Download RHS Level 2 Past Paper R2101

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R2101
PLANT CLASSIFICATION, STRUCTURE & FUNCTION
Level 2
Monday 6 February 2017
09:30 – 10:50
Written Examination
Candidate Number: …………………………………………………………………
Candidate Name: ……………………………………………………………………
Centre Number/Name: ……………………………………………………………..
IMPORTANT – Please read carefully before commencing:
i)
The duration of this paper is 80 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)
Use black or blue ink only. Pencil can be used for drawing purposes
only;
vii)
Where plant names are required, they should include genus, species
and where appropriate, cultivar;
viii)
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;
ix)
Please note, when the word ‘distinct’ is used within a question, it
means that the items have different characteristics or features.
Ofqual Unit Code K/505/2967
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ANSWER ALL QUESTIONS
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Q1
Complete the table below:
i)
ii)
name the FIVE stages in the plant life cycle;
state ONE distinct characteristic for EACH stage.
Stage in plant life cycle
Characteristic of plant life cycle
stage
1.
2
2.
2
3.
2
4.
2
5.
2
Total Mark
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3
Q2 a) State THREE distinct functions of plant stems.
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b) Label the features indicated on the diagram below.
External features of a woody stem
c) Name the type of leaf arrangement shown on the diagram in b).
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Total Mark
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Q3 a) Describe aerobic and anaerobic respiration by completing the table below.
Aerobic respiration
Anaerobic respiration
Starting
materials
3
Amount of
energy
produced
2
Products
4
1
b) Name ONE horticultural situation where anaerobic respiration occurs.
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Total Mark
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Q4 a) Name TWO distinct functions of roots.
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b) Draw a fully labelled (cross section) diagram of the internal structure of a young
dicotyledonous root, to show EIGHT distinct features.
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Total Mark
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Q5 a) Describe FOUR ways in which growers can optimise the conditions for
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photosynthesis.
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b) Name the products of photosynthesis.
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Q6 a) Name the plant group to which monocotyledonous and dicotyledonous plants belong.
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b) Describe FOUR distinct differences between the leaves of monocotyledonous and
dicotyledonous plants.
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Difference 1..........................................................................................................
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Difference 2..........................................................................................................
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Difference 3..........................................................................................................
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Difference 4..........................................................................................................
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c) Name ONE monocotyledonous plant.
Total Mark
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Q7 a) Describe the dispersal method for the THREE fruits shown, giving a NAMED plant
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example for EACH.
X
Description of dispersal method..............................................................................
2
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Plant example ......................................................................................................
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Y
Description of dispersal method..............................................................................
2
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Plant example ......................................................................................................
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MARKS
Q7
Z
Description of dispersal method..............................................................................
2
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Plant example ......................................................................................................
1
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b) State ONE function of fruits other than seed dispersal.
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Total Mark
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Q8 a) State what is meant by the term ‘transpiration’.
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b) Name THREE environmental factors that affect the rate of transpiration.
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c) Describe THREE ways in which leaves minimise transpiration.
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Q9 a) Label EACH of the following flower parts onto the diagram below:
i)
ii)
iii)
iv)
v)
1
1
1
1
1
tepal;
anther;
style;
receptacle;
ovule.
Longitudinal section of a monocotyledonous flower
b) State ONE function for EACH of the flower parts listed in a).
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Q10a) Name the part of the embryo from which the root develops.
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1
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b) Describe ONE root adaptation for the functions listed, giving a NAMED plant
example for EACH, by completing the table below.
Function of
root
adaptation
Climbing
Plant example
Description of root adaptation
3
Support
3
Perennation
3
Total Mark
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PLEASE DO NOT USE THIS PAGE
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PLEASE DO NOT USE THIS PAGE
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©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 & FUNCTION
Level 2
Monday 6 February 2017
Candidates Registered
1129
Candidates Entered
944
Candidates Absent/Withdrawn 163
Candidates Deferred
22
83.61%
14.44%
1.95%
Total Candidates Passed
Passed with Commendation
Passed
Failed
840
558
282
104
88.98%
59.11%
29.87%
11.02%
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.
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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.
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.
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MARKS
Q1
Complete the table below:
i)
ii)
name the FIVE stages in the plant life cycle;
state ONE distinct characteristic for EACH stage.
Stage in plant life cycle
Characteristic of plant life cycle
stage
2
2
2
2
2
1.
2.
3.
4.
5.
Q1)
Most candidates were able to name the stages of the plant life cycle in the correct
order, i.e. seed, juvenile, adult/mature, senescence and death, and gained full marks.
Germination and seedling growth are not stages in the plant life cycle but are part of
the juvenile stage and could not be awarded any marks.
The best candidates stated a range of characteristics for each stage of the life cycle
and were awarded full marks. These included:

Seed – the plant is dormant and has a low rate of respiration, the embryo is
enclosed in a testa and has a food store in the cotyledons or the endosperm

Juvenile – non- sexual, non-flowering and produces vegetative growth

Adult/Mature – sexual reproduction occurs involving flower, fruit and seed
production

Senescence – flowering and fruiting cease, leaves show autumn colour and
the stage of fruit after ripening

Death – cessation of metabolic processes including photosynthesis and
respiration, cell death
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Q2 a) State THREE distinct functions of plant stems.
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3
b) Label the features indicated on the diagram below.
6
External features of a woody stem
c) Name the type of leaf arrangement shown on the diagram in b).
Q2a)
A range of functions of plant stems were stated by candidates who were awarded full
marks. Acceptable answers included:

Stems hold leaves in the best position for photosynthesis

Stems hold flowers in the best position for pollination and fruit dispersal

Stems store starch

Stems transport water, sugar and minerals

Young stems may also photosynthesise if green
Functions of stem modifications were also acceptable and gained marks if qualified,
e.g. storage of starch for perennation in stem tubers or rhizomes.
Q2b) Full marks were awarded to candidates who correctly labelled the diagram showing
the external features of a woody stem. These were; apical/terminal bud,
axillary/lateral bud, internode, node/leaf scar, girdle scar/apical bud scar/bud-scale
scar, lenticel.
Q2c)
Many candidates correctly named the leaf arrangement shown on the diagram from
the position of the leaf scars as opposite and gained full marks.
Candidates who described leaf shapes or structure could not be awarded any marks
as these cannot be determined from a bare stem.
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1
MARKS
Q3 a) Describe aerobic and anaerobic respiration by completing the table below.
Aerobic respiration
Anaerobic respiration
Starting
materials
3
Amount of
energy
produced
2
Products
4
b) Name ONE horticultural situation where anaerobic respiration occurs.
Q3a)
The best candidates described aerobic and anaerobic respiration succinctly and
gained maximum marks. Suitable answers were:
Starting Materials in aerobic respiration are oxygen and glucose/sugar/carbohydrate
whereas in anaerobic respiration only glucose/sugar/carbohydrate is used.
Amount of Energy Produced; in aerobic respiration a large amount of energy is
produced and a small amount is produced in anaerobic respiration. The amount of
ATP produced by each process was also accepted.
Products; in aerobic respiration these are water and carbon dioxide whilst in
anaerobic respiration the products are ethanol and carbon dioxide. Although energy
is also a product this was not awarded any marks as it was described in another
section of the table.
Q3b) Candidates who correctly named waterlogged soils, compacted soils, inside large
fruits and in stored or dormant seeds, as suitable horticultural situations where
anaerobic respiration takes place, were awarded full marks.
Candidates who named hydroponic growing systems could not be awarded any
marks as these have oxygen in the water.
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1
MARKS
Q4 a) Name TWO distinct functions of roots.
2
b) Draw a fully labelled (cross section) diagram of the internal structure of a young
dicotyledonous root, to show EIGHT distinct features.
Q4a)
The majority of candidates were able to name two functions of roots; e.g.
anchorage/stability, uptake of minerals or water and storage of
starch/carbohydrate/sugar for perennation, and gained full marks.
Q4b) Some candidates misinterpreted a ‘cross section’ diagram which normally refers to a
transverse section as a longitudinal section diagram which was accepted.
Candidates who drew cross section diagrams and labelled eight features on them
including; root hairs, cortex, epidermis, endodermis, pericycle, xylem, phloem,
vascular cambium, stele/vascular bundle were awarded maximum marks.
Candidates who drew longitudinal diagrams were also awarded marks for labelling
the root cap, apical meristem and zones of cell division, elongation and
maturation/differentiation.
The stele should include the vascular tissues and pericycle only.
Candidates could not be awarded any marks for drawings of a monocotyledonous
root or a stem section.
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8
MARKS
Q5 a) Describe FOUR ways in which growers can optimise the conditions for
photosynthesis.
b) Name the products of photosynthesis.
Q5a)
8
2
Candidates who gained full marks identified the factors which affect photosynthesis
and then described ways of optimising them and/or explained their effect. A
glasshouse situation was the most appropriate. Suitable descriptions included:

Carbon dioxide used in photosynthesis must be replenished by the use of
ventilation or increased by the use of gas or paraffin heaters or by using the
exhaust from heating.

Temperature which is optimal for enzymes involved in photosynthesis can be
provided either by heating using hot water pipes or by cooling by the use of
shading.

Light intensity and duration can be increased and the correct wavelengths
(400 – 700 nanometers) for photosynthesis can be supplied through the use
of suitable lamps e.g. high pressure sodium and mercury vapour.

Plants can be supplied with specific nutrients which are needed for
photosynthesis e.g. nitrogen, magnesium and iron. These are constituents of
chlorophyll and if they are in short supply chlorophyll production is reduced.

Water is required in sufficient quantities to prevent wilting or stomatal closure.
It was not necessary for candidates to state the Law of Limiting Factors in this
section of the question.
Q5b) Full marks were awarded to candidates who correctly named the products of
photosynthesis as; oxygen and glucose.
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Q6 a) Name the plant group to which monocotyledonous and dicotyledonous plants belong.
MARKS
1
b) Describe FOUR distinct differences between the leaves of monocotyledonous and
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dicotyledonous plants.
c) Name ONE monocotyledonous plant.
Q6a)
1
Most candidates correctly named angiosperms or flowering plants as the plant group
to which monocotyledonous and dicotyledonous plants belong.
Q6b) Full marks were awarded to candidates who compared a specific difference between
dicotyledonous and monocotyledonous leaves e.g. shape, margin, stomatal
distribution etc. Suitable answers included:

Monocotyledonous plants have strap shaped/lance shaped/narrow leaves
whereas dicotyledonous plants have a diverse range of leaf shapes e.g.
pinnate

Monocotyledonous leaves have parallel venation whereas dicotyledonous
leaves have a range of venations e.g. reticulate

Monocotyledonous leaves have an undifferentiated mesophyll whereas
dicotyledonous leaves have a palisade and spongy mesophyll

Monocotyledonous leaves have stomata which is evenly distributed in their
upper and lower epidermis whereas dicotyledonous leaves have more
stomata in their lower epidermis

Monocotyledonous leaves do not have a petiole whereas dicotyledonous
leaves do
Not all monocotyledonous leaves grow from the base of the plant and some have a
midrib which was incorrectly described by a few candidates. These candidates could
not be awarded any marks for their descriptions.
Q6c)
The majority of candidates were able to name one monocotyledonous plant and
gained full marks. Acceptable answers included: Musa basjoo, Stipa gigantea and
Narcissus ‘Tête-à-tête’.
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Q7 a) Describe the dispersal method for the THREE fruits shown, giving a NAMED plant
MARKS
example for EACH.
X
2
1
Y
2
1
Z
2
1
b)
State ONE function of fruits other than seed dispersal.
Q7a)
Candidates who correctly identified and described the method of dispersal for each of
the fruits were awarded full marks. These were:

X is Rubus fruticosus which uses internal animal dispersal where the fruit is
ingested and excreted away from the parent plant

Y is an Arctium lappa burr which is dispersed by attaching to animals fur,
carried and rubbed off elsewhere

Z is Taraxacum officinale which has a parachute mechanism for dispersal by
wind using its umbrella-like pappas

Other plant examples were accepted when described by candidates if the
method of dispersal was the same as the one in the picture.
Candidates who named and described Dipsacus fullonum (Teazel) and Cirsium
arvense (Creeping Thistle) could not be awarded any marks as these are dispersed
by wind and not animal attachment.
Q7b) Full marks were gained by candidates who correctly stated a function of fruits (other
than seed dispersal). The best answers included; providing nutrients to the
germinating seed, protection from herbivory and the control of germination/dormancy.
Supplying food to animals or humans and adding organic matter to the soil could not
be credited with any marks as they are not functions of fruits.
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1
Q8 a) State what is meant by the term ‘transpiration’.
MARKS
1
b) Name THREE environmental factors that affect the rate of transpiration.
3
c) Describe THREE ways in which leaves minimise transpiration.
6
Q8a)
Most candidates stated that transpiration is the loss of water vapour or evaporation of
water from the leaves and other plant surfaces and were awarded full marks.
Candidates who stated that transpiration is the uptake of water by the roots or the
flow of water through the plant in the transpiration stream could not be awarded any
marks.
Q8b) The best candidates named the following as suitable environmental factors that affect
the rate of transpiration and gained full marks. These were; light, temperature,
humidity, wind speed and soil water availability.
Q8c)
Maximum marks were awarded to candidates who named three features of plants
and described how these minimise transpiration. Suitable answers included:

The cuticle is a waxy, waterproof barrier to water loss from the leaves

The stomata can close in response to environmental conditions e.g. light and
high temperature which prevents water vapour loss

Stomata are concentrated on the underside of dicotyledonous leaves where
humidity is highest and therefore reduces transpiration

The ability of leaves to wilt reduces exposure to heating from the sun,
increases humidity and reduces wind speed close to the leaf thus reducing
transpiration

Palisade mesophyll cells are tightly packed to prevent water escaping
between cells
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MARKS
Q9 a) Label EACH of the following flower parts onto the diagram below:
i)
ii)
iii)
iv)
v)
1
1
1
1
1
tepal;
anther;
style;
receptacle;
ovule.
Longitudinal section of a monocotyledonous flower
b) State ONE function for EACH of the flower parts listed in a).
Q9a)
The majority of candidates correctly identified and labelled the flower parts on the
diagram and gained full marks.
Q9b) Candidates who showed a clear understanding and correctly stated a function for
each of the flower parts were awarded full marks. Acceptable answers included:

Tepals attract pollinators to the flower

The anther encloses pollen grains containing the male gamete

The style supports the stigma in the best position for pollen reception

The receptacle is the point of attachment of the flower parts

The ovule contains the female gamete or the embryo after fertilisation
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5
Q10a) Name the part of the embryo from which the root develops.
MARKS
1
b) Describe ONE root adaptation for the functions listed, giving a NAMED plant
example for EACH, by completing the table below.
Function of
root
adaptation
Climbing
Plant example
Description of root adaptation
3
Support
3
Perennation
3
Q10a) Candidates who named the radicle as the part of the embryo from which the root
develops gained full marks.
Q10b) Full marks were awarded to candidates who described an appropriate example of a
root adaptation for each function given. Suitable answers included:

Climbing – Hedera helix which has adventitious roots growing along the stem
attaches itself to a support to enable the plant to reach better light for
photosynthesis.
Candidates who described tendrils or twining stems instead of roots could not be
awarded any marks.

Support – Zea mays has roots which arise at the base of the stem which
prevents the wind from blowing the plant over. Marks were also awarded for
descriptions of buttress roots e.g. Ficus benjamina which are plank-like
structures at the base of the stem providing support in shallow soils.

Perennation – Daucus carota which is a swollen tap root and Dahlia pinnata
which is a root tuber, store starch over the winter which is used to support
new growth in the spring.
Candidates who drew diagrams which were correctly labelled were also awarded
marks.
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