Link each term below with the correct description.

1 central nervous system (CNS) A transfers messages across synapses

2 nervous system B tissues which bind specific hormones
3 cerebrum C sugar used as respiratory substrate in cell
4 cerebellum D storage form of glucose in liver
5 medulla E sites on the outside of cells which specific hormones
bind to
6 neuron F organ which releases hormones into the
blood stream
7 sensory neuron G passes the information to the central nervous system
from a receptor
8 inter neuron H organ which stores glycogen
9 motor neuron I organ which detects changes in blood glucose levels.
Secretes insulin and glucagon
10 receptor J nerve cell
11 electrical impulse K hormone released by pancreas when blood glucose
levels are low. Converts glycogen to glucose in liver
12 synapse L hormone released by pancreas when blood glucose
levels are high. Converts glucose to glycogen in liver
13 chemical transmitter M gap between neurons
14 reflex N transmits impulse from CNS to effector, enabling a
response to occur, which can be a rapid action from
a muscle or a slower response from a gland
15 effector O controls sensory input/stimuli
16 hormone P control of muscle co-ordination and balance
17 endocrine gland Q control of involuntary processes such as heart rate
and breathing
18 target tissue R control of conscious thought, memory, speech,
learning, language, reasoning, emotions
19 receptor protein S connects sensory and motor neurons in spinal cord
20 insulin T CNS and nerves
21 glucose U chemical messenger
22 glucagon V carry messages along neurons
23 glycogen W brain and spinal cord
24 pancreas X body part which responds to the electrical impulse
coming from a motor neuron
25 liver Y a rapid automatic response to a stimulus (anything
an organism can detect)
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 9 Reproduction

Exercise 9A Animal reproduction

1 State what is meant by the term diploid.

2 State what is meant by the term haploid.

Hint Learn the difference between diploid and haploid, but also learn examples
of both.

3 State what a gamete is.

4 Explain why gametes need to be haploid.

5 State whether each of these cells are diploid or haploid.

a Pancreas b Sperm
c Kidney d Pollen
e Phloem f Ovule
g Muscle h Skin
i Egg

6 Which of the following pairs of human cells have the same number of chromosomes?
A Pancreas and kidney B Sperm and pancreas
C Sperm and muscle D Egg and kidney

7 Which of the following pairs of human cells have the same number of chromosomes?
A Pancreas and egg B Sperm and muscle
C Egg and muscle D Egg and sperm

8 State the names of the two organs that produce gametes in animals.

9 State the site of production of:

a Sperm in male animals.
b Eggs in female animals.

10 The diploid number of chromosomes in a cell from a chicken is 78. Which of the
following is correct?

Chicken cell type Number of chromosomes

A Muscle 39
B Zygote 39
C Egg 78
D Pancreas 78

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 11 Read the table below, comparing the structure of sperm and egg cells, and select the
correct option from each pair.

Sperm Egg
Male/female male/female male/female
Relative size larger/smaller larger/smaller
Site of production testes/ovary testes/ovary
Tail present yes/no yes/no

12 Describe the process of fertilisation.

13 State the term used to describe a fertilised egg.

Exercise 9B Plant reproduction

1 State the names of the male and female gametes produced by the sex organs in plants.

2 State where in plants the following are produced:

a Pollen
b Ovules.

3 The diagram opposite shows some structures in

a flowering plant.
Identify the letter which indicates the following. Y

a Ovary Z
b Anther
c Site of ovule production X
d Site of pollen production

Hint Both plants and animals have ovaries.

4 Which of the following pairs of plant cells has the same number of chromosomes?
A Ovule and pollen B Pollen and phloem
C Xylem and ovule D Xylem and pollen

5 Which of the following pairs of plant cells has the same number of chromosomes?
A Xylem and pollen B Pollen and phloem
C Ovule and xylem D Xylem and phloem

6 The diploid number of chromosomes from a wheat cell is 42. Which of the following
is correct?

Wheat plant cell type Number of Chromosomes

A Ovule 42
B Phloem 21
C Zygote 84
D Pollen 21

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 7 Complete the table below.

Organism Gamete Organ of production Haploid/Diploid

Anther
Plant
Haploid
Sperm
Animal

8 Complete the table below.

Cell Gamete? Plant/Animal/Both Haploid/Diploid

Pancreas No
Xylem
Egg Animal
Pollen Yes
Zygote
Sperm Haploid
Ovule

9 Decide if each of the following statements is TRUE or FALSE and tick the correct box.
If the answer is FALSE, write the correct word(s) in the correction box to replace the
word underlined in the statement.

Statement True False Correction

Human body cells are diploid, except gametes, which
are haploid.
Eggs are produced in the ovule.

Fertilisation is the fusion of the nuclei of the two

haploid gametes to produce a diploid egg, which
divides to form an embryo.

Hint Remember only to replace the underlined word from the statement in the
correction box, not the entire statement.

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 Exercise 9C Skills of scientific inquiry
1 The table opposite shows the chromosome numbers found in the cells of
different organisms.
Organism Chromosome number
a Select the organisms that have the
same number of chromosomes in Fruit fly 8
their cells. Chicken 78
b State the chromosome numbers of
Barley 14
barley and wheat as a simple whole
number ratio. Wheat plant 42
c Calculate the percentage difference Human 46
between the chromosome numbers
of a human and a crab-eating rat. Crab-eating rat 92
Great white shark 82
Hint Percentage change is
calculated by dividing the Rhesus monkey 42
change in values by the original
Black mulberry 308
value and then multiplying by
100. Red king crab 208

d Calculate how many times greater the chromosome number of black mulberry is
compared to the chromosome number of barley.
e Calculate the average number of chromosomes of the organisms in the table.

Exercise 9D Key terms

Link each term below with the correct description.

1 gamete A site of production of sperm

2 sperm B site of production of pollen

3 testes C site of production of eggs in animals/ovules in plants

4 egg D male gamete in plants

5 ovary E male gamete in animals

6 pollen F haploid sex cell

7 anther G fusion of the nuclei of two haploid gametes to produce a

diploid zygote

8 ovule H female gamete in plants

9 diploid I female gamete in animals

10 haploid J contains two sets of chromosomes; all cells except gametes

11 fertilisation K contains one set of chromosomes; gametes only

12 zygote L cell produced after fertilisation from the fusion of the

gamete nuclei

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 10 Variation and inheritance

Exercise 10A Variation

1 State what is meant by variation.

2 Give a definition for each of these types of variation.

a discrete
b continuous

3 a Describe what is meant by the following types of inheritance.

i single gene
ii polygenic
b For each type of inheritance (above), state the type of variation it is associated with.

4 For each of the following characteristics, state which type of variation it is associated
with.
a height
b blood group
c weight
d fingerprint type

Exercise 10B Inheritance

1 Give a definition for each of the following genetic terms.
a gene
b allele
c phenotype
d genotype
e dominant
f recessive Hint Know the difference between
phenotype and genotype, as
g homozygous students often get them confused.
h heterozygous
i P
j F1
k F2
l monohybrid cross

2 Explain why predicted ratios among offspring are often different from actual ratios.

Hint This question appears often in examinations so it is worth paying close

attention to the answer.

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 3 Most features of an individual phenotype are
A polygenic and show discrete variation
B controlled by single gene inheritance and show discrete variation
C polygenic and show continuous variation
D controlled by single gene inheritance and show continuous variation

4 The family tree below shows the inheritance of the ability to roll the tongue.
tt Tt = female non-roller

= female roller

= male non-roller

P Q R S = male roller

Which of the F1 generation are homozygous?

A P and Q B Q and R
C R and S D P and S

5 Decide if each of the following statements is TRUE or FALSE and tick the correct box.
If the answer is FALSE, write the correct word(s) in the correction box to replace the
word underlined in the statement.

Statement True False Correction

The different forms of a gene are known as polygenic.
Discrete variation tends to contain a wide range of
values from one extreme to another.
Dominant traits require two recessive alleles in order
for the characteristic to be expressed.
Genotype is the physical expression of a gene.
When an individual has two identical alleles for a
characteristic, this is known as homozygous.

6 The following diagram shows the inheritance of petal colour in roses for
three generations.
P Phenotype: Red X White
P Genotype: RR rr
F1 Genotype: Rr
F2 Genotypes: RR and Rr and rr
a Which of the generations contains heterozygous individuals?
b Which of the generations contains homozygous individuals?
c Draw a Punnett square to show the parental cross and complete it to show the
offspring.
d Draw a Punnett square to show the results of a F1 self-cross.
e State the F2 phenotypic ratio.
f State the F2 genotypic ratio.

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 7 The diagrams below show the same sections of matching chromosomes found
in four humans, A, B, C and D.
A B

free ear lobes

fixed ear lobes

C D
blood group A

blood group B

The alleles shown on the chromosomes can be identified using the above key.

State the letter(s) to which these statements apply.

a Blood group is homozygous.
b Ear lobe type is homozygous.
c Blood group is heterozygous.
d Ear lobe type is heterozygous.
e Blood group is homozygous but ear lobe type is heterozygous.
f Blood group is heterozygous but ear lobe type is homozygous.
g Blood group and ear lobe type are homozygous.
h Blood group and ear lobe type are heterozygous.

8 The following diagram represents part of a family tree showing the inheritance of
tongue rolling. The allele D represents roller and d represents non-roller.
Key
A
D Roller

F1 B d non-roller

F2 C

a Complete the table below for individuals A and C.

Individual Possible genotype(s) Phenotype

A Roller
B DD or Dd Roller
C dd
b Individual C married a heterozygous roller and had four children.
Calculate the chance of any individual child being a roller.
c The same two individuals had four non-roller children.
Explain why the predicted ratio of roller children may be different to the
actual ratio.

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 9 A type of blindness in humans is caused by a single gene.
The diagram below shows the pattern of inheritance in one family tree.
H represents the sighted form of the gene.
h represents the non-sighted form of the gene.
Hh hh Sighted male

Monsur Kritisha Non-sighted male

Sighted female

Non-sighted female
Sovan Eva Sopna

Tasu Rasel

a Using Monsur as an example, explain how it is known that the sighted form of the
gene is dominant.

Hint You must refer to both genotype

and phenotype to answer this
one correctly.

b Use information in the family tree to complete the following table to show the
genotype and phenotype of each individual.

Individual Possible genotype(s) Phenotype

Sovan
Rasel

c Sopna marries a man who has the same genotype as her. State the chance of their
child being able to see.

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 Exercise 10C Key terms
Link each term below with the correct description.

1 variation A predicted ratio of phenotypes or genotypes in a

genetic cross

2 discrete variation B second generation of offspring usually from crossing

the first generation

3 continuous variation C actual ratio produced after a genetic cross

4 single gene inheritance D parental generation in a genetic cross

5 polygenic inheritance E one gene controls one inherited trait. Shows

discrete variation

6 phenotype F many genes control the inherited trait. Usually shows

continuous variation

7 genotype G first generation of offspring from a genetic cross

8 allele H different form of a gene

9 dominant I characteristics which show a range of values between

a minimum and a maximum

10 true breeding J characteristics which fall into distinct groups

11 recessive K both alleles are the same

12 homozygous L any difference between individuals of the same species

13 heterozygous M an organism’s physical appearance, or visible traits

14 P N an organism’s genetic makeup

15 F1 O an allele that is masked when a dominant allele is

present. Need two to be expressed

16 F2 P an allele that is always expressed when present. Only

require one to be expressed

17 monohybrid cross Q alternative term for homozygous

18 predicted ratio R a segment of DNA on a chromosome that codes for

a specific protein

19 actual ratio S a cross in which only one characteristic is tracked

20 Punnett square T a chart that shows all the possible combinations of

alleles that can result from a genetic cross

21 gene U two different alleles

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 11 Transport systems – plants

Exercise 11A Structure and functions

1 Name three organs found in a plant.

2 Below is a diagram of the structure of a leaf.

6

1 5 2

Complete the table below. Add the number from the diagram that matches with
each structure.

Leaf structure Number in diagram Function/Description

Upper epidermis
Palisade mesophyll
Spongy mesophyll
Vein
Lower epidermis
Guard cell
Stoma

3 Suggest two processes that occur within the roots that result in the absorption of
water and minerals.

4 Describe how the structure of a root hair cell is related to its function.

5 State how water and minerals are transported from the roots up through the stem.

6 Complete the table below, stating the structure and function of the xylem and
phloem vessels in a plant.

Vessel Structure Function

Xylem

Phloem

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 7 Describe the pathway of water through the plant, from the soil to the air.

Hint This can be asked as a three-mark extended response question, so be sure to

write an extended answer.

8 Describe the process of transpiration.

9 State how the following factors affect transpiration rate.

a Increase in environmental temperature.
b Decrease in surface area of leaf.
c Increase in environmental humidity.
d Decrease in environmental wind speed.

10 Which leaf structure contains air spaces for more efficient gas exchange?
A Palisade mesophyll B Spongy mesophyll
C Stomata D Upper epidermis

11 Which leaf structure is thin and transparent to allow maximum light transmission?
A Palisade mesophyll B Spongy mesophyll
C Stomata D Upper epidermis

12 Which of the following changes would cause an increase in transpiration rate?

A Increase in environmental humidity B Decrease in environmental temperature
C Decrease in environmental wind speed D Increase in surface area of leaf

13 Decide if each of the following statements is TRUE or FALSE and tick the correct box.
If the answer is FALSE, write the correct word(s) in the correction box to replace the
word underlined in the statement.

Statement True False Correction

Three examples of plant organs are roots, stems and
seeds.
Water and minerals enter the plant through the root
hairs and are transported in dead xylem vessels.
The palisade mesophyll has many chloroplasts for
efficient photosynthesis.
Transpiration rate increases when humidity increases.
Water is transported up and down the plant in living
phloem.

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 Exercise 11B Skills of scientific inquiry
] 1 A group of students set up an experiment to test the effect of different temperatures
on the rate of transpiration in a plant. A potometer can be used to measure
transpiration rate. They set up potometers as shown below.

cut shoot

reservoir
air bubble capillary tube

beaker of water
ruler

They placed potometers and plants into sealed containers at seven different
temperatures and noted the distance travelled by the air bubble along the ruler in one
minute. The distance travelled per minute is a measure of transpiration rate.
The results of their experiment are shown in the table below.

Distance travelled along the

Temperature (o C)
ruler (mm) in one minute
0 0
10 2
20 9
30 10
40 5
50 2
60 0
a Describe the relationship between temperature and transpiration rate in this
experiment.
b Give a conclusion that the students could make based on these results.

Hint Your conclusion should relate to the aim.

c State one variable kept constant during this experiment.

Hint Variables must be kept constant to increase validity.

d State one variable, not mentioned above, that would also have to be kept constant.
e Describe one way in which the reliability of the results could be increased.
f Describe a control experiment that could be set up alongside this experiment.
g Describe the purpose of a control experiment.
h Calculate the percentage increase in distance travelled by the air bubble from
10o C to 20o C.
i State the simple whole number ratio of the distance travelled by the air bubble at
10o C compared with distance travelled at 30o C.
j Suggest a reason for the result at 60o C.

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 Exercise 11C Key terms
Link each term below with the correct description.

1 upper epidermis A collective name applied to the xylem and

phloem together

2 palisade mesophyll B the single layer of protective cells on the upper surface of
a leaf

3 spongy mesophyll C the loss of water by evaporation through the leaves

4 lower epidermis D small openings found mostly on the underside of a leaf

through which oxygen and carbon dioxide can diffuse
and water can exit via evaporation

5 guard cells E regulates the activity of phloem such as the uptake of

sugar to provide energy

6 stomata F protective layer of cells on the bottom of a leaf which

contains stomata and guard cells

7 root hair G process where water is lost through the stomata in

the leaves

8 xylem H pores through which sugar is transported from cell to cell

9 phloem I a pair of cells that surround stomata and control their

opening and closing

10 lignin J loose tissue beneath the palisade layer of a leaf; has many
air spaces between its cells for diffusion of gases

11 transpiration K living cells which transport sugar in both directions in

a plant

12 evaporation L layer of tall cells with many chloroplasts and is the site
where most photosynthesis takes place

13 companion cell M found in xylem vessels for support; to withstand pressure

changes as water moves through plant

14 sieve plate N dead cells forming tubes which transport water and
minerals up the plant

15 vein O absorbs the nutrients and water from the soil; has large
surface area to increase absorption

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 12 Transport systems – animals

Exercise 12A Blood

1 State the three components of mammalian blood.

2 State three substances that mammalian blood transports.

3 State the function of a red blood cell.

4 Describe three structural adaptations of a red blood cell.

5 Explain how the structure of a red blood cell relates to its function.

Hint This can be asked as a three-mark extended response question, so be sure to

write an extended answer.

6 Write the word equation for the reversible reaction involving oxygen and
haemoglobin.

7 State the system to which white blood cells belong.

8 State one function of white blood cells.

9 a State the two main types of white blood cells.

b Describe how each type carries out its function.

10 Describe the relationship between antibody and pathogen.

Exercise 12B Heart and circulatory system

1 The diagram below shows the human heart.
Identify the labelled structures.
Q
S

P
R

W
Z

Y X

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 2 State which letters in the diagram of the human heart below show
a Valves
b Chambers
c Blood vessels
M

W
N
V
P T

S
R

3 Complete the diagram below which shows the flow of blood in the body. Colour the
circles with oxygenated blood red and the circles with deoxygenated blood blue.

Lungs

Left
atrium

Right
atrium

Body

4 Complete the table below.

Heart structure Function

Atrium
Ventricle
Heart valve
Aorta
Pulmonary artery
Pulmonary vein
Vena cava
Coronary artery

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 5 Complete the table below.

Blood vessel Structure Function

Artery
Vein
Capillary

6 Name the type of blood vessel that:

a contains valves
b transports blood away from the heart
c transports blood into the heart
d allows efficient exchange of materials
e has a wide central channel
f has a narrow central channel
g has thick walls
h has thin walls
i has walls one cell thick
j transports blood at high pressure
k transports blood at low pressure
l is where most diffusion of materials occurs between the blood and cells

7 State the name of the blood vessel that supplies the heart muscle with blood.

8 State the function of valves in the circulatory system.

9 Compare any two of the following: arteries, veins or capillaries.

Hint Another command word: ‘compare’ means give the key features of two different
items or ideas and discuss or state their similarities.

Hint This can be asked as a three-mark extended response question, so be sure to

write an extended answer.

10 Which of the following describes the structure and function of a vein?

Structure Function
A Thin walls with valves Transports blood into the heart at low pressure
Transports blood away from the heart at low
B Narrow central channel
pressure
Transports blood away from the heart at high
C Thicker walls with valves
pressure
D Wide central channel Transports blood into the heart at high pressure

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 11 Which of the following structures in the heart is the first to receive deoxygenated
blood from the body?
A Right atrium B Left atrium
C Right ventricle D Left ventricle

12 Which of the following vessels takes oxygenated blood to the body?

A Vena cava B Aorta
C Pulmonary artery D Pulmonary vein

13 Which of the following vessels takes deoxygenated blood to the lungs?

A Vena cava B Aorta
C Pulmonary artery D Pulmonary vein

14 Decide if each of the following statements is TRUE or FALSE and tick the correct box.
If the answer is FALSE, write the correct word(s) in the correction box to replace the
word underlined in the statement.

Statement True False Correction

In mammals the blood contains plasma, red blood
cells and white blood cells.
Red blood cells are specialised by being circular
in shape, having no nucleus and containing
haemoglobin.
Phagocytes carry out phagocytosis by engulfing
pathogens.

Arteries have thick, muscular walls, a wide central

channel, and carry blood under high pressure away
from the heart.
Capillaries are thin-walled and have a small surface
area, forming networks at tissues and organs to allow
efficient exchange of materials.

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 Exercise 12C Key terms
Link each term below with the correct description.
1 nutrients, oxygen, A upper, smaller chambers of the heart; blood enters in veins
carbon dioxide
2 oxygenated B transported in the blood in mammals
3 deoxygenated C transport oxygen; are specialised by being biconcave in
shape, having no nucleus and containing haemoglobin
4 blood D protein that carries oxygen in red blood cells
5 heart E takes deoxygenated blood to the lungs from the
right ventricle
6 engulf F cell found in blood, involved in defence of the body
against pathogens
7 atrium G type of white blood cell which undergoes phagocytosis to
engulf pathogens
8 ventricle H supplies heart tissue with blood
9 aorta I substance containing plasma, white blood cells and red
blood cells; transports nutrients, oxygen and carbon dioxide
10 pulmonary vein J returns oxygenated blood from lungs into the left atrium
11 pulmonary artery K returns deoxygenated blood from the body into the
right atrium
12 vena cava L pumps blood to lungs and body
13 artery M phagocytes do this to pathogens
14 vein N Y-shaped molecule secreted by lymphocytes to bind to a
specific pathogen
15 capillaries O lower, larger chambers of the heart; blood exits in arteries;
left is thicker than right
16 coronary artery P largest artery, exiting the left ventricle
17 valve Q have thick, muscular walls, a narrow central channel, and
carry blood under high pressure away from the heart
18 red blood cells R haemoglobin combined with oxygen
19 haemoglobin S foreign cells within the body such as bacteria, fungi or viruses
20 oxyhaemoglobin T found in veins to prevent backflow of blood
21 white blood cell U form networks at organs and tissues, are thin-walled and
have a large surface area, allowing exchange of materials
22 phagocyte V carry blood under low pressure back to the heart; have
thinner walls and a wide channel
23 lymphocyte W rich in oxygen
24 pathogens X low in oxygen
25 antibody Y type of white blood cell which secretes antibodies which
bind to a specific pathogen

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 13 Absorption of materials

Exercise 13A Features and functions

1 a Give two examples of substances that must be absorbed into the bloodstream to
be delivered to cells.
b State the ATP-producing process that requires these substances.
c State what must be removed from cells during this process.
d Name the process that removes this substance.
e State the fate of this substance after leaving the cell.

2 a Explain how tissues are able to exchange materials so efficiently at the cellular
level.
b State the three features that surfaces involved in absorption of these materials all
have in common.
c Explain how these features impact upon absorption.

3 Name the gas-exchange organs in the human body.

4 Describe the structure of these organs.

5 Explain how the structure increases efficiency of absorption.

Hint This can be asked as a three-mark extended response question, so be sure to

write an extended answer.

6 State the two gases absorbed through the walls of this organ.

7 Assign each word from the list below to a letter in the diagram
capillary/alveolus/oxygen/carbon dioxide

X Y

8 State the organ where nutrient absorption occurs.

9 a Describe how nutrients from food are absorbed into the blood.
b Give the name of the structure where this absorption occurs.

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 10 Describe how the structure of a villus allows it to absorb nutrients efficiently.

11 Which of the following structures absorbs glucose from digested food into the
blood?
A Lacteal B Alveolus
C Villus D Artery

12 Which of the following structures absorbs glycerol from digested food?

A Lacteal B Alveolus
C Villus D Artery

13 Which of the following structures allows gas exchange between the lungs and the
blood?
A Lacteal B Alveolus
C Villus D Artery

14 Identify the structures labelled in the diagram below of a villus.

Y
Z

15 Decide if each of the following statements is TRUE or FALSE and tick the correct box.
If the answer is FALSE, write the correct word(s) in the correction box to replace the
word underlined in the statement.

Statement True False Correction

Nutrients from food and carbon dioxide must be
absorbed into the bloodstream to be delivered to cells
for respiration.
Tissues contain arterial networks to allow the exchange
of materials at cellular level.
Surfaces involved in the absorption of materials have
certain features in common: large surface area, thin
walls, extensive blood supply.
Oxygen and carbon dioxide are exchanged across the
thin alveolar walls to or from the many blood capillaries
which surround each alveolus.
Each villus contains a network of capillaries to absorb
glucose and proteins and a lacteal to absorb fatty acids
and glycerol.

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 Exercise 13B Key terms
Link each term below with the correct description.

1 capillary networks A found within the villus, where fatty acids and glycerol
are absorbed

2 features of surfaces B organ of the digestive system where many villi are found
used for exchange

3 alveolus C large surface area, thin walls, extensive blood supply

4 villus D process where glucose is broken down to produce ATP

5 lacteal E small, sac-like structures where diffusion of gases takes

place between the lungs and blood

6 small intestine F process where molecules move from an area of high

concentration to an area of low concentration

7 respiration G waste material produced by cells during respiration

8 diffusion H respiratory substrate

9 carbon dioxide I allow the exchange of materials at cellular level between

the cells and tissues

10 glucose J substance that diffuses from alveoli into blood and is

essential for aerobic respiration

11 oxygen K small, finger-like projections where the products of

digestion pass from the small intestine into the blood or
lacteal

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 14 Ecosystems

Exercise 14A Ecosystems

1 Using the word bank provided, describe what is meant by the term biodiversity.
Complete the sentences by writing in the appropriate word(s).
A word may be used once, more than once, or not at all.
plants – habitat – living – non-living – interact – ecosystem
An _____________consists of all the animals and ____________ living in a
particular _________ as well as the ______________ components with which the
organisms _____________.

2 A student was examining an area of woodland and found a number of small animals
that included snails, earthworms, slugs, beetles and woodlice amongst small stones
and tree bark.
a Which of the following best describes the animals, stones and tree bark?
A Ecosystem B Habitat
C Community D Population
b Which of the following best describes all of the earthworms?
A Ecosystem B Habitat
C Community D Population

3 An organism that can synthesise its own food by photosynthesis is called a

A producer B consumer
C herbivore D species

4 A leopard is an animal that hunts and eats other animals.

Which of the following terms best describes the leopard?
A Omnivore B Carnivore
C Herbivore D Consumer

5 The total variety of all organisms on Earth is termed

A habitat B biodiversity
C ecosystem D population

6 Look at the following simple food chain:

grass grasshopper mouse owl

a State the organism that is the producer.

b Name one organism that is a prey animal.
c Explain what the arrows indicate.

Hint Don’t write ‘shows what eats what’, but rather consider energy flow and its
direction.

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 7 A pond community could consist of all of the
A water boatmen B animals and plants
C water fleas D plants

8 a Describe what is meant by the term biodiversity.

b Suggest three examples of human activity that could have a negative effect on
biodiversity.

9 The diagram below shows a simple food web.

foxes
owls

birds

rabbits
mice grasshoppers

carrots grasses grains

a Complete the food web by drawing two arrow-headed lines to show that the birds
are both prey and predator.
b State the ultimate energy source to support this food web.
c Name two producers shown in this food web.
d Name two consumers shown in this food web.
e Predict the effect in the short term on the population of grasshoppers if the mice
were removed from this food web. Explain your answer.
f Write out a food chain consisting of four organisms from this food web.

10 The following table shows some feeding relationships.

Animal Feeding relationships

Kingfisher eats small fish and frog
Small fish eats tadpole
Tadpole eats algae
Frog eats water beetle and snail
Water Beetle eats algae
Snail eats algae
Construct a possible food web for these feeding relationships.

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 11 The table below shows some features of food chains and food webs.
Decide if each statement is TRUE or FALSE and tick the correct box.
If the statement is FALSE, write the correct word(s) into the correction box to replace the
word(s) underlined in the statement.

Statement True False Correction

A food chain is a diagram that shows where one
organism feeds on the previous organism.
In a food web an animal that eats other animals is
known as a producer.
The arrow-headed lines in a food chain show the
direction of energy flow.

Exercise 14B Niche

1 In a freshwater pond, a water flea is a prey animal to tadpoles, dragonflies
and sticklebacks.
Which of the following best describes the niche of the water flea?
A The pond where it lives B Its role in the pond
C Food supply to its prey animals D The plants and animals in the pond

2 Using the word bank provided, complete the sentences by writing in the
appropriate words.
A word may be used once, more than once, or not at all.
nutrients – resources – light – competition – community – role –
suitable temperature – ecosystem – interacts – predation
A niche is the _________ an animal or plant plays within a ____________. It is a function of
the _______________ required by an organism from its ________________. These include
_______, and availability of ___________ as well as how an organism _______________ with
other organisms. A niche involves both ______________ and _____________ as well as the
particular conditions it can survive in such as ______________ ______________.

Exercise 14C Competition

1 Explain why intraspecific competition is more intense than interspecific competition.

2 In which of the following would competition not take place?

A Hawks and owls hunting for mice B Water plants and small invertebrates
in a pond
C Different weeds growing on a lawn D Cows feeding in a field

3 Which of the following describes intraspecific competition?

Species involved Resources required

A different one or few
B different all
C same one or few
D same all

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 4 Which of the following describes interspecific competition?
Species involved Resources required Hint Think of an ‘intercity train’
A different one or few that travels from two or more
B different all different cities. Interspecific
competition is between
C same one or few different species.
D same all

5 Some different species of birds are shown below along with the type of food they eat.

SPECIES A
seeds

SPECIES B
insects

SPECIES C
nectar

SPECIES D
fish

SPECIES E
insects

a State the feature shown that allows some birds to have different diets.
b Predict two species of bird that would show interspecific competition if the insect
population declined.
c Give the term that describes the role of any one of these species of birds within its
community.

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 Exercise 14D Key terms
Link each term below with the correct description.

1 species A organism that can make its own food by photosynthesis

2 biodiversity B group of interbreeding organisms whose offspring are fertile

3 population C range of different species

4 producer D organism that eats another organism as a source of energy

5 consumer E organism that feeds only on plant material

6 herbivore F animal that hunts other animals as its energy source

7 carnivore G animal that is hunted by other animals

8 omnivore H linear feeding relationship of organisms

9 predator I a number of food chains linked together

10 prey J organism that eats both plants and animals

11 food chain K animal that feeds only on other animals

12 food web L group of organisms all belonging to the same species

13 niche M between individuals of the same species

14 intraspecific N between individuals of different species

15 interspecific O living things and their non-living environment

16 ecosystem P role an organism plays within an ecosystem

17 habitat Q general term for place in an environment where an organism lives

18 community R collection of animals and plants living together in the same habitat

Hint A ‘mind map’ could be a good way of remembering all the different terms
used in this unit.

Exercise 14E Skills of scientific inquiry

1 A student collected data about the relative abundance (%) of five different invertebrates
found in a pond water sample.
The table below shows the results.
Invertebrate Relative abundance (%)
Water flea 40
Freshwater shrimp 15
Snail 10
Water boatmen 25
Worm 10

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 a Present this data as a pie chart by completing the diagram below.

Hint You need to be able to present data in a variety of different formats such
as a bar graph, line graph, pie chart or a table.

1 1 – water fleas

b In total, the student counted 200 invertebrates.

State how many of these would have been water fleas.
2 The table below shows the growth of four different trees in different conditions.
Temperature
Tree Acid soil High light intensity
Low High
1 ✓ X ✓ ✓
2 X ✓ X X
3 ✓ ✓ X ✓
4 X X ✓ X
X = poor growth ✓ = good growth
State which tree you would expect to grow best in
a cool bright conditions where the soil is acidic
b acidic soil in bright warm conditions.
3 The two graphs below relate to a small herbivore that breeds throughout the year.
food availability

herbivore
numbers

numbers

herbivore predator
numbers

J F M A M J J A S O N D J F M A M J J A S O N D
time of year (months) time of year (months)
GRAPH 1 GRAPH 2

Graph 1 shows the changes in the food availability over the year where the
herbivore lives.
Graph 2 shows the changes in the numbers of the herbivores and one of its predators.
The following are possible conclusions from this data.
1 Numbers of the herbivores rise in spring due to an increase in food availability.
2 The herbivores leave their preferred habitat in late summer due to a lack of food
availability.
3 Predator numbers decrease in autumn due to a decrease in herbivore numbers.
State which of these conclusions is (are) correct based on the data available.
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 15 Distribution of organisms

Exercise 15A Competition for resources

1 Using the word bank provided, complete the sentences by writing in the appropriate
word(s).
A word may be used once, more than once, or not at all.
biodiversity – species – ecosystem – grazing
_____________ is carried out by field herbivores such as sheep and cows that feed on
plant materials.
At low _____________ intensities, the _____________ of a field is low because a few
_____________ of plants are able to successfully compete against the others and
dominate the _____________.

2 The following factors affect living things in their habitat.

pH – light intensity – moisture level – temperature – nutrient availability –
predators – competition – disease
Construct a table to divide these factors into those that are biotic and those that
are abiotic.

Exercise 15B Measuring abiotic factors

1 A group of students studied a freshwater stream where they measured some abiotic
factors that included pH and temperature of the water in the early morning.
a The students used a thermometer to measure the water temperature.
Describe how they could have improved on the accuracy of the temperature readings.
b State one other abiotic factor that they could have included in their measurements.
c State one design flaw in this investigation and how it could be improved on.

2 One possible source of error using a pH probe may be due to contamination by soil
left on the probe from a previous reading.
Describe how this error could be reduced.

3 When using a light meter, which of the following will both help to reduce errors?
A Sampling at the same time of day and ensuring the weather conditions are
constant
B Holding the meter and making sure there is no rain falling
C Taking readings immediately and ensuring the Sun is shining
D Looking closely at the meter and taking many readings

Exercise 15C Sampling

1 Which of the following is a possible source of error when using a quadrat to sample a
lawn for the abundance of buttercup?
A Using a large number of samples B Placing the quadrats in interesting areas
C Always using the same quadrats D Throwing quadrats randomly

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 2 The diagram shows a particular piece of equipment used in sampling.
a Name this piece of equipment. stones
b Predict the kind of animal liable to be leaf filter
captured by this equipment.
soil level
c State one reason why the stone cover is
set in place.
yoghurt carton
d State one possible source of error using
this piece of equipment and explain food
how this can be reduced.

3 A student used a 0.25 m by 0.25 m quadrat and took five random samples to estimate
the abundance of buttercups in a large lawn.
The results of the five samples are shown below.

Sample Abundance of buttercups

1 30
2 25
3 40
4 0
5 50
a State which sample is markedly different from the other four.
Suggest a possible reason for this result.
b State two ways the student could improve on the design of this experiment.

Exercise 15D Keys

1 Some features of five wild flowers are recorded in the table below.

Flower Leaf shape Colour of petals Number of petals

Blue-coloured and
Bluebell Narrow 6
bell-shaped
Yellow-coloured and
Wild daffodil Narrow 6
trumpet-shaped
Red nettle Broad Reddish purple-coloured 2
Orange-coloured and
Lesser celandine Broad Variable
daisy-shaped
Wild primrose Broad Pale yellow-coloured 4

a Construct a paired-statement key for these flowers using the information in the
table.
b Describe the lesser celandine.

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 2 The diagram below illustrates five different invertebrates.
Complete the key using only features visible on the diagram.

A B C D E

1 Wings visible……………………………….……. 2
Wings not visible………………………………… 3

Hint There is usually more than one possible answer to this type of question.

3 The following key refers to evergreen trees.

Hint Don’t be put off by these formal tree names. Work through the key systematically.

1 Leaves scaly, small blue cones 2

Leaves needle-shaped, large brown cones 3
2 Leaves rough, broad cones, forked trunk Juniperus osteosperma
Leaves smooth, narrow cones, trunk not forked Juniperus scopulorum
3 Needles in bundles, cones have woody scales 4
Needles not in bundles, cones have papery scales 5
4 Needles long, trunk straight and tall Pinus contorta
Needles short, trunk short and bushy Pinus remota
5 Needles flat and blunt 6
Needles square Picea pungens
6 Needles point outward Pseudotsuga menziesii
Needles bend upward Abies concolor
a Pinus contorta has
A a straight trunk and cones with papery scales
B needles in bundles with large brown cones
C scaly leaves and cones with woody scales
D small blue cones and a tall trunk.
b From the key, state four features of Abies concolor.
c Using features from the key, state how many trees have a trunk that is forked.
d State the two trees being referred to from this description:
have flat needles, large cones that have papery scales

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 Exercise 15E Effect of biotic and abiotic factors
1 State two reasons why grazing by livestock is important in habitat management.

2 Using the word bank provided, complete the sentences by writing in the appropriate
word(s).
A word may be used once, more than once, or not at all.
abiotic – warm – temperatures – cold – nutrients – sunlight
Biotic and _____________ factors affect the survival and growth of an organism. For
example, if there is little ____________ then plants may die because they are unable to
photosynthesise. Water has the ability to float when it is frozen so that many aquatic
organisms can survive in extremely ____________ conditions even though the surface is
frozen. There is a wide range of ____________ within which the water still remains liquid
with the ability to dissolve many essential ____________ and minerals.

3 Which of the following are both abiotic factors that can affect biodiversity?
A pH and the presence of predators B Disease and lack of food
C Temperature and rainfall D Pollution and invasion of new species

4 Which of the following are both biotic factors that can affect biodiversity?
A Space and absence of predators B Disease and nutrient availability
C Temperature and water availability D Pollution and invasion of new species

Exercise 15F Indicator species

1 The table below shows a statement associated with an indicator species.
Decide if the statement is TRUE or FALSE and tick the correct box.
If the statement is FALSE, write the correct words into the correction box to replace the
words underlined in the statement.

Statement True False Correction

Indicator species by their presence only can
indicate the level of pollution in the environment.

2 State the term used to describe organisms such as lichens that are very sensitive to
levels of acid in rain.

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 Exercise 15G Key terms
Link each term below with the correct description.

1 grazing A predetermined number of observations taken from a

larger population

2 biotic factor B device for sampling organisms in a predetermined area

3 abiotic factor C device for sampling invertebrates living on soil surface

4 sample D device for naming unknown organisms using a number of

listed descriptions grouped in twos

5 quadrat E organism whose presence or absence is a function of the

state of its habitat

6 pitfall trap F presence of potentially harmful substances in

the environment

7 paired-statement key G method of feeding in which a herbivore feeds on plants

8 indicator species H variable that has a living origin and affects biodiversity

9 pollution I flaw in design of an investigation that could give

inaccurate or unreliable results

10 source of error J variable which has a non-living origin and

affects biodiversity

Exercise 15H Skills of scientific inquiry

1 Using a digital meter and probe, a student examined the pH of soil at two different
depths, 1 cm from the surface and 10 cm from the surface.
She took five different samples within an area of 1 m2.
The table below shows the results.

pH readings pH readings
6.7 7.2

Probe inserted 1 cm 7.0 Probe inserted 6.9

from surface 7.2 10 cm from surface 7.2
7.4 7.8
6.7 6.9

a Calculate the average pH reading for each insertion depth.

b State the range of pH values for each depth.

Hint There are two ways of answering this. You can give the lowest pH to the
highest pH or the difference between these values.

c Suggest two design errors in the set up for this investigation and how these could
be corrected.
d State what type of factor this student was investigating.
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 2 A student carried out an investigation to estimate the number of a particular type of
mushroom growing on part of a forest floor.
He used a quadrat measuring 20 cm by 20 cm and took ten random samples in
four different areas.
The averaged results are shown in the table below.

Sample point 1 2 3 4
Average number of mushrooms 8 7 6 9

Which of the following changes to his design would have improved the reliability of
the results?
A Sample only one area of the forest floor B Use quadrats that were larger in size
C Record fewer than ten samples D Include other varieties of mushrooms

3 A researcher used a quadrat 0.5 m by 0.5 m to estimate the abundance of three different
plants, before and after treatment with a weedkiller, on an area of grassland that sloped.
The results are shown in the table below.

Average abundance before treatment

Plant
Top of slope Base of slope
Grass
40 40

Dandelion

30 15

Common chickweed

20 25

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 Average abundance after treatment
Plant
Top of slope Base of slope
Grass
40 40

Dandelion

10 3

Common chickweed

16 20

a Calculate the percentage of dandelions killed by the weedkiller at the base of the
slope.

Hint Make sure you can handle percentages. Remember it’s the difference over
the original × 100.

b Identify which plant was not affected by the weedkiller.

c Identify which plant, before treatment, showed the most marked difference in
abundance between the top and base of the slope.
d Name one weed and state its slope position that showed a 20 % reduction in
abundance after treatment.
e In order to make the results reliable, describe how the researcher should have
used the quadrat.
f State one abiotic factor that could have affected the distribution of the plants from
the top of the slope to the base of the slope.

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 16 Photosynthesis

Exercise 16A Two-stage process

1 Using the word bank provided, complete the sentences by writing in the appropriate
word(s).
A word may be used once, more than once, or not at all.
two – light – food – photosynthesis – chlorophyll – hydrogen –
chloroplasts – oxygen – ATP – water – glucose (sugar) – carbon
_______________ is a ____ stage process that occurs in green plants allowing them to
make their own _______ . In the first stage, __________ energy from the Sun is trapped
by the green pigment ________________ in the organelles called ________________. This
allows for the synthesis of the energy-rich molecule ______. In this stage _____________
is split into oxygen and ____________.
In the second stage, _____________ is fixed to form the carbohydrate ________________
while the gas _________ diffuses from the cell.

2 Which of the following is a raw material used in photosynthesis?

A Starch B Cellulose
C Carbon dioxide D Glucose

3 The statements below refer to various processes associated with photosynthesis.

Decide if each statement is TRUE or FALSE and tick the correct box.
If the statement is FALSE, write the correct word(s) into the correction box to replace the
word(s) underlined in the statement.

Statement True False Correction

Green plants use ATP as their primary source of
energy.
The light reactions take place in the cytoplasm of
a green plant cell.
Oxygen gas diffuses out of a plant cell during the
light reactions.

4 a State the biological molecules that control the rate of the light reactions.
b State one abiotic factor that would affect the rate of activity of these biological
molecules.

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 5 The diagram below shows some of the processes involved in photosynthesis.
light substance P

Stage 1

by-product

ATP substance R

Stage 2

substance Q sugar

a Identify substances P, Q and R.

b Name Stage 2.
c State the ‘by-product’ produced in Stage 1.
d State three possible uses of the sugar produced in Stage 2.
e Describe the role of carbon dioxide in stage 2.

6 The diagram opposite shows a ‘half-

leaf’ experiment investigating the
factors that affect photosynthesis in
a green plant.
a After several hours of bright
illumination, predict the result of
testing leaf X for the presence of
starch.
b Explain what this result shows
regarding the factors required for
photosynthesis to take place. leaf X
c Describe how the experiment
could be modified to show
that light is needed for plant
chemical
photosynthesis to take place. which absorbs
carbon dioxide

pot

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 7 a Explain why photosynthesis is affected by temperature.

Hint Try to link different parts of the course here. Think, for example, what
controls the stages in photosynthesis.

b Explain why a temperature in excess of 50o C would prevent photosynthesis from

taking place.

8 In the first stage of photosynthesis

A oxygen is required B light is not required
C water is split D glucose is produced

9 In the carbon fixation stage of photosynthesis

A carbon dioxide is produced B ATP is used up
C hydrogen is produced D light is required

10 The table below compares photosynthesis and aerobic respiration.

Insert the following into the appropriate spaces. Note that a term may be used more
than once and more than one term might be used in a single box.
carbon dioxide – water – glucose – oxygen – sunlight – ATP – synthesised

Process Raw materials Products Energy source

Photosynthesis

Aerobic respiration

11 During photosynthesis, the correct sequence for the synthesis of cellulose is

A sugarstarchcellulose B sugarcarbon dioxidecellulose
C starchsugarcellulose D carbon dioxidesugarcellulose

Exercise 16B Use of sugar synthesised

1 Which of the following is a storage carbohydrate in plants?
A Starch B Cellulose
C Carbon dioxide D Glucose

2 Which of the following is a potential substrate to be used in respiration by plants?

A Starch B Cellulose
C Carbon dioxide D Glucose

Hint Remember that plants respire at a relatively constant rate to supply energy for
growing, moving and transport, etc.

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 Exercise 16C Limiting factors
1 The graph below shows the effect of increasing light intensity on the rates of
photosynthesis at two different temperatures.

Mass of sugar 30º C

produced 15º C
(g)
Y
X

Light intensity (units)

a Name the limiting factor at the two points indicated on the graph, X and Y.
b Explain why the rate of photosynthesis is greater at 30o C than at 15o C.
c State one factor, other than light intensity or temperature, that could affect the rate
of photosynthesis.
d State how the rate of photosynthesis is measured here.

2 Which of the following factors would be mostly likely to limit the rate of
photosynthesis in green plants in low light intensities?
A Carbon dioxide concentration B Light intensity
C Temperature D Oxygen availability

3 A limiting factor in photosynthesis

A does not stop an increase in the rate of photosynthesis
B eventually stops the rate of photosynthesis increasing
C reduces the rate of photosynthesis when in short supply
D will have no effect on the rate of photosynthesis

4 Which of the following is BOTH a potential limiting factor and a raw material
for photosynthesis?
A Oxygen B Carbon dioxide
C Hydrogen D Glucose

5 The effect of temperature on the rate of photosynthesis for two different species of
plants, A and B, is shown on the graph below.
species A
Rate of photosynthesis

species B

Low Moderate High

Temperature

Which of the following conclusions is correct? The rate of photosynthesis of species A is

A higher than B at low temperatures B lower than B at low temperatures
C lower than B at high temperatures D lower than B at moderate temperatures

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 Exercise 16D Key terms
Link each term below with the correct description.

1 photosynthesis A sugar formed during second series of reactions in photosynthesis

2 cellulose B major component of plant cell walls formed from

glucose molecules

3 light reactions C green pigment found in plant cells

4 carbon fixation D enzyme-controlled reactions that form the second stage

of photosynthesis

5 chlorophyll E energy-rich molecule formed during light reactions

of photosynthesis

6 chloroplast F by-product of the breakdown of water during the light reactions

of photosynthesis used in carbon fixation

7 ATP G by-product of the breakdown of water during the light reactions

of photosynthesis, which diffuses out of the plant cell

8 hydrogen H raw material needed in the light reactions that is split to release
hydrogen and oxygen

9 oxygen I storage carbohydrate formed from glucose molecules

10 water J enzyme-controlled processes forming first stage

of photosynthesis

11 glucose K organelle where photosynthesis takes place in green plant cells

12 starch L process by which green plants make their own food

13 limiting factor M potential limiting factor when carbon dioxide concentration

and temperature are both non-limiting in photosynthesis

14 light intensity N potential limiting factor when carbon dioxide concentration and
light intensity are both non-limiting in photosynthesis

15 carbon dioxide O variable which will slow down a reaction if in short supply
concentration or below optimum

16 temperature P potential limiting factor when light intensity and temperature

are both non-limiting in photosynthesis

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 Exercise 16E Skills of scientific inquiry
1 A student investigated the effect of light intensity on the rate of photosynthesis,
measured by the number of bubbles of oxygen given off per minute, in a pondweed.
She used the apparatus shown, using the metre stick to measure the distance of the
lamp from the pondweed as a way of altering the light intensity.
Her results are shown in the table below.
Number of
Distance between Lamp
bubbles of
pondweed and
oxygen given off
lamp (m)

80
(per minute)

70
60
50
2.5 3

50
40
2.0 6

30
Pondweed

20
1.5 8 Metre
stick

10
1.0 40
0.5 40

0
a Complete the following line graph to show this data.
45
40
Number of bubbles of oxygen

35
30
(per minute)

25
20
15
10
5
0
0.5 1.0 1.5 2.0 2.5
Distance between
pondweed and lamp (m)

Mark the optimum rate of photosynthesis at the shortest distance between the lamp and
the plant with an X on the graph.
b Describe the effect of increasing light intensity on the rate of photosynthesis.
c Suggest two ways the student could improve the design of the experiment.
d The following factors can affect the process of photosynthesis in green plants.
1 light intensity
2 carbon dioxide concentration in the water
3 temperature of the water
4 oxygen content of the water
Which two factors are both able to limit the rate of photosynthesis at light intensities
greater than X?
A 1 and 2 B 1 and 4
C 2 and 3 D 3 and 4

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 17 Energy in ecosystems

Exercise 17A Food chains and energy

1 Describe what is shown by a food chain.

2 State three ways in which energy is lost at each level of a food chain. State one way
in which a very small quantity of energy is used.

Hint This is commonly asked in examinations. Ensure you memorise the answer.

3 Look at the food web below and answer the following questions.
State the organism(s) that are
a producers spiders carnivorous insects blackbirds

b consumers
c predators
d prey caterpillars aphids slugs
e herbivores
f carnivores
g omnivores
oak trees

Exercise 17B Pyramids

1 Explain what is meant by:
a Pyramid of numbers.
b Pyramid of energy.

2 a For each of the following two food chains, draw a pyramid of numbers.

i grass zebra lion flea

ii oak tree caterpillar blackbird hawk
b Draw a pyramid of energy for the oak tree food chain above.
c Explain why the two pyramids have different shapes.
3 Decide if each of the following statements is TRUE or FALSE and tick the correct box.
If the answer is FALSE, write the correct word(s) in the correction box to replace
the word underlined in the statement.

Statement True False Correction

In transfers from one level to the next in a food
chain, the majority of the energy is gained as heat,
movement or undigested materials.
Only a very small quantity of energy is used for growth
and available at the next level in a food chain.
A pyramid of numbers shows the energy present in
each level of a food chain.

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 4 In a food chain, which of the following would make energy available to the
next stage?
A Heat production B Movement
C Growth D Elimination of undigested material

5 A food web is shown below.

barn owls wolves hawks

voles sheep rabbits

grasses

Which of the following describes the effect of removing sheep from this food web?
A Decrease in hawks B Decrease in voles
C Increase in wolves D Increase in rabbits

Exercise 17C Key terms

Link each term below with the correct description.

1 consumer A heat, movement and undigested material

2 producer B a diagram that shows the transfer of energy from

one organism to the next

3 food chain C a diagram to show the numbers of each organism at

each level in a food chain

4 transfer of energy D organism that eats both animals and plants

5 energy loss in a food chain E organism that only eats animals

6 carnivore F organism that only eats plants

7 herbivore G a diagram to show the energy in organisms at each

level in a food chain

8 omnivore H represented by the arrow in a food chain

9 pyramid of energy I an organism that gains energy from the Sun

10 pyramid of numbers J an organism that gains energy by eating another

organism

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 18 Food production

Exercise 18A Food yield, fertilisers and nitrates

1 State the current trend in human population and explain one effect of this trend.

2 a Give two examples of chemicals that would help increase food yield.
b Describe how the application of these chemicals would increase food yield.

3 Explain how nitrates enter plants.

4 State a function of nitrates in plants.

5 Describe how animals obtain nitrates.

6 State how nitrate levels in the soil can be artificially increased.

7 Describe how unwanted nitrates can enter fresh water.

8 Explain the effect of unwanted nitrates on fresh water.

Hint This can be asked as a three-mark extended response question, so be sure to

write an extended answer.

9 State one way in which fertiliser use can be reduced.

10 Which of the following correctly describes a result of excess fertilisers leaching into
fresh water?
A Decrease in algal blooms B Decrease in bacteria numbers
C Increase in oxygen levels D Increase in nitrate levels

Exercise 18B Pesticides and alternatives

1 Describe one disadvantage of using pesticides.

2 Describe the effect of pesticides entering food chains.

3 State what is meant by bioaccumulation.

4 State two alternatives to the use of pesticides.

5 Describe what is meant by biological control.

6 Explain how the use of genetically modified (GM) crops might reduce the use of
pesticides.

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 7 Decide if each of the following statements is TRUE or FALSE and tick the correct box.
If the answer is FALSE, write the correct word(s) in the correction box to replace the
word underlined in the statement.

Statement True False Correction

An increasing human population requires an increased
food yield.
Nitrates are used to produce amino acids, which are
synthesised into plant proteins.
Fertilisers can leach into fresh water, adding extra,
unwanted carbon.

Genetically modified (GM) crops can be used to

reduce the use of fertilisers.
As pesticides are passed along food chains, toxicity
increases and can reach lethal levels.

Exercise 18C Skills of scientific inquiry

1 The graph below shows the growth of the human population.
9000

8000

7000

6000
Population
(millions)

5000

4000

3000

2000

1000

0
1500 1800 1900 1950 1975 2000
Year

Use the data in the graph to answer the questions below.

a Describe the trend shown in the graph from 1950 onwards.
b Express the simple whole number ratio for the population in 1800 compared
with 1950.

Hint You should make the ratio as simple as possible by ensuring there are no more
common denominators.

c Calculate the percentage increase in population from 1900 to 2000.

d Predict the human population in 2025, assuming the trend continues.

e Suggest one reason for the trend shown in the graph.

Hint With predict questions, look at the last change in the graph/table and assume
this change will occur again in the same time frame as the previous change.

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 Exercise 18D Key terms
Link each term below with the correct description.

1 food yield A molecules that combine to make plant protein

2 fertiliser B organism, usually a natural predator, introduced to

eliminate pests

3 nitrate C molecule made from amino acids

4 plant protein D when fertilisers enter fresh water

5 pesticide E explosion of growth of algae that cover the surface of the

water, reducing sunlight available to the aquatic plants

6 GM crops F when quantity of a chemical increases as it passes along a

food chain

7 biological control G total food produced

8 leaching H the degree to which a substance can damage an organism

9 algal bloom I chemical added to soil to increase growth/yield in plants

10 bioaccumulation J genetically altered plants, often to increase resistance to

pests or to increase growth/yield

11 toxicity K used to produce amino acids in plants

12 amino acids L chemical applied to plants to kill pests

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 19 Evolution of species

Exercise 19A Mutation

1 State what is meant by a mutation.

2 State three ways in which a mutation may affect an organism’s survival chances.

3 Give the term used to describe mutations that are often unexpected or
unpredictable.

4 Describe the importance of mutations in terms of the survival of a species.

5 State two environmental factors that can increase the rate of mutation.

Exercise 19B Adaptation and variation

1 State the importance of new alleles to plant and animal species.

Hint This is commonly asked in examinations. Ensure you memorise the answer.

2 State what is meant by the term adaptation.

3 Describe the importance of variation within a population.

Exercise 19C Natural selection

1 Describe one circumstance under which natural selection occurs.

2 Give another term for natural selection.

3 Describe the process of natural selection.

4 State one way in which natural selection occurs in species, with reference to
offspring numbers.

Exercise 19D Speciation

1 Define speciation.

2 State what is meant by an isolation barrier.

3 Give three types of isolation barriers and give an example of each.

4 Give an account of the process of speciation.

Hint This can be asked as a three-mark extended response question, so be sure to

write an extended answer.

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 5 Which of the following processes is the only source of new alleles?
A Mutation B Natural selection
C Adaptation D Evolution

6 Which of the following processes is described as survival of the fittest?

A Mutation B Natural selection
C Adaptation D Evolution

7 Which of the following processes is the change in an organism, over a long period of
time, in response to changing environmental conditions?
A Mutation B Natural selection
C Adaptation D Evolution

8 Which of the following is an inherited characteristic that makes an organism well

suited to survival in its environment/niche?
A Mutation B Natural selection
C Adaptation D Evolution

9 Decide if each of the following statements is TRUE or FALSE and tick the correct box.
If the answer is FALSE, write the correct word(s) in the correction box to replace the
word underlined in the statement.

Statement True False Correction

Mutations are spontaneous and are the only source of
new alleles.
New alleles produced by mutation can result in
plants and animals becoming better adapted to their
environment.
Species often produce fewer offspring than the
environment can sustain.

Natural selection or survival of the fittest occurs when

there are variation pressures.
Speciation occurs after part of a population becomes
separated by an isolation barrier.

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 Exercise 19E Key terms
Link each term below with the correct description.

1 mutation A a group of similar organisms that can breed and

produce fertile offspring

2 environmental factors B natural forces that promote the reproductive

that increase the rate of success of some individuals more than others
mutation

3 adaptation C process resulting in the formation of a new species

4 importance of variation D geographical, ecological or reproductive

5 species E makes it possible for a population to evolve

over time in response to changing
environmental conditions

6 evolution F the best adapted individuals survive to reproduce,

passing on the favourable alleles that confer a
selective advantage

7 natural selection G a random change to genetic material

(survival of the fittest)

8 selection pressures H a change in a species over time

9 speciation I radiation and chemicals

10 types of isolation barrier J a trait that helps an organism survive and reproduce;
can be structural or behavioural

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 Scientific literacy

Exercise 1
https://www.parkinson.org/blog/science-news/science-article/low-fat-dairy-
parkinsons-risk#:~:text=Risk%20of%20Parkinson’s-,Low%2DFat%20Dairy%20
Foods%20Associated%20with%20Modest%20Increased%20Risk%20of,7%20
online%20edition%20of%20Neurology.
Higher consumption of low-fat dairy products such as milk, butter, cheese and
yoghurt may be linked to a modest increase in risk of Parkinson’s disease, according
to new research.
People who consumed three or more servings of low-fat dairy every day were slightly
more likely to develop Parkinson’s disease than those who consumed less than
one serving a day.
The research is published in the scientific journal Neurology.
In the study, researchers at Harvard analysed approximately 25 years of data on
80,736 women and 48,610 men.
Participants completed health questionnaires every two years and diet questionnaires
every four years.
During that time, 1036 people developed Parkinson’s.
There was no link between full-fat dairy and risk of Parkinson’s.
But those who consumed at least three servings of low-fat dairy a day had a 1 % chance
of developing Parkinson’s over the 25-year period, compared to 0.6 % in those who
consumed less than one serving per day.
a Suggest the aim of the research described in the passage.
b A dependent variable is what scientists measure or observe as a result of the
changes they make in their investigation.
Identify the dependent variable in this investigation.
c Complete a table, with suitable headings, to show the results of this trial.

d State one conclusion scientists could draw from this study.

e Give a reason why it could be suggested that the results of the investigation might
be unreliable.

Exercise 2
https://www.diabetes.org.uk/research/research-round-up/research-spotlight/
research-spotlight-low-calorie-liquid-diet
Can diet alone reverse Type 2 diabetes?
Research funded by Diabetes UK and carried out by a team from Newcastle
University has discovered that Type 2 diabetes can be reversed by an extremely low-
calorie diet alone.

102 Scientific literacy

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 In an early stage clinical trial of 11 people, all reversed their diabetes by drastically
cutting their food intake to just 600 calories a day for two months. And three months
later, seven remained free of diabetes.
Under close supervision of a medical team, the participants’ diet consisted of liquid
diet drinks and non-starchy vegetables. They were matched to a control group of
people without diabetes and then monitored over eight weeks. Insulin production
from their pancreas and fat content in the liver and pancreas were studied.
After just one week, the Newcastle University team found that their pre-breakfast
blood glucose levels had returned to normal.
A special MRI scan revealed the fat level in the pancreas of each of the 11 people had
returned from an elevated level (8 %) to a normal (6 %) level. In step with this, the
pancreas regained the normal ability to make insulin and, as a result, blood glucose
after meals steadily improved.
a Suggest the aim of the research described in the passage.
b Identify the independent variable in this investigation.
c Calculate the percentage change in pancreatic fat levels during this study.
d State one conclusion scientists could draw from this study.
e Give a reason why it could be suggested that the results of the investigation might
be unreliable.

Exercise 3
Scientists believe that different temperatures will change the rate of growth of a plant
species that has just been discovered in Scotland.
In a study, the heights of four plants were measured at the start and after four weeks.
At the start all plants were 20 cm tall.
The plants were kept at four different temperatures: 10o C, 20o C, 30o C, and 40o C. The
volume of water and concentration of nutrients added to the soil of the plants were
kept the same.
After four weeks, the change in the height of each plant was recorded.
The plant at 10o C was 25 cm tall, 20o C was 32 cm tall, 30o C was 36 cm tall, and 40o C
was 28 cm tall.
a Suggest the aim of the research described in the passage.
b Identify the independent variable in this investigation.
c Complete a table, with suitable headings, to show the temperatures and the
change in the height of the plants.

d State one conclusion scientists could draw from this study.

e Give a reason why it could be suggested that the results of the investigation might
be unreliable.

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 Exercise 4
Environmental protection analysis was carried out on water samples from three
rivers. Scientists wanted to discover if the pH of different rivers would result in
different levels of oxygen saturation.
The River Styx had the highest pH at 8.0. It also had the highest oxygen saturation
at 94 % compared to River Rapid which had the lowest oxygen saturation at 65 %.
The Running River had the lowest value for suspended solids at 4.0 mg/l, with an
oxygen saturation of 91.5 %.
River Rapid had a suspended solids value of 5.6 mg/l and the lowest pH at
7.7 compared to a value of 7.9 for the Running River. The highest value for
suspended solids was recorded in the River Styx with a value of 6.0 mg/l.
a Suggest the aim of the research described in the passage.
b Identify one independent variable in this investigation.
c Complete a table, with suitable headings, to show the pH, the oxygen saturation
and the suspended solids for each analysis site.
Analysis site
River Styx
River Rapid
Running River

d State one conclusion scientists could draw from this study.

e Give a reason why it could be suggested that the results of the investigation might
be unreliable.

104 Scientific literacy

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 National 5
biology
For SQA 2019 and beyond

Mixed Exam
Question Practice
Billy Dickson, Graham Moffat

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 MARKS

MULTIPLE-CHOICE QUESTIONS

1 Red blood cells were placed into a salt solution more concentrated than blood plasma.

Which word best describes the predicted appearance of the cells after a few seconds
in this solution?

A Burst

B Plasmolysed

C Turgid

D Shrunken 1

2 The diagram below shows molecules present in the cell membrane.

X

Which line in the table correctly identifies molecules X and Y?

Molecule X Molecule Y
A protein phospholipid
B protein cellulose
C phospholipid protein
D phospholipid cellulose
1

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 MARKS

3 The chart below shows the concentrations of ions in the root cells of a wheat plant
and in the soil water in which it is growing.
20
Key
Root cells

Ion concentration (micromoles per litre)

Soil water
15

10

0
Potassium Sodium
Ion

Which one of the following statements is true?

A Potassium ions must be taken up from soil by active transport

B Potassium ions can be taken up from soil by diffusion

C Sodium ions can pass out of the root cells by diffusion

D Sodium ions must be taken up from soil by active transport 1

108 Multiple-choice questions

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 MARKS

4 The diagram below shows a stage in the formation of a molecule of messenger

RNA (mRNA).
DNA mRNA DNA

G 1
A 2

Which line in the table below shows letters that identify correctly Bases 1 and 2?

Base 1 Base 2
A C A
B G A
C C T
D G T 1

5 The graph below shows the effect of pH on the activity of four human digestive
enzymes.
Enzymes

1 2 3 4
Enzyme activity

0 1 2 3 4 5 6 7 8 9 10 11 12 13
pH

Which enzyme(s) work best in acid pH?

A 1 only

B 1 and 2

C 3 and 4

D 4 only 1

Multiple-choice questions 109

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 MARKS

6 Which line in the table below correctly identifies the location of the start and the
completion of the respiration pathways shown?

Fermentation pathway Aerobic pathway

starts in completed in starts in completed in
A mitochondria cytoplasm mitochondria cytoplasm
B mitochondria mitochondria mitochondria cytoplasm
C cytoplasm cytoplasm cytoplasm mitochondria
D cytoplasm mitochondria cytoplasm mitochondria
1

7 Which of the following shows the fermentation pathway in animal cells?

A pyruvate → lactate

B lactate → pyruvate

C pyruvate → ethanol

D lactate → ethanol 1

8 Which row in the table below shows properties of stem cells from different locations?

Location of stem cells

In the early embryo In the adult body
Can self-renew Can specialise Can self-renew Can specialise
A ✓ ✗ ✓ ✓
B ✓ ✓ ✓ ✓
C ✓ ✓ ✗ ✓
D ✗ ✓ ✓ ✗
1

110 Multiple-choice questions

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9 The list below shows levels of organisation in the body of a mammal.

1 Organ

2 Cell

3 System

4 Tissue

Which is the correct hierarchy into which these levels can be arranged?

A 2→4→3→1

B 4→2→1→3

C 4→2→3→1

D 2→4→1→3 1

10 The flow chart below shows information about the regulation of blood glucose
in humans.

Blood glucose Liver converts

Pancreas releases
level increases excess glucose to
hormone X
following a meal substance Y

Normal level of Normal level of

blood glucose blood glucose

Which line in the table below identifies correctly hormone X and substance Y?

Hormone X Substance Y
A insulin starch
B glucagon glycogen
C insulin glycogen
D glucagon starch 1

Multiple-choice questions 111

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11 The graph below shows the blood glucose concentration of a patient after he had
taken a glucose drink.
125

120

115
Blood glucose concentration (mg/100 cm3)

110

105

100

95

90

85

80

75
0 30 60 90 120 150
Time after drinking the glucose solution (minutes)

What is the percentage increase in the patient’s blood glucose concentration

60 minutes after taking the drink?

A 5.5 %

B 44 %

C 55 %

D 80 % 1

112 Multiple-choice questions

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 MARKS

12 The diagram below shows a vertical section through a flower of the pea family.

In which structure are female gametes produced? 1

13 A pea plant with yellow seeds was crossed with a pea plant with green seeds.
All of the F1 plants produced had yellow seeds.

The genotype of the parent plant with green seeds could be described as

A heterozygous and recessive

B homozygous and dominant

C heterozygous and dominant

D homozygous and recessive 1

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 MARKS

Questions 14 and 15 refer to the diagrams below which show tissues from a plant.

Substance Z

Tissue X Tissue Y

14 Which line in the table below correctly identifies these tissues?

Tissue X Tissue Y
A phloem xylem
B phloem palisade
C xylem phloem
D xylem palisade
1

15 What is the function of substance Z?

A To transport water

B To withstand pressure

C To transport sugars

D To trap light 1

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16 The diagram below shows part of the human digestive system.

C
D

In which region of the diagram would villi be found? 1

17 Which term describes all the organisms living in an area and the non-living factors
with which the organisms interact?

A Habitat

B Ecosystem

C Community

D Niche 1

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 MARKS

18 The paired-statement key below can be used to identify duckweed plants which
grow on the surface of still or slow-moving water.

1 Has roots go to 2
No roots Wolffia arrhizia
2 Leaf flat go to 3
Leaf domed Lemna gibba
3 Leaves pointed Lemna trisulca
Not pointed tip go to 4
4 Many roots Spirodela polyrhiza
One root go to 5
5 Leaves pale grey-green Lemna minuta
Leaves bright yellow-green Lemna minor

Which duckweed species is shown in the drawing below?

Flat, bright green leaves

Root

A Wolffia arrhizia

B Lemna trisulca

C Spirodela polyrhiza

D Lemna minor 1

116 Multiple-choice questions

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19 The diagram below shows a pyramid of numbers representing a food chain.

Which of the following food chains could be represented by this pyramid?

A oak tree → moth caterpillar → blue tit → feather mite (a parasite)

B oak tree → greenfly → ladybird → blue tit (a predator)

C heather → moth caterpillar → meadow pipit → merlin (a predator)

D heather → moth caterpillar → meadow pipit → feather mite (a parasite) 1

20 Some organisms living in seas off the east coast of Scotland are shown in the food
web below.
Greater sand eels Adult herring

Young herring
Sea slugs

Planktonic Marine
crustaceans worms

Plant plankton
species

Which line in the table below correctly shows pairs of organisms that are involved
in the types of competition shown?

Type of competition
interspecific intraspecific
A planktonic crustaceans and sea slugs young and adult herring
B young and adult herring greater sand eels and planktonic
crustaceans
C young and adult herring marine worms and sea slugs
D planktonic crustaceans and sea slugs two species of plant plankton
1

Multiple-choice questions 117

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21 The diagram below shows two events in the first stage of photosynthesis in a leaf cell.
Event 1 Event 2
Form of energy Water

Substance Y which Gas which

ATP passes to carbon diffuses
fixation stage from cells

Which line in the table below correctly identifies the form of energy in event 1 and
substance Y?

Form of energy Substance Y

A light oxygen
B chemical oxygen
C light hydrogen
D chemical hydrogen 1

22 The graph below shows the effect of increasing light intensity on the rate of
photosynthesis at different temperatures and carbon dioxide concentrations.
5
Rate of photosynthesis (units)

4 0.2 % carbon dioxide, 20º C

Q
3 0.2 % carbon dioxide, 10º C
R

0
0 10 20 30 40 50 60
Light intensity (units)

Which line in the table below correctly shows the factors that are limiting
photosynthesis at points Q and R on the graph?

Q R
A light intensity temperature
B carbon dioxide temperature
concentration
C light intensity carbon dioxide
concentration
D temperature light intensity 1

118 Multiple-choice questions

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 MARKS

23 In an investigation, the average numbers of individuals of two forms of the peppered

moth in city woodland were estimated every year over a five-year period.

The results are shown on the bar chart below.

Light form
Dark form

Increasing number of individuals

1 2 3 4 5
Year of period

Between which two years of the period did the greatest change in the ratio of light
to dark moths occur?

A 1 and 2

B 2 and 3

C 3 and 4

D 4 and 5 1

24 Plants absorb nitrates from the soil.

Which substances are produced from these nitrates by plant cells?

A Sugars

B Amino acids

C Proteins

D Phosopholipids 1

Multiple-choice questions 119

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 MARKS

25 In an investigation, the concentration of a pesticide in the bodies of four individual

birds found dead in a farmland area was measured. Two of the birds were predators,
and two were prey species.

The results are shown in the table below.

Bird species Predator Concentration of pesticide

or prey species (units per gram of muscle)
wood pigeon prey 4
skylark prey 2
sparrowhawk predator 26
barn owl predator 16

What is the difference between the average units of pesticide per gram of muscle
in the prey species compared to the average in the predator species?

A 12

B 18

C 36

D 39 1

120 Multiple-choice questions

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 MARKS

EXTENDED ANSWER QUESTIONS

26 The diagram below represents a cell from a green plant.

a Give evidence from the diagram that suggests that this cell can carry out
photosynthesis.

b Give the function of structure P.

c Name structures Q.

d Give one structural difference that would be expected between this cell and a
fungal cell.

Total marks 4

Extended answer questions 121

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 MARKS

27 The diagram below shows the transport of molecule S through a cell membrane.
Molecule S

Cell membrane

a Name the method shown in the diagram by which molecule S is being moved across
the membrane. Give one reason for your answer.

Method 1

Reason 1

b In an investigation, small pieces of tissue of known mass were taken from a water
plant submerged in pond water. They were placed into different concentrations of
sucrose solution for one hour. After this time, the mass of each piece of tissue was
re-measured and expressed as a percentage of its original volume.

The results are shown in the table below.

Concentration of Final mass of tissue

sucrose solution (% of its mass in pond water)
(grams per litre)
0 100.0
5 98.5
10 95.0
15 92.5
20 90.5
25 90.0

122 Extended answer questions

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 MARKS

i On the grid below, complete the vertical axis and plot a line graph to show the
effect of sucrose concentration on the mass of the water plant tissue. (A spare
grid, if required, can be found at the end of this section of the book.)

0 5 10 15 20 25
Concentration of sucrose solution (grams per litre) 2

ii Name the process that causes the mass changes in the water plant tissue.

iii Using the information available in the table, predict the final mass of a piece of
water plant tissue with a starting mass of 2.0 g after it has been immersed in a
25 % sucrose solution for one hour.

Space for calculation

Final mass = g 1

Total marks 6

Extended answer questions 123

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 MARKS

28 The diagram below shows the genetic modification of a bacterial cell by the transfer of a
human gene.
Human cell C

Extract
D

Insert
Bacterial cell Join

Modified
bacterial cell
Extract cultured

a Name the substance of which the human gene C is composed.

b Identify structure D.

c Suggest how enzymes are involved in the genetic modification process.

d Give one example of a substance produced by the expression of a human gene that
has been obtained by this method.

Total marks 4

124 Extended answer questions

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 MARKS

29 When mammalian muscle tissue contracts, it decreases in length.

The diagram below shows the procedure involved in an investigation into the effect of
different solutions on the lengths of pieces of mammalian muscle tissue. Each piece of
muscle tissue was measured before and after five minutes of immersion in the solutions.

Solution

Muscle tissue

Scale

Glass slide

The results are shown in the table below.

Muscle Solution Length of muscle tissue (mm) Percentage

tissue at start after five difference difference in
minutes in length length (%)

A 1 % glucose 45 45 0 0
B 1 % ATP 50 46 4
C distilled water 48 48 0 0

a Complete the table by calculating the percentage decrease in length of muscle

tissue B.

% 1

Extended answer questions 125

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 MARKS

b Explain why glucose has no effect on muscle tissue A, whereas ATP causes muscle
tissue B to contract.

c Describe why muscle tissue C was included in the experimental design.

d State what is meant by the term tissue in this example.

Total marks 5

126 Extended answer questions

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 MARKS

30 The diagrams below represent stages of mitosis in a plant cell.

Stage W Stage X Stage Y Stage Z

a Name the genetic material of which structure P is composed.

b Describe events which would occur at Stage Y.

c Give one use of mitosis in organisms.

Total marks 4

Extended answer questions 127

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 MARKS

31 The diagram below shows some structures involved in an example of a reflex action in
humans.

Source of intense heat

Muscle tissue

a Neurons A, B and C form the reflex arc.

Name each of these neurons.

C 2

b Identify the stimulus and describe the expected response in this example.

Stimulus 1

Description of response

c Explain the importance of reflex actions in general.

Total marks 5

128 Extended answer questions

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 MARKS

32 Garden pea plants that carry the allele T have a tall phenotype.

Plants with the genotype tt are dwarf.

20 seeds of a tall variety and 20 seeds of a dwarf variety were germinated and grown for
15 weeks in a greenhouse. After this time the height of each plant was measured, and
the results are shown in the charts below.
Tall variety Dwarf variety
6 6
5 5
Number of plants

Number of plants
4 4
3 3
2 2
1 1
0 0
43–45
46–48
49–51
52–54
55–57
58–60
61–63

12–13
14–15
16–17
18–19
20–21
Height (cm) Height (cm)

a Other than growing the same number of plants for the same time, give two
variables that should have been kept constant to ensure that comparison of the two
varieties was valid.

Variable 1 1

Variable 2 1

b Give the range of heights in the tall variety.

c For the information provided, give evidence that shows that height in pea plants
shows both discrete and continuous variation.

Evidence for discrete variation

Evidence for continuous variation

Total marks 5

Extended answer questions 129

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 MARKS

33 Dimples are human facial features. Their presence is controlled by alleles of a

single gene. The dominant allele (D) gives dimples and the recessive allele (d) gives
no dimples.

Dimple

The diagram below shows the inheritance of dimples in a family.

Parents Male dimples

Male no dimples

Female dimples

Female no dimples

F1
P Q R

a Give the genotypes of the following individuals.

i the female parent

ii son R

b i Daughter Q and a man with no dimples are expecting a baby.

Calculate the chance that their baby will inherit dimples.

Space for calculation

% 1

ii Give one reason to explain why phenotype ratios among offspring are not
always achieved.

Total marks 4

130 Extended answer questions

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34 a The diagram below shows an external view of the human heart.

Blood from body

i Identify blood vessels X and Y.

X 1

Y 1

ii Decide if each of the statements about blood vessels in the grid below is true or
false and tick (✔) the correct box.

If the statement is false write the correct word in the box to replace the word
underlined in the statement.

Statement True False Correction

Arteries carry blood from the heart.
Veins exchange materials with the tissues.
Capillaries have valves.
2

b The graph below shows the effect of carbon dioxide concentration in the air on the
volume of air inhaled into the lungs of an individual at rest.
60
Volume of air inhaled into
lungs (litres per minute)

40

20

0
0 1 2 3 4
Carbon dioxide concentration in air (%)

Extended answer questions 131

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 MARKS

i Calculate the volume of carbon dioxide entering the individual’s lungs each
minute when the volume of air inhaled is 20 litres per minute.

Space for calculation

litres 1

ii Calculate the increase in volume of air entering the lungs per minute when the
concentration of carbon dioxide in the air increases from 1 % to 4 %.

Space for calculation

litres 1

Total marks 6

132 Extended answer questions

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 MARKS

35 In an investigation into the effects of temperature on the rate of transpiration in a leafy

seedling, the potometer below was set up.

Leafy seedling

Layer of oil
Glass jar

Water

Top pan
balance

Transpiration rate was measured at different temperatures. The results are shown in the
table below.

Temperature Transpiration rate

(oC) (grams of water per cm2
of leaf per minute)
10 0.2
15 0.3
20 0.4
25 0.5

a Identify the observations or measurements that would have to be made to obtain

the values for the rate of transpiration shown in the table.

b The following factors can affect transpiration rate in plants.

Light intensity Atmospheric humidity Air movements

Choose one of these factors and describe how the apparatus above could be
modified to investigate this factor.

Factor

Description

Total marks 5

Extended answer questions 133

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 MARKS

36 The pie chart below shows one estimate of the percentage of the Earth’s land area
occupied by different ecosystems.
Desert
19 % Scrub
Mountains 3%
6%
Tundra
Tropical 11 %
rainforest
13 %

Savanna Boreal forest

10 % 17 %

Temperate Temperate
forest grassland
8% 13 %

a Desert ecosystems are found in many parts of the world.

i Apart from the organisms which live there, state what else makes up a desert
ecosystem.

ii Desert organisms have adaptations for their way of life.

Describe what is meant by an adaptation.

b Calculate the total percentage of land surface occupied by the various types of
forest ecosystems.

Space for calculation

% 1

c Within ecosystems, each species occupies its own niche.

Describe what is meant by the term niche.

134 Extended answer questions

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 MARKS

d The diagram shows a food chain from a temperate forest ecosystem.

The arrows represent energy flow.

oak tree leaves greenfly ladybird blue tit sparrowhawk

i Explain how the oak tree leaves obtain the energy trapped within them.

ii Give one fate of energy present in the greenfly population which does not pass
to the ladybird population.

Total marks 6

37 In an investigation to compare the populations of a species of ground beetle living on

the soil surface in two different areas of grassland, sampling was carried out using
pitfall traps.

a Give two precautions that would have to be taken to ensure that the sampling
method allowed valid comparison of the two areas.

2 2

b Describe a source of error that can arise when using pitfall traps.

c During the investigation, a number of abiotic factors related to the soil were also
measured.

Name one abiotic factor that is related to soil and describe how it could be
measured.

Abiotic factor 1

Method of measurement

Total marks 5

Extended answer questions 135

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 MARKS

38 a The apparatus shown below was set up to measure the rate of photosynthesis in
pondweed.

Bubbles of gas
collecting

Spring of
pondweed

Lamp

i Name the gas present in the collecting bubbles.

ii Describe how the apparatus could be used to show the effects of light intensity
on the rate of photosynthesis.

b The graph below shows some results of an experiment to show the effect of carbon
dioxide concentration on the rate of photosynthesis at different temperatures.
0.3
Rate of photosynthesis (units)

0.2 Temperature 15 ºC

Temperature 10 ºC

0.1

0
0 0.5 1.0 1.5 2.0 2.5
Carbon dioxide concentration (%)

136 Extended answer questions

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 MARKS

i Give the carbon dioxide concentration at which the rate of photosynthesis first
reached its maximum at 15° C.

% 1

ii Calculate the increase in the rate of photosynthesis when the temperature was
raised from 10° C to 15° C at a carbon dioxide concentration of 2.0 %.

Space for calculation

units 1

c Sugar produced by photosynthesis can be converted into starch.

Give the function of starch in green plants.

Total marks 7

Extended answer questions 137

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 MARKS

39 Read the following passage and answer the questions based on it.

Genetically modified (GM) rice

Nitrogen is the most important soil nutrient for plants and a major factor which can
limit crop productivity. Nitrogen-rich fertilisers are often used to boost crop growth but
plants are inefficient at taking up the nitrate from applied fertiliser. As a result, excess
nitrates frequently leach from the soil into waterways and cause algal blooms. Dead
algae become food for bacteria which consume oxygen needed for healthy aquatic
ecosystems.

To meet growing food demands, the global use of nitrate fertiliser increased from
3.5 million metric tonnes in 1960 to 87 million metric tonnes in 2000, and is projected to
increase to 249 million metric tonnes by the year 2050.

Scientists in Canada have successfully developed a genetically modified (GM) rice

variety which produces enzymes that allow more efficient nitrate uptake than
unmodified varieties. This may reduce the need for nitrogen-rich fertilisers and at the
same time increase yields.

These crops not only have the potential to lower production costs and reduce
environmental pollution, but their increased productivity could make a significant
contribution to our long-term food security.

a Explain why fertiliser use creates excess nitrates in soils.

b Explain how algal blooms can lead to the de-oxygenation of freshwater ecosystems.

c Calculate the projected global increase in nitrate fertiliser use between 1960 and
2050.

Space for calculation

metric tonnes 1

d Explain why the GM rice described in the passage could reduce the amount of
nitrate fertiliser which needs to be applied.

e Apart from reducing fertiliser application, give one other benefits of growing the
GM rice.

Total marks 5

138 Extended answer questions

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 MARKS

40 On the Galapagos Islands of the Pacific Ocean, speciation has produced a group of
similar finch species, as shown in the diagram below. The group arose from a single
ancestor species, which reached the islands from the South American mainland millions
of years ago.

Ancestor species,
migrated from mainland
millions of years ago

a The list below shows processes involved in speciation.

mutation isolation natural selection

Describe how these processes have led to the production of the group of finch
species in the diagram above.

b Give the term applied to mutations that confer neither advantage nor disadvantage.

Total marks 4

Extended answer questions 139

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46772_N5 Biology Practice Exam Paper.indd 142 06/10/20 1:53 PM
 Notes

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 Notes

46772_N5 Biology Practice Exam Paper.indd 144 06/10/20 1:53 PM

 spine 8mm, page size 192mm x 265mm

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