1.1 Theory Hard

Head to savemyexams.co.
uk for more awesome resources
1.1 Characteristics, Classification & Features of

Organisms
Question Paper
Course CIE IGCSE Biology

Section 1. Characteristics & Classification of Living Organisms
Topic 1.1 Characteristics, Classification & Features of Organisms
Difficulty Hard
Time allowed: 70
Score: /53
Percentage: /100
Page 1 of 13
© 2015-2023 Save My Exams, Ltd. · Revision Notes, Topic Questions, Past Papers
Head to savemyexams.co.uk for more awesome resources
Question 1a
Extended only
When attempting to classify organisms based on their characteristics, several types of difference between organisms can
be observed. These are shown in Table 1.
Table 1
differences description
A Differences observable under a microscope
B Anatomical differences
C Differences in DNA base sequences
D Morphological differences
E Differences in amino acid sequences
Reorder differences A - E into the order of the amount of detail that can be gained, starting with the least detailed.
1st 2nd 3rd 4th 5th
[3 marks]
Question 1b
Extended only
When carrying out DNA base sequence comparisons between species, explain why the same gene has to be selected from
each species for sequencing.
[2 marks]
Page 2 of 13
Question 1c
Extended only
Table 2 gives information about the amino acids that go into the chain of haemoglobin protein found in the blood of various
animal species. The second column shows how many amino acids are different in the haemoglobin of that species to that of
humans.
Table 2
number of amino acids different to
animal
human haemoglobin
Human 0
Chicken 45
Dog 15
Frog 67
Gibbon 2
Gorilla 1
Grey kangaroo 38
Horse 25
Mouse 27
Humans and gibbons evolved separately from a common ancestor about 18 million years ago.
Calculate an estimate of how many years ago the evolution of frogs diverged from that of humans.
Give your answer in standard form.
[3 marks]
Question 2a
Classification systems largely depend on grouping species by the features that they share. All organisms can be classified
using a hierarchical system starting with Kingdom and ending with the Genus and Species.
Suggest the benefits of classifying organisms in a hierarchical system.
[4 marks]
Page 3 of 13
Question 2b
Extended only
Explain why, in evolutionary terms, the more recent a common ancestor between two species, the more closely related those
two species are.
[2 marks]
Question 2c
Extended only
Fig. 1 shows the evolution of a group of primates and their associated DNA sequences.
Fig. 1
Using the information provided in Fig. 1 and your knowledge of DNA sequencing as a means for classification, determine with
an explanation, which two primates are most closely related.
[2 marks]
Page 4 of 13
Question 2d
Extended only
Explain what Fig. 1 can tell you about the relationship between ancestors of primates.
[2 marks]
Question 3a
Extended only
Fig. 1 shows a unicellular organism found in freshwater.
Fig.1
Name the Kingdom this organisms belongs to.
[1]
[1 mark]
Question 3b
Extended only
Explain the features of the organism in Fig. 1 that distinguish it from other organisms.
[2 marks]
Page 5 of 13
Question 3c
The organism shown in Fig. 1 is found in freshwater and must control its internal conditions by balancing the amount of water
that moves in and out of the cell across the cell membrane.
(i)
State the process by which water moves in and out of the cell.
[1]
(ii)
As the organism digests its prey, the nutrients released can lower the water potential of the cell.
Suggest how this might affect the movement of water into or out of the cell.
[2]
(iii)
The cell shown contains a structure called a contractile vacuole, which expels excess water from the cell. As well as excess
water, they also remove waste materials from the cell.
State the characteristic of living organism that the contractile vacuole carries out.
[1]
[4 marks]
Page 6 of 13
Question 3d
Fig. 2 shows the same organism from part (a) and it's hunting technique.
Fig. 2
Explain the characteristics of living organisms that would be expressed in this process.
[3 marks]
Question 4a
A student investigated the relationship between the wavelength of a light source and seedling height. The student used
strawberry seedlings and grew the plants in an enclosed box with the coloured light as the only available source of light for
the plant. The student watered each seedling daily with 30ml of water. He grew the seedlings for 3 weeks before taking the
final measurement.
Suggest the characteristics of living organisms reflected in this investigation.
[3 marks]
Page 7 of 13
Question 4b
The student grew the strawberry seedlings under different coloured lights. Their results are shown in Table 1.
Table 1
initial height of final height of seedling growth of seedling /
colour of light
seedling / cm / cm cm
white 14 38 24
blue 15 29 14
red 13 32 19
green 15 21 6
none 14 16 2
(i)
Explain why the student calculated the growth of seedlings rather than using the final height.
[2]
(ii)
Calculate the percentage change in the growth of the control group of seedlings. Round your answer to the nearest whole
number.
[2]
(iii)
Explain the need for a control group of seedlings.
[1]
[5 marks]
Page 8 of 13
Question 4c
A gardener also investigated the effect of changing wavelengths of light on the height of different types of vegetable
seedlings. The gardener used an enclosed box and lamps with different colours of light as the only available light source. The
gardener watered the plants daily from a watering can. The gardener grew five seedlings of each vegetable over a period of
four weeks, measuring their height daily. At the end of the investigation, these measurements were used to calculate their
average height.
Their results are shown in Fig. 1.
Fig. 1
Suggest with a reason, which light source the gardener should use to produce the tallest vegetable plants.
[2]
[2 marks]
Question 4d
Compare the gardener's experimental method with that of the student's.
[4 marks]
Page 9 of 13
Question 5a
Dichotomous keys can be used to identify organisms based on a series of questions about their features.
Fig. 1 shows a group of leaves.
Fig. 1
Suggest a dichotomous key for the leaves shown in Fig. 1 by completing Table 1. An example has been done for you.
Table 1
statement answer / instruction
1 a leaf is oval shaped beech
b leaf is not oval shaped go to 2
2 a
3 a
[3 marks]
Page 10 of 13
Question 5b
Fig. 2 shows a different type of dichotomous key where invertebrates are classified.
Fig. 2
Complete the dichotomous key to show the classification of arthropods into their four sub groups.
[4 marks]
Page 11 of 13
Question 5c
Extended only
Fig. 3 shows a range of different plants.
Fig. 3
(i)
Give the type of plant, (monocotyledons, dicotyledons or ferns) for each plant labelled A-F.
[3]
(ii)
Describe the evidence shown in Fig. 3 that informed your answer for plant F.
[1]
[4 marks]
Page 12 of 13
Page 13 of 13

1.1 Theory Hard

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

1.1 Theory Hard

Uploaded by

Copyright:

Available Formats

Head to savemyexams.co.

uk for more awesome resources

1.1 Characteristics, Classification & Features of

Course CIE IGCSE Biology

1st 2nd 3rd 4th 5th

statement answer / instruction

1 a leaf is oval shaped beech

b leaf is not oval shaped go to 2

You might also like