Questions
Q1.
Lily investigated the effect of concentration of a substance on the rate of diffusion.
In a fume cupboard she set up a glass tube with small squares of damp red litmus paper
spaced at 4 cm intervals along its length.
She added 1 drop of ammonia solution to some cotton wool and used tweezers to place
the cotton wool at one end of the tube. She closed the tube with a bung. She timed
how long it took for each square of litmus paper to change colour.
She then set up an identical tube and repeated the experiment, but this time she used
3 drops of ammonia solution.
Her results are shown in the table.
(a) Describe what is meant by the term diffusion.
(2)
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(b) Plot these results on the grid. Use straight lines to join the points.
(6)
(c) Describe the results shown by the graph.
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(d) Calculate the average rate of diffusion, in centimetres per second of ammonia,
from the 3 drops of ammonia solution between the litmus papers at 4 cm and
24 cm. Show your working.
Answer ... cm/s
(e) Explain the difference in the rate of diffusion between the experiment using 1 drop
of ammonia and the experiment using 3 drops of ammonia.
(1)
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(f ) Suggest how Lily could modify her experiment to investigate the effect of temperature
on the rate of diffusion.
(2)
... ... ... ... ... ... ... ...(Total for question = 15 marks)
Q2.
(a) Describe the differences in the appearance of the cells in concentrated salt solution
compared with the cells in distilled water.
(2)
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(b) The student thought that the differences in the cells were caused by osmosis.
What is meant by the term osmosis?
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(c) Explain what happens to the cells in concentrated salt solution to change their appearance.
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(d) Another student investigated the appearance of red blood cells in distilled water and in
concentrated salt solution.
Use your knowledge of osmosis and the structure of red blood cells to describe and explain what
the red blood cells would look like
(i) in distilled water
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(ii) in concentrated salt solution.
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(Total for question = 11 marks)
Q3.
John wanted to investigate the effect of the size of potato tissue on the rate of osmosis.
He cut three different sized cubes of potato, one 0.5 × 0.5 × 0.5 cm, one 1 × 1 × 1 cm
and one 2 × 2 × 2 cm.
He weighed the potato cubes and recorded their masses.
He then placed each cube into a beaker of distilled water and left them for 1 hour.
He weighed them again and recorded their new masses.
The table shows his results.
His teacher told him to calculate the percentage change in mass of each cube.
(a) (i) Calculate the percentage change in mass for the 1 × 1 × 1 cm cube.
Show your working.
(2)
Answer ...
(ii) Explain why John converted change in mass to percentage change in mass.
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(b) Use your knowledge of osmosis to explain why the mass of each cube increased.
(c) John's teacher suggested that the different sized cubes have a different surface area
and volume.
Use the formulae below to calculate the surface area (SA) of each cube, the volume (Vol)
of each cube and their SA:Vol ratios.
SA = 6 × (cube side in cm)
2Vol = (cube side in cm)
3Write your answers in the table below. One cube has been done for you.
(3)
(d) Explain the effect of the different SA:Vol ratios on the rate of osmosis into the potato.
(2)
... ... ... ... ... ... ... ... ... ... ... ...(e) Potato tissue is made from plant cells.
Draw and label a plant cell in the space below.
(3)
Q4.
The photograph shows a water plant growing on the surface of a lake.
This water plant grows by increasing the number of its leaves. Many mineral ions
help plants to grow.
(a) Describe how one named mineral ion helps plants to grow.
(2)
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(b) Copper ions inhibit the growth of this water plant.
The table shows her results.
(i) Plot a line graph on the grid below to show the results of her investigation.
Use a ruler to join the points with straight lines.
(6)
(ii) In this investigation, the concentrations and volumes of the mineral ion solution
and the species of water plant were kept the same.
Name three other variables that need to be kept the same for the results of
this investigation to be valid.
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... ... ... ...(Total for question = 11 marks)
Q5.
Complex carbohydrates are broken down in the human digestive system.
(a) Name the elements present in a carbohydrate molecule.
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(b) Starch and glucose are carbohydrates found in living organisms.
Complete the table to show some of the properties of starch and glucose.
Insert a tick
if the property applies or a cross
if it does not.
(5)
(c) (i) Describe how you could test for the presence of glucose in a substance.
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(ii) Give two safety precautions you would take when carrying out the test.
(2)
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Q6.
(a) Use letters from the diagram to answer these questions.
Each answer may be one letter or more than one letter.
(3)
(i) Where is amylase made? ...
(ii) Where are faeces stored? ...
(iii) Where is protein digested? ...
(b) Describe and explain how the structure of the small intestine is adapted for absorbing
digested food.
(5)
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(c) A balanced diet is important to maintain good health.
(i) Suggest the consequences of having a diet that lacks fresh fruit and fibre.
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(ii) Suggest the consequences of having a diet that contains too much fat.
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Q7.
The Bristol scale is used to classify human faeces. It is used to help diagnose patients
who have problems with their alimentary canal.
(a) Suggest why a patient might produce Type 1 faeces.
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(b) Suggest why a patient might produce Type 7 faeces.
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(c) Describe how food is moved through the gut.
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... ... ... ... ... ... ... ... ... ... ... ...(d) Name the part of the gut where faeces are
(i) stored
(1)
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(Total for question = 10 marks)
Q8.
(a) Suggest how spending time outdoors can reduce the chance of getting rickets
(lines 7 and 8).
(1)
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(b) Suggest why vitamin D deficiency is more of a problem for children than for adults.
(1)
... ... ... ... ... ...(c) Vitamins are an essential part of a balanced diet.
Give three other components of a balanced diet.
(3)
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... ...(d) Suggest why snacking on crisps, chocolate and soft drinks is an unsuitable diet for
children who are not very active (lines 16 and 17).
(2)
... ... ... ... ... ... ... ... ... ...(e) Suggest the health problems that might develop if children have too much fat in
their diet (line 18).
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(f ) Describe how you would carry out an experiment to find out the energy value of
a potato crisp.
(4)
... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ...Q9.
(a) The diagram shows a piece of apparatus called a calorimeter.
The calorimeter is used to investigate the energy content of one gram of glucose.
The glucose burns in the calorimeter and the energy released heats the water.
(i) Suggest why oxygen gas is passed into the calorimeter.
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(ii) Suggest why the waste gas pipe is coiled.
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(iii) Suggest why stirring the water will improve the data collected.
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(b) The calorimeter contains 200 g of water. The graph shows the rise in temperature of the
water in the calorimeter during the investigation.
(i) Use the graph to find out the increase in the temperature of the water during the
investigation.
(1)
...°C
(ii) Use the formula to calculate the energy content of the 1 g of glucose.
(1)
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(Total for question = 6 marks)
Q10.
(a) Plot a line graph on the grid below to show how age affects the energy
requirements at each level of activity.
Use a ruler to join the points with straight lines.
(5)
(b) Describe how increasing age changes the energy requirements of females.
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(c) Explain the effect that the level of activity has on the energy requirements of
females.
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(Total for question = 10 marks)
Q11.
Emperor penguins live in the southern Polar Regions. The temperature here can be
as low as −30 °C.
(a) Fully grown penguins are large, often weighing up to 30 kg. Most other birds are
much smaller.
Explain how being large helps the penguin to survive at very low temperatures.
(2)
... ... ... ... ... ... ... ...(b) Penguins also have soft downy feathers and a thick layer of fat just below the skin.
Suggest how these features help penguins to survive.
(c) One part of the penguin that is especially exposed to the cold is their feet. The
muscles that operate the feet are located in the penguin's body rather than in the
feet themselves.
(i) Suggest how this benefits the penguin.
(3)
... ... ... ... ... ... ... ... ... ... ... ... ... ...(ii) The penguin's feet move when the muscles pull on string-like structures called tendons.
Suggest a property that these tendons should have.
(1)
... ... ... ... ... ...(d) Penguins huddle together to maintain their body temperature.
Explain how this behaviour is an advantage to penguins.
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