Name: ________________________
B1 Follow Up
Class: ________________________
Date: ________________________
Time: 26 minutes
Marks: 26 marks
Comments:
Page 1 of 13
Q1.
The diagram shows an animal cell.
(a) (i) Name structures A and B by choosing the correct words from the box.
cell membrane cell wall cytoplasm nucleus vacuole
Structure A ___________________________________________________
Structure B ___________________________________________________
(2)
(ii) Which structure named in the box controls the passage of substances in and
out of the cell?
______________________________________________________________
(1)
(b) Distance P to Q on the diagram is the diameter of the cell. This distance was
measured on three cells using a microscope. The results were as follows:
cell 1: 63 micrometres
cell 2: 78 micrometres
cell 3: 69 micrometres
Calculate the average diameter of these cells. Show clearly how you work out your
final answer.
___________________________________________________________________
___________________________________________________________________
Page 2 of 13
Average diameter = ___________________ micrometres
(2)
(Total 5 marks)
Q2.
(a) Put a tick ( ) in the correct boxes in the table below to show which of the parts
given are present in the cells and organisms listed.
CYTOPLASM NUCLEUS CELL WALL GENES
Leaf mesophyll cell
Sperm
(2)
(b) (i) What is the main job of a leaf mesophyll cell?
______________________________________________________________
______________________________________________________________
(1)
(ii) Explain one way in which the structure of the leaf mesophyll cell helps it to
carry out its job.
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
(2)
(Total 5 marks)
Page 3 of 13
Q3.
The diagram below shows a cross-section of a plant root. The transport tissues are
labelled.
(a) (i) What is tissue A?
Draw a ring around the correct answer.
cuticle epidermis xylem
(1)
(ii) Name two substances transported by tissue A.
1. ____________________________________________________________
2. ____________________________________________________________
(2)
(b) Phloem is involved in a process called translocation.
(i) What is translocation?
______________________________________________________________
______________________________________________________________
______________________________________________________________
(1)
(ii) Explain why translocation is important to plants.
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
(2)
Page 4 of 13
Page 5 of 13
(c) Plants must use active transport to move some substances from the soil into root
hair cells.
(i) Active transport needs energy.
Which part of the cell releases most of this energy?
Tick (✓) one box.
mitochondria
nucleus
ribosome
(1)
(ii) Explain why active transport is necessary in root hair cells.
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
(2)
(Total 9 marks)
Page 6 of 13
Q4.
The table shows the concentrations of three mineral ions in the roots of a plant and in the
water in the surrounding soil.
Concentration in millimoles per kilogram
Mineral ion
Plant root Soil
Calcium 120 2.0
Magnesium 80 3.1
Potassium 250 1.2
(a) (i) The plant roots could not have absorbed these mineral ions by diffusion.
Explain why.
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
(2)
(ii) Name the process by which the plant roots absorb mineral ions.
______________________________________________________________
(1)
(b) How do the following features of plant roots help the plant to absorb mineral ions
from the soil?
(i) A plant root has thousands of root hairs.
______________________________________________________________
______________________________________________________________
(1)
(ii) A root hair cell contains many mitochondria.
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
(2)
Page 7 of 13
(iii) Many of the cells in the root store starch.
______________________________________________________________
______________________________________________________________
(1)
(Total 7 marks)
Page 8 of 13
Mark schemes
Q1.
(a) (i) A = nucleus
1
B = (cell) membrane
1
(ii) (cell) membrane
1
(b) 70
if correct answer, ignore working or lack of working
for 1 mark
2
[5]
Q2.
(a) mesophyll / / / / (all correct) sperm / / x / (all correct)
for 1 mark each
2
(b) (i) absorbs light/to produce food/photosynthesis
(allow references to gaseous exchange)
for 1 mark
1
(ii) has chlorophyll/chloroplasts to absorb light/produce food
for 1 mark each
(if linked to gas exchange allow – moist surface/
dissolve gases)
2
[5]
Q3.
(a) (i) xylem
1
(ii) water
1
minerals / ions / named example(s)
ignore nutrients
1
(b) (i) movement of (dissolved) sugar
allow additional substances, eg amino acids / correct named
Page 9 of 13
sugar (allow sucrose / glucose)
allow nutrients / substances / food molecules if sufficiently
qualified
ignore food alone
1
(ii) sugars are made in the leaves
1
so they need to be moved to other parts of the plant for respiration /
growth / storage
1
(c) (i) mitochondria
1
(ii) for movement of minerals / ions
Do not accept ‘water’
1
against their concentration gradient
1
[9]
Q4.
(a) (i) diffusion is down the concentration gradient
for a description of diffusion
ignore along / across gradients
1
to enter must go up / against the concentration gradient
accept by diffusion ions would leave the root
or
concentration higher in the root / plant
or
concentration lower in the soil
1
(ii) active transport
allow active uptake
1
(b) (i) (root hairs →) large surface / area
1
(ii) (aerobic) respiration
do not allow anaerobic
1
Page 10 of 13
releases / supplies / provides / gives energy
accept make ATP (for active transport)
do not allow ‘makes / produces / creates’ energy
1
(iii) starch is energy source / store (for active transport)
allow starch can be used in respiration
do not allow ‘makes / produces / creates’ energy
1
[7]
Page 11 of 13
Examiner reports
Q1.
Again, most candidates performed well on this question.
(a) (i) Structure B was often identified as the cell wall.
(ii) The nucleus was not uncommonly named, candidates perhaps using the word
‘control’ in the question to choose an answer from those given.
(b) The calculation was usually correct, although it was clear that some candidates did
not have a calculator and that others could not use the one they had. There were a
few convoluted calculations, which inevitably led to the wrong answer; some
candidates had attempted to convert micrometres into some other unit in order to do
the calculation, and then attempted to reconvert to micrometres for their answer.
Q2.
(a) Part (a) was surprisingly badly answered. Most candidates are under the impression
that mesophyll cells do not have genes and that sperm do not have cytoplasm.
(b) Whilst most candidates knew the function of a mesophyll cell, many failed to read
the question in (ii) and gave adaptations of the whole leaf, e.g. ‘wide and thin’, which
were not accepted.
Q3.
(a) (i) Almost all students were able to correctly identify xylem labelled on the
diagram.
(ii) About two-thirds of the students knew that both water and minerals were
transported in the xylem. Of those who scored one mark, ‘water’ was the most
common response. Many students incorrectly wrote sugars or nutrients.
(b) (i) Just over half of the students could define translocation. Many students
mentioned water only being transported in phloem.
(ii) Very few students gained both marks to explain why translocation is important.
The crux of the question lay in recognising that sugars are made in the leaves
but need to be moved to other parts of the plant for respiration or growth.
(c) (i) Almost all students could identify mitochondria as the cell part releasing
energy.
(ii) This was a high demand item and only about one-third of students scored two
marks and one-third one mark only. One mark was awarded if ‘substances’ or
‘nutrients’ were mentioned as being moved against the concentration gradient
since this term could include minerals or ions. Some students wrote ‘water is
moved against the concentration gradient’ and although the latter part is true
for minerals, in the wrong context (water) no marks could be awarded.
Page 12 of 13
Q4.
(a) (i) While the vast majority of students noticed that the concentration of mineral
ions in the plant’s root was higher than that in the soil and so net absorption by
diffusion would not be possible, only a half went on to explain adequately that
diffusion only operated down a concentration gradient. Some used the term
‘gradient’ where they really meant concentration. Others thought the ions
would need to be absorbed by ‘osmosis’ since they were in solution and
diffusion ‘only occurs in gases’.
(ii) About four-fifths of students knew that the roots would therefore have to use
active transport to absorb the ions.
(b) Almost all students appreciated that the thousands of root hairs would provide the
plant’s roots with a large surface area for the absorption of ions. Although nearly all
students knew that mitochondria were the site of respiration, or of energy release,
less than one-third gave both of these points. Some students spoiled their answer
by describing energy as being ‘made’ in respiration rather than being released: in
high demand questions, students are expected to understand this. Around
two-thirds of students appreciated that starch stored in the root cells would be a
reserve of energy to drive active uptake of the mineral ions.
Page 13 of 13
