Download Level 2 past paper R2101 plant classification, structure and function

Including Examiners Comments
R2101
PLANT CLASSIFICATION, STRUCTURE AND FUNCTION
Level 2
Monday 11 February 2013
09:30 – 10:30
Written Examination
Candidate Number: …………………………………………………………………
Candidate Name: ……………………………………………………………………
Centre Number/Name: ……………………………………………………………..
IMPORTANT – Please read carefully before commencing.
i)
The duration of this paper is 60 minutes.
ii)
ALL questions should be attempted.
iii)
EACH question carries 10 marks.
iv)
Write your answers legibly in the lined space provided. It is NOT
necessary that all lined space is used in answering the questions.
v)
Use METRIC measurements only.
vi)
Where plant names are required, they should include genus, species
and where appropriate, cultivar.
vii)
Where a question requires a specific number of answers; only the first
answers given that meet the question requirement will be accepted,
regardless of the number of answers offered.
viii)
Please note, when the word ‘distinct’ is used within a question, it means
that the items have different characteristics or features.
Ofqual Unit Code H/601/0307
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ANSWER ALL QUESTIONS
MARKS
Q1
a)
Give ONE NAMED plant example of EACH of the following:
i)
ii)
a monocotyledon;
a dicotyledon.
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b)
List TWO differences between monocotyledonous and dicotyledonous leaves.
Monocotyledon
c)
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Dicotyledon
1.
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2.
2.
List TWO differences between monocotyledonous and dicotyledonous stems.
Monocotyledon
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Dicotyledon
1.
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2.
2.
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MARKS
Q2
a)
Label EACH of the following features on the diagram provided:
i)
ii)
iii)
iv)
v)
vi)
apical bud;
lenticel;
axillary bud;
internode;
node;
girdle scar.
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External features of a woody dicotyledonous stem
b)
State TWO different functions of the stem shown in the diagram above.
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c)
NAME the type of leaf arrangement on the stem shown in the diagram above,
giving ONE NAMED plant example with this type of arrangement.
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MARKS
Q3
a)
Name the site where photosynthesis takes place in the cell.
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b)
List the products of photosynthesis.
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c)
Describe how levels of light and water affect the rate of photosynthesis:
i) light;
ii) water.
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Q4
a)
Name the flower parts indicated on the diagram below.
b)
State what is meant by the following terms:
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i) calyx;
ii) corolla.
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c)
State ONE function for EACH of the terms listed in b).
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MARKS
Q5
a)
State what is meant by the following terms giving ONE NAMED plant example
for EACH:
i) ephemeral;
ii) biennial;
iii) perennial.
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b)
State the difference between tender and hardy annuals giving ONE NAMED
plant example for EACH.
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MARKS
Q6
a)
Draw a fully labelled diagram to show the internal features of a NAMED
dicotyledonous seed in the space below.
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Name of seed………………………………………………………………….
Diagram of the internal features of a dicotyledonous seed
b)
Distinguish between epigeal and hypogeal germination giving a NAMED plant
example of EACH.
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MARKS
Q7
a)
Name the part of the plant where most water uptake takes place.
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b)
Describe the process by which water enters plant cells.
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c)
List THREE effects on plant growth caused by competition for water.
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Q8
a)
Name TWO distinct meristematic tissues.
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b)
State where the tissues named in a) are located in the plant.
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c)
List FOUR tissues found in plants (other than meristematic tissues).
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MARKS
Q9
a)
List TWO methods by which pollen can be transferred between flowers.
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b)
Describe the role of pollen in the process of fertilisation.
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c)
State the difference between the following terms:
i)
ii)
‘compatible’ and ‘incompatible’ pollen;
‘self-pollination’ and ‘cross-pollination’.
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MARKS
Q10
a)
State TWO reasons why plant parts may be adapted for climbing.
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b)
Describe TWO different methods used by plants for climbing.
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Total Mark
©These questions are the property of the Royal Horticultural Society.
They must not be reproduced or sold.
The Royal Horticultural Society, Wisley, Woking, Surrey GU23 6QB.
Charity Registration Number: 222879/SC038262
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R2101
PLANT CLASSIFICATION, STRUCTURE AND FUNCTION
Level 2
Monday 11 February 2013
Candidates Registered
Candidates Entered
Candidates Absent
Candidates Deferred
Candidates Withdrawn
1110
904
157
19
30
81.44%
14.14%
1.71%
2.70%
Total Candidates Passed
Passed with Commendation
Passed
Failed
755
464
291
149
83.52%
51.33%
32.19%
16.48%
Senior Examiner’s Comments:
1
Candidates should be able to demonstrate a good range of plant knowledge and be
able to give accurately named plant examples where appropriate. Common names
and generic names are often too vague and cannot be rewarded in the positive
manner that genus, species and where appropriate, variety/cultivar can. This is
particularly important when answering questions relating to particular (named)
plant(s). Marks can only be awarded for these narratives where the example(s) are
correctly and fully identified.
2
Candidates must be able to display accurate knowledge of the technical terms and
concepts detailed in the syllabus, in the context of horticulture and also be aware that
wider interpretation will not be rewarded. The examination should be regarded as a
possible introduction to higher level studies, which will only be open to those who are
in possession of a clear understanding of the horticultural terms and concepts which
are current.
3
The introductory rubric given on the first page of each question paper should be read
carefully by candidates. At each examination there are a significant number of
candidates who ignore or misread the instructions given and consequently may not
perform as well as they could have done.
4
Candidates should pace themselves during each paper. The most successful
candidates allow sufficient time to read the question thoroughly before answering it
and also take time to read through their answers. They should take care to write as
legibly as possible, so that the examiner is in no doubt about what is intended.
5
Candidates need to interpret key words within questions, particularly those such as
‘state’, ‘list’ and ‘describe’. Questions requiring descriptions or explanations obviously
require a more detailed answer than those requiring a list.
13
6
It is important to ensure that responses to questions are to the point. Candidates
should bear in mind that small sketches might be used to convey information more
succinctly than words.
7
Successful candidates ensure that their answers are focused and to the point. It is
disappointing when they cannot be rewarded for their efforts because the answer is
irrelevant to the particular question. Candidates should take note of the mark
allocation for specific sections and allocate their time and efforts accordingly.
8
Diagrams can enhance an answer and where appropriate can replace detailed
descriptions. They should be large, clear and well annotated, ensuring that labels are
properly attached to the features they describe. Diagrams should preferably be in
pencil. Colour may be used successfully but only where it is relevant to the answer.
9
In each examination it is clear that some candidates are ill prepared to answer papers
of the type set. It is essential that candidates have the opportunity to practice
questions. Ideally some papers should be answered in a time constrained situation.
Appropriate feedback must, in any case be provided.
10
Candidates should be aware of the reading list of suggested books for the RHS Level
2 Certificate in The Principles of Plant Growth, Propagation and Development which is
available from the Qualifications Section and can also be found on the RHS website
together with past papers.
Examiners’ Comments:
MARKS
Q1
a)
Give ONE NAMED plant example of EACH of the following:
i)
ii)
b)
c)
a monocotyledon;
a dicotyledon.
1
1
List TWO differences between monocotyledonous and dicotyledonous
leaves.
4
List TWO differences between monocotyledonous and dicotyledonous
stems.
4
a)
The best candidates gave a correct name for a monocotyledon e.g. Iris
foetidissima and a dicotyledon e.g. Quercus robur and did not confuse these with
angiosperms and gymnosperms. If candidates only give one name it is important
that they state whether it is a monocotyledon or a dicotyledon to gain the mark.
b)
Most candidates were able to provide differences between monocotyledonous
and dicotyledonous leaves and did not include differences between cotyledons as
these are not true leaves. Acceptable differences included leaf shape and
venation. The best answers stated that dicotyledonous leaves have a variety of
14
shapes and venations and not just broad leaves with reticulate venations. The
distribution of stomata, the presence or absence of petioles and leaf sheaths were
also suitable answers.
c)
Candidates who included the distribution of vascular bundles and the occurrence
of secondary thickening/woodiness etc. in their answers gained full marks for this
section of the question.
MARKS
Q2
a)
Label EACH of the following features on the diagram provided:
i)
ii)
iii)
iv)
v)
vi)
apical bud;
lenticel;
axillary bud;
internode;
node;
girdle scar.
6
External features of a woody dicotyledonous stem
b)
State TWO different functions of the stem shown in the diagram above.
2
c)
NAME the type of leaf arrangement on the stem shown in the diagram
above, giving ONE NAMED plant example with this type of
arrangement.
2
a)
The majority of candidates were able to label the diagram of the stem. The best
candidates identified an internode as the section of the stem between two axillary
buds rather than an axillary bud and a terminal bud or an axillary bud and a girdle
scar.
It is important that candidates draw labels carefully to ensure that they are
attached to the relevant part of the diagram. They should be accurately positioned
e.g. the position of the node should be distinguished from the axillary bud.
b)
Better candidates stated the function of the stem rather than the individual
features shown in the diagram e.g. lenticels which was not asked for. Functions of
the stem included; ‘the stem supporting leaves in the best position to optimise
photosynthesis’ rather than just ‘supporting the plant, flower or leaf’. Similarly the
role of the stem in extension growth needed to be linked to cell division at the
apical meristem for full marks and the role of transport needed to mention water,
minerals and sugars.
15
Q3
c)
Candidates who identified the leaf arrangement as alternate and gave a correctly
named woody dicotyledonous plant example e.g. Carpinus betulus gained full
marks. It is important that candidates familiarise themselves with suitable plant
material to use as examples.
MARKS
a)
Name the site where photosynthesis takes place in the cell.
1
b)
List the products of photosynthesis.
2
c)
Describe how levels of light and water affect the rate of
photosynthesis:
i)
ii)
light;
water.
4
3
a)
The best candidates gave the position in the cell where photosynthesis takes
place i.e. the chloroplast, rather than the organ i.e. leaf and did not waste time
giving a description. A one word answer was adequate for full marks.
b)
Candidates who correctly identified the products of photosynthesis as oxygen,
glucose/sugar/carbohydrate/starch were awarded full marks. Water was also
accepted as a product of photosynthesis. Details of the process were not
required.
c)
Better candidates focussed on how levels of light and/or water affect the rate of
photosynthesis rather than giving details of the process.
i)
Full marks were awarded to candidates who stated that increasing
light increased the rate of photosynthesis up to a maximum
(saturation point) beyond which there is no further increase. Low
light levels reduce the rate of photosynthesis due to stomatal
closure which reduces the uptake of carbon dioxide whilst very high
levels damage leaves so reducing photosynthesis.
ii)
Candidates gained marks for stating that too little water/drought or
too much water/waterlogging will reduce the rate of photosynthesis
through stomatal closure, while wilting which reduces light
interception and reduced nutrient uptake causes chlorosis.
Increasing soil water levels will not necessarily increase
photosynthesis, only if the plants are water stressed initially, so no
marks could be awarded for this point.
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MARKS
Q4
a)
Name the flower parts indicated on the diagram below.
b)
State what is meant by the following terms:
i)
ii)
calyx;
corolla.
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1
1
c)
State ONE function for EACH of the terms listed in b).
a)
Most candidates were able to label the flower parts indicated on the diagram
correctly. Better candidates labelled the diagram precisely e.g. filament rather
than stamen and did not confuse ovary with ovule or nectary with receptacle.
Other parts named included; filament, stigma, ovary/locule, petal, sepal, nectary.
b)
The best candidates read the question fully and noted that they were required to
state what was meant by the terms. These candidates correctly defined the
corolla as all the petals and the calyx as all of the sepals i.e. these are collective
names for flower parts.
c)
Full marks were gained by candidates who gave a full statement of the functions
of the terms e.g. stating that the corolla attracts pollinators through nectar guides,
nectar, scent and colour. They also stated that the calyx protects the flower bud
from adverse weather conditions or pest damage. The role of the calyx in some
flowers as attracting pollinators was also accepted.
a)
State what is meant by the following terms giving ONE NAMED plant
example for EACH:
2
MARKS
Q5
i)
ii)
iii)
b)
ephemeral;
biennial;
perennial.
2
2
2
State the difference between tender and hardy annuals giving ONE
NAMED plant example for EACH.
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4
Better candidates gave correct definitions and examples for each of the
categories in parts a) and b) of this question. The RHS Encyclopedia of Plants
should be used as a reference point for plant cycle examples. Marks could not be
awarded where only a generic plant name was given and the genus contains a
range of plant life cycles and hardiness types.
a)
i)
Full marks were awarded to candidates who indicated that the plant
dies or completes its life cycle several times in one season e.g.
Cardamine hirsuta.
ii)
Full marks were awarded to candidates who stated that biennial plants
complete their life cycle in two seasons e.g. Digitalis purpurea.
iii)
Full marks were only awarded to candidates who stated that perennial
plants live for more than two seasons rather than for two or more or for
many seasons e.g. Fagus sylvatica.
It was important that candidates provide botanical definitions for the terms;
ephemeral, biennial and perennial for this unit rather than horticultural definitions
e.g. Erysimum cheiri, which is a short lived perennial and was not accepted as a
biennial although it is often grown over two seasons for use in spring bedding
schemes.
b)
The best candidates gained full marks by clearly stating that tender annuals
cannot survive/are killed by temperatures below 5ºC, whereas hardy annuals can
survive temperatures below 5ºC. Marks were awarded to candidates who stated
that hardy annuals can survive frost while tender annuals cannot.
Candidates were awarded full marks if they named true botanical annuals rather
than plants that are grown as annuals which are perennial e.g. Pelargonium
zonale, Begonia semperflorens or Petunia cvs. Suitable examples of tender
annuals include ornamentals e.g. Schizanthus pinnatus and Zinnia ‘Profusion
Orange’ and food plants e.g. Coriandrum sativum, Phaseolus vulgaris and Zea
mays. Examples of hardy annuals include Lathyrus odoratus, Helianthus annuus,
Calendula officinalis and Limnanthes douglasii.
MARKS
Q6
a)
Draw a fully labelled diagram to show the internal features of a NAMED
dicotyledonous seed in the space below.
6
Name of seed………………………………………………………………….
b)
a)
Distinguish between epigeal and hypogeal germination giving a
NAMED plant example of EACH.
4
Candidates who drew and labelled a correct example of a dicotyledonous seed
e.g. Phaseolus vulgaris and Vicia faba were awarded full marks. The best
candidates diagrams were clearly labelled showing the correct position of two
cotyledons, radicle, plumule, hypocotyl and epicotyl in recognisable seeds. Marks
were awarded for external features if necessary but the position of the hilum and
micropyle had to be correct.
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b)
The best candidates correctly stated that epigeal germination is where the
cotyledons/seed leaves are raised above the ground and hypogeal germination is
where the cotyledons/seed leaves remain below the ground. Suitable plant
examples were given as Phaseolus vulgaris (epigeal) and Vicia faba (hypogeal).
MARKS
Q7
a)
Name the part of the plant where most water uptake takes place.
2
b)
Describe the process by which water enters plant cells.
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c)
List THREE effects on plant growth caused by competition for water.
3
a)
Full marks were awarded to candidates who named the root hair as the site of
water uptake in the plant rather than just stating the root.
b)
Better candidates described, using bullet points or brief statements, the process
by which water enters plant cells. Candidates who described the uptake and
movement of water through the whole plant or gave details of transpiration or
capillary rise could not be awarded any marks. Descriptions of osmosis clearly
stated which side of the plant cell membrane either sugar/solute or water/solvent
was most concentrated and hence in which direction the water moved. The best
candidates also described the role of the cell membrane and its selectivity and did
not confuse it with the cell wall.
c)
Candidates who listed (rather than described) three effects of competition for
water on plant growth gained maximum marks. Suitable examples included;
stunted growth, increased or decreased rooting depths, increased flowering,
reduced fruit set and reduced leaf areas. Marks were not awarded for increased
susceptibility to pests and diseases or symptoms such as chlorosis.
MARKS
Q8
a)
Name TWO distinct meristematic tissues.
2
b)
State where the tissues named in a) are located in the plant.
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c)
List FOUR tissues found in plants (other than meristematic tissues).
4
a)
Candidates who were able to name two distinct meristematic tissues gained full
marks e.g. apical meristem, lateral meristem and vascular cambium. Root or stem
meristem could not be awarded full marks.
b)
The best candidates were able to clearly and precisely state the location of
meristems in the plant e.g. at the shoot tip, behind the root cap and between the
xylem and phloem tissue in the vascular bundle.
c)
Better candidates identified plant tissues other than meristematic tissues either by
their purpose e.g. protective, transport, packing etc. or their type e.g. xylem,
phloem, pith etc.
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MARKS
Q9
a)
List TWO methods by which pollen can be transferred between flowers.
2
b)
Describe the role of pollen in the process of fertilisation.
4
c)
State the difference between the following terms:
i)
ii)
‘compatible’ and ‘incompatible’ pollen;
‘self-pollination’ and ‘cross-pollination’.
2
2
a)
Candidates who listed two methods of pollination from wind, animal (including
human), insect and water were awarded full marks.
b)
Full marks were awarded to candidates who gave detailed descriptions of the role
of pollen in transferring the male gametes between flowers and delivering it to the
female gamete in the ovum via a pollen tube. This leads to double fertilisation to
form an endosperm and zygote.
The best candidates understood that pollen contains the male gametes rather
than being the gamete itself.
c)
i) Better candidates were able to state the difference succinctly between
compatible (pollen germinates/leads to fertilisation) and incompatible (pollen does
not germinate/does not lead to fertilisation) pollen gained full marks. Candidates
who mentioned pollen recognition/lock and key mechanisms were also awarded
marks.
Pollen from the same species was not accepted for compatible as this is not
always true in cross pollinated self-incompatible species e.g. apple cultivars and
Zea mays.
ii) Better candidates were able to clearly state that self-pollination is the (transfer
of pollen from anther to stigma between or within flowers on the same plant) and
cross pollination is the (transfer of pollen from anther to stigma between flowers
on different plants) without reference to hermaphrodite, monoecious or dioecious
plants caused some confusion.
Stating that self-pollination is; plants which pollinate themselves without further
qualification could not be awarded any marks.
MARKS
Q10
a)
State TWO reasons why plant parts may be adapted for climbing.
2
b)
Describe TWO different methods used by plants for climbing.
8
a)
Full marks were awarded to candidates who were able to state the reasons for
climbing e.g. to reach the light for increased photosynthesis and to raise flowers
above other plants for better pollination.
20
b)
The best candidates correctly identified two climbing methods from the following;
twining stems, tendrils which twine or have sucker pads (leaf petiole, leaf, leaflet,
inflorescence, branch, shoot or stem), adventitious roots and prickles (rather than
thorns or spines which do not derive from the epidermis) and provided detailed
descriptions of the plant part adapted and how they are used to climb.
Mention of tropisms, details of how the plant attaches itself to its support e.g.
wrapping around it, sticking to surfaces or using curved prickles as hooks and
correct plant examples were all awarded marks.
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They must not be reproduced or sold.
The Royal Horticultural Society, Wisley, Woking, Surrey GU23 6QB.
Charity Registration Number: 222879/SC038262
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