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Answers to Workbook exercises
Chapter 1
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Exercise 1.1 Observing and drawing
$
organisms
a, b, c Use the self-assessment checklist to assess the
drawing and labelling.
d
Email
Check the measurements and calculation against
the student’s drawing.
e Look for clear, comparable points opposite each
other.
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Answers to Workbook exercises
Chapter 2
Exercise 2.1 Animal and plant cells
a cell membrane
nucleus
cytoplasm
b cell membrane
em rane
cell wall
a
cytoplasm
lasm
chloroplast
op ast
c i Te width of the cell in the diagram is 50 mm.
50 = ×500
ii So magni7cation =
0.1
d Te length of the plant cell in the diagram is 60 mm.
size of drawing
magnification =
real size of object
So: real size of object = size of drawing
magnification
68
So: real height of plant cell =
70
© Cambridge University Press 2014 IGCSE® Biology
Answers to Workbook exercises
Chapter 3
Exercise 3.1 Diffusion experiment
a
Dish Temperature / °C
Hole 1
A 10
B 20
C 40
D 80
b Yes. As temperature increased, the distance the
red colour diffused through the jelly increased. As
the dishes were all lef Gor the same period oG time,
this must mean the colour was moving Gaster in
the warmer dishes. A doubling oG the temperature
caused the distance diffused by the colour to
roughly double.
c Te Gour most important variables to be controlled
are: concentration oG the solution oG red pigment;
size oG hole in the jelly; depth oG jelly in the dish;
volume oG solution placed in the hole.
d Tis allowed Gor a mean to be calculated. It
improves the reliability oG the results.
e Measurement oG the distance diffused, because the
‘edge’ between the colour and the uncoloured jelly
will not be very distinct. Some dye may have got
into the jelly beGore the dishes are transGerred to
their Snal temperatures (especially as they were
carried). Vime taken Gor the dye and jelly in each
dish to reach their Snal temperature – the dye
won’t have been at the correct temperature Gor the
entire duration oG the experiment.
© Cambridge University Press 2014 IGCSE® Biology
Exercise 3.3 Osmosis and potatoes
a Te table should have rows or columns Gor the
percentage concentration oG the solution, and rows
or columns Gor the mass oG potato pieces, with
the unit g in the heading. Students should also
calculate the change in mass. Te Gollowing is an
example oG a suitable results table.
mass / g
Percentage
concentration Before After
of solution soaking soaking
0.0 5.2
0.1 5.1
0.2 4.9
0.5 5.0
0.8 5.1
1.0 5.2
b Te mass oG the potato piece soaking in 0.5%
solution has increased, but it would be expected
to decrease. Tis does not Gollow the pattern oG the
other results and so is anomalous.
c Look Gor the Gollowing Geatures on the graph:
◆ ‘percentage concentration oG solution’ on the
x-axis, and ‘change in mass / g’ on the y-axis
◆ suitable scales
◆ all points plotted correctly (allow 0.5 mm
tolerance) as crosses or as encircled dots
◆ either a best-St line, drawn as a smooth cur ve
with equal numbers oG points above and below
the line, or points joined with straight lines
drawn with a ruler; the anomalous result
should be ignored.
d Te 0 and 0.1% solutions had a higher water
potential than inside the potato cells, so water
moved in by osmosis and made the cells increase
in mass. Te 0.2% solution had a water potential
equal to that oG the potato cells, so there was no
© Cambridge University Press 2014 IGCSE® Biology
Answers to Workbook exercises
Chapter 4
Exercise 4.1 Carbohydrates
a Look %or a single ruled table with %ully headed
rows and columns.
Result Result of
of test test with
with iodine Benedict’s
Food brown orange–red
A reducing
Food black blue
B starch but
Students might decide to have two separate
columns %or the conclusions, one %or starch and
one %or reducing sugar, which would be =ne.
b required to make it.
Type of
Example
carbohydrate
monosaccharide glucose
sucrose
polysaccharide starch
cellulose
glycogen
© Cambridge University Press 2014 IGCSE® Biology
iii Te quantity to be measured is the intensity o%
the colour produced afer the biuret test has
been carried out on the milk.
iv Tis could be measured by comparing the
colours visually.
v I% the hypothesis is correct, the purple colour
%ormed in the cow’s milk will be more intense
than the colour in the goat’s milk.
© Cambridge University Press 2014 IGCSE® Biology
Answers to Workbook exercises
Chapter 5
Exercise 5.1 Writing enzyme
questions
Look for questions that are very clear, biologically
correct and that have unambiguous answers.
Exercise 5.2 Lipase experiment
a fats (lipids)
b fatty acids and glycerol
c Fatty acids are produced, which are acids and
therefore have pH below 7.
d Tube 1 2
Temp / °C 20 20
Milk added? no yes
pH at:
0 min 7.0 7.0
2 min 7.0 6.8
4 min 7.0 6.7
6 min 7.0 6.6
8 min 7.0 6.6
10 min 7.0 6.5
e Tere was no milk, so no fat, so no fatty acids
were made.
f Te high temperature denatured the lipase
molecules, so there was no digestion of fats and no
fatty acids were made.
g Tese tubes differed only in their temperature.
Lipase acts more rapidly at 20 °C than at 0 °C
because its molecules (and those of its substrate)
are moving round faster and therefore collisions
between enzyme and substrate molecules happen
more frequently and with more energy. Tis means
the rate of reaction is faster at 20 °C than at 0 °C.
© Cambridge University Press 2014 IGCSE® Biology
or other calibrated instrument. Te volume and
concentration of amylase solution should also be
kept constant – do this as for the starch solution.
Te temperatures of all solutions too need to be
kept constant – use water baths.
e Te time taken for the starch to disappear should
be measured. Rake samples from the mixtures
of amylase and starch at timed intervals (for
example, every minute); place them on a tile and
add iodine solution. Record the colour. Te time
at which the sample does not go black with iodine
solution is the time to record.
f Measure equal volumes of starch solution into
six tubes. Add equal volumes of different buffer
solutions, for pH 1, 3, 5, 7, 9 and 11, to each
tube. Stand the tubes in a water bath at a known
temperature (for example, 30 °C). Measure equal
volumes of amylase solution, and add them to
the starch mixtures. Use a clean glass rod to take
samples from each tube (a different glass rod for
each, wiped clean between samples) and place
them on a tile. Add iodine solution and record the
colour obtained.
g Look for columns or rows for the pH and the
time taken for the brown colour to disappear. In
this case, the values written in the table would
be times in minutes. Students may also like to
show the colour each time a sample was tested,
in which case the results table should also have
columns or rows with headings for the time
intervals. Te results written in the table would
then be colours.
© Cambridge University Press 2014 IGCSE® Biology
Answers to Workbook exercises
Chapter 6
Exercise 6.1 How a palisade cell
obtains its requirements
Light energy:
◆ -rom sunlight, which passes through transparent
epidermis cells to reach the chlorophyll in the
chloroplasts.
Carbon dioxide:
◆ -rom the air, by diffusion through a stoma and
then the air spaces in the spongy mesophyll.
Water:
◆ -rom the soil, by osmosis into the root hair cells,
then up through the stem in the xylem vessels,
then by osmosis out o- the xylem and into the
palisade cell.
Oxygen:
◆ by diffusion into the air spaces then out o- a
stoma into the air.
Carbohydrates:
◆ stored as starch in the chloroplast, or changed to
sucrose and transported away in the phloem.
Exercise 6.2 Sun and shade leaves
a Te sequence o- labels runs -rom upper epidermis
at the top, then palisade mesophyll, then spongy
mesophyll, and Bnally lower epidermis at the
bottom o- the diagram.
b Green spots should be put inside all the cells
except those in the upper and lower epidermis; but
guard cells should also contain green spots.
© Cambridge University Press 2014 IGCSE® Biology
b 0.04%
c 53 arbitrary units
d 0.12% (Note that i+ students have drawn a best-5t line, their line may 9atten a little be+ore or afer this value; i+ so,
take the reading +rom their graph.)
e light intensity
f Carbon dioxide is ofen a limiting -actor -or photosynthesis, so adding more will make photosynthesis take place
-aster. Tis enables the plant to make more carbohydrates and grow -aster, there-ore producing higher yields.
g Around 0.08 to 0.10%. Above this, the increase in rate o- photosynthesis is quite small (the graph is \attening
off) so the extra yield is likely to be small.
S Exercise 6.4 Effect of increased CO2 and temperature on tree growth
a, b
CO2
Group Temperature
concentration
A normal normal
B increased normal
C normal increased
D increased increased
Look -or a chart that is clear and easy to
understand. It could be orientated as in the
example above, or students could construct a chart
in which the quantities are arranged down the side
rather than along the top. All columns (or rows)
should be -ully headed, including units. All values
should be entered correctly. Te mean should be
correctly calculated, and given to one decimal
place only (as -or all the individual values).
c For the bar chart, look -or:
◆ group on the x-axis
◆ increase in diameter / mm on the y-axis, with
a suitable scale
◆ each bar accurately and cleanly plotted, with
bars not touching.
d Group B had increased carbon dioxide but normal
temperature, and this grew by an average o- 2.1 mm
per year more than Group A which also had
normal temperature but did not have increased
carbon dioxide.
© Cambridge University Press 2014 IGCSE® Biology
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Answers to Workbook exercises
Chapter 7
Exercise 7.1 Diet
a Tey all come *rom plants.
b Scrambled egg contains a large quantity o* *at,
which contains more energy per gram than any
other nutrient.
c Spinach, because the total mass o* the listed
nutrients in 100 g o* *ood is least, and there*ore
the remaining mass, which is mostly water, is
greatest.
d Egg and spinach, as these have the highest
concentrations o* iron. Iron is needed to make
haemoglobin. Anaemia is caused by a lack o*
haemoglobin.
Exercise 7.2 Functions of the
digestive system
◆ Pepsin … in stomach
◆ Mastication … in mouth
◆ Gastric juice … in stomach
◆ Amylase … in mouth and in duodenum
◆ Pancreatic juice … in duodenum
◆ Lipase … in duodenum
◆ Bile salts … in duodenum
◆ Sodium hydrogencarbonate … in duodenum
◆ Saliva … in mouth.
Exercise 7.3 Tooth decay data
analysis
a Te incidence o* tooth decay increases as standard
o* living decreases. Where the standard o* living
was highest, Kve-year-olds had a mean tooth decay
score o* 1.0 (that is, on average each child had one
© Cambridge University Press 2014 IGCSE® Biology
c Cholera is caused by a bacterium. It leaves the
body in *aeces, and is transmitted to another
person i* they drink water or eat *ood that has
been contaminated by these *aeces.
d Bacteria reproduce more rapidly in warm
temperatures, so the populations o* bacteria
in contaminated *ood or water might be larger
than when it is cooler. People drink more when
it is warm, so may be more likely to drink
contaminated water. Tey may swim more, to try
to keep cool, increasing the likelihood o* bacteria
getting *rom an in*ected person into the water, or
*rom the water into an unin*ected person. (Tere
are other possible answers that you might think of. )
S Exercise 7.5 Vitamin D absorption
a It rose very rapidly over the Krst 12 hours, *rom
0 to just over 140 arbitrary units. Afer peaking
at 12 hours, it *ell less rapidly, reaching 60 a.u. at
© Cambridge University Press 2014 IGCSE® Biology
Answers to Workbook exercises
Chapter 8
Exercise 8.1 A transpiration
experiment
a Te results chart could look like this:
Condition Still air
time / min 0 2 4 6
distance / cm 0 2.8 6.1
b Look for ‘time’ on the x-axis and ‘distance’ on the
y-axis, both with units and sensible scales; points
plotted accurately either as crosses or encircled
dots; ruled straight best-Lt lines drawn, with
change in gradient sharp and clear at time 10 mins.
c Still air: meniscus moved 16.2 − 0 = 16.2 cm in
10 minutes. So, mean rate was 1.62 cm per minute.
Moving air: meniscus moved 44.9 − 16.2 = 28.7 cm
in 10 mins. So, mean rate was 2.87 cm per minute.
d Yes. Te mean rate per minute of movement of
the meniscus is much higher in moving air than
Exercise 8.2 Tissues in a root
a cortex xylem
© Cambridge University Press 2014 IGCSE® Biology
b Diameter in diagram = 10 mm
allow any measurement between 10 and 12
So real diameter = 10 ÷ 200 = 0.05 mm
c Wransporting water; transporting mineral ions;
support.
d Tey are hollow and empty so water containing
dissolved mineral ions can easily Xow through
them. Tey have no end walls, so they can Lt end to
end to form continuous tubes. Teir walls contain
lignin, which is very strong, to provide support.
e Water enters the root hairs by osmosis, down
a water potential gradient from the soil to the
cytoplasm, through the partially permeable cell
membrane. It moves across the cortex by osmosis,
and Lnally into the xylem vessels.
S Exercise 8.3 Sources and sinks
a sucrose
b starch
c i Tere is plenty of light in summer, but not
enough in winter. It is warmer in summer than
in winter. Liquid water may be in short supply
in winter if the ground is frozen.
ii Leaves will be sources in summer. Tey
photosynthesise, producing sugars that can be
converted to sucrose and transported to other
parts of the plant.
iii Leaves will be sinks in winter. Tey cannot
photosynthesise, so they need to obtain sugars
from other parts of the plant, such as storage
organs.
© Cambridge University Press 2014 IGCSE® Biology
Answers to Workbook exercises
Chapter 9
Exercise 9.1 Risk of heart attack
a She has a 13% (13 in 100) chance o1 having a heart
attack in the next 8ve years.
b She should stop smoking. Tis will reduce the risk
1rom 13% to 7%. She cannot do anything about
her diabetes. I1 she carries on smoking as she gets
older, the risk o1 heart attack will rise to 22% when
she reaches her 60s. I1 she stops smoking, it will
only be 12%.
c Health records have been kept 1or large numbers
o1 women over long periods o1 time. Te records
have been grouped into women in a particular age
group, and into smokers and non-smokers, people
with diabetes and people without. Te percentage
o1 people in each group having heart attacks has
been worked out.
S Exercise 9.2 The heart in a fetus
a O in the lef atrium.
b OF in the right atrium.
c It allows oxygenated blood to Mow directly 1rom
the right atrium to the lef atrium. Tis oxygenated
blood then leaves the heart in the aorta, to deliver
oxygen to respiring tissues all over the 1etus’s body.
d Tis prevents oxygenated blood in the lef atrium
mixing with deoxygenated blood in the right
atrium. I1 they mixed, then there would be less
oxygen in the blood in the aorta, so body tissues
would not get as much oxygen delivered to them
and would not be able to respire as 1ast. Te tissues
might run short o1 energy.
© Cambridge University Press 2014 IGCSE® Biology
S ◆ re1erence to the 1all during the period at
high altitude
◆ re1erence to the initial 1all and then rise when
returning to low altitude
◆ some comparison o1 time scales – 1or example,
the slow 1all in pulse rate over the almost two
years at high altitude, compared with the very
rapid 1all in just a two weeks at low altitude
◆ re1erence to the slightly lower pulse rate at
low altitude afer having been at high
altitude, compared with be1ore travelling to
high altitude
◆ at least two sets o1 8gures quoted, stating
both time and the value 1or pulse rate,
including units.
b Look 1or some or all o1 the 1ollowing ideas:
◆ the correct data being described – that is, the
dark grey bars
◆ re1erence to the overall trend – that is, red
blood cell concentration increases at high
altitude but 1alls with time, then decreases
again when at low altitude
© Cambridge University Press 2014 IGCSE® Biology
Answers to Workbook exercises
Chapter 10
Exercise 10.1 Food poisoning in
the USA
a An organism that causes disease.
b Look 4or:
◆ pathogen on the x-axis, and number o4 cases
or percentage o4 cases or both on the y-axis; i4
both are plotted, then two axes will be needed,
one on the lef and one on the right
◆ suitable scale or scales on the y-axis or y-axes,
4ully labelled
◆ bars plotted accurately
◆ i4 only one o4 number or percentage is plotted,
the bars should not touch; i4 both are plotted,
then the two bars 4or one organism can touch
◆ i4 both number and percentage are plotted,
there should be a key or label to make clear
what each bar re4ers to.
c Perhaps there were other pathogens causing 4ood
poisoning; perhaps not all cases o4 4ood poisoning
were able to be identiBed as being caused by a
particular pathogen.
d Most people would not bother to go to a doctor
when they have 4ood poisoning, so there will be
many unrecorded cases.
e For example: keep 4ood cool (in a 4ridge); wash
hands and cooking implements care4ully be4ore
allowing them to come into contact with 4ood;
cook 4ood thoroughly and either eat while hot, or
cool rapidly; keep raw meat and other 4ood that
may carry pathogens away 4rom 4ood that is to be
eaten cold.
© Cambridge University Press 2014 IGCSE® Biology
◆ Recycling means that less landBll has to
be used.
◆ Recycling reduces the need to mine resources
such as metals, 4ossil 4uels (used 4or making
plastics) and sand (used 4or making glass),
and so reduces the damage to habitats and the
pollution that can be caused by these activities.
c i 2002–3: 15 000 000 + 17 000 000 = 32 000 000
tonnes
2006–7: 23 000 000 + 21 000 000 = 44 000 000
tonnes
ii 44 000 000 – 32 000 000 = 12 000 000 tonnes
iii (12 000 000 ÷ 32 000 000) × 100 = 37 %
S Exercise 10.3 Eradicating polio
a For example: children are more likely to put
their hands to their mouths without washing
them Brst; they are more likely to play in
contaminated water.
b Look 4or some o4 these ideas. (For some of the
points, accept other years to be quoted.)
◆ Te number o4 polio cases has 4allen 4rom
about 53 000 in 1980 to just over 3000 in 2005.
◆ Te highest number o4 cases was in 1981,
when 66 000 cases were recorded.
◆ Te steepest 4all was 4rom 1981 to 1983
or 1984.
◆ Numbers o4 cases Vuctuated between 1982 and
1988, remaining roughly constant at just below
40 000 cases per year.
◆ Numbers 4ell 4airly steadily 4rom 1987 to 1995
or 1996.
◆ Numbers remained very low, Vuctuating only
slightly, between 2001 and 2005.
© Cambridge University Press 2014 IGCSE® Biology
Answers to Workbook exercises
Chapter 11
S Exercise 11.1 Effect of temperature
on the rate of respiration
Look for the following points being made somewhere
in the plan:
◆ temperature varied, over a stated range (say,
0–50 °C)
◆ how the temperature is varied (for example,
placing in fridge, warm incubator, or standing
in a water bath)
◆ important variables controlled – type and age
of seeds, mass or number of seeds, length of
time seeds are soaked before placing in a Dask
or other container, size and insulation of Dask
◆ details of how the dependent variable – e.g.
carbon dioxide concentration – will be
measured
◆ outline results chart.
Exercise 11.2 The effect of animals
and plants on the carbon dioxide
concentration in water
a Te results chart could look like this:
Tube A B
Contents animal plant
Colour of orange orange
indicator
at start
Colour of yellow deep
indicator red
at end
Students might also want to include a row stating
the conclusions that can be made.
© Cambridge University Press 2014 IGCSE® Biology
S c Distance travelled in 8 mins is 2.4 cm. So, mean
distance travelled in 1 min = 0.3 cm
d It was probably because the soda lime took up the
small amount of carbon dioxide already present
in the air. It could also be caused by a change in
temperature – if temperature fell, then the volume
of gas would be decreased.
e Repeat the experiment twice more, and calculate
mean rates of movement of the oil drop. Place
more animals in the apparatus, so that they respire
faster and it is easier to measure the distance
moved by the drop. Use a longer tube so results
can be collected over a longer period of time.
Exercise 11.4 Gas exchange
surfaces in rats
a Look for:
◆ ‘age / days’ on the x-axis
◆ ‘ratio of alveolar surface to body mass / cm 2
per gram’ on y-axis
◆ both axes with suitable scales with equal
intervals (not the intervals in the Urst column
of the results chart)
◆ points accurately plotted as neat crosses or
encircled dots
◆ two separate lines drawn
◆ a key or labelling to show which line is for
females and which for males.
© Cambridge University Press 2014 IGCSE® Biology
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Exercise 1.2 Using keys
Note that students cannot write in italic, so should
underline the binomials instead.
a A (given) 1b, 2a, 3a, Crocodylus niloticus
B 1a, Geochelone elephantopus
C 1b, 2b, Ophiophagus hannah
D 1b, 2a, 3b, Chamaeleo gracilis
b i binomial
ii Te Erst part is the genus the organism
belongs to, and the second part is its species.
c Tey all have scales.
Chapter 1: Answers to Workbook exercises 1
'
Exercise 2.2 Drawing cells and
calculating magnification
a
cell wall
position of chloroplast
cell
membrane
nucleus
nucleus
Use the self-assessment checklists to assess the
drawing and labelling.
large
e size of drawing
vacuole
vacuol b i real size of object =
magnification
containing
contai
cell sa
sap 25mm
So: real width of plant cell =
2000
mem
membrane
around
roun = 0.0125 mm
vacuole
acuo size of drawing
ii magni7cation –
real size of object
So: magni7cation of student’s drawing
width of drawing in mm
=
0.0125 mm
Exercise 2.3 Organelles
a nucleus
b cell wall
c cytoplasm
= 0.75 mm d cell membrane
e chloroplasts
f vacuole
g mitochondrion
h ribosome
Chapter 2: Answers to Workbook exercises 1
Distance red colour diffused into jelly / mm
Hole 2 Hole 3 Hole 4 Mean (average)
2 3 2 3 3
5 5 6 4 5
9 11 8 10 10
19 21 18 23 20
Exercise 3.2 How plants take up
water
a cell wall, large vacuole
b Label line to the cell surGace membrane, or to the
membrane around the vacuole.
c Water molecules move randomly. Tere is a
greater concentration oG them outside the cell than
inside, so more will (by chance) move into the
cell than out oG it, through the partially permeable
cell surGace membrane. Te solutes in the cell
cannot get out through the partially permeable
membrane. (Some students may answer in terms
oG water potential. Te water potential oG the
solution outside the cell is higher than that inside,
so water moves down its water potential gradient.)
d Tis provides a large surGace area, so more water
can pass across the surGace at any one time.
Chapter 3: Answers to Workbook exercises 1
net movement oG water into or out oG the cells
(the same amount went in as came out) so there
was no change in mass. Te solutions with higher
concentrations than this had water potentials
lower than that oG the potato cells, so water
moved out oG the cells by osmosis and their mass
thereGore decreased.
e Have several pieces oG potato in each solution, and
calculate a mean change in mass Gor each.
f Yes, this would have been better because the original S
Change
masses oG the potato pieces were not identical.
5.5 +0.3 Calculating percentage change would give a Gairer
comparison between the pieces – it would avoid
5.2 +0.1
discrepancies caused by this uncontrolled variable.
4.9 0
5.3 +0.3 Exercise 3.4 Diffusion and active S
5.0 –0.1 transport
5.0 –0.2
a A, because the concentration is the same inside
and outside.
b B, because the concentration inside the root cell is
greater than outside, so it must have been moved
in against its concentration gradient.
c C, because the concentration outside the cell is
greater than inside, so it must have been moved
out against its concentration gradient.
d Te roots would not be able to respire, so they
would not be able to release energy to use in
active transport. Tis would have no effect on
the concentration oG A, as these ions are moving
passively by diffusion. Active transport oG B and C
would stop, so they would now move by diffusion
alone and their concentrations in the soil and
cells would become equal. For ion B, this would
mean that the concentration inside the cells would
decrease and Gor ion C, it would increase. Tere
would probably be no measurable effect in the soil
water, because this is a huge volume compared
with that oG the root cells .
Chapter 3: Answers to Workbook exercises 2
Exercise 4.2 Proteins
Te %acts that students give will very much depend
on what they =nd, and what they think o% as being
important. Give credit %or being very brie% and packing
in%ormation into a %ew words; very long answers do not
Conclusion
meet the criteria set by the question. Te %ollowing are
some suitable answers.
contains
a Haemoglobin: a red pigment %ound in red blood
sugar but cells o% mammals that contains iron. It combines
not starch reversibly with oxygen, and so is used %or the
transport o% oxygen %rom lungs to respiring
contains
tissues.
not reducing b Keratin: a protein %ound in hair, nails and the
sugar upper layers o% skin. It is insoluble and %orms long
=bres. It is a structural protein.
c Collagen: a protein %ound in skin, bone and other
tissues. It %orms long, stretchy =bres and so helps
to provide strength and elasticity. Vitamin C is
Role in living
organisms d Antibodies: proteins secreted by white blood cells
provides energy; (lymphocytes) in response to antigens. Speci=c
released by antibodies attach to speci=c antigens, and help to
respiration; also destroy them.
the %orm in which
carbohydrates are Exercise 4.3 Testing a hypothesis
transported in
a Add dilute sodium hydroxide (or potassium
mammalian blood
hydroxide) and very dilute copper sul%ate solution
the %orm in which to the milk. A purple colour indicates the presence
carbohydrates are o% protein. (Alternatively, biuret reagent could
transported in be added.)
plants
b i Te variable to be changed is the type o%
the %orm in which milk – cow’s milk and goat’s milk.
plants store energy ii Te most important variables to be controlled
%orms cell walls o% are: the volume o% milk, the age o% the milk,
plant cells the temperature o% the milk, the volume and
the %orm in which concentration o% reagents added to it, the time
animals store energy lef be%ore the intensity o% the colour is assessed.
Chapter 4: Answers to Workbook exercises 1
Exercise 4.4 DNA S
a bases
b Upper strand: A, G. Lower strand: C
c chromosomes, nucleus
Chapter 4: Answers to Workbook exercises 2
h 40 °C is certainly the temperature at which the
enzyme worked fastest in this experiment, but the
optimum could actually be somewhere either side
of this – either a bit below or anywhere between
40 °C and 100 °C.
i Te experiment could be repeated, to obtain
another set of results, to see if these matched the
Prst ones. Alternatively (or as well) three tubes
could be set up for each temperature, and a mean
calculated. Ro Pnd a more precise value of the
optimum temperature, more temperatures need to
be tested on either side of 40 °C – say 35 °C,
45 °C, 50 °C and so on. Once these results have
3 4 5 been found, the temperature range can be
0 40 100 narrowed down even more to keep moving in
closer and closer to the optimum temperature.
yes yes yes
j Rake equal volumes of cow’s and goat’s milk. Add
equal volumes of lipase to both samples. Keep the
7.0 7.0 7.0 tubes at 40ºC for Pve minutes.
7.0 6.7 7.0
Measure the pH every two minutes.
7.0 6.55 7.0
Repeat the experiment three times, and calculate
7.0 6.3 7.0 the mean pH for cow’s milk and mean pH for
6.9 6.2 7.0 goat’s milk at each time interval.
6.9 6.2 7.0 Te milk in which the pH drops faster is the one
that contained most fat.
Exercise 5.3 Finding the optimum
pH for amylase
a pH
b 1 to 14 (a narrower range would be acceptable)
c Using buffer solutions. Rubes could be set up using
buffers for pH 1, 2 and so on.
d Te volume and concentration of starch solution
used should be kept constant. Do this by making
up one lot of starch solution, keeping it well
mixed, and measuring volumes using a syringe
Chapter 5: Answers to Workbook exercises 1
h Te sketch graph should have an x-axis labelled
‘pH’, and a y-axis labelled ‘Rime taken for starch
to disappear / minutes’. Te line should begin high
at the lowest pHs, drop down to pH 7.5 and then
rise again.
Exercise 5.4 How enzymes work S
a
b
c i Each type of enzyme has an active site of a
speciPc shape. It can only bind with a substrate
whose shape is complementary to this.
ii Te molecules of the enzyme and the substrate
move faster at higher temperatures, so collide
with each other more frequently.
iii Above its optimum temperature, an enzyme
molecule loses its shape (becomes denatured),
so the substrate cannot Pt into its active site.
Chapter 5: Answers to Workbook exercises 2
c
Part of leaf Sun leaf Shade leaf
cuticle relatively thick relatively thin
palisade two layers one layer
mesophyll
spongy more loosely quite tightly
mesophyll packed; larger packed; small
cells and more cells and small
air spaces air spaces
d Te cuticle helps to prevent water loss -rom the lea-.
Te sun lea- will be hotter, so would tend to lose
more water by evaporation, so the thicker cuticle
helps to prevent this. Te shade lea- has a thin
cuticle so more o- the limited amount o- sunlight
can get through it and reach the palisade cells.
e Te sun lea- is exposed to much more sunlight, so
having more palisade cells enables it to make more
use o- this light and photosynthesise more. Tere
can be two layers o- cells because at least some
sunlight will penetrate through the top layer and
reach those underneath. Te shade lea- has much
less light, so only very little would pass through the
top layer o- cells to reach a second layer, so there is
no point in having a second layer o- palisade cells.
Exercise 6.3 Limiting factors S
a Look -or: ‘Percentage concentration o- carbon
dioxide’ on the x-axis, and ‘Rate o- photosynthesis /
arbitrary units’ on the y-axis; suitable scales; points
plotted accurately, as crosses or encircled dots;
best-Bt lines drawn (though you could allow points
joined with ruled lines); the two lines labelled ‘low
light intensity’ and ‘high light intensity’.
Chapter 6: Answers to Workbook exercises 1
S
Increase in diameter / mm
Year 1 Year 2 Year 3 Mean
2.0 4.8 3.8 3.5
5.0 5.8 5.9 5.6
4.9 4.2 3.9 4.3
6.0 6.1 5.9 6.0
We can also compare Groups C and D, in which
both had increased temperature, but only Group
D has increased carbon dioxide. Again, the
increase in carbon dioxide resulted in an increase
in growth, this time by an average o- 1.7 mm
per year.
e Here we can compare Groups A and C, where
both had normal carbon dioxide but only
Group C had increased temperature. Te higher
temperature resulted in a higher growth rate, by an
average o- 0.8 mm per year. We can also compare
Groups B and D, where both had increased carbon
dioxide but only D had increased temperature.
Again, this resulted in a higher growth rate, by an
average o- 0.4 mm per year.
f It is possible that some other -actor (e.g.
availability o- nitrate ions – accept other
suggestions) is limiting the rate o- growth when
both temperature and carbon dioxide levels
are raised.
Chapter 6: Answers to Workbook exercises 2
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decayed tooth), but where standard o* living was
lowest they had a mean score o* 4.0 (on average,
each child had *our decayed teeth).
b Perhaps children who have a low standard o*
living do not have as much calcium in their diet.
Perhaps they do not clean their teeth or use
Puoride toothpaste. Perhaps they eat more sweets
or drink more carbonated drinks.
c Tis decreases the number o* decayed teeth. We
can see the difference between the results *or town
A and town B, where Puoride was added to the
water. Tis roughly halved the number o* decayed
teeth in Kve-year-olds at any particular standard o*
living.
d Perhaps there is more Puoride in the naturally
Puoridated water than was added to the water in
town B. Perhaps the Puoride in town B has only
been added recently, so the children didn’t have
Puoride in the water when they were younger.
Exercise 7.4 Cholera patterns in S
Bangladesh
a Te incidence Puctuates greatly. Tere are peaks
approximately every year, generally towards the
end o* the year. In some years, e.g. 1987 and
1988, there are several peaks and troughs in just
one year.
b Tere seems to be a correlation between peaks in
sea sur*ace temperature and especially high peaks
in cholera incidence. For example, in 1983, sea
sur*ace temperature peaked at more than 40 °C,
and this coincided with a peak in cholera cases
at just under 40%. Tis happened again in
1987–1988, when the sur*ace sea water
temperature was about 35 °C, and cholera
incidence rose to over 40%. (Other points on the
graphs could be chosen to illustrate this.)
Chapter 7: Answers to Workbook exercises 1
48 hours. It then continued to *all but now very S
slowly, reaching 56 a.u. at 72 hours.
b Small intestine / ileum.
c glucose, amino acids, *atty acids, glycerol, water,
any other vitamin, any mineral (e.g. calcium)
d It is long, so *ood is in contact with its walls *or a
long time. It is covered with villi, which increase its
sur*ace area. It is *olded, which also increases sur*ace
area. Te walls o* the villi are thin, and there is a
good blood supply, so it is easy *or digested nutrients
to diffuse through the walls and into the blood.
e Its molecules are already small enough to be
absorbed.
f Vitamin D is made in the skin when sun shines
onto it. I* this had happened, we would not know
how much o* the vitamin D in the blood had come
*rom this source, and how much *rom the vitamin
D that was ingested.
Chapter 7: Answers to Workbook exercises 2
Moving air
8 10 12 14 16 18 20
10.0 12.9 16.2 21.8 27.9 31.1 39.5 44.9
still air. Tis means that the shoot was taking up
water faster in the moving air. Te rate at which it
takes up water is determined by the rate at which
transpiration is taking place within the leaves.
e It is likely that the temperature was not
controlled – it could have been warmer or colder
in the moving air than in the still air. It is possible
that light intensity was not controlled. Te student
was actually measuring the rate at which water
was taken up, rather than the rate at which it was
lost – but we can assume that they are very similar
to each other, if not identical.
phloem endodermis
Chapter 8: Answers to Workbook exercises 1
d i Te concentration of starch in the leaves S
increases slightly, by 0.6% of their dry mass,
between spring and summer, reaching a peak
of 15.6% of dry mass. It then falls to only 4.9%
of dry mass in the autumn.
ii Te concentration of starch in the roots
increases from 2.6% to 3.1% of dry mass
between spring and summer, and then
continues to increase to reach 4.1% of dry
mass by autumn.
iii In spring and summer, leaves make more
glucose than they need by photosynthesis,
and store some of this as starch. In autumn,
they are photosynthesising much less
and may be using up their starch stores.
Also, some of the sugars will have been
transported to other parts of the plant – such
as the roots – for storage. Whis can explain
the increase in starch content of the roots in
the autumn.
e Removing the buds had no effect on the amount
of starch in the leaves. Tis is because removing
the buds did not affect the rate at which the
leaves could photosynthesise. Removing the
leaves reduced the amount of starch in the roots,
from 7.1% to 6.5% of dry mass. Tis could be
because there was less sugar being made now
that the leaves had been removed, so there was
less sucrose to transport to the roots to turn into
starch.
Chapter 8: Answers to Workbook exercises 2
Exercise 9.3 Double and single S
circulatory systems
a
b human (accept any mammal or bird)
c 8sh (accept any named 0sh)
d In a double circulatory system, blood is returned
to heart afer it has become oxygenated. Te heart
then pumps it at high pressure to the rest o1 the
body. In a single circulatory system, the blood
moves directly 1rom the oxygenating organ (gills,
lungs) to the rest o1 the body, at a relatively low
pressure. A double system is there1ore able to
supply oxygen more quickly to respiring body
cells, which allows metabolic rate to be 1aster.
Exercise 9.4 Changes in the blood
system at high altitude
a Look 1or some or all o1 the 1ollowing ideas:
◆ the correct data being described – that is, the
lighter grey bars
◆ re1erence to the overall trend – that is, pulse
rate increases at high altitude
Chapter 9: Answers to Workbook exercises 1
◆ re1erence to the slightly lower concentration S
six weeks afer having returned to low
altitude, compared with be1ore travelling to
high altitude
◆ at least two sets o1 8gures quoted, stating
both time and the value 1or red blood cell
concentration, including units.
c Oxygen transport.
d Tere is less oxygen available in the air at high
altitude, so less diffuses into the blood. Te person
adapted to this by producing more red blood cells,
to help to increase the amount o1 oxygen that
could be absorbed into the blood and transported
to body cells 1or respiration.
e A person who has trained at high altitude will
have a 1aster pulse rate and more red blood cells.
Tis will increase the rate at which oxygen can be
supplied to muscles, making it possible 1or them
to work 1aster because they can respire 1aster.
Chapter 9: Answers to Workbook exercises 2
Exercise 10.2 Waste disposal
in Australia
a Te amount o4 solid waste that was recycled
increased 4rom 15 000 000 tonnes (1.5 × 107) to
23 000 000 tonnes, an increase o4 8000 000 tonnes.
Te amount o4 solid waste that was deposited as
landBll also increased, 4rom 17 000 000 tonnes to
21 000 000 tonnes, an increase o4 4000 000 tonnes.
Te total increase in all solid waste was there4ore
12 000 000 tonnes.
Te increase in recycled waste was twice the
increase o4 landBll waste. Tis means that in
2006–7, unlike 2002–3, the amount o4 waste that
was recycled was greater than the amount o4 waste
deposited as landBll.
b Answers could include some o4 these ideas.
◆ LandBll sites can cause pollution, i4 they
are not well constructed and maintained.
For example, run-off 4rom them can carry
pollutants (such as heavy metals or other
named substances) into nearby waterways,
where they can harm aquatic animals or
humans coming into contact with the water.
◆ Uncovered landBll sites can be a magnet 4or
houseVies, rats and other pests, which can
then carry pathogens to human habitations.
◆ LandBll sites take up space which could be
habitats 4or plants and animals.
◆ Non-biodegradable plastics on landBll sites
can harm animals that may eat them or get
trapped in them.
Chapter 10: Answers to Workbook exercises 1
c Immunisation coverage increased sharply 4rom S
1980 to 1991, 4rom about 22% to 76%. Tis
coincided with a sharp decrease in the number
o4 polio cases. Immunisation coverage remained
high 4rom 1991 onwards, increasing slightly to
78% Tis coincided with a steady 4all, and then
constant low level, in the number o4 polio cases.
Tis could be explained i4 immunisation does
reduce the number o4 cases. However, it is not
impossible that some other 4actor is causing the
4all in cases, as a correlation does not prove cause.
d Te antigens in the vaccine would be digested by
enzymes, or broken down by stomach acid, in the
alimentary canal, be4ore they could be absorbed
into the blood.
e Te antigens on the polio viruses would be
recognised as 4oreign by lymphocytes. Tese
lymphocytes would multiply to 4orm a clone,
which would then make antibodies against the
viruses. Some o4 them would remain in the blood
as memory cells. I4 the polio virus is encountered
again, these memory cells will rapidly make
antibodies to destroy them.
f Te sequence o4 the bases in the virus’s DNA
codes 4or the sequence o4 amino acids in proteins
that are made. I4 the bases are different, the amino
acid sequence in the proteins will also be different,
so the protein will not work in the same way as
usual. I4 this protein is needed to help the virus to
reproduce, then it will not be able to do so.
Chapter 10: Answers to Workbook exercises 2
b In tube A, the animal respired, giving out carbon
dioxide.
In tube B, the plant photosynthesised (faster than
it respired), taking in carbon dioxide.
In tube C, the carbon dioxide given out
by the respiring animal was used by the
photosynthesising plant, so there was no change in
the carbon dioxide concentration in the water.
In tube D, neither photosynthesis nor respiration
took place.
c Respiration would continue, but photosynthesis
would not. Te indicator would therefore go
yellow in tubes A, B and C, and remain unchanged
in D.
d During the day, aquatic plants take in carbon
dioxide (and give out oxygen) which helps the
animals in the tank. At night, the plants use
oxygen and give out carbon dioxide, so this could
mean less oxygen for animals for respiration,
and a higher concentration of carbon dioxide in
the water.
C D
Exercise 11.3 A simple S
animal no
respirometer
and animal a Oowards the container. As the woodlice use
plant or oxygen, this reduces the volume of air around
plant them. Te carbon dioxide they give out is
orange orange absorbed by the soda lime.
b Look for ‘time / minutes’ on the x-axis, and
‘distance travelled / cm’ on the y-axis; both axes
orange orange fully labelled with units, and with suitable scales;
points accurately plotted with crosses or encircled
dots; two clean best-Ut lines drawn and labelled.
Chapter 11: Answers to Workbook exercises 1
b Te individual rats may have differed in size, so S
comparing the alveolar surface area for a small
rat with that of a big rat would introduce another
variable. Te important feature is the ratio
between surface area and mass or volume, as this
gives information about how effectively the body
cells (mass) can be provided with oxygen by the
gas exchange surface.
c At 21 days, males have a higher ratio of surface
area to body mass than females; the difference
is 1.5 cm2 per gram. However, from 33 days
onwards, females always have a higher ratio than
males. Te greatest difference is at 95 days, when
females have a ratio that is 4.0 cm 2 per gram
higher than males.
d When pregnant, the female’s alveolar surface has
to supply the growing embryo with oxygen, as well
her own cells. She therefore needs a larger surface
area in order to obtain this extra oxygen. Tis
could explain why the female rats’ ratio of alveolar
surface area to body mass is higher than the males’
ratio at 60 days (when pregnancy can Urst occur)
and 95 days. (However, it does not explain why
the ratio is actually at its highest at age 21 days,
and then falls to age 45 days. Tis pattern is the
same for both males and females, so perhaps this
is related to the rate of growth of the rats at those
stages in their development.)
Chapter 11: Answers to Workbook exercises 2
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