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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 Please turn over/….. ANSWER ALL QUESTIONS MARKS Q1 a) Give ONE NAMED plant example of EACH of the following: i) ii) a monocotyledon; a dicotyledon. 1 1 …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… b) List TWO differences between monocotyledonous and dicotyledonous leaves. Monocotyledon c) 4 Dicotyledon 1. 1. 2. 2. List TWO differences between monocotyledonous and dicotyledonous stems. Monocotyledon 4 Dicotyledon 1. 1. 2. 2. Total Mark Please see over/….. 2 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 Total Mark …………………………………………………………………………………………… …………………………………………………………………………………………… Please turn over/….. 3 MARKS Q3 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) light; ii) water. 4 3 …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… Total Mark …………………………………………………………………………………………… …………………………………………………………………………………………… Please see over/….. 4 MARKS Q4 a) Name the flower parts indicated on the diagram below. b) State what is meant by the following terms: 6 i) calyx; ii) corolla. 1 1 …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… c) State ONE function for EACH of the terms listed in b). 2 …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… Total Mark …………………………………………………………………………………………… …………………………………………………………………………………………… Please turn over/….. 5 MARKS Q5 a) State what is meant by the following terms giving ONE NAMED plant example for EACH: i) ephemeral; ii) biennial; iii) perennial. 2 2 2 …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… ………………………………………………………………………………………….... …………………………………………………………………………………………… …………………………………………………………………………………………… b) State the difference between tender and hardy annuals giving ONE NAMED plant example for EACH. 4 …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… Total Mark …………………………………………………………………………………………… …………………………………………………………………………………………… Please see over/….. 6 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…………………………………………………………………. Diagram of the internal features of a dicotyledonous seed b) Distinguish between epigeal and hypogeal germination giving a NAMED plant example of EACH. 4 …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… Total Mark …………………………………………………………………………………………… …………………………………………………………………………………………… Please turn over/….. 7 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. 5 …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… c) List THREE effects on plant growth caused by competition for water. 3 …………………………………………………………………………………………… …………………………………………………………………………………………… Total Mark …………………………………………………………………………………………… …………………………………………………………………………………………… Please see over/….. 8 MARKS Q8 a) Name TWO distinct meristematic tissues. 2 …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… b) State where the tissues named in a) are located in the plant. 4 …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… c) List FOUR tissues found in plants (other than meristematic tissues). 4 …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… Total Mark …………………………………………………………………………………………… …………………………………………………………………………………………… Please turn over/….. 9 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 …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… Total Mark …………………………………………………………………………………………… …………………………………………………………………………………………… Please see over/….. 10 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 …………………………………………………………………………………………. …………………………………………………………………………………………. …………………………………………………………………………………………. …………………………………………………………………………………………. …………………………………………………………………………………………. …………………………………………………………………………………………. …………………………………………………………………………………………. …………………………………………………………………………………………. …………………………………………………………………………………………. …………………………………………………………………………………………. …………………………………………………………………………………………. …………………………………………………………………………………………. …………………………………………………………………………………………. …………………………………………………………………………………………. …………………………………………………………………………………………. …………………………………………………………………………………………. …………………………………………………………………………………………. …………………………………………………………………………………………. …………………………………………………………………………………………. …………………………………………………………………………………………. …………………………………………………………………………………………. …………………………………………………………………………………………. …………………………………………………………………………………………. …………………………………………………………………………………………. ******* 11 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 12 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. 16 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. 6 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. 17 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. 18 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. 5 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. 4 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. 19 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. ******** ©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 21