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delivery tube
delivery tube
beaker of
warm water
beaker to
support
test-tube
hydrogencarbonate
indicator solution
layer
of oil
hydrogencarbonate
indicator solution
yeast culture
in glucose
solution
Fig. 1.1
The appearance of the yeast cultures and hydrogencarbonate indicator solutions were recorded.
The numbers of bubbles released from test-tubes A and B into the hydrogencarbonate indicator
solution were also recorded.
This was repeated at five minute intervals.
The results and observations were recorded in Table 1.1.
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Table 1.1
time
/ min
appearance of yeast
culture in A and B
number of
bubbles released
in one minute
appearance of the
hydrogencarbonate
indicator solution
pale cream
bubbles
forming
pale cream
no bubbles
red
red
foam starting
to form
on top
bubbles
forming
pale red
red
10
thicker foam
on top
frothy below
oil
pale pink
pale red
15
thicker foam
on top
frothy below
oil
11
yellow-pink
pale pink
red
20
foam 2 cm in
depth
foam
0.5 mm in
depth
16
12
yellow
yellow-pink
(a) (i)
Draw a graph of the results on the grid below. Use the same set of axes to show the
number of bubbles released in one minute for the 20 minute period from test-tubes A
and B.
[5]
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(ii)
Describe and explain the results and observations shown in Table 1.1.
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(iii)
Suggest why the number of bubbles released per minute would decrease for both
test-tubes A and B after a period of 24 hours.
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(ii)
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(iii)
the test-tubes containing the yeast culture were kept in a container of warm water.
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(ii)
(d) The dependent variable in this investigation was the rate of respiration. This cannot be
measured directly.
Describe how the rate of respiration was determined in this investigation.
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(e) Fig. 1.2 shows yeast as seen using a microscope.
x 5000
Fig. 1.2
(i)
(ii)
You are going to calculate the actual length of a yeast cell shown in Fig. 1.2.
Measure the length of line PQ.
length of line PQ ........................................ mm
Calculate the actual length of the yeast cell.
Show your working.
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2
Fig. 2.1 shows two halves of a fresh strawberry fruit. This is a false fruit as the edible part has
developed from a swollen receptacle and the seeds are found in structures called achenes on the
surface of the strawberry.
Fig. 2.1
(a) (i)
Make a large, labelled drawing of this fruit to show the cut surface. Make a second
large, labelled drawing to show the outer surface. The second drawing should show the
arrangement of the seeds.
cut surface
outer surface
[5]
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(ii)
Suggest how the fruit may be dispersed to spread the seeds to new areas.
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(b) (i)
Describe how you would safely test this fruit to show the presence of reducing sugar.
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(ii)
Describe how you would test this fruit to show the presence of protein.
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(c) Fig. 2.2 shows two different strawberry fruits, S and T, from species of strawberry plants that
grow in different habitats.
T
Fig. 2.2
(i)
Describe two similarities, visible in Fig. 2.2, between the two fruits.
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(ii)
Complete Table 2.1 to describe two differences, visible in Fig. 2.2, between the two
fruits.
Table 2.1
feature
seeds
shape
[2]
[Total: 17]
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1
Fig. 1.1
(a) Make a large, labelled drawing of the cut surface of this fruit to show the internal structure.
[4]
Juice can be extracted from fruits on a commercial scale. This process uses an enzyme to
digest part of the plant structure to release a larger volume of juice.
The juice of citrus fruits, such as the orange, is acidic.
Students investigated the effect of pH on the activity of this enzyme.
Buffer solutions X and Y were used to change the pH.
Pieces of Universal Indicator paper were used to test the pH of buffer solutions X and Y.
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(b) Observe the shade of the pieces of Universal Indicator paper shown in Fig. 1.2 and estimate
the pH by comparing with the chart.
pH
Fig. 1.2
pH of buffer X .....................................
pH of buffer Y .....................................
[2]
contents
A
crushed fruit
25
25
25
25
buffer X
buffer Y
water
enzyme
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The contents of plastic cups A, B, C and D were stirred and left to stand for 10 minutes. The
contents were then filtered into measuring cylinders.
The results are shown in Fig. 1.3.
40
40
40
40
35
35
35
35
30
30
30
30
25
25
25
25
20
20
20
20
15
15
15
15
10
10
10
10
0 cm3
0 cm3
0 cm3
0 cm3
B
Fig. 1.3
..
....
...
...
[2]
(e) Compare the volumes and describe the appearance of the filtered juice in measuring
cylinders:
(i)
A and B
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(ii)
C and D.
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(f)
Describe the effect of pH on the enzyme by comparing the volumes and the appearance of
the filtered juice in measuring cylinders B and D.
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(g) (i)
(ii)
Suggest two ways in which you could modify this investigation to produce more accurate
results.
1 ........................................................................................................................................
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2 ........................................................................................................................................
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[2]
[Total: 20]
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(c) Fig. 2.2 shows a section through two blood vessels, a vein and an artery, as seen on a
prepared slide when viewed with the use of a microscope.
125
vein
artery
Fig. 2.2
The diameter of the blood vessel in Fig. 2.2, shown by line XY, can be calculated using:
diameter =
(i)
(ii)
Use the information above and your answer to (i) to calculate the diameter shown by line
XY, in mm.
Show your working. Give your answer to one decimal place.
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(iii)
The length of XY may not be the most accurate measurement of the diameter of the
blood vessel in Fig. 2.2.
Suggest how you could determine a more accurate measurement of the diameter.
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(iv)
The vein and artery in Fig. 2.2 have features that are different.
Complete Table 2.1 to name three features that are different and describe the differences
that you can observe in Fig. 2.2.
Table 2.1
feature
vein
artery
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[4]
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(d) When running the heart rate increases. After running the heart rate returns to normal.
(i)
Plan an investigation to compare the increase in heart rate as a result of exercise for
students who take regular exercise with those who do not.
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(ii)
Draw a suitable table with headings and units to show how you would record the
measurements.
[3]
[Total: 20]
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