Mass Transport in Plants 2024

Q1.
(a) Describe the cohesion-tension theory of water transport in the xylem.
(5)

Q2.
(a) Describe the transport of carbohydrate in plants.
(5)

(b) Compare and contrast the structure of starch and the structure of cellulose.
(6)

(c) Describe the complete digestion of starch by a mammal.

(4)
(Total 15 marks)

Q3.
(a) A scientist measured the pressure in a phloem tube in a willow plant stem. He
repeated his measurements to obtain nine readings.

His results are shown in the table below.

Phloem pressure / arbitrary units

7.4 8.0 7.0 8.6 8.2 9.3 7.4 9.1 8.8

The percentage error of the mean phloem pressure in this phloem tube is calculated
using this equation.

The uncertainty in measurement is half the range of the measured values.

Calculate the percentage error of the mean phloem pressure in this phloem tube.

Show your working.

(2)

(b) The mass flow hypothesis is used to explain the movement of substances through
phloem.

Use your understanding of the mass flow hypothesis to explain how pressure is
generated inside this phloem tube.
(3)

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(c) The scientist also measured changes in the phloem pressure and changes in the
rate of water movement in the xylem of a willow plant at intervals during a day.

His results are shown in the graph below.

Describe the relationship between phloem pressure and the rate of water movement
in xylem in this plant.
(1)

(d) Phloem pressure is reduced during the hottest part of the day. Use information in
the graph above along with your understanding of transpiration and mass flow to
explain why.
(3)
(Total 9 marks)

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Q4.Scientists investigated stomatal density on leaves of one species of tree.

The scientists used leaves from individual trees that had grown in different areas of the
world in different years. Each tree had grown in an area and year with known carbon
dioxide concentration.

Their results are shown in Figure 2.

(b) Give a null hypothesis for this investigation and name a statistical test that would be
appropriate to test your null hypothesis.
(2)

(c) From 1910 to 2000, the carbon dioxide concentration in the atmosphere increased
from 300 parts per million to 365 parts per million.

Use Figure 2 to calculate the mean rate of change in stomatal density from 1910 to
2000.

Give your answer as number of stomata per mm2 per 10-year period.

Show your working.

(2)

(d) A journalist saw Figure 2 and suggested that future increases in atmospheric
carbon dioxide concentration could result in less transpiration.

Evaluate his suggestion.

(4)
(Total 10 marks)

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Q5. Boron is an element that is needed in very small amounts for normal plant growth.

One group of scientists tested a hypothesis that boron combines with sucrose to produce
a sucrose-borate complex that is translocated more effectively than sucrose molecules.

They grew tomato plants in nutrient-poor sand. Prior to starting their experiment, they left
the mature plants in a dark room for 48 hours.

For each plant, the scientists put one of its leaves into a solution of sucrose that was
radioactively labelled. These leaves were left attached to the plants. They used two
radioactively labelled sucrose solutions:

• solution A contained boron at a concentration of 10 parts per million.

• solution B contained no boron.

After a period of time, the scientists removed samples from parts of the plants, dried them
in an oven and ground each into a powder. They then measured the radioactivity in each
powdered sample. The scientists’ results are shown in the table.

Part of plant Mean radioactivity / counts minute−1 g−1

Plants with leaf Plants with leaf

immersed in immersed in
solution A (with solution B (no
boron) boron)

Stem tip 14.2 1.7

First leaf above treated leaf 3.3 0.0

Upper stem 31.2 8.3

Lower stem 28.3 13.3

First leaf below treated leaf 21.7 0.0

Roots 3.5 1.7

(a) Explain the following steps in the scientists’ method.

They grew tomato plants in nutrient-poor sand. They left the mature plants in the
dark for 48 hours before starting their experiment.
(2)

(b) The scientists dried the plant samples in an oven at 100 °C. Give two reasons why
they used this temperature.
(2)

(c) Do the scientists’ results support their hypothesis? Use evidence from the table to
support your answer.
(4)

(d) Suggest how the scientists could adapt their method to determine which tissue
carried the radioactively labelled sucrose.
(2)
(Total 10 marks)

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Q6. A student used the apparatus shown in Figure 1 and a digital balance to determine the rate of
water movement in a celery stalk in grams per hour per group of xylem vessels.

(a) The student measured the time taken for water movement.

Give two other measurements he made to calculate the rate of water movement.
(2)

(b) Give the reason for adding a layer of oil to the water in the beaker.
(1)

(c) A different student used coloured water to investigate the movement of water in leaf
stalks of celery.

During the procedure she:

• cut equal lengths of stalk from each plant

• put the cut end of each stalk into coloured water
• left these stalks to take up the coloured water for 20 minutes
• used a sharp scalpel to cut slices from the stalks at 1 mm intervals until she
reached a slice with no coloured water.

Figure 2 shows a slice of leaf stalk with coloured water inside groups of xylem
vessels.

Explain why coloured water moved up the stalks.

(3)

(d) The student used a sharp scalpel to cut the celery. Describe how she should ensure
she handled the scalpel safely during this procedure.
(2)

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Q7. Under the correct conditions, new roots grow from the cut end of a plant stem. A scientist
investigated the effect of substance X on the growth of new roots.

She used a ringing experiment to investigate the movement of substance X in stems

taken from lemon plants. She cut out a length of stem from each plant. She then put a
small block of agar on the top of each length of stem. Some agar blocks contained
substance X.

The diagram below shows how she treated each length of stem.

She grew the lengths of stem in the same environmental conditions for 6 weeks, and then
found the number of roots per length of stem. Roots grew at the other end of the stem
from where the agar blocks were placed.

Mean number of roots

Treatment
per length of stem

D 5

E 11

F 4

G 3

(a) Treatment D is a control. Explain how the measurement obtained from this control is
used by the scientist.
(2)

(b) Using the diagram and the table above, what can you conclude from treatments D
and E about root growth?
(3)

(c) The mass flow hypothesis is used to explain the movement of substances through
phloem.

Evaluate whether the information from this investigation supports this hypothesis.
Do not consider statistical analysis in the answer.
(4)
(Total 9 marks)

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Mark schemes

Q1.
(a) 1. Water lost from leaf because of transpiration / evaporation of water
(molecules) / diffusion from mesophyll / leaf cells;
OR
Transpiration / evaporation / diffusion of water (molecules) through
stomata / from leaves;
2. Lowers water potential of mesophyll / leaf cells;
3. Water pulled up xylem (creating tension);
4. Water molecules cohere / ‘stick’ together by hydrogen bonds;
5. (forming continuous) water column;
6. Adhesion of water (molecules) to walls of xylem;
2. Accept Ψ or WP
5 max

(b) 1. The DNA strands separate by breaking the H bonds;

OR
H bonds broken between (complementary) (DNA) bases;
2. (Only) one of the strands/template strand is used (to make mRNA/is
transcribed);
3. (Complementary) base pairing so A ⟶ U, T ⟶ A, C ⟶ G, G ⟶ C;
4. (RNA) nucleotides joined by RNA polymerase;
5. pre-mRNA formed;
6. Splicing / introns removed to form mRNA;
1. Ignore ‘hydrolysis’ of bonds
1. Accept DNA “unzips” by breaking the H bonds
6. Accept ‘non-coding’ sections for introns
5 max
[10]

Q2.
(a) 1. Sucrose actively transported into phloem (cell);
OR
Sucrose is co-transported/moved with H+ into phloem (cell);
Accept sieve (element/tube/cell) for phloem (cell)

2. (By) companion/transfer cells;

3. Lowers water potential (in phloem) and water enters (from xylem)
by osmosis;

4. (Produces) high(er) (hydrostatic) pressure;

OR
(Produces hydrostatic) pressure gradient;
Accept description of gradient, eg higher WP

5. Mass flow to respiring cells

OR
Mass flow to storage tissue/organ;
Accept transport OR movement for flow
Accept buds/young leaves/fruit/seeds/shoot tip/root tip/

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 meristems/root

6. Unloaded/removed (from phloem) by active transport;

Accept facilitated diffusion
5 max

(b) 1. Both polysaccharides;

OR
Both are glucose polymers
OR
Both are made of glucose monomers;

2. Both contain glycosidic bonds (between monomers);

3. Both contain carbon, hydrogen and oxygen/C, H and O;

4. Starch made of α-glucose and cellulose made of β-glucose;

5. Starch (molecule) is helical/coiled and cellulose (molecule) is straight;

6. Starch (molecule) is branched and cellulose is not/unbranched;

7. Cellulose has (micro/macro) fibrils and starch does not;

Must include 1, 2 OR 3 to achieve 6 marks
All statements must be clearly comparative or linked by the
candidate, not inferred from separate statements
Additional mark point
Starch has 1−6 glycosidic bonds and cellulose does not
OR
Starch contains two types of molecule and cellulose contains
one type of molecule
OR
Starch is amylose and amylopectin and cellulose is one type
of molecule;
6 max

(c) 1. Hydrolysis;

2. (Of) glycosidic bonds;

3. (Starch) to maltose by amylase;

4. (Maltose) to glucose by disaccharidase/maltase;

5. Membrane-bound (disaccharidase/maltase);
Other than 5., do not penalise incorrect site for digestion or
incorrect site of enzyme production
Accept microvilli for membrane
4 max
[15]

Q3.
(a) Correct answer for 2 marks = 14/14.02/14.024;;

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 Accept for 1 mark,
mean = 8.2

OR

uncertainty = 1.15
2

(b) 1. Sucrose actively transported (into phloem);

2. Lowering/reducing water potential

OR

More negative water potential;

3. Water moves (into phloem) by osmosis (from xylem);

3

(c) Phloem pressure falls as (rate of) water movement (in xylem) increases

OR

Inversely proportional;
Accept converse
1

(d) 1. High (rate of) transpiration/evaporation;

2. Water lost through stomata

OR

(High) tension in xylem;

3. (Causes) less water movement from xylem to phloem

OR

Insufficient water potential in phloem to draw water from xylem;

3
[9]

Q4.
(a) 171 (per mm2);;

1 mark for

Mean of 10.7/11 stomata per square

OR

Square = 0.0625 mm2

OR

169.8/174.6/176 stomata

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 OR

Digits 1706 ̇/171 with decimal point in the wrong place

OR

Correct calculation with incorrect rounding

Answer – 170.6 ̇ , accept any number of decimal places as
long as rounding correct.
Mean stomata per
square = 10. 6 ̇ , accept any number of decimal places with
correct rounding for one mark.
2

(b) 1. There is no association/correlation/relationship between the

concentration of carbon dioxide and the stomatal density

OR

The concentration of carbon dioxide does not affect the stomatal density;
Reject ‘There is no difference between the carbon dioxide
concentration and the stomatal density’.
Do not credit ‘The stomatal density does not affect the
carbon dioxide concentration’.

2. Correlation coefficient;
Accept ‘Spearman’s (rank)’ or other named correlation
coefficient.
2

(c) Final answer in range 2.6 ̇ to 2.7 ̇ ;;

1 mark for

Stomatal density decrease of 24 to 25

OR

Final answer of between 0.26 ̇ to 0.27 ̇

OR

Correct calculation with incorrectly rounding taking answer out of correct range
Accept any number of sf as long as rounding correct.
Ignore minus signs.
2

(d) 1. Increasing carbon dioxide (concentration) shows decreased stomatal density;

Accept ‘There is a negative correlation between carbon
dioxide (concentration) and stomatal density’.
Accept ‘stomata per mm2’ for ‘stomatal density’.

2. Fewer stomata means less transpiration

OR

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 Fewer stomata means less evaporation (of water from leaves)

OR

Fewer stomata means less diffusion of water vapour (from leaves);

3. Same (volume of) carbon dioxide can be absorbed for

photosynthesis with smaller number of stomata;

4. Don’t know the size of the stomata;

5. Don’t know whether leaf size has changed;

6. Don’t know if this is true for all species (of plant);

Accept ‘types’ for ‘species’.
Accept ‘more species (of plant) should be tested’

7. Don’t know how long the stomata are open for;

8. Don’t know if this trend will continue (beyond the concentrations of

carbon dioxide shown in Figure 2);
For ‘don’t know’ accept idea that these things may/have
change(d).

9. Other factors affect transpiration (rate);

Accept named factors that affect transpiration (rate).
4 max
[10]

Q5.
(a) 1. Sand: to ensure no boron provided;

2. Dark: to ensure no sucrose produced in leaves / produced by photosynthesis.

2

(b) 1. Evaporates all water

2. (But) does not burn (organic compounds).

2

(c) Yes because in the presence of boron

1. Uptake of sucrose greater;

2. Transport to other parts of plant greater;

3. Correct use of data that supports MP1 or MP2.

No because:

4. No evidence that boron reacts with sucrose / that a sucrose-borate complex is

formed.
4

(d) 1. Take thin (horizontal) sections of plant tissue / stem;

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 2. Place against photographic film in dark for several hours / carry out
autoradiography.
2
[10]

Q6.
(a) 1. Initial and final mass (of beaker and all contents);
Accept change in mass/weight
Ignore volume
Reject change in mass of celery/beaker/water alone

2. Number of (groups of) xylem vessels;

Accept amount for ‘number’
2

(b) Prevent evaporation/water loss

OR
(So) evaporation/water loss/transpiration only from celery;
1

(c) 1. Water evaporates/is transpired (from leaves/ stalk/celery/plant);

2. Water potential gradient/lower water potential creates

tension/pulls up water
OR
Osmosis creates tension/pulls up water;
Accept negative pressure for tension

3. Hydrogen bonds/cohesion/adhesion maintains column;

3

(d) 1. Cut away from body;

Accept description of cutting technique to avoid cutting fingers

2. Against hard/non-slip/flat surface;

Accept named hard surface eg tile/board
2

(e) Median (no mark)

1. (Presence of) outliers/80/70

OR
Small sample size/8 (measurements);
Accept anomalies / extremes for ‘outliers’

2. 41;

Accept for 1 mark,

Mean of 47

OR

Mode of 35
2

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 [10]

Q7.
(a) 1. Used to compare effect of other treatments / as a baseline;
Accept for 2 marks, substance (X) and not agar / block /
water that caused the difference in the number of roots.
Do not accept unqualified reference to “compare results”.

2. Shows / Measures effect of substance (X);

OR

Accounts for effect of substances produced naturally;

Accept measures effect of independent variable
2

(b) 1. (D shows) substance (X) is not required for (some) root growth / production of
roots;
OR
Substances (already) present in stem cause (some) root growth;

2. Substance X moves through plant;

Accept X moves through stem / phloem

3. (E shows) substance (X) causes / increases / doubles number of roots / root

growth;
3

(c) In support of mass flow hypothesis

1. (F shows) phloem is involved;

2. (G shows) respiration / active transport is involved (in flow / movement);

3. Because 4 °C / cooling reduces / slows / stops flow / movement;

4. The agar block is the source;

5. Roots are the sink;

Against the mass flow hypothesis

6. No bulge above ringing (in F);

7. No (role for) osmosis / hydrostatic pressure / water movement;

Accept no turgor pressure

8. Movement could be due to gravity;

9. Roots still grow without (intact/functioning) phloem;

10. No leaves / sugars / photosynthesis to act as a source;

Each point must be clearly made in the context of support or
against.
Ignore sugar / sucrose
3 max for “support” and 3 max for “against”

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 4 max
[9]

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