Questions

Q1.

Flowering plants can respond to their environment through tropic responses. These involve root or shoot tips
growing towards or away from a stimulus.
A student set up an experiment to investigate how shoots respond to gravity.
He placed a potted plant on its side and looked at its growth after 5 days. The diagram shows what he saw.

(a) (i) Explain the benefit to the plant of this response.

(1)
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(ii) Give one variable that the student should keep the same in his experiment and suggest how he could do this.
(2)
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(iii) Suggest a suitable control for this experiment.

(1)
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(b) Plants can respond to drought by closing their stomata.

(i) Suggest how a plant benefits from closing its stomata when less water is available in the soil.
 (1)
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(ii) Explain the disadvantages to the plant of closing its stomata.

(2)
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(Total for question = 7 marks)

Q2.

A student sets up this apparatus to investigate the transpiration rate of a plant.

(a) (i) Suggest how the student could determine the transpiration rate of the plant.
(2)
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(ii) Draw a diagram of the apparatus that the student should set up as a control.
(3)

(b) The student changes the conditions in which the plant is kept. This affects the transpiration rate of the plant.
Complete the table by giving the missing information.
(5)
(c) Explain why transpiration is important to plants.
(2)
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(Total for question = 12 marks)

Q3.

A chicken egg is a single cell protected by a shell on the outside.

A student puts three chicken eggs into dilute acid and leaves them for three days.
The acid dissolves the egg shells, leaving the contents of the eggs surrounded by the cell membrane.
The diagram shows the student's method.
The student removes the eggs from the dilute acid and uses water to wash the surface acid away.
The student then uses the eggs for this osmosis experiment.

he measures the mass of each egg

he then puts one egg into a beaker containing distilled water
he puts another egg into a beaker containing 5% salt solution
he puts a third egg into a beaker containing 15% salt solution
after 15 minutes he removes each egg from its beaker and measures its mass again

(a) The bar graph shows the results obtained by the student from the osmosis experiment.

(i) Name the dependent variable in this experiment.

(1)
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 (ii) Explain the result for the egg placed in distilled water.
(2)
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(b) The student calculates the percentage change in mass for the eggs placed in
distilled water and in 5% salt solution.
(i) Use the data from graph 1 to calculate the percentage change in mass for the egg placed in 15% salt solution.
Show your working.
(2)

Percentage change in mass = ............................. %

(ii) The student plots the percentage change in mass on graph 2.

Complete the bar graph to show the percentage change in mass for the egg placed in 15% salt solution.
(1)
(c) Give one way in which osmosis differs from diffusion.
(1)
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(Total for question = 7 marks)

Q4.
Cactus plants are adapted to survive in hot, dry conditions. They have shallow,
widespread root systems, the ability to store water in their stems, spines for shade, a
waxy coating and no leaves.

(a) Explain how having no leaves can help a cactus plant reduce water loss.
(2)
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(b) Suggest how a shallow, widespread root system would help a cactus to survive in
desert environments.
(2)
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(c) Other than shading, suggest one advantage to cactus plants of having spines.
(1)
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(Total for question = 5 marks)

Q5.

The diagram shows a section through the root of a plant.

(a) Name two substances that are transported in the xylem.

(2)
1
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2
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(b) Draw and label a root hair cell in the following space.
(5)
(Total for question = 7 marks)
Q6.

Explain how the rate of transpiration is affected by changes in the environment.

(5)
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(Total for question = 5 marks)

Q7.

Stomata are pores found mainly on the underside of leaves.

(a) Explain the role of the stomata in

(i) transport in plants
(2)
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(ii) gas exchange in plants
(2)
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(b) An experiment is carried out to examine the effect of the size of stomatal pores on the rate of transpiration.
The data were collected in still air and in moving air.

(i) Plot a graph to show the effect of stomatal pore size on transpiration rate in still and moving air.
Use a ruler to join your points with straight lines.
(6)
 (ii) Use the graph to compare the effect of increasing stomatal pore size on transpiration rate in still and moving
air.
(2)
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(iii) Explain the effect that moving air has on transpiration rate.
(3)
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(Total for question = 15 marks)
Q8.

Describe an investigation to find out if leaves growing at the bottom of trees are greener than leaves growing at the
top of trees.
Your answer should include experimental details and be written in full sentences and paragraphs.
(6)
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(Total for question = 6 marks)

Q9.

Plants need water to survive.

(a) Name the two parts of a plant cell where most water is found.
(2)
1 ........................................................................................................................................
2 ........................................................................................................................................

(b) Plants absorb water from the soil through their roots.

(i) In the space draw a labelled diagram of a root hair cell.

(4)

(ii) Explain how the structure of the root hair cell is adapted to absorb water from the soil.
(2)
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(c) Plants also absorb mineral ions from the soil.

(i) What are magnesium ions used for in plants?

(1)
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(ii) What are nitrate ions used for in plants?

(2)
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(Total for question = 11 marks)

Q10.

Steven wanted to measure the rate of water loss from a leafy shoot. He set up this
apparatus in normal laboratory conditions.

(a) Name the apparatus Steven used.

(1)
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(b) Name the process by which a plant loses water.

(1)
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(c) Describe how Steven should set up the apparatus and how he should then use it
to estimate the rate of water loss from the leafy shoot.
(4)
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(d) Steven carried out three further experiments. He used the same plant, but changed
one condition in each experiment.

The table shows the percentage change in rate of water loss for each condition
when compared to Steven's original experiment.

Explain the change in water loss when

(i) wind was increased.
(2)
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(ii) light intensity was reduced.

(1)
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(iii) half of the leaves were removed.

(2)
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(e) Suggest how Steven could increase the wind around the leafy shoot.
(1)
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(Total for question = 12 marks)

Q11.

The diagram shows the apparatus used to investigate how quickly water passes
through two different types of soil.

Each funnel contained 200 g of dry soil. Water was poured into each funnel to make
the soil completely wet.
Then 100 cm3 of water was poured on to the wet soil in each funnel and allowed to
drain into the measuring cylinders. The volume of water collected in the cylinders
was measured every two minutes until all 100 cm3 had been collected. The table
shows the results.

(a) (i) Soil type is an independent variable in this investigation.

What is meant by the term independent variable?
(1)
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(ii) What is the dependent variable in this investigation?

(1)
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(iii) Tick the box to show the correct controlled variable in this investigation.
(1)
 (iv) Calculate the average rate in cm3 per minute at which water drained through
the clay soil. Show your working.
(2)

Answer ........................................................... cm 3 per minute

(v) The photographs show two stop clocks, A and B, that could be used to measure
the time taken for water to drain through the soil in this investigation.

Which of these two stop clocks would give a more precise reading?
Explain your answer.
(1)
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(b) Sandy soil contains large soil particles with big air spaces between them.

Clay soil contains very small soil particles with small air spaces between them and
most of these air spaces are filled with water.
(i) Suggest why many plants may find it difficult to grow in sandy soil.
(2)
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(ii) Use your knowledge of how plant roots absorb mineral ions to suggest why
some plants may find it difficult to grow in clay soil.
(2)
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(Total for question = 10 marks)

Q12.

(a) The diagram shows a section through a leaf.

(i) Name the structures labelled A and B.

(2)
A .......................................................................................................................................................................................
.............
B .......................................................................................................................................................................................
.............

(ii) Give the function of the waxy cuticle.

(1)
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(iii) Some of the leaf cells carry out photosynthesis. Write a word equation for this
process.
(2)
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(iv) Plants, like all living organisms, need to excrete waste products.
Explain how the excretory product of photosynthesis is removed from the
leaf.
(2)
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(b) Some plants lose their leaves in cooler months. This can be described as an
excretory mechanism. Suggest two other reasons why some plants lose their
leaves in cooler months.
(2)
1 ........................................................................................................................................................................................
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2 ........................................................................................................................................................................................
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 (c) Name one excretory organ in humans and name the substance it excretes.
(2)
organ
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substance
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(Total for question = 11 marks)

Q13.

Bethany wanted to compare the mass of water lost from the upper surface and the lower surface of a leaf.

She set up an experiment using four leaves from the same species of tree. She
estimated the surface area of each leaf by drawing around its outline on squared
paper as shown in the diagram.

(a) Estimate the total surface area of this leaf in cm 2.

(2)

........................................................... cm2

(b) She applied a thin layer of petroleum jelly to the leaves as described below.

Leaf A no surface covered

Leaf B lower surface covered
Leaf C upper surface covered
Leaf D upper and lower surfaces covered
She then carefully weighed the leaves and recorded their mass. She hung the
leaves by their stalks from a wire as shown. She left the leaves for 6 hours and
then carefully weighed them again.

Leaf C had a lower surface area of 24 cm2 and lost 0.2 g in 6 hours.
Calculate the loss of mass from leaf C in g per cm2 in 1 hour.
(2)

Answer ........................................................... g per cm 2 in 1 hour

(c) Identify the independent variable in this experiment.

(1)
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(d) Identify the dependent variable in this experiment.

(1)
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(e) State one variable that Bethany should control in this experiment.
(1)
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(f ) (i) Complete the table to show the order in which the leaves A to D are most
likely to lose mass.

(2)

(ii) Give an explanation for your answer.

(3)
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(Total for question = 12 marks)

Q14.

Two potted plants, A and B, have the same surface area of leaves. They each have a mass of
300.0 g.

The mass of each potted plant was measured on the balance as shown.

The plants were placed in different environmental conditions for 12 hours and their masses
were measured again.

(a) The mass of both plants was less after 12 hours because of transpiration.

What is meant by the term transpiration?

(2)
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(b) Suggest why a polythene bag was put around the pot of soil.
(1)
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(c) Explain why plant B lost more mass than plant A.

(4)
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(Total for question = 7 marks)

Q15.

(a) Explain how plants absorb water from the soil and transport the water to their leaves.
(4)
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(b) Some useful substances are dissolved in the water that is taken up by plants.
Name one of these substances.
(1)
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(c) This apparatus can be used to investigate the rate of water uptake by a leafy shoot.

(i) Describe one precaution you would take when setting up this apparatus.
(1)
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 (ii) Give two environmental conditions you could vary in the laboratory when investigating the rate of water
uptake by a leafy shoot.
For each condition describe how you could obtain a range of different values.
(4)
Condition
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How I could obtain a range of different values

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Condition
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How I could obtain a range of different values

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(Total for question = 10 marks)

Q16.

This question is about hydrochloric acid.

(a) Dilute hydrochloric acid, HCl(aq), reacts with many metals.

A student observes the reaction of dilute hydrochloric acid with four metals, P, Q, R and S.
She uses the same amount of metal in each case.
The table shows her observations.

(i) Use the information in the table to place the four metals in order of reactivity.
Place the most reactive first.
(2)

(ii) Give the names of the two products formed when magnesium reacts with dilute hydrochloric acid.
(2)
Product 1 .................................................................................................................
Product 2 .................................................................................................................
(b) Describe a test to show that dilute hydrochloric acid contains chloride ions.
(2)
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(Total for question = 6 marks)

Q17.

The diagram shows some of the reactions of magnesium.

(a) Complete the table to give the identity of substances F, G and H.
(3)

(b) Write a chemical equation for the reaction between magnesium and steam.
(1)

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(Total for question = 4 marks)
Q18.

The reactivity of metals can be studied using displacement reactions. In these reactions, one metal is added to a
solution of a salt of a different metal.
If a displacement reaction occurs, there is a temperature rise.
A student used the following method in a series of experiments.

Pour some metal salt solution into a polystyrene cup supported in a glass beaker and record the temperature of
the solution.

Add a known mass of a metal and stir.

Record the maximum temperature of the mixture.(a) Suggest three variables that should be kept the same for
the student's experiments to be a fair test.
(3)
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(b) The student used a thermometer to measure the temperature rise. The diagrams show the thermometer
readings
before and after adding the metal.

Use the diagrams to complete the table.

(3)

(c) The student used copper(II) sulfate solution in all her experiments. She used five different metals. She did not
know
the identity of the metal labelled X.
The student did each experiment twice. The table shows her results.
 (i) Which of the metals gave the least reliable temperature rise?
Explain your choice.
(2)
Metal
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Explanation
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(ii) Identify the most reactive of the metals used.
Explain how the results show that it is the most reactive.
(2)
Metal
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Explanation
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(iii) Why is there no temperature rise when silver is added to copper(II) sulfate solution?
(1)
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(iv) Why do the results make it impossible to decide which of the metals is the least reactive?
(1)
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(d) A word equation for one of the reactions is
zinc + copper(II) sulfate copper + zinc sulfate
Write a chemical equation for this reaction.
(1)
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(Total for Question = 13 marks)
Q19.

The diagrams show the reactions of some metals with cold water and with dilute hydrochloric acid.

(a) Answer the following questions, using only the metals that appear in the diagrams.
(i) Name two metals that react with cold water.
(2)
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and ..............................................................................................
(ii) Name one metal that reacts with dilute hydrochloric acid but not with cold water.
(1)
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(iii) Arrange the five metals in order of reactivity.
(3)
Most reactive metal ..............................................................................

..............................................................................

..............................................................................

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Least reactive metal ..............................................................................

(b) Some magnesium powder is added to dilute sulfuric acid in a test tube.
A colourless solution is formed and a gas is given off.
When more magnesium is added, the reaction continues for a while and then stops,
leaving some magnesium powder in the test tube.
When a flame is placed at the mouth of the test tube, the gas burns with a squeaky pop.
(i) Identify the gas produced.
(1)
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(ii) Suggest why the reaction stops.
(1)
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(iii) State the name of the colourless solution.
(1)
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(iv) How could you separate the magnesium powder from the colourless solution?
(1)
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(c) In some fireworks, magnesium powder reacts quickly with oxygen in the air.
During this reaction heat energy is produced.
(i) What name is given to reactions in which heat energy is produced?
(1)
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(ii) Name the compound formed when magnesium reacts with oxygen.
(1)
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(Total for Question = 12 marks)
Q20.

Part of the pH scale is shown.

Some of these experiments involve a pH change.

A sodium chloride (common salt) is dissolved in pure water
B carbon dioxide gas is dissolved in pure water
C sodium hydroxide solution is neutralised by adding dilute hydrochloric acid
D excess sodium hydroxide solution is added to a weakly acidic solution
E ammonia gas is dissolved in pure water
The table shows the pH at the start and at the end of the five experiments.
Complete the table by inserting the appropriate letter in each box. You may use each letter only once.
The first one has been done for you.
(4)

(Total for Question = 4 marks)

Q21.

A student carries out an investigation to compare the reactivities of four metals, aluminium, copper, zinc and M.
He adds strips of zinc to the aqueous solutions of the nitrates of each metal.
After a few minutes he removes the strips of zinc and examines them.
The table shows his results.
(a) Name the substance that causes the brown coating on the zinc.
(1)
.............................................................................................................................................

(b) State why there is no change in the experiment with zinc nitrate solution.
(1)
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(c) The student repeats the experiment with strips of metal M instead of strips of zinc. The table shows his results.

Using information from both tables of results, place the metals aluminium, copper, zinc and M in order of
decreasing reactivity.
(2)

most reactive ...................................................................

...................................................................

...................................................................

least reactive ...................................................................

(d) Magnesium reacts with an aqueous solution of silver nitrate.

 The reaction can be represented by the ionic equation

(i) State why this reaction is described as a redox reaction.

(1)
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(ii) Explain, in terms of electrons, which species is behaving as an oxidising agent in this reaction.
(2)
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(Total for question = 7 marks)

Q22.

This question is about the reactions of some metals and their compounds.
(a) A student adds a sample of four metals R, S, T and U separately to water and to dilute sulfuric acid.
The table shows the observations in each experiment.

(i) State two properties of the metals that the student should keep the same in all of the experiments in order to
compare their reactivity.
(2)
1
.............................................................................................................................................
.............................................................................................................................................

2
.............................................................................................................................................
.............................................................................................................................................

(ii) Which is the least reactive metal?

(1)
A metal R
B metal S
C metal T
D metal U

(iii) Which gas forms during the reactions with dilute sulfuric acid?
(1)
A carbon dioxide
B hydrogen
C oxygen
D sulfur dioxide

(b) The student carries out a test to show that the solution formed when metal U reacts with dilute sulfuric acid
contains sulfate ions.
 Use words from the box to complete the sentence about this test.
Each word may be used once, more than once or not at all.
(2)

He adds a ........................................................... and observes

the formation of a ...........................................................

(c) The student observes a lilac colour in a flame test on a small sample of a different metal compound.
Which metal ions cause the formation of this colour?
(1)
A copper
B magnesium
C potassium
D zinc

(Total for question = 7 marks)

Mark Scheme

Q1.
Q2.
 (Total for question = 12 marks)

Q3.

Total 7 marks

Q4.
Q5.

Q6.
Q7.
(Total for question = 15 marks)
Q8.

Q9.
Q10.
Q11.
Q12.
Q13.

Q14.
Q15.

Q16.
 (Total for question = 6 marks)

Q17.
Q18.
Q19.

Q20.
Q21.
Q22.