1.

An investigation was carried out into the effect of light intensity on the uptake and release of carbon dioxide by two green plant species J and K. Single leaves of each species, still attached to plants, were sealed in glass vessels containing a known mass of carbon dioxide. The leaves in the vessels were exposed to light of known intensity for one hour. The change in mass of carbon dioxide in each vessel was determined and the change in mass of carbon dioxide per cm of leaf surface was then calculated. The experiment was repeated at a range of light intensities for both species. The results are shown in the graph below. !ight intensity is expressed as a percentage of normal daylight. " # "$# #
%

! ig h t in te n s ity + n o rm a l d a y lig h t

$#

$(

&#

&(

'#

'(

(#

((

)#

, h a n g e in , - in $ h r. g c m

%$# % # %&# %'# %(# %)# %*# Adapted from Plant Physiology, Salisbury and Ross (1978) S p e c ie s K S p e c ie s J

/a0

/i0

1rom the graph, determine the light intensity at which there is no net exchange of carbon dioxide by leaves of species J and K.
J K 2.5 3.0%; 6%; (2 marks)

/ii0

,omment on the relationship between light intensity and the exchange of carbon dioxide in species J.
CO
2

decreases / OR uptake increases as i!"t increases;

!radient steepest up t# 5%; itt e c"an!e a$ter %5% / e&; (nett) CO pr#duced / OR re eased up t# 2.5/3% / 'e #( 3.0% / c#n)erse;
2

c#rrect re$ t# re ati)e rate #$ p"#t#s*nt"esis and respirati#n; c#rrect re$ t# c#mpensati#n p#int; (3 marks)

Dame Alice Owen's School

/b0

/i0

2ive two differences between the curves for species J and K.

+n* 2 p#ints a #(ed. !radient steeper / e&; e)e s #$$ (at #(er i!"t intensit*) / reac"es a ma,imum; ma,imum rate #$ uptake is #(er / e& / OR 33 units di$$erence / "i!"er uptake in K at "i!" i!"t intensities; c"an!e n#t direct * pr#p#rti#na t# i!"t intensit*; J "as a "i!"er uptake 'e #( %-.5%; J reac"es its c#mpensati#n p#int at #(er i!"t intensities t"an K; + #( c#n)erse i$ K stated. (2 marks)

/ii0

Suggest which species would be better adapted to a shaded habitat giving a reason to support your answer.
J; c#mpensati#n p#int / e& at #(er i!"t intensit* / $aster rate #$ p"#t#s*nt"esis at #( i!"t intensit*; .$ K !i)en/ #n * a #( i$ state t"at in t"e s"ade/ i!"t intensit* is ike * t# 'e 20.5 55% #$ n#rma da* i!"t; 01# 2 #r O23 (2 marks)

/c0

/i0

State one environmental factor, other than light intensity, which could also affect the uptake and release of carbon dioxide in the two plant species.
temperature / i!"t &ua it* / (a)e en!t" / (ater a)ai a'i it* / (ind / air speed / #,*!en; (% marks)

/ii0

3xplain why the factor you have chosen in /i0 has an effect on carbon dioxide uptake and release.
temp4 a$$ects (rate #$) en5*me reacti#ns; Ca )in c*c e / i!"t independent reacti#ns uses CO / OR respirati#n re eases
2

it / OR re$ t# p"#t#respirati#n at "i!" temps. i!"t &ua it*/(a)e en!t"4 pi!ments a's#r' speci$ic (a)e en!t"s / e&; rate #$ p"#t#s*nt"esis c"an!es s# CO
2

used 6 uptake c"an!es;

(ater4

p ant (i ts / st#mata c #se / c#n)erse; ess p"#t#s*nt"esis s# ess CO used / CO cann#t

2 2

enter / c#n)erse; (ind / air speed4 increased (ater #ss s# st#mata c #se; ess p"#t#s*nt"esis s# ess CO used /CO cann#t
2 2

enter / c#n)erse; #,*!en4 reduces CO uptake / increases CO re ease;

2 2

c#mpetiti)e in"i'it#r $#r R78.1CO / OR c#m'ines (it" R78.1CO / OR re$ t# p"#t#respirati#n; (2 marks) 09#ta %2 marks3

Dame Alice Owen's School

2.

A belt transect was carried out from a grassy field through marsh and swamp into a pond. Along the transect the relative abundance of the plant species present was recorded. The diagram below shows the profile of the transect. The height of the bars indicates the relative abundance of species.

6 h ite c lo v e r S h e e p 7s f e s c u e /g ra ss0 8 y e% g ra ss , re e p in g b e n t% g ra s s ! esser pond%sedge 9 e llo w fla g /:ris 0 J o in te d ru s h 8 eed s w e e t% g ra s s 2 re at d u c k w ee d ; uckw eed < ro a d % le a v e d pondw eed 1 lo w e rin g ru s h # /a0 $# # &# '# (# )# *# ; is ta n c e . m e tre s 5# 4# $## $$# $ # $&#

;escribe how you would use a =uadrat to determine the distribution and abundance of plants along this belt transect.
si5e #$ &uadrat stated as 0.5 / %m s&uare / p#int &uadrat; p aced a #n! a (strai!"t) ine / t"e 'e t transect; at re!u ar inter)a s / ne,t t# eac" #t"er / $ ip it #)er; determine a'undance '* c#untin! num'er #$ eac" species / % c#)er / +C:OR sca e; (3 marks)

/b0

>ame two abiotic factors, other than water, which could affect the distribution of the plant species along the transect shown in the diagram.
s#i t*pe / e&; #,*!en a)ai a'i it*; minera s / i#ns / named
3

Dame Alice Owen's School

e!; p;; temperature; (2 marks)

/c0

/i0

,ompare the plant community in the grassy field with that in the marsh and suggest reasons for the differences.
c#u d "a)e 'een p anted / re$ t# a!ricu tura use; maintained '* m#(in! / e&; draina!e; mars" p ants c#mpete 'etter / m#re t# erant / OR adapted / pre$er damp t"an t"#se in $ie d / OR c#n)erse $#r $ie d; mars" p ants n#t eaten '* catt e / OR c#n)erse $#r $ie d; mars" "as di$$erent species $r#m t"e $ie d / OR !reater di)ersit* in t"e mars"; at east t(# speci$ic e,amp es #$ named species / OR re$ t# di$$erences in a'undance #$ named species; (3 marks)

/ii0

,omment on the changes in distribution of the plant species present along the transect from the marsh through the into the pond.
m#st / s#me p ants #ccup* m#re t"an #ne area; *e #( $ a! / <#inted / $ #(erin! rus" #n * in #ne area; need s(eet !rass #ccupies / e& 3 areas; s(amp "as = species t"at #ccur in t"e p#nd; mars" "as (idest )ariet* / t"e m#st species / t"e !reatest di)ersit*; n# species #ccup* t"e s(amp #n *; species are adapted t# di$$erent c#nditi#ns a #n! t"e transects / OR speci$ic e! stated; t"ere is a !reater a'undance #$ p ants in t"e p#nd; due t# $erti iser run6#$$ / eac"in! $r#m surr#undin! and; (3 marks) 09#ta %% marks3

Dame Alice Owen's School

3. >o mark scheme

4. An investigation was carried out into the effect of different concentrations of indoleacetic acid /:AA0 on the growth of coleoptiles /shoots0 from ( day old barley seedlings. The tips of *# coleoptiles were cut off, and the remainder of each coleoptile was trimmed to a length of $# mm. Ten of these trimmed coleoptiles were placed in each of six solutions of :AA, and then incubated in the dark at # o, for * hours. A further ten trimmed coleoptiles were incubated for the same length of time in distilled water. The coleoptiles were then measured, and the mean increases in their lengths were plotted against the concentration of :AA used. The whole experiment was repeated at a temperature of &# o,. The results are shown in the graph below. (

# ? e a n in c re a s e in le n g th .m m

$(

$#

# # # .# # $ # .# $ # .$ $ .# $ # .# $ # # .# , o n c e n tra tio n o f :A A . p p m /lo g sc a le 0 K ey /a0 , o le o p tile s a t # @, , o le o p tile s a t & # @,

;escribe the effect of different concentrations of :AA on the growth of the coleoptiles.
a c#ncentrati#ns #$ / .++ cause(s) an increase in en!t" / e&; c#ncentrati#ns 0.0 t# 0.0% / $r#m 0 t# 0.00% cause sma increase in en!t"; 0.0%. t# %.0 cause s eep increase in en!t"; %.0 t# %00.0 cause #(er increase in en!t"/increase in"i'ited; !reatest increase at %.0 / %.0 is t"e #ptimum; (3 marks)

/b0

Suggest an explanation for the differences between the results obtained at # o, and at &# o,.
5

Dame Alice Owen's School

.++ transp#rted / e&. int# c# e#pti es m#re rapid * at 30 C / ess rapid * at # # 20 c / increase in mem'rane permea'i it* t# .++ at 30 c; increased en5*me / meta'# ic / e&. acti)it* at 30 c / decreased at 20 C; resu tin! in m#re / increased !r#(t" / e #n!ati#n at 30 C / decreased at 20 C; (2 marks)
# # # #

/c0

/i0

Suggest why the tips were removed from the coleoptiles.

ensures c#mpara'i it* #$ resu ts / rem#)es unc#ntr# ed )aria' e; since .++ (pr#duced) in tips; di$$erent tips ma* pr#duce di$$erent c#ncentrati#ns; (2 marks)

/ii0

Suggest why the investigation was carried out in the dark.

i!"t a$$ects distri'uti#n #$ .++ / inacti)ates .++ / destr#*s .++; (% mark)

/d0

3xplain one way in which auxins, such as :AA, may be used in horticulture and agriculture.
spra* #n 'r#ad ea)ed (eeds / use as se ecti)e (eedki er; stimu ates !r#(t" #$ (eeds t# e,"austi#n / e&; dip cut stems / peti# e int# au,in / .++ p#(der. stimu ates pr#ducti#n / !r#(t" #$ (ad)entiti#us) r##ts; spra* #n t# unp# inated / un$erti ised $ #(ers #$ $ruit trees; pr#duces seed ess $ruits; spra* #n t# de)e #pin! $ruit / named e.!; t# retard a'scissi#n / pre)ent $ruit dr#p / e&; add t# nutrient a!ar s# uti#n; t# stimu ate c #)e $#rmati#n / ca us !r#(t" / micr#pr#pa!ati#n; ( > inked p#ints) (2 marks) 09#ta %0 marks3

Dame Alice Owen's School

5.

/a0

:ncrease in carbon dioxide increases the yield /not time . rate references 0 A /<ecause more0 carbon dioxide available for photosynthesis . e= A So more sugars are stored . fruit grows bigger A :ncrease greatest between #.#& and #.#) . #.#4 A >ot much increase above #.#4 A Suggests some other factor limiting A 9ield is always greater . greater at every concentration of carbon dioxide A 1ollows similar pattern A ,redit manipulation of figures . must be comparative differences . e= A ;ensity at 5 ### causes overcrowding A /:ntraspecific0 competition A 1or light . mineral ions . water A Blants could be smaller A Speeds up the lightCindependent reactions . ,alvin cycle of photosynthesis /not dark reaction0 A 6hich are enDyme controlled . rate of reaction is temperature dependent . reference to kinetic energy A Sensible reference to fruit set . sucessful pollination . fertilisation at increased temperature A /i0 /ii0 Eneconomical to heat the glasshouse for a very small increase in yield A 2reatest increase in yield at all planting densities . at all temperatures . at #F, A

max '

/b0

max

/c0

max

/d0

/e0

$ $
0%23

Dame Alice Owen's School

6.

/a0

/Some0 trees . specific examples Gusually deciduous .broad leaved . ash . haDel . birch . willowH cut down to ground level . leave stool . leave stump A Allowed to regrow . new shoots will regrow . appear A /i0 !ook for comparative pointsI Same amount /of light0 reaches both until April . until ?ay . in ?arch and April A ,oppiced reaches peak . increases in ?ay while nonCcoppiced peaks in April . decreases in ?ay A Any good comparative use of figures A <oth fall after ?ay A Amount of light reaching coppiced floor remains higher than nonCcoppiced from April . ?ay to July A /ii0 /,oppiced wood0 more light for photosynthesis A ?ore light leads to more flowers . earlier flowering A ?ore successful pollination . seed production A ?ore time for ground flora to complete life cycle. e= A ;ifferent light levels produce different plant communities . reference to shade tolerant plants A GAllow converse points for nonCcoppiced.H /c0 2reater range of habitats . niches in coppiced A 3ach area . age of coppice has different environment . seres reference . conditions A ,onditions always changing to suit a different range of species A 2reater diversity of plants . greater range of food sources . e= A GAllow converse points for nonCcoppicedH max max &

/b0

max
0-3

Dame Alice Owen's School

7.

/a0 /b0

Jchemical energy . carbohydrates storedK . Jenergy fixed. e=KA in Jproducers . green plants. by Jphotosynthesis . autotrophic nutritionK A /i0 $5# % $'( L &(A /( . &(0 M $## or other intermediate stage A L $'.& /+0 A $. . &. $. . &. '. (. Jdecompose . breakdown . rot .e=K Jdead bodies . remains.e=K A using external digestion A to release Jnutrients . nitrates . e=K . recycling of nutrients A temperature lower A lower enDyme activity A shorter growing season . less sunlight . less suitable wavelength of light A less photosynthesis A less water A

&

/ii0

/iii0

/c0

$. . &. '. (. ).

replanting after harvesting trees A selective felling of timber trees, leaving rest of forest intact A Jpollarding. coppicingK . harvesting.e= on rotation A /coppicing0 trees cut at ground level and allowed to regrow . /pollarding0 cut leaving short trunk idea and regrowA for '% ( years and then harvested A plant fast growing species of trees A

&
0%23

Dame Alice Owen's School

8.

/a0.

oxygen has low solubility in water A given off as gas . as bubbles .. allow converseA easy to . can collect .. easy to . can measure volume .. allow converse A use hydrogen carbonate . bicarbonate . N,- &% .e= A several . & or more stated concentrations A measure length . volume of bubble A over a specified . stated time A repeat at each concentration .e= A maintain same temperature . any named factor .e= A e=uilibration.e= at each concentration A

max

/b0

max '

/c0

/i0

rate /of photosynthesis . oxygen production0 increases as current increasesA greatest effect between no current and cm s %$ . suitable manipulation of figures A reaches a plateau . little change after or & cm s %$ . shallower gradient . suitable manipulation of figures A

max

/ii0

carbon dioxide dissolved in water A plant will use up all local .e= supplies if no current A current . water movement will bring fresh supplies . more carbon dioxide . ref.. to e=uivalent to ventilation of gas exchange surface A maintaining concentration gradient of carbon dioxide .e= A plateau when rate of supply e=uals . is greater than rate of use. e= .. another stated factor is limiting . ,- is no longer limiting .e= A oxygen produced is removed .e= A max &
0%%3

Dame Alice Owen's School

10

9.

/a0

total.e= cover increases ignore refs! to bare ground" increase in named e.g.I 9orkshire fog . moss . clover . yarrow decrease in named e.g.I cock7s%foot . buttercup one new species . yarrow appears . increase in species diversity more main.e= species . more common species . more even cover one instance of manipulation of figures e.g. moss increase by '$+, clover M$( .e= not yarrow"

$ $ $ $ $ $ /max &0

/b0

/i0

reduction in competition from grasses . buttercup . taller plants .e= increase in . more light /intensity0 . more photosynthesis increase in availability of water . nutrients . minerals . ions. e= growth unaffected by mower ignore refs! to seeds, flowers"

$ $ $ $ /max 0 $ $ $ $ / 0 $ $ $ $ /max 0 $ $ $ $

/ii0

EITHER 9orkshire 1og increased in cover by &&+ . M&' . &,'##+ . from $ to &' OR 9arrow Annual mowing is 4+ higher than fre=uent . all of the percentages . $#+ higher than not mown % e.g. (+ is O $'+ P $(+

/c0

/vegetative0 growth by plants growing at edge . e= spores . seeds carried by wind . blown in not pollination" spores . seeds carried . dropped by animals . faeces ref. dormant seeds . seed bank . seeds left in soil not #bits of roots$ et%!" lack of . competition forI light water nutrients . minerals .e= shoots eaten by rabbits . sheep . /graDing0 animals tree species unsuited to soil . soil not suitable for tree growth . ref to lack of mycorrhiDal symbionts.e= wrong pN . soil too shallow . rocky ignore refs! to %limate & altitude"

/d0

$ /max 0
0%%3

Dame Alice Owen's School

11

10.

A student noticed that the density of some plant species appeared to differ depending on how far the plants were from a main road. The mean density /plants per m 0 of three plant species A, < and , was measured at different distances from the main road. The mean density of the same three plant species was also determined at the side of a narrower secondary road in the same locality. The results of the investigations are shown in the diagrams below. ? a in ro a d S p e c ie s A ? e a n p la n t d e n s ity .n u m b e r m Q $# ( # ( $# # # .( $ .# $ .( .# .( # # .( $ .# $ .( .# ; is ta n c e fro m ro a d . m .( # # .( $ .# $ .( .# .( S p e c ie s < S p e c ie s ,

? e a n p la n t d e n s ity .n u m b e r m Q

S e c o n d a ry ro a d S p e c ie s A $# ( # ( $# # # .( $ .# $ .( .# .( # # .(

S p e c ie s <

S p e c ie s ,

$ .#

$ .(

.#

.(

# .(

$ .#

$ .(

.#

.(

; is ta n c e fro m ro a d . m /a0 ;escribe a procedure the student could have used to determine the mean density of the three plant species.
stated area #$ samp e / &uadrat / re$erence t# use #$ p#int &uadrat; at measured distance a(a* $r#m r#ad; se)era samp es at eac" distance; c#unt num'er #$ eac" #$ t"e p ant species in eac" &uadrat; ca cu ate mean/ t#ta p ants t#ta area / e&; carr* #ut in)esti!ati#n at same seas#n / #n same da* / at same time; (= marks)

/b0

/i0

,omment on the relationships between plant density and the distance from the main and secondary road for species A and <.
densit* #$ '#t" / + / 8 decreases as m#re $urt"er $r#m main r#ad / #r c#n)erse; itt e c"an!e in densit* $#r + / 8 / '#t" as distance increases $r#m sec#ndar* r#ad; mean p ant densit* #$ + ess t"an 8 / #r c#n)erse #n '#t" main and sec#ndar* r#ads; #(er (#)era ) densit*/e& #$ + / 8 / '#t" #n 2 r#ad / c#n)erse;

Dame Alice Owen's School

12

same densit* #$ + / 8 / '#t" at 2.5m #n main and 2 r#ads; a #( credit $#r re$erence t# $i!ures; (= marks)

/ii0

,omment on the ways in which the distribution of plant species , differs from that of plant species A.
mean densit* #$ C increases $urt"er $r#m t"e main r#ad; m#re #r ess c#nstant densit* a #n! sec#ndar* r#ad; !reater densit* #$ C t"an + at side #$ sec#ndar* r#ad / t(ice as muc" #$ C as #$ +; (2 marks)

/c0

:n addition to determining the plant densities, the student measured the pN of soil samples taken at the same distances from each of the roads. The results are shown in the graph below. 4 .#

* .# pN ( .#

& .# # # # .( $ .# $ .( ; is ta n c e fro m ro a d . m K ey S e c o n d a ry ro ad ? a in ro a d /i0 Suggest an explanation for the differences between the pN of the soil at the side of the main road and the pN at the side of the secondary road.
acidic !ases / car'#n di#,ide / nitr#!en #,ides $r#m )e"ic e e,"austs / e&; !et (as"ed int# s#i '* rain / re$ t# !ases diss# )in!; re$erence t# di$$erent s#i t*pes / r#ad materia / r#ad treatment #n main and sec#ndar*; m#re tra$$ic #n main r#ad t"an sec#ndar* r#ad (s# p; #(er at r#ad side) OR c#n)erse; (2 marks)

.#

.(

Dame Alice Owen's School

13

/ii0

Esing the data given for pN, suggest an explanation for the distribution of the three species A, < and ,.
+ and 8 can t# erate / e& #( p;; C n#t t# erant #$ e& #( p; / a #( c#n)erse; s# + and 8 !reater densit* a #n!side main r#ad / a #( c#n)erse; $urt"er a(a* $r#m main r#ad p; t# erance n#t s# imp#rtant / c#mpetiti#n $r#m #t"er species / C increases; itt e/ ess )ariati#n in p; a #n! 2 r#ad/ C c#mpares m#re success$u *; (2 marks)

/iii0

Suggest one factor, other than pN, which could account for the differences in density distribution of the plant species at the side of the main road.
#t"er t#,ic c"emica s / ead / dust / "er'icide / sa t / car'#n di#,ide / presence #$ ru''is" / tramp in! / cuttin! mana!ement / "er'i)#res / tree c#)er / s"adin! / &ua i$ied i!"t re$erence / e&; (% mark) 09#ta %5 marks3

Dame Alice Owen's School

14

11.

An experiment was carried out to investigate the uptake of different mineral ions by barley plants. A large number of barley seedlings was grown in a nutrient solution containing a range of mineral ions including potassium /K"0, calcium /,a "0, magnesium /?g "0 and nitrate />-&%0. The experiment was set up as shown in the diagram below.

The concentration of these ions in the solution were measured at the beginning and at the end of the experiment. The results are shown in the table below. ? in e ra l io n > itra te B o ta s s iu m ? a g n e s iu m , a lc iu m /a0 , o n c e n tra tio n o f io n s in n u trie n t s o lu tio n . a rb itra ry u n its A t s ta rt o f e x p e rim e n t * .# & .# .# ( .# A t e n d o f e x p e rim e n t $ .5 # .# .$ ( .)

,alculate the percentage difference between the concentration of nitrate ions at the beginning and at the end of the experiment. Show your working.
?.0 %.@ > 5.2;
5.2 ?.0 %00

;
Answer ?=.2- / ?=.3 (%); (3 marks)

/b0

6hat do the results suggest about the mechanism of absorption of potassium ionsR 3xplain your answer.
in)# )ement #$ acti)e transp#rt; (since) a (p#tassium) i#ns a's#r'ed; a's#rpti#n a!ainst c#ncentrati#n !radient "as #ccurred; ener!* / +9A / respirati#n needed;

Dame Alice Owen's School

15

(3 marks)

/c0

Suggest an explanation for the changes in concentrations of magnesium and calcium ions during the experiment.
p ant takes in (ater; re$ (ater #ss / transpirati#n ($r#m 'ar e* p ants); (2 marks)

/d0

State two precautions which should have been taken to ensure that results for all the barley seedlings were comparable.
% seed in!s a kept at same temperature; same i!"t intensit* / same am#unt #$ i!"t; durati#n #$ e,periments t"e same4 same "umidit*; re$ t# p ants #$ same a!e / si5e / sta!e #$ de)e #pment / same mass / same n#. #$ ea)es / same si5ed r##ts / same )ariet* / e&; e,c usi#n #$ i!"t $r#m r##ts / (rappin! ' ack paper ar#und tu'e; (2 marks)

/e0

;escribe the pathway taken by mineral ions as they pass from the nutrient solution to the xylem in the roots of the seedlings.
r##t "air / r##t "air re!i#n / epiderma / pi i$er#us a*er ce ; c#rte,; end#dermis / peric*c e; re$ ap#p ast / s*mp ast / )acu# ar pat"(a*s; (3 marks) 09#ta %3 marks3

Dame Alice Owen's School

16

12.

An investigation was carried out into the effects of carbon dioxide concentration on yield. Tomato plants were cultivated in glasshouses, where it was possible to control the concentration of carbon dioxide in the atmosphere. The carbon dioxide concentrations ranged from (# to $ ## parts per million /ppm0 by volume. The yield of tomatoes was measured in kg per m Q. The temperature and light intensity conditions were constant for all concentrations of carbon dioxide. The results are shown in the graph below $# 5 9 ie ld o f to m a to e s . kg m ) '

#
# $## ## &## '## (## )## *## 5## 4## $### $$## $ ##

, a rb o n d io x id e c o n c e n tra tio n .p p m /a0 /i0 describe the effects of increasing the carbon dioxide concentration on the yield of tomatoes.
rapid increase initia * / at #( e)e s #$ CO / up t# =30 ppm;
2

t"en e)e s #$$ / e&.; n#t muc" increase in *ie d a'#)e ?00/@00 ppm. (2 marks)

/ii0

The normal concentration of carbon dioxide in the atmosphere is approximately &## ppm. 1rom the graph determine the yield of tomatoes when the concentration in the glasshouse was &## ppm
5.5/5.6 K! m
62

.
(% mark)

/iii0

,alculate the percentage change in yield that would be expected if the tomatoes were grown in an atmosphere where the carbon dioxide concentration was increased to 5## ppm compared with the yield at &## ppm. Show your working. .* (.( B %00 / e&.;
+ns(er =?.3% / e&. (2 marks)

/b0

3xplain why carbon dioxide concentration affects the yield of tomatoes.

CO needed / ra( materia $#r p"#t#s*nt"esis / e&./
2

increase in CO increases rate #$ p"#t#s*nt"esis / e&.

2

(2 marks)

/c0

A further experiment was carried out to investigate the effect of temperature on yield. :n this experiment the carbon dioxide concentration was &## ppm and the light intensity remained constant. The results are shown in the graph below.

Dame Alice Owen's School

17

$# 5 9 ie ld o f to m a to e s . kg m ) '

$#

$(

&#

T e m p e ra tu re . @, ,ompare the yield of tomatoes at $(, with that at (, and suggest an explanation for the difference in yield
ar!e / e&. increase in *ie d; *ie d B %% !reater / increases $r#m 0.5 t# 5.5 K! / e&.; increase in temperature increases rate #$ en5*me reacti#ns; i!"t independent sta!es #$ p"#t#s*nt"esis en5*me c#ntr# ed / e&. (3 marks)

/d0

>ame one factor other than light, temperature and carbon dioxide concentration, which could affect the yield of tomatoes grown in a glasshouse.
(ater / minera i#ns / named i#n / presence #$ p# inatin! insects / disease / )ariet*. (% mark) 09#ta %% marks3

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13.

An experiment was carried out to investigate the effect of light intensity on the rate of photosynthesis of an a=uatic plant, using the apparatus shown in the diagram below.

S y rin g e < u b b le s c o lle c t

B la s tic c o n n e c tio n

1 la re d e n d o f c a p illa r y tu b in g B la s tic c o n n e c tio n Bondw eed, cut at upper end

/a0

S c a le , a p illa r y tu b in g ! am p

6 a te r

State two environmental conditions, other than light intensity, which would need to be controlled. 1or each condition, describe how control could be achieved. ,ondition $ P Now controlled carbon dioxide
2 pairs as, condition; how controlled; temperature; use #$ a (ater 'at" car'#n di#,ide; use #$ ("*dr#!en) car'#nate; (a)e en!t"; use #$ same amp/$i ter; p;; use #$ a 'u$$er; (= marks)

/b0

The plant was allowed to carry out photosynthesis for $# minutes. ;escribe how you would use the apparatus to determine the volume of oxygen produced by the plant during this $# minute period.
s(itc" #$$ amp/e&; use s*rin!e t# m#)e #,*!en/!as 'u'' e t# t"e sca e; measure en!t" #$ 'u'' e #n t"e sca e; mu tip * '* cr#ss secti#na area #$ tu'e/ re$ t# ca i'rati#n #$ t"e tu'e as a )# ume; (= marks)

Dame Alice Owen's School

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/c0

Esing this apparatus, the volume of oxygen produced after $# minute periods of photosynthesis was determined at different light intensities. The results of this investigation are shown in the graph below. .(

.# S o lu m e o f oxygen . m m & $ .(

$ .# $###

### ! ig h t in te n s ity . lu x

&###

C#mment #n t"e resu ts #$ t"is in)esti!ati#n. rate #$ p"#t#s*nt"esis/e& increases (it" i!"t intensit*; ens c"an!e 'et(een 2000 u, and 3000 u,/c#n)erse; (ca cu ati#n $r#m data) e! c"an!es #.@mm and 0.3mm respecti)e */re$ t# !radients; re$ t# #t"er $act#r/named $act #r imits at "i!" i!"t intensit* . (3 marks) 09#ta %% marks3
3 3

Dame Alice Owen's School

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14.

Avocets and gulls are both bird species that breed in coastal ecosystems. 2ulls can feed on the eggs and young of the avocets. A study was made of the relationship between the numbers of these two species in a particular coastal area. The numbers of birds of each species were recorded at twoCyearly intervals over a period of thirty years between $4($ to $45$. :n $4)( some nests containing gullsT eggs were removed from the area as a management techni=ue attempting to maintain both species within this coastal area. The changes in the numbers of each species are shown in the graphs below. (#

##

> um ber of a v o c e ts

$(#

$##

(#

# $4($ $4() $4)$ $4)) 9ear $4*$ $4*) $45$

Dame Alice Owen's School

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* ) ( > um ber of g u lls x $#U ' &

$ # $4($ $4() $4)$ $4)) 9 ear $4*$ $4*) $45$

/a0

;escribe the changes in the numbers of gulls and of avocets between $4($ and $4)$.
C#. #$ a)#cets rises / e&. #r $i!ures &u#ted t# %-5?; t"en a)#cet num'ers $a and t"en rise t# %-6%; !u num'ers $ uctuate / e&. unti %-55; t"en !u num'ers rise and $a unti %-6%; (3 marks)

/b0

/i0

2ullsT nests and eggs were removed in $4)(. ,alculate the percentage decrease in the number of gulls over the period $4)( to $4)*. Show your working.
3600 ?00 ($r#m !rap") / 3.6 B %0 0.? B %0 ;
2-00 3600 B %00;
3 3

Answer

@0.6% / @0.56% / @0.5%; (3 marks)

/ii0

;escribe and explain how the decrease in the number of gulls affected the avocet population between $4)( and $4*$.
p#pu ati#n increases (rapid *) / a m#st d#u' es / $i!s &u#ted; due t# reduced / ess predati#n / e&. '* !u s; (2 marks)

/iii0

Suggest two reasons for the changes in numbers of the avocets after $4*$.
% c"an!es in $##d a)ai a'i it*; c"an!es in named c imatic $act#r "i!" / #( rain$a e)e s; (sti s#me) predati#n / e&. '* !u s intraspeci$ic c#mpetiti#n / OR c#mpetiti#n $#r named $act#r e! nest sites / and / space; e$$ects #$ #t"er predat#rs; &ua i$ied re$ t# p# uti#n; (2 marks)

/c0

>ame one other management techni=ue and describe its effect on the ecosystem in which it is used.
m#(in!; peri#dic cuttin! #$ !rass; decrease in c#arse !rass / st#ps successi#n / e&; $ ##din! / draina!e / e&;

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c#ntr# s (ater e)e s; maintains species / e&; c#ppicin!; cut trees ("en *#un! / e&; increase !r#und $ #ra / e&; #t"er suita' e e,amp es4 e! !ra5in! / use #$ pesticide / cu in!; (3 marks) 09#ta %3 marks3

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15.

An investigation was carried out into the effect of cytokinin on cell division in cultures of soya bean tissue. Eniform pieces of soya bean tissue were added to artificial media either with or without cytokinin, and the number of cells in each culture was estimated each day for six days. The results are shown in the graph below. 3ach figure is the mean of eight measurements. ' 6 ith c y to k in in

&

> u m b e r o f c e lls $ #

6 ith o u t c y to k in in $

# # $ & T im e . d a y s Adapted from 'os(et and Short, Physiol! Plant! )8* 1+,)-, 197/a0 /i0 1rom the graph determine the difference in numbers of cells in the cultures with and without cytokinin on day (. Show your working.
3.2 B %0 (it" c*t#kinin and %.3? B %0 (it"#ut c*t#kinin; (a #( %.36 6 %.3@) 3.2 %.3? > %.@3 B %0
5 5 5

'

(2 marks)

/ii0

,omment on the results as shown in the graph, including any conclusions that may be drawn concerning the effect of cytokinin on cell division.
n#t muc" di$$erence in $irst t"ree da*s / c#n)erse; n# increase / di)isi#n st#ps a$ter 3 da*s (it"#ut c*t#kinin / c#n)erse; c*t#kinin stimu ated ce di)isi#n; re$erence t# )er* "i!" num'ers #$ ce s (it" c*t#kinin c#mpared (it" n# c*t#kinin / )a id use #$ $i!ures; (3 marks)

/b0

:t was suggested that cytokinin might exert its effect on cell division by stimulating the replication of ;>A. To investigate this suggestion, soya bean tissue cultures were grown on media containing different concentrations of cytokinin. The ;>A content of each culture was measured after six days. The results are shown in the table below. , y to k in in c o n c e n tra tio n in m e d iu m . m o l d m %& # $# $#
%* %(

; > A c o n te n t o f tis s u e c u ltu re . m g p e r m illio n c e lls & .4 # .$ ( $ .4 #

Dame Alice Owen's School

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Dame Alice Owen's School

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/i0

;o the data in the table support the suggestion that cytokinin exerts its effect on cell division by stimulating ;>A replicationR 3xplain your answer.
C#; "i!"er c#ncentrati#n !i)es #(er DC+ c#ntent / c#n)erse / c*t#kinin "as a ne!ati)e e$$ect #n DC+ c#ntent; (2 marks)

/ii0

Suggest an explanation for the effect of cytokinin concentration on the ;>A content of the dividing cells in these tissue cultures.
in a'sence #$ c*t#kinin DC+ rep icati#n c#ntinues / 'ut c*t#kinesis / ce di)isi#n d#es n#t / c*t#kinin needed $#r ce di)isi#n; s# ("ere n# c*t#kinin d#u' in! #$ DC+ c#ntent #$ ce s #ccurs; (2 marks)

/c0

Blant tissue culture media contain auxins in addition to cytokinins. 3xplain why the combination of the two plant growth substances is used.
presence #$ au,ins needed $#r c*t#kinin t# (#rk; re$erence t# s*ner!istic e$$ect; "i!" c*t#kinin; au,in rati# pr#m#tes s"##t !r#(t"; #( c*t#kinin au,in; rati# pr#m#tes r##t !r#(t"; (2 marks) 09#ta %% marks3

Dame Alice Owen's School

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16.

An investigation was carried out into the absorption of mineral ions by beech tree seedlings. The absorption of phosphate ions by beech roots was measured in moist air, and in an atmosphere of moist nitrogen.

The results are shown in the graph below. $# 4 5 * A b s o rp tio n o f ) p h o s p h a te io n s . a rb itra ry u n its ( ' & 8 o o ts in a ir 8 o o ts in n itro g e n

$ # # /a0 ( $# $( T im e . h o u rs # ( &#

,alculate the rate of absorption of phosphate ions by beech roots in air between $# hours and # hours. Show your working.
@.3 #r @.2 5.5 #r 5.6 2.6 t# 2.@/%0; Answer 0.26 t# 0.2@;
%

ar'itrar* units "r

(3 marks)

/b0

/i0

,ompare the rates of absorption of phosphate ions by roots in air and roots in nitrogen.
"i!"er / e&. in air / #(er in nitr#!en; c#rrect re$ t# $i!ures / "i!"est e)e #$ a's#rpti#n in nitr#!en e)e t"an #(est e)e in air; '#t" rates appr#,imate * c#nstant / inear / rise steadi *; (2 marks)

/ii0

Suggest an explanation of the difference in rates of absorption.

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Dame Alice Owen's School

#,*!en ($r#m air) a)ai a' e $#r respirati#n; pr#)ides ener!*; $#r acti)e uptake (#$ p"#sp"ate i#ns); re$. nitr#!en pre)entin! / in"i'itin! a's#rpti#n; (2 marks)

/c0

/i0

Suggest two reasons why the atmosphere in which the roots are kept has to be moist.
uptake #$ #,*!en / !as e,c"an!e / di$$usi#n easier #$ m#ist; (ater needed $#r a's#rpti#n #$ i#ns / i#ns are in s# uti#n / s# u' e; keeps ce s tur!id / pre)ents dr*in! #ut / desiccati#n / (i tin!; (2 marks)

/ii0

Suggest two factors that should be kept constant in this experiment.

temperature; c#ncentrati#n #$ p"#sp"ate i#ns / e&; p;; mass / si5e / sur$ace area / )# ume #$ r##ts; (2 marks)

09#ta %% marks3

Dame Alice Owen's School

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Dame Alice Owen's School

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