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1 (a) Fig. 1.1 shows four arthropods.

C D

not to scale

Fig. 1.1

(i) State two features, visible in Fig. 1.1, that are common to all arthropods.

1 ........................................................................................................................................

2 ........................................................................................................................................
[2]
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(ii) Fig. 1.2 is a dichotomous key for the arthropods shown in Fig. 1.1.

Complete Fig. 1.2 by writing suitable statements in:

• box 2 to identify species B

• box 3 to separate species C and A.

START

box 1 yes
animal has more than ten pairs of legs D

no

box 2 yes
B

no

box 3
yes
A

no

Fig. 1.2
[2]

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(b) The Hawaiian happy-face spider, Theridion grallator, is found on several of the Hawaiian
islands. Some of the spiders have a very distinctive pattern on their bodies as shown in
Fig. 1.3.

Fig. 1.3

(i) State one feature, visible in Fig. 1.3, that identifies T. grallator as an arachnid.

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(ii) Scientists think that the pattern on the bodies of the spiders is an adaptive feature.

Explain the term adaptive feature with reference to this pattern.

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(c) DNA can be extracted from the webs of spiders. This DNA can be used to identify the species
of spider that made the web, and the species of prey caught in the web.

Explain how DNA extracted from spider webs can be used to identify different species.

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(d) Many species of spider are thought to be endangered.

State three reasons why animal species such as spiders become endangered.

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3 ................................................................................................................................................

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[3]

[Total: 13]

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2 Fig. 2.1 shows part of a cross-section of the stem of a young sunflower plant.

area Y

Fig. 2.1

(a) Draw a circle around one vascular bundle on Fig. 2.1.

Label the xylem in the vascular bundle with the letter X. [2]

(b) Explain how the cells in area Y are able to support the stem so that it stays upright.

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(c) Researchers used carbon dioxide that contained a traceable source of carbon (13C) to
investigate translocation of sucrose from the leaves of bean plants, Phaseolus vulgaris.

Fig. 2.2 shows that glucose produced in photosynthesis is converted to sucrose for
translocation.

carbon dioxide glucose sucrose

Fig. 2.2

Researchers selected four plants, Q, R, S and T, which had leaves that were of similar sizes.
The leaves on the four plants were supplied with 13CO2.

After the leaves had started to make sucrose, the researchers cut away a ring of tissue in
different places as shown in Fig. 2.3. The rings of tissue that were removed from plants R, S
and T contained the phloem.

Q R S T

13CO 13CO 13CO 13CO

2 2 2 2

Key: the positions on the stems where rings of tissue containing phloem were removed.

Fig. 2.3
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The quantities of sucrose containing 13C in the shoot tips and in the roots were determined.

The results are shown in Table 2.1.

Table 2.1

quantity of sucrose containing 13C / arbitrary units

plant
shoot tip root
Q 3.24 0.94
R 0.00 0.44
S 4.14 0.00
T 0.00 0.00

Describe and explain the effect of removing the phloem on the translocation of sucrose in
plants Q, R, S and T.

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[Total: 10]

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3 Photosynthesis occurs in chloroplasts. A chloroplast suspension can be made by extracting the

chloroplasts from green leaves.

The blue dye DCPIP can be used to investigate photosynthesis. During photosynthesis the blue
colour of the DCPIP changes and eventually disappears so that it becomes colourless. The
remaining mixture appears green due to the chloroplast suspension.

A student investigated the effect of light on photosynthesis in a chloroplast suspension.

Step 1 The student crushed eight green leaves in an ice-cold buffer solution.

Step 2 The mixture of crushed leaves and buffer solution was then filtered to form a chloroplast
suspension.

Step 3 The student was given two test-tubes. One test-tube was wrapped in aluminium foil to
exclude light. The second test-tube was not covered in foil so that light could reach the
contents of this test-tube.

Step 4 A plastic pipette was used to add 2 cm3 of the chloroplast suspension to each of the two
test-tubes.

Step 5 A syringe was used to add 5 cm3 of DCPIP solution to both test-tubes. A stopper was
placed in each test-tube.

Step 6 Both test-tubes were placed in a water-bath containing ice-cold water. The water-bath
was positioned near a bright light.

Step 7 The test-tubes were left in the bright light for five minutes.

Step 8 After five minutes the student observed and noted the colour of the liquid in the
test-tube that was not wrapped in foil. They removed the foil from the covered test-tube
and observed the colour in this test-tube.

The student’s results are shown in Fig. 3.1.

light
– green
dark
– blue

Fig. 3.1
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(a) (i) Prepare a table and record the results from Fig. 3.1.

[2]

(ii) Identify the variable that was changed (independent variable) and the variable that was
measured (dependent variable) in this investigation.

independent variable ..........................................................................................................

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dependent variable .............................................................................................................

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[2]

(iii) State two variables that were kept constant in this investigation.

1 .........................................................................................................................................

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2 .........................................................................................................................................

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[2]

(iv) State a conclusion for these results.

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[Total 7]

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4 (a) The reactions of chemical digestion are catalysed by enzymes.

Fig. 4.1 shows the stages of an enzyme-catalysed reaction.

enzyme
A

Fig. 4.1

State the names of A to D in Fig. 4.1.

A ...............................................................................................................................................

B ...............................................................................................................................................

C ...............................................................................................................................................

D ...............................................................................................................................................
[4]
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5 A student cut a section of a root and made an outline drawing of the distribution of tissues as
shown in Fig. 5.1.

Fig. 5.1

(a) (i) Identify the position of the xylem tissue by drawing a label line and the letter X on Fig. 5.1.
[1]

(ii) State why xylem is a tissue.

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(b) Water absorbed by the roots moves through the stem and enters the leaves. Most of this
water is lost in transpiration.

Explain how the internal structure of leaves results in the loss of large quantities of water in
transpiration.

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[Total: 6]