5090_s06_qp_2
A paper of Biology, 5090
Questions:
8
Year:
2006
Paper:
2
Variant:
0
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1
shows the cell membrane of an animal and a plant cell. animal cell plant cell On , draw and label one other structural feature that is found in both cells, two features found in a plant cell but not in an animal cell. Examiner’s Use Table 1.1 shows the average amounts of protein, fat and carbohydrate found in some plant and some animal tissues (expressed as a percentage of the total mass). Table 1.1 protein fat carbohydrate plant tissues animal tissues Explain why there is a high percentage of carbohydrate in the plant tissues. Name an animal tissue that would have much more than the 1% carbohydrate shown in Table 1.1. Explain your choice of tissue. tissue explanation Suggest reasons for the differences in the protein and in the fat content of the plant and animal tissues. protein fat
1. Cells  →  1.1. Cell structure and function
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2
Use State the name for chemicals that are secreted by glands into the blood and that affect organs elsewhere in the body. State the term used to describe the organs that are affected by these chemicals. organs Listed below are a number of responses shown by the human body: A the amount of saliva produced increases B the concentration of blood glucose falls C the concentration of blood glucose rises D the pupils become smaller E the rate of heart beat increases Which two of these are responses to the release of adrenaline? 1. 2. Examiner’s Use shows the blood glucose concentrations of three different people, G, H and I, over a 48-hour period. blood glucose concentration/ arbitrary units 08.00 20.00 02.00 08.00 time of day I H G 14.00 20.00 08.00 14.00 day 2 day 1 02.00 Two of the people are diabetic. The pancreas of one of these produces small quantities of insulin. In the other, the pancreas produces no insulin. The third person is not diabetic. Using the information in and giving a reason for your answer in each case, identify the person without diabetes reason: the person who produces no insulin reason: Diabetes can be treated by injection of insulin. Insulin can now also be taken by breathing it in. Suggest how insulin taken by breathing it in enters the blood.
14. Coordination and control  →  14.3. Mammalian hormones
14. Coordination and control  →  14.6. Blood glucose control
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3
Use shows a section through a flower and also what happens to some of its parts during the plant’s life. young flower x 2 x 6 stigma ovule stigma magnified M N P fruit x 2 x 2 Examiner’s Use Identify structures M. Structures M have come from another flower. Describe how structures M have been transferred and become attached to this stigma. Describe what happens to the ovule inside the young flower for it to develop into structure N inside the fruit. Name the process occurring at P.
16. Development of organisms and continuity of life  →  16.3. Sexual reproduction in plants
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4
Use shows the average sweating rates of a person over a 4-hour period under different conditions. sweating rate / gh-1 sitting clothed in the shade sitting clothed in the sun sitting naked in the sun walking clothed in the sun walking clothed in the sun carrying 15 kg walking naked in the sun State two ways other than by sweating in which a person might lose water. 1. 2. Examiner’s Use State and explain how the rates of sweating shown in are different for the person when they are walking and sitting, clothed and unclothed, in the sun and in the shade. Suggest an explanation for the effect that carrying 15 kg has on the person’s rate of sweating.
7. Transport in flowering plants  →  7.2. Transpiration and translocation
14. Coordination and control  →  14.5. Temperature control
9. Human gas exchange  →  9.1. Human gas exchange
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5
Use shows a method used by a student to understand how characteristics are inherited when two plants of species X are crossed. Both cubes had three of their faces marked with the letter T and three with the letter t. cube 2 cube 1 shaking In this example, the letters appearing on the upper faces are Tt. The student shook each container and then tipped both cubes out at the same time and recorded the letters appearing on the upper faces of the cubes. The student tipped both cubes out a total of 405 times. Complete Table 5.1 to show the results obtained. Table 5.1 letters appearing on the upper faces of the cubes tt TT Tt number of times each pair of letters appeared State what the letters on the faces of the cubes represent. State the reason for shaking the containers. Examiner’s Use In living plants of species X, items T and t control flower colour. The genetic diagrams below show a sequence of crosses (V and W) between plants of species X, some with red flowers and some with yellow flowers.  parental generation: red × yellow cross V ↓ F1 generation: all red flowers  F1 generation from cross V : red × red cross W ↓ F2 generation : red flowers and yellow flowers Using the information in Table 5.1 and crosses V and W, state which colour is dominant and which of cross V and cross W could produce the results seen in Table 5.1 dominant colour, cross. Explain why you chose this cross. Examiner’s Use Using the letters T and t, draw a full genetic diagram for another cross, Y, between plants of species X shown below.  parental generation: red × yellow cross Y ↓ offspring: red flowers and yellow flowers In the method shown in , the student put T on three faces and t on the other three faces of each cube, so that cube 1 had T, T, T, t, t, t and cube 2 T, T, T, t, t, t. State what letters the student should write on the faces of each cube to represent the cross in . cube 1 cube 2
16. Development of organisms and continuity of life  →  16.3. Sexual reproduction in plants
17. Inheritance  →  17.3. Inheritance
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