Download Q1. The table shows the composition of blood entering and leaving

Q1.
The table shows the composition of blood entering and leaving the lungs.
Gas
(a)
Concentration in arbitrary units
Blood entering lungs
Blood leaving lungs
Oxygen
40
100
Carbon dioxide
46
40
Describe, in as much detail as you can, the changes that take place in the composition of
blood as it passes through the lungs.
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(3)
(b)
Which part of the blood:
(i)
transports most carbon dioxide; .....................................................................
(ii)
transports most oxygen? ................................................................................
(2)
(Total 5 marks)
Q2.
The diagram shows four ways in which molecules may move into a cell and out of a cell.
The dots show the concentration of molecules.
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The cell is respiring aerobically.
Write the correct letter, A, B, C or D, next to each process.
Process
Arrow
A, B, C or D
The movement of oxygen molecules
The movement of carbon dioxide molecules
The active uptake of glucose molecules
(Total 3 marks)
Q3.
Some students set up the following apparatus.
The balances show the same mass at the start of the investigation.
After 24 hours the mass of flask B was the same but the mass of flask A had changed.
(i)
Describe and explain the change to the mass of flask A.
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(3)
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(ii)
Why did the students need to set up flask B?
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(1)
(Total 4 marks)
Q4.
(a)
The diagram shows a cereal crop.
Complete spaces (i) and (ii).
(2)
(iii)
What sort of weather may cause the cereal crop to wilt?
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(1)
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(b)
Describe the process of transpiration in plants.
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(3)
(Total 6 marks)
Q5.
The diagram shows part of the breathing system in a human.
(a)
Use words from the list to label the parts on the drawing.
alveoli
bronchiole
bronchus
diaphragm
trachea (windpipe)
(4)
(b)
Where in the lungs does oxygen enter the blood?
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(1)
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(c)
Which process in cells produces carbon dioxide?
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(1)
(Total 6 marks)
Q6.
(a)
Name the process by which water is lost from plant leaves.
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(1)
(b)
Some students set up the apparatus shown in the diagram to measure the water loss
from a potted plant.
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The apparatus was placed in different environmental conditions:
A
B
C
D
in still air at 20 °C.
in still air at 25 °C.
in a wind at 20 °C.
in a wind at 25 °C.
Readings from the balance were recorded by a datalogger at 10-minute intervals.
The results are given in the table.
Time in
minutes
(i)
Balance reading in grams
A
B
C
D
0
285.6
284.6
282.9
280.9
10
285.3
284.2
282.4
280.2
20
284.9
283.8
281.9
279.4
30
284.7
283.4
281.4
278.8
Under which conditions, A, B, C or D, was water lost most rapidly?
(1)
(ii)
Explain, as fully as you can, why water was lost most rapidly under these conditions.
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(2)
(Total 4 marks)
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Q7.
Some students set up this experiment to investigate osmosis. They filled two pieces of
dialysis [visking] tubing with different liquids and left them both in a beaker of 5% sucrose
solution for an hour.
(a)
Describe and explain the likely results after one hour.
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(6)
(b)
Describe two examples where osmosis is used in living things.
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(2)
(Total 8 marks)
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Q8.
Diagram 1 shows two villi in the small intestine of a healthy person.
(a)
Describe two features of the villi which help the small intestine to function.
1 .................................................................................................................................
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2 .................................................................................................................................
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(2)
(b)
Diagram 2 shows two villi in the small intestine of a person with coeliac disease.
(i)
How do the villi of the person with coeliac disease differ from those of a healthy
person?
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(1)
(ii)
Suggest how this difference might affect how well the small intestine functions.
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(1)
(Total 4 marks)
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Q9.
Four leaves were removed from the same plant. Petroleum jelly (a waterproofing agent) was
spread onto some of the leaves, as follows:
Leaf A: on both surfaces
Leaf B: on the lower surface only
Leaf C: on the upper surface only
Leaf D: none applied
Each leaf was then placed in a separate beaker, as shown in diagram 1.
Diagram 1
Each beaker was weighed at intervals. The results are shown in the graph.
(a)
Give evidence from the graph in answering the following questions.
(i)
Which surface (upper or lower) loses water most rapidly? .............................
Evidence ...........................................................................................................
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(1)
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(ii)
Is water lost from both surfaces of the leaf? ....................................................
Evidence ...........................................................................................................
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(1)
(b)
Diagram 2 shows the appearance of each surface of the leaf as seen through a
microscope.
Upper Surface of Leaf
Lower Surface of Leaf
Diagram 2
(i)
Name space X and cell Y.
X ...................................................................
Y ...................................................................
(2)
(ii)
Use information in diagram 2 to explain why the results are different for leaves B and
C.
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(2)
(Total 6 marks)
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M1.
(a)
any three from
(concentration of) oxygen increases
by 60 (units)
allow oxygen more than doubles for 2 marks
(concentration of) carbon dioxide decreases
from 46 to 40 by 6 units
allow ‘by a small amount’
N.B. usually the first 2 marks will be for the change in oxygen and
carbon dioxide.
The third mark will be for a quantitative comment on one of these
changes
3
(b)
plasma
1
red (blood) cell / haemoglobin /
oxyhaemoglobin
1
[5]
M2.
D
1
A
1
C
1
[3]
M3.
(i)
the mass got less
accept it got lighter
award 1 mark for water was lost from the plant
1
water was taken into the plant or roots
absorbed water
do not accept soaked into plant
1
and lost through transpiration or the
leaves or evaporated from the leaves
or stomata
1
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(ii)
to check the effect of the plant or to
act as a control or to show that it was
not due to evaporation from water
do not accept to keep it fair or to check that it was fair
do not accept fair test
1
[4]
M4.
(a)
(i)
photosynthesis
1
(ii)
respiration
do not credit combustion
do not credit decay
1
(iii)
dry
accept hot or windy or drought
1
(b)
any three from
* evaporation (of water)
or loss of water vapour
* (mostly) from the leaf / leaves
do not credit incorrect reference to leaves
* through the stomata
accept through each stoma
accept through the stomas(sic)
* causing a pull
or causing an increase in osmotic potential (at the top of the plant)
or causing an increase in water potential (at the top of the plant) or
causing a decrease in osmotic pressure (at the top of the plant)
* (so that) water moves up (through the plant)
do not credit water vapour moves up through the plant
* as the transpiration stream
* water enters through roots (and goes up plants)
3
[6]
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M5.
(a) trachea / windpipe
bronchus
alveoli
diaphragm
for 1 mark each
4
(b)
alveoli / air sacs
(reject capillaries)
for one mark
1
(c)
respiration
for one mark
1
[6]
M6.
(a)
transpiration / evaporation / diffusion
ignore osmosis
1
(b)
(i)
D
1
(ii)
any two from:
•
more / faster diffusion or evaporation or transpiration
•
molecules move faster
•
maintains concentration gradient
or keeps water concentration low in the air
or brings in more dry air
or removes damp air / water
2
[4]
M7.
(a)
award 3 marks per tube for each key idea
for tube 1:
expands or gets firmer or bigger or inflates
it gains water
because the concentration of water is less than its surroundings
make sure answer is about water movement and not sucrose
solution
3
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for tube 2
gets floppy or flaccid or contracts
it loses water
because the concentration of water is greater than its surroundings
3
(b)
any 2 from:
uptake of water by root (hair) or
movement from cell to cell within
plant
do not credit references to diffusion unless it is clear that the
candidate is referring to the diffusion of water
guard cell function
maintain turgor
water absorption in the large intestine
reabsorption of water from the
nephron or collecting duct or in
kidney or osmoregulation in kidney
allow osmosis in other animals if some use is shown
2
[8]
M8.
(a)
any two from:
•
large surface / area or many villi or have microvilli
accept big surface / area
•
thin surface or thin wall or surface 1-cell thick or
capillaries near surface or permeable or partially permeable
accept they are thin
do not allow thin cell wall
•
many blood vessels or many capillaries or capillary network
or good blood supply
ignore ‘constant blood flow’ owtte
ignore extras eg moist or reference to gases
•
have enzymes
ignore release enzymes
•
•
accept reference to lacteal as 5th point
allow reference to having mitochondria
2
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(b)
(i)
small(er) (surface area) / flat(ter) / short(er)
or not as folded
or fewer capillaries owtte
allow small(er) lacteal
ignore references to wide / thick / spread out etc
1
(ii)
less absorption (of digested food) / less digestion / diffusion
accept slower for less
accept description of less digestion
accept less food can get in
do not allow zero absorption
do not allow ‘collection’ of nutrients
1
[4]
M9.
(a)
(i)
lower – B loses less (water / mass) than C
or
described in terms of petroleum jelly
accept converse re Leaf C
1
(ii)
yes - B and C lose less than D or
B and C lose more than A or
D loses the most or
A loses the least
do not accept just ‘all leaves lose some weight’
1
(b)
(i)
X = stoma
accept stomata / stomatal pore
do not accept air space
1
Y = guard cell
1
(ii)
petroleum jelly blocks stomata / pores
or petroleum jelly prevents water loss
or petroleum jelly waterproofs
allow pores are blocked in B
1
water (mainly) lost via stomata / pores / X
or stomata on lower surface only
1
[6]
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