Plant tissues & organs

Different parts of a plant have different functions.

Draw one line from each part of a plant to the function of that part.

Oranges are grown on farms.

Oranges grow on trees that can become infected with bacteria.

The bacteria enter the trees when an insect feeds on the leaves.

The tree responds to the infection by blocking phloem tissue.

Why does blocking phloem tissue decrease the rate of spread of bacteria in a tree?

Tick (✓) one box.

Blocking phloem increases the rate of photosynthesis.

Blocking phloem reduces the transport of substances in the tree.

Blocking phloem weakens the cell walls of the tree.

What can farmers do to reduce the spread of the bacteria from one tree to another tree?

Tick (✓) two boxes.

Destroy infected orange trees immediately.

Plant infected orange trees closer together.

Transport trees to another orange tree farm.

Wash hands after touching infected orange trees.

Water the infected orange trees more often.

Orange juice contains sugar.

Benedict’s solution is used to test for sugar.

Figure 7 shows some of the equipment used for the Benedict’s test.

Describe a method a student could use to test if a drink contains sugar.

You should refer to the equipment in Figure 7.

Figure 7 shows part of a food web from one ecosystem.

Define the term ‘ecosystem’.

Describe the difference between a population and a community in one habitat.

Humans kill narwhals for meat and skin.

Killing more narwhals can cause the number of seals to increase or decrease.

Explain why killing more narwhals can have two different effects on the number of seals.

The algae in Figure 7 store a mass of 68 arbitrary units of carbon in 1 year.

8.4% of the carbon in each stage of the food web is passed to the next stage.

Calculate the mass of carbon stored in tertiary consumers in 1 year.

Mass of carbon = _____________________ arbitrary units

Mineral ions are at: a low concentration in sea water

a high concentration in algae.

Name the process algae use to absorb mineral ions from sea water.

Algae and plants are producers.

Explain how not having enough magnesium ions and nitrate ions can limit the mass of carbon stored in producers.

A species of grass has the binomial name Lolium perenne.

What is the genus of the grass?

Grass leaves look green because of a green pigment found in chloroplasts.

Name the green pigment found in chloroplasts.

Which mineral ion is found in the green pigment in chloroplasts?

Tick (✓) one box.

Magnesium ion

Nitrate ion

Sodium ion

An area of grass changed colour after being covered by a tent.

The colour of the grass changed from green to yellow.

Figure 13 shows the area of green grass and the area of yellow grass.

A student used paper chromatography to investigate the pigments in grass leaves from: the area of green grass the area of yellow grass.

Figure 14 shows the results.

Figure 14

Distance

Start line

Green Yellow grass grass leaves leaves

The student crushed the grass leaves.

Describe a method to separate the pigments in the crushed grass leaves using paper chromatography.

Figure 14 is repeated below.

Figure 14

Distance

Start line

Green Yellow grass grass leaves leaves

Determine the R_f value of the pigment that is found in green grass leaves but not found in yellow grass leaves.

Use the equation:

R = distance moved by pigment ^f distance moved by solvent

Use Figure 14.

There are fewer pigments in the yellow grass leaves than in the green grass leaves.

Suggest one reason why.

A species of grass has the binomial name Lolium perenne.

What is the genus of the grass?

Grass leaves look green because of a green pigment found in chloroplasts.

Name the green pigment found in chloroplasts.

Which mineral ion is found in the green pigment in chloroplasts?

Tick (✓) one box.

Magnesium ion

Nitrate ion

Sodium ion

An area of grass changed colour after being covered by a tent.

The colour of the grass changed from green to yellow.

Figure 2 shows the area of green grass and the area of yellow grass.

A student used paper chromatography to investigate the pigments in grass leaves from: the area of green grass the area of yellow grass.

Figure 3 shows the results.

Figure 3

Distance

Start line

Green Yellow grass grass leaves leaves

The student crushed the grass leaves.

Describe a method to separate the pigments in the crushed grass leaves using paper chromatography.

Figure 3 is repeated below.

Figure 3

Distance

Start line

Green Yellow grass grass leaves leaves

Determine the R_f value of the pigment that is found in green grass leaves but not found in yellow grass leaves.

Use the equation:

R = distance moved by pigment distance moved by solvent

Use Figure 3.

There are fewer pigments in the yellow grass leaves than in the green grass leaves.

Suggest one reason why.

Plants use root hairs to take in water and minerals from the soil.

Figure 7 shows a root hair cell.

Explain the advantage to a plant of having root hairs.

Use Figure 7.

Explain why root hair cells do not have chloroplasts.

Plants need minerals for healthy growth.

Minerals in the soil are an abiotic factor that affects plant growth.

What is one other abiotic factor that affects plant growth?

Tick (✓) one box.

Fungal disease

Predators

Water

Soil contains magnesium ions.

Which substance in plants contains magnesium?

Tick (✓) one box.

Chlorophyll

Glucose

Starch

Fertilisers contain minerals.

Fertilisers can be added to the soil.

Table 3 gives information about two different fertilisers.

Both fertilisers can be used on the same plants and contain the same minerals.

Evaluate which fertiliser would be best for a gardener to buy and to use.

Use Table 3.

Figure 3 shows a tomato plant.

A leaf is a plant organ.

Name one other plant organ shown in Figure 3.

A student investigated the effect of different colours of light on the growth of tomato plant seedlings.

Figure 4 shows the apparatus used.

This is the method used.

1. Place three tomato plant seedlings under each colour of light.

2. Water each seedling every day.

3. Measure the height of each seedling after 30 days.

Give two control variables the student should have used in their investigation.

The student repeated the investigation using a valid method.

Table 2 shows the results.

Give two conclusions from the results in Table 2.

Another student investigated the effect of light intensity on the rate of photosynthesis.

The student counted the number of bubbles of oxygen produced by pondweed at different light intensities.

Figure 5 shows some of the apparatus used.

Describe how the student could change the light intensity.

The pondweed did not produce many bubbles.

How could the student change the investigation to increase the number of bubbles produced?

Tick (✓) one box.

Add more water to the test tube.

Use a smaller piece of pondweed.

Use water at a higher temperature.

The student calculated the rate of photosynthesis.

Which equation is used to calculate the rate of photosynthesis?

Tick (✓) one box.

rate of photosynthesis = number of bubbles × time

Figure 6 shows the rate of photosynthesis at different light intensities.

Describe the pattern in Figure 6.

Use data from Figure 6.

Plant leaves contain chlorophyll.

Nitrate ions are needed to produce chlorophyll.

Name one other mineral ion needed to produce chlorophyll.

Do not refer to nitrate in your answer.

Some mineral ions are in a lower concentration in the soil compared with inside plant root hair cells.

Name the process that moves mineral ions from a lower concentration in the soil into plant root hair cells.

Explain how mineral ions move from root hair cells to the leaves.

Which two factors increase the rate of movement of mineral ions through the plant?

Tick (✓) two boxes.

Bananas from wild banana plants are not eaten by humans.

Edible banana plants are grown commercially.

Humans can eat bananas from edible banana plants because they do not contain seeds.

The edible banana plant evolved from the wild banana plant.

Figure 12 shows how scientists think the edible banana plant may have evolved.

What is process X in Figure 12 ?

Tick (✓) one box.

Explain why the edible banana plant cannot produce gametes.

Cloning is used to reproduce edible banana plants.

The cloned cells divide by mitosis.

Describe the process of mitosis.

Banana plants can become infected by the TR4 fungus.

The fungus enters the plant through the roots and grows within the xylem vessels.

The xylem vessels become blocked and the leaves turn yellow.

Describe why blockage of the xylem vessels causes the leaves to turn yellow.

TR4 fungus is a threat to the global banana industry.

Some wild banana plants have a gene for resistance to the TR4 fungus.

What could scientists do to protect edible banana plants from the TR4 fungus?

Tick (✓) one box.