Q1.          A class of students was set the task of estimating the number of dandelions on the school field.
To do this, they decided to use sampling squares called quadrats.
Each quadrat had an area of 1 m2.
The diagram shows the dimensions of the school field.

(a)     Which is the best way of using quadrats in this investigation?
Tick () one box.
 
Statement	Tick
()	
Place all the quadrats where there are lots of plants.	 	
Place all the quadrats randomly in two different sample areas.	 	
Place all the quadrats where all four types of plant are growing.	 	
(1)
(b)     Each student collected data by using 10 quadrats. These are the results for one student, Mary.
 
Quadrat number	Number of dandelions	
1	3	
2	3	
3	6	
4	2	
5	1	
6	2	
7	0	
8	3	
9	2	
10	0	

Calculate the mean number of dandelions per quadrat counted by Mary.
Show clearly how you work out your answer.
........................................................................................................................
........................................................................................................................
Mean number of dandelions ............................
(2)
c)     Another student, Sharon, calculated a mean of 2.8 dandelions per quadrat from her results.
Estimate the number of dandelions in the whole field by using:
•        a mean of 2.8 dandelions per quadrat
•        information from the diagram on the opposite page
•        the equation below.
Show clearly how you work out your answer.
 
estimated number of dandelions on field	=	mean number of dandelions per quadrat	×	number of quadrats that would fit into the field	
........................................................................................................................
........................................................................................................................
Estimated number of dandelions ...............................
(2)
(Total 5 marks)

 Q2.          The diagram shows how a leaf of a green plant makes glucose.
(a)     Use words from the box to complete the labels on the diagram.  You may use each word once or not at all.
carbon dioxide       chlorophyll       glucose       heat
        light       oxygen       water	

(5)
(b)     (i)      Compete the following sentence.
Glucose in food is a type of ................... . When we eat it, it gives us energy.
(1)
(ii)     The plant turns some of the glucose into starch.  Why is starch useful to the plant?
..........................................................................................................................
..........................................................................................................................
(1)
(iii)     What does the plant do with the rest of the glucose?
..........................................................................................................................
(1)
(c)     (i)      What is the name of the process outlined in the diagram?
..........................................................................................................................
(1)
(ii)     Give one way that leaves are adapted to do this process.
..........................................................................................................................
(1)
(Total 10 marks)
 Q3.          Green plants are able to make their own food.
Complete each sentence by drawing a ring around the correct answer in the box.
 
(a)     Green plants make their own food during the process of	diffusion
photosynthesis
respiration	

(1)
(b)     This process can be summarised by the equation:

carbon dioxide + water → glucose +	mineral salts
light
oxygen	

(1)
(c)     The energy needed for this process is trapped for the plant by	chlorophyll
glucose
light	

(1)
(d)     Some of the food made by plants is stored as insoluble	chlorophyll
glucose
starch	

(1)
(Total 4 marks)

Q4.          A gardener grows tomatoes.
          He wants to find out how to get the biggest mass of tomatoes.
          He plants different varieties of tomato against different walls in his garden.

          Use these results to answer the questions.
(a)     The gardener wants his test to be fair.
          Name one condition which he should keep the same for all his tomato plants.
.....................................................................................................................................
.....................................................................................................................................
(1)
(b)     The table shows the gardener’s results.
Variety of tomato plant 	Sungold 	Sungold 	Sungold 	Sungold 	Nugget 	Champion	
Wall they were planted against 	North 	West 	South 	East 	East 	East 	
Mean mass of tomatoes produced in kilograms per plant 	3.5 	3.0 	1.2 	2.5 	3.2 	2.7 	

(i)      To obtain the biggest mass of tomatoes, against which wall is it best to grow the tomato plants?
         Tick () one box.
 
North wall		
South wall		
East wall		
West wall		

(1)

(ii)     To obtain the biggest mass of tomatoes, which variety of tomato plant would it be best to grow?
...........................................................................................................................
(1)
(c)     From the information in the table, the gardener’s test was not fair.
          Give one way in which the test was not fair.
.....................................................................................................................................
.....................................................................................................................................
(1)
(Total 4 marks)
 Q5.          The diagram shows bushes in a hedge growing near to a house.
The bushes were the same species and the same age.

(a)     (i)      The student said, “I have noticed that the short bushes grow next to the house. I think that the more light the bushes get, the faster they will grow.”
Draw lines to match each of the student’s statements to the correct term.
Draw only two lines.

(2)

(ii)     Complete the word equation for photosynthesis.
..................................... +water (+ light energy) ® ................................ + oxygen
(2)
(b)     The student decided to investigate the effect of light intensity on the rate of photosynthesis.
She used the apparatus shown in the diagram.

          She measured the rate of photosynthesis by counting the number of gas bubbles given off each minute.
(i)      Suggest how the student varied the intensity of the light received by the pondweed.
...........................................................................................................................
...........................................................................................................................
(1)

(ii)     The student’s results are shown on the graph.

Describe the pattern shown on the graph.
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
(2)

(iii)     This is what the student wrote for her conclusion.
         “Increasing the light intensity increases the rate of photosynthesis of the pondweed.”
Why was her conclusion incomplete?
...........................................................................................................................
...........................................................................................................................
(1)
(Total 8 marks)

Q6.          A gardener grows tomato plants.
The tomato plants develop yellow leaves.
(a)     What would be the best way of improving the growth of these plants?
Tick () one box.
 
Add mineral ions to the soil		
Water the plants more		
Add glucose to the soil		

(1)
(b)     Most tomatoes are grown in greenhouses.

Tomato growers alter the conditions in greenhouses to make tomato plants grow faster.
Which changes in conditions will make tomato plants grow faster?
Tick () two boxes.
 
Increasing the temperature		
Increasing the oxygen concentration in the air		
Increasing the nitrogen concentration in the air		
urning lights on at night		
(2)
(Total 3 marks)
 Q7.         (a)     Complete the word equation for photosynthesis.
Use words from the box.
 
chlorophyll	minerals	oxygen	water	

carbon dioxide     +    ........................    →    glucose    +    ........................
(2)
(b)     Plants may grow faster if they have more carbon dioxide.
Indigestion tablets dissolve in water to form a solution.
This solution slowly gives off carbon dioxide.
A student set up an investigation to see what concentration of carbon dioxide is best for increasing the growth of geranium plants.
The student:
·        put a geranium plant in a clear plastic bag
·        put a dish containing water and one tablet in the bag
·        sealed the top of the bag.

The student:
·        set up 5 more experiments each with water and a different number of tablets
·        left all the plants in a well-lit place for four weeks.
The student used a clear plastic bag, not a black plastic bag.
Explain why.
........................................................................................................................
........................................................................................................................
........................................................................................................................
........................................................................................................................
(2)

(c)     After four weeks, the student counted the number of new leaves on each plant.
The graph shows his results.

Describe the effect of increasing the number of tablets dissolved in water on the number of new leaves that grew in four weeks.
........................................................................................................................
........................................................................................................................
........................................................................................................................
........................................................................................................................
........................................................................................................................
........................................................................................................................
(3)
(Total 7 marks)
 Q8.        (a)      Complete the equation for photosynthesis.
Carbon dioxide + ...............................	    light
  energy
	............................... + oxygen	

(2)
(b)     A farmer grew tomato plants in a greenhouse.
The graph shows the effect of light intensity on the rate of photosynthesis in the tomato plants growing in the greenhouse.

(i)      At which light intensity was light a limiting factor for photosynthesis?
Tick () one box.
 
1 arbitrary unit
		
4 arbitrary units_		
10 arbitrary units_		

(1)
(ii)     What was the highest rate of photosynthesis?
.................................................................. arbitrary units
(1)
(iii)    The farmer wants to increase the rate of photosynthesis in his tomato plants.
Apart from light intensity, name one factor that the farmer could change to increase the rate of photosynthesis in his tomato plants.
........................................................................................................................
(1)
(Total 5 marks)

Q9.          The table gives information about a geranium plant and a cactus plant.
          The geranium grows in gardens in the UK. The cactus grows in hot deserts.
 Feature 	Geranium 	Cactus 	
Thickness of waxy cuticle in micrometres	5 	15 	
Total leaf surface area in cm2	1800 	150 	
Percentage of water storage tissue in stem	50 	85 	
Number of stomata per mm2	59 	13 	
Time of day when stomata open	daylight 	at night 	
Horizontal spread of roots in metres	0.2 	5 	

          Using only information in the table, explain how the cactus is better adapted for living in hot, dry conditions.
         To gain full marks in this question you should write your ideas in good English. Put them into a sensible order and use the correct scientific words.
...............................................................................................................................................
...............................................................................................................................................
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(Total 5 marks)

 Q10.          (a)     The diagram shows a section through a plant leaf.
Water evaporates from cell X.

(i)      On the diagram, draw an arrow to show how water vapour from cell X gets out of the leaf.
(1)
(ii)     Name the process by which water vapour is lost from a leaf.
Draw a circle around one answer.
          osmosis               transpiration               wilting
(1)
(b)     The graph shows how much water was lost from a plant at different times of the day.

(i)      During which 2-hour period was water lost most quickly?
...........................................................................................................................
(1)
(ii)     Give one possible explanation why water was lost most quickly at this time.
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
(2)
(Total 5 marks)
 Q11.          Four leaves were removed from the same plant.  A waterproofing agent was spread onto some of the leaves, as follows:
•        leaf A on both surfaces
•        leaf B on the lower surface only
•        leaf C on the upper surface only
•        leaf D on neither surface.
Each leaf was then placed in a separate beaker, as shown in Diagram 1.

Each beaker was weighed at intervals.
The results are shown in the graph.

(a)     Give evidence from the graph when answering the following questions.
(i)      Which leaf, A, B, C or D, loses water most rapidly?        
Evidence ...............................................................................................
...............................................................................................................
(1)
(ii)     Is water lost from both surfaces of the leaf?
Draw a ring around your answer. Yes  /  No
Evidence ...............................................................................................
...............................................................................................................
(1)

(b)     Diagram 2 shows the appearance of each surface of the leaf as seen through a microscope.

(i)      Name the spaces labelled X ................................................................
(1)
(ii)     Use information in Diagram 2 to explain why the results are different for 
leaves B and C.
...............................................................................................................
...............................................................................................................
...............................................................................................................
...............................................................................................................
(2)
(Total 5 marks)
 Q12.          The diagram shows a section through a plant leaf.

(a)     The cells labelled X surround a stoma (pore).
Draw a ring around the correct answer to complete the sentence.
 
 	alveoli.	
Cells X are called	guard cells.	
 	villi.	

(1)

b)     Water vapour is lost from leaves. Water loss causes a leaf to lose mass.
The graph shows how the masses of leaves from two plant species, P and Q, changed over several hours. Both leaves were kept in the same conditions.

(i)      What was the mass of the leaf of species Q at 0 hours?
....................................... grams
(1)

(ii)     What was the difference between the mass of the leaf of species P and the mass of the leaf of species Q after 5 hours?
                                                                                    ....................................... grams
(1)
(iii)    The leaf of species Q lost water at a faster rate than the leaf of species P.
Suggest one reason why.
...............................................................................................................
...............................................................................................................
(1)
(iv)     Which weather conditions would cause the greatest rate of loss of mass for both species P and species Q?
Tick () one box in the table.
 
Weather conditions	Tick ()	
Still air or wind	Temperature
in °C		
Wind	30	 	
Still air	30	 	
Wind	20	 	

(1)
(c)     Draw a ring around the correct answer to complete the sentence.
In very hot, dry conditions, the stomata close.
 
 	anaerobic respiration.	
This is to prevent	breathing.	
 	wilting.	

(1)
(Total 6 marks)
 Q13.         The diagram shows part of a plant root. A large number of structures like the ones labelled X grow out of the surface of the root.

(a)     (i)      What is the name of structure X? Draw a ring around one answer.
 root hair	stoma	   villus	
(ii)     Name two substances which structure X absorbs from the soil.
1 .....................................................................................................................
2 .....................................................................................................................
(2)
(b)     The substances in (a)(ii) are transported from the roots to the leaves. Carbon dioxide also enters the leaves.
Draw a ring round the correct answer to complete each sentence.
 
 	 	alveoli.	
(i)	Carbon dioxide enters leaves through	stomata.	
 	 	villi.	

(1)
 
 	 	active transport.	
(ii)	Carbon dioxide enters leaf cells by	diffusion.	
 	 	reabsorption.	

(1)
(Total 5 marks)
Q14.         Plants lose water vapour from their leaves. Most of this water vapour is lost through the stomata.
(a)     Draw a ring around the correct answer to complete the sentence.
 
 	distillation.	
Plants lose water vapour by	filtration.	
 	transpiration.	

(1)
(b)     A class of students investigated the number of stomata per mm2 on the upper surface and on the lower surface of the leaves of three species of plant, P, Q and R.
The students placed samples of the surface cells onto a grid on a microscope.
Student X counted the stomata on the lower surface of a leaf from one of the plant species.
The diagram shows part of the grid that student X saw under the microscope.

(i)      Complete the calculation to estimate the number of stomata per mm2 on the lower surface of this leaf.
Number of stomata in  mm2 = .........................................................
Number of stomata in 1 mm2 = ............................................................
(2)

The table shows the mean results for the class.
 
Plant species	Mean number of stomata per mm2 of leaf	
	Upper surface of leaf	Lower surface of leaf	
P	40	304	
Q	0	11	
R	85	195	

(ii)     Student X had counted the stomata on the lower surface of a leaf from one of the plant species.
Use your answer to part (b)(i), and information in the table, to help you to answer this question.
From which plant species, P, Q or R, was student X’s leaf most likely to have
been taken? 
(1)

(iii)    Species Q is normally found growing in hot, dry conditions.
Explain one way in which species Q is adapted for living in hot, dry conditions.
Use information from the table.
...............................................................................................................
...............................................................................................................
...............................................................................................................
...............................................................................................................
(2)
(Total 6 marks)
 Q15.         Plants lose water vapour from their leaves. Most of this water vapour is lost through the stomata.
(a)     Draw a ring around the correct answer to complete the sentence.
 
 	distillation.	
Plants lose water vapour by	filtration.	
 	transpiration.	

(1)
(b)     A class of students investigated the number of stomata per mm2 on the upper surface and on the lower surface of the leaves of three species of plant, P, Q and R.
The students placed samples of the surface cells onto a grid on a microscope.
Student X counted the stomata on the lower surface of a leaf from one of the plant species.
The diagram shows part of the grid that student X saw under the microscope.

(i)      Complete the calculation to estimate the number of stomata per mm2 on the lower surface of this leaf.
Number of stomata in  mm2 = .........................................................
Number of stomata in 1 mm2 = ............................................................
(2)
The table shows the mean results for the class.
 
Plant species	Mean number of stomata per mm2 of leaf	
	Upper surface of leaf	Lower surface of leaf	
P	40	304	
Q	0	11	
R	85	195	

(ii)     Student X had counted the stomata on the lower surface of a leaf from one of the plant species.
Use your answer to part (b)(i), and information in the table, to help you to answer this question.
From which plant species, P, Q or R, was student X’s leaf most likely to have
been taken? 
(1)
(iii)    Species Q is normally found growing in hot, dry conditions.
Explain one way in which species Q is adapted for living in hot, dry conditions.
Use information from the table.
...............................................................................................................
...............................................................................................................
...............................................................................................................
...............................................................................................................
(2)
(Total 6 marks)
 M1.          (a)     place all the quadrats randomly in two different sample areas.
extra boxes ticked cancels the mark
1
(b)     2.2
correct answer gains 2 marks
if answer incorrect, evidence of correct method gains 1 mark
allow only 1 mark for a rounded mean
2
c)     15 120
correct answer gains 2 marks
if answer incorrect, evidence of correct substitution gains 1 mark
2
[5]
 M2.          (a)     

5
(b)     (i)      sugar or carbohydrate
1
(ii)     it can be stored or it is insoluble
accept it has no osmotic effect
1
(iii)     any one from:
respires it or releases or transfers
energy
turns it or stores it as fructose or
sucrose or lipid or protein or
cellulose
1
(c)     (i)      photosynthesis
1
(ii)     any one from:
flat surface
stomata
thin
chloroplasts
veins
large surface area
air spaces
do not accept chlorophyll
1
[10]
 M3.          (a)     photosynthesis
1
(b)     oxygen
1
(c)     chlorophyll
1
(d)     starch
1
[4]
 M4.          (a)     any one from:
•        (type of / amount of) soil / minerals / nutrients / pH
•        amount of water / time of watering
•        space between plants / plants and wall
•        time for growth
list principle
ignore carbon dioxide / same number of plants / food
do not allow temperature / light / exposure to wind
1
(b)     (i)      North wall
1
(ii)     nugget
list principle
1
(c)     has not tested all varieties / nugget / champion against all walls
do not allow repeat experiment
1
[4]
 M5.          (a)     (i)      

both correct = 2 marks
one correct = 1 mark
extra line from a statement cancels the mark
2

(ii)     1st space: carbon dioxide
allow CO2 (ignore superscript)
do not allow CO alone
1
         2nd space: glucose / sugar / starch / carbohydrate
1
(b)     (i)      any one from:
•        move lamp or change distance between lamp and plant
ignore measure the distance
•        change wattage / power of (light) bulb
do not accept just “change bulb”
•        change voltage / power supply to the (light) bulb
•        change the number of lamps
•        put translucent material between lamp and plant
accept examples, eg tracing paper / filters
do not accept coloured filters
1
(ii)     rises
1
         levels off
ignore numbers
1
(iii)     idea that it levels off
         or
         does not increase at all light intensities
         or
         it only increases to a certain amount
answers should relate to photosynthesis and not to bubbling
1
[8]
M6.          (a)     add mineral ions to the soil
extra box ticked cancels the mark
1
(b)     increasing the temperature
each extra box ticked cancels 1 mark
1
turning lights on at night
1
 M7.          (a)    water
1
oxygen
in this order only
accept correct chemical symbols
allow H2O / OH2
1
(b)     allow light (in / through) / need light
do not accept attracts light
ignore heat / moisture / carbon dioxide
ignore so the plants can be seen
accept the converse, ie the black plastic bag would not let light in (1)
1
for photosynthesis / make sugar / glucose
so there would be no photosynthesis (1)
do not allow make food unqualified
1

(c)     Increase (in leaves / new leaves) 
ignore growth unqualified
1
(then) level off or number of (new) leaves (then) stays the same 
1
numerical statement eg max at 3 tablets / 5 (new) leaves
should refer to one of the first two marking points
for every extra tablet get 1 extra leaf = 2 marks
for every extra tablet get 1 extra leaf then it levels off = 3 marks
1
[7]
M8.          (a)     (LHS) water / H2O
allow H2O
do not accept H2O
1
(RHS) glucose / sugar / C6H12O6
allow starch / carbohydrate
allow C6H12O6
do not accept C6H12O6
1
(b)     (i)      1 arbitrary unit
extra box ticked – cancel
1
(ii)     210
1
iii)    carbon dioxide / CO2 / CO2
or
temperature / heat / warmth
do not accept CO2
ignore mineral ions 
ignore water
1
[5]
 M9.          Quality of written communication
for ideas given in a sensible order;
comparison made for geranium and cactus for each feature (ie not just list for geranium followed by list for cactus)
+ linking of feature & explanation
1
any four features + explanations from:
cactus has:
accept converse points for geranium plant
Feature	Explanation	
thicker cuticle	waterproof / keeps
water in	
smaller surface
area	less water loss /
less heat absorbed	
fewer stomata	less water loss	
stomata open at
night / closed in
day	(closed when
warmest) – so less
water loss	
more widespread
roots	quickly absorbs
water (after rain) /
access to bigger
area for absorbing
water / absorb
more water	
more water
storage tissue	little water
available in
environment / can
survive drought /
avoids
dehydration	

4
[5]
 M10.          (a)     (i)      on diagram:
         arrow drawn from cell X, through air space and out through
stoma above stoma
1
(ii)     transpiration
1
(b)     (i)      13 – 15
ignore units
1
(ii)     any two from:
•        warmest / hottest / brightest time of day
accept warmer / hotter or sun higher in sky
•        water evaporates fastest
•        stomata open / more open
2
[5]
 M11.          (a)     (i)      (D)
greatest loss in mass in a given time
1
(ii)     (yes)
leaves B and C both lost mass
1
(b)     (i)      stomata
accept stoma
1
(ii)     there are no stomata on upper surface and most water
is lost via stomata
1
so blocking the stomata on leaf B will reduce the
water loss compared with leaf C
1
[5]
 M12.          (a)     guard cells
1
(b)     (i)      2.00 / 2.0 / 2
1
(ii)     0.05 or 1/20
1
(iii)    (Q has)
it = Q
large(r) surface area / more stomata / thinner cuticle / larger leaves
accept other sensible answers
1

(iv)     wind     30
extra box ticked cancels the mark
1
(c)     wilting
extra ring drawn cancels the mark
1
[6]
 M13.         (a)      (i)     root hair
1
(ii)     any two from:
ignore food
•        water
•        ions / minerals / nutrients / salts / correct named eg nitrates
ignore N,P,K
•         oxygen
2
b)     (i)      stomata
1
(ii)     diffusion
1
[5]
 M14.          (a)     transpiration
1
b)     (i)      200
correct answer with or without working
if answer incorrect:
allow 1 mark for 8 × 25 or
allow 1 mark for answer from candidate’s count × 25
2
ii)     R
allow P or Q if candidate’s answer to (b)(i) nearer to value for one of those
do not allow R if the answer to (b)(i) would give an answer of P or Q
allow R if (b)(i) is blank
1
(iii)     few stomat
allow no stomata on upper surface / all stomata on lower surface
1
little / less transpiration or little / less water (vapour) loss / enable water to be retained
allow no water loss from upper surface		1
[6]
 
M15.          (a)     transpiration
1
(b)     (i)      200
correct answer with or without working
if answer incorrect:
allow 1 mark for 8 × 25 or
allow 1 mark for answer from candidate’s count × 25
2
(ii)     R
allow P or Q if candidate’s answer to (b)(i) nearer to value for one of those
do not allow R if the answer to (b)(i) would give an answer of P or Q
allow R if (b)(i) is blank
1

(iii)     few stomat
allow no stomata on upper surface / all stomata on lower surface
1

little / less transpiration or little / less water (vapour) loss / enable water to be retained
allow no water loss from upper surface
1
[6]