CH 11
CH 11
CH 11
Chapter 11
Class: ________________________
Date: ________________________
Marks: 80 marks
Comments:
Page 1 of 24
Q1.
Herbicides can be used to reduce the growth of weeds.
Scientists completed seven studies to determine how the use of the herbicide Atrazine
affected the yield of sugarcane. In each study, some plots were treated with Atrazine and
some plots were not treated with Atrazine.
The graph below shows the scientists’ results. (1 hectare = 10 000 m2)
(a) Calculate the percentage decrease in yield caused by the use of Atrazine in study
G.
Answer = _________________ %
(1)
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(b) A teacher studying these data with her students told her class that no definite
conclusions could be drawn when comparing the mean values in the graph.
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(2)
(c) Atrazine binds to proteins in the electron transfer chain in chloroplasts of weeds,
reducing the transfer of electrons down the chain.
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(4)
(d) When treated with Atrazine, weeds have been shown to give off small amounts of
heat.
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(1)
(Total 8 marks)
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Q2.
(a) (i) Give two products of the light-dependent stage of photosynthesis.
1. ____________________________________________________________
2. ____________________________________________________________
(2)
(ii) The products of the light-dependent stage are used in the light-independent
stage of photosynthesis. What are these products used for?
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(1)
(b) The graph shows the rate of uptake or release of carbon dioxide by a plant at
different light intensities.
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(2)
(Total 5 marks)
Q3.
An investigation was carried out into the effect of carbon dioxide concentration and light
intensity on the rate of photosynthesis in a species of plant.
(a) The temperature was kept constant during this investigation. Explain why.
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(2)
(b) The table shows the effect of increasing carbon dioxide concentration on the rate of
photosynthesis in maize.
30 10
60 20
100 30
150 40
230 50
300 60
400 60
Describe and explain the effect of increasing carbon dioxide concentration on the
rate of photosynthesis.
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(3)
(Total 5 marks)
Q4.
The diagram shows the energy flow through a freshwater ecosystem.
All units are kJ m–2year–1.
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(a) Name
(i) process A;
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(1)
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(1)
(b) Calculate the percentage efficiency with which light energy is transferred to energy
in producers. Show your working.
Answer ____________________
(2)
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(c) Describe the effect of light energy in the light-dependent reaction of photosynthesis.
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(2)
(d) If a plant is kept in the dark it is still able to produce carbohydrates, as long as it is
provided with two products of the light-dependent reaction of photosynthesis. Give
the name of these products and explain their function in the light-independent
reaction of photosynthesis.
Name _____________________________________________________________
Function ___________________________________________________________
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Name _____________________________________________________________
Function ___________________________________________________________
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(4)
(Total 10 marks)
Q5.
There is evidence that the first photosynthetic organisms were primitive water-dwelling
bacteria. The very first of these lived near the surface of the water in lakes and contained
a purple pigment that absorbed light most strongly in the green region of the spectrum.
Later, other bacteria evolved that lived on the top of sediment at the bottom of the lakes
(Figure 1). Gene mutations had enabled these bacteria to synthesise chlorophyll instead
of the purple pigment present in the bacteria living near to the surface. Chlorophyll
absorbs light most strongly in the blue and red regions of the spectrum (Figure 2).
Figure 1
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Figure 2
(a) Describe how light energy absorbed by chlorophyll molecules is used to synthesise
ATP.
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Page 8 of 24
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(5)
(b) Use Figure 2 to explain how natural selection would favour the evolution of
sediment-dwelling bacteria containing a different photosynthetic pigment from those
living near the surface of the water.
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(6)
(Total 11 marks)
Q6.
Introduction
Scientists investigated the effect of supplying extra carbon dioxide on the yield of
tomatoes growing in a glasshouse. They compared the mean yield of tomatoes from 1995
to 1997 when no extra carbon dioxide was supplied with the mean yield of tomatoes from
1998 to 2000 when extra carbon dioxide was supplied.
Resource A
Tomato plants were grown in two glasshouses, each with an area of 2000 m2. Figure 1
shows the mean number of hours of sunshine per month during fruit production.
Figure 1
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(no extra carbon dioxide) (extra carbon dioxide)
• The scientists used heating to maintain the tempera ture inside the glasshouses
above 18 °C. They opened the windows to keep the tempera ture below 30 °C.
• From 1998 to 2000 they maintained the carbon dioxide concentration between 0.06
% and 0.08 % when the windows were closed and between 0.04 % and 0.05 %
when the windows were open.
• The carbon dioxide concentration in the air outside the glasshouse was 0.04 %.
Resource B
Figure 2 shows the mean difference between the yield of tomatoes with extra carbon
dioxide and the yield with no extra carbon dioxide for each week during the harvesting
period.
If the yield is greater when extra carbon dioxide is supplied, the difference in yield is
shown as an increase. If the yield is lower when extra carbon dioxide is supplied, the
difference is shown as a decrease.
Figure 2
Resource C
Figure 3 shows the relationship between the time when the tomatoes were harvested and
the yield.
Figure 3
Number of weeks from Mean yield per week with Mean yield per week without
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beginning of year extra carbon dioxide / kg extra carbon dioxide / kg m–
m–2 2
13 – 19 1.25 0.83
20 – 25 1.62 1.47
26 – 48 1.23 1.06
The commercial price for tomatoes varies with the time of year. The highest price is paid
for tomatoes between weeks 13 and 19. The lowest price is paid between weeks 26 and
48.
Resource D
Whiteflies are an important insect pest of tomatoes. The adults can fly from plant to plant.
Their young do not have wings. The adults and young feed on the plant sap and introduce
viruses into the tomato plants. Feeding and the introduction of viruses both reduce the
yield of tomatoes. The scientists controlled the number of whitefly in the glasshouses by
releasing parasitic wasps. The wasps lay their eggs in the young of the whitefly. The wasp
eggs hatch and feed on the young whitefly, killing them.
(a) (i) An increase in carbon dioxide concentration affected the yield of tomatoes in
week 35. Use Figure 2 to describe how.
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(1)
(ii) There was a decrease in yield when extra carbon dioxide was supplied during
some weeks of the year. Use information from Resource A to suggest why.
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(1)
(b) Using Figure 3, calculate the percentage increase in yield when extra carbon
dioxide was added for weeks 13 to 19. Show your working.
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1. _________________________________________________________________
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2. _________________________________________________________________
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(2)
(d) Adding extra carbon dioxide during the summer (weeks 24 – 36) is unlikely to be
profitable. Use data from the resource sheet explain why.
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(2)
(e) The control experiment in this investigation was when data were collected with no
extra carbon dioxide added. Some scientists said this control experiment was not
satisfactory. Explain how you could improve the control experiment.
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(2)
(Total 10 marks)
Q7.
During photosynthesis, carbon dioxide reacts with ribulose bisphosphate (RuBP) to form
two molecules of glycerate 3-phosphate (GP). This reaction is catalysed by the enzyme
Rubisco. Rubisco can also catalyse a reaction between RuBP and oxygen to form one
molecule of GP and one molecule of phosphoglycolate. Both the reactions catalysed by
Rubisco are shown in Figure 1.
Figure 1
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(1)
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(ii) Use the information provided to give the number of carbon atoms in one
molecule of phosphoglycolate.
(1)
(b) Scientists investigated the effect of different concentrations of oxygen on the rate of
absorption of carbon dioxide by leaves of soya bean plants. Their results are shown
in Figure 2.
Figure 2
Concentration of oxygen / %
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(2)
(c) Use the information provided and your knowledge of the light-independent reaction
to explain why the yield from soya bean plants is decreased at higher concentrations
of oxygen. Phosphoglycolate is not used in the light-independent reaction.
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(Extra space)________________________________________________________
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(3)
(Total 7 marks)
Q8.
Scientists investigated the effect of the water potential of soil water on plant growth. They
investigated the effect of this water potential on several plant processes.
The figure below shows their results in the form they were presented. The bars show
whether or not each process was occurring.
The plants stopped growing when the water potential of the soil water was below –0.7
mPa. All of the changes in the plants were related to the ability of the roots to take up
water from the soil.
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(2)
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(2)
(c) Although photosynthesis is still occurring, plants stop growing when the soil water
potential falls below –0.7 mPa.
Use information from the figure above to suggest two reasons why.
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(3)
(Total 7 marks)
Q9.
A student isolated chloroplasts from spinach leaves into a solution to form a chloroplast
suspension. He used the chloroplast suspension and DCPIP solution to investigate the
light-dependent reaction of photosynthesis. DCPIP solution is blue when oxidised and
colourless when reduced.
• Tube 1 – 1 cm3 of solution without chloroplasts and 9 cm3 of DCPIP solution in light.
• Tube 2 – 1 cm3 of chloroplast suspension and 9 cm3 of DCPIP solution in darkness.
• Tube 3 – 1 cm3 of chloroplast suspension and 9 cm3 of DCPIP solution in light.
The student recorded the colour of the DCPIP in each of the tubes at the start and after
the tubes had been left at 20 °C for 30 minutes.
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minutes
1 blue blue
2 blue blue
3 blue colourless
(a) The solution that the student used to produce the chloroplast suspension had the
same water potential as the chloroplasts.
Explain why it was important that these water potentials were the same.
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(2)
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(2)
Explain the advantage of the student using the IC50 in this investigation.
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(1)
(e) Explain how chemicals which inhibit the decolourisation of DCPIP could slow the
growth of weeds.
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(2)
(Total 9 marks)
Q10.
Chloroplasts contain chlorophyll a and chlorophyll b. Scientists found tobacco plants with
a mutation that caused them to make more chlorophyll b than normal tobacco plants.
They investigated the effect of this mutation on the rate of photosynthesis.
• They grew normal and mutant tobacco plants. They grew some of each in low light
intensity and grew others in high light intensity.
• They isolated samples of chloroplasts from mature plants of both types.
• Finally, they measured oxygen production by the chloroplasts they had isolated from
the plants.
(a) Explain why the scientists measured the rate of production of oxygen in this
investigation.
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(2)
(b) Calculate the difference in the oxygen produced by the chloroplasts from mutant
plants grown in low and high light intensities at a light intensity of 500 μmol photons
m–2 s–1.
(c) The scientists suggested that mutant plants producing more chlorophyll b would
grow faster than normal plants in all light intensities.
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(4)
(Total 8 marks)
Page 18 of 24
Mark schemes
Q1.
(a) 7.7(%);
1
(d) Idea that energy is released from high energy / excited electron/s (that were lost
from chlorophyll)
1
[8]
Q2.
(a) (i) Reduced NADP;
Accept NADPH/ NADPH+/NADPH2
1
ATP;
Accept oxygen/O2
1
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Accept provide energy to make sugars
1
Q3.
(a) Temperature affects photosynthesis; Affects enzyme activity;
So that any change in photosynthesis rate is result of carbon dioxide / light intensity;
max 2
Q4.
(a) (i) respiration;
1
(ii) decomposers;
(accept bacteria / fungi)
1
Q5.
(a) Excitation of chlorophyll molecule / electrons / energy of (pairs of)
electrons raised to higher energy level;
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Electron(s) emitted from chlorophyll molecule;
(b) Little green light reaches bottom as absorbed by surface dwellers / water;
Red and blue not absorbed and so penetrate;
Variation in pigments of sediment dwellers;
Bacteria with chlorophyll at an advantage as chlorophyll absorbs red and blue;
(Survive to) reproduce in greater numbers and pass on advantageous
alleles / genes in greater numbers / increase in frequency of advantageous
alleles in subsequent generations;
Increase in frequency / numbers of bacteria with chlorophyll;
6
[11]
Q6.
(a) (i) Yield increases by 0.6 kg m–2 (when extra carbon dioxide present);
1
(e) Grow with extra carbon dioxide in one glasshouse and without carbon
dioxidein other glasshouse at same time;
So all environmental conditions / light and temperature same for experiment
and control;
2
[10]
Q7.
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(a) (i) Stroma (of chloroplasts);
Reject: stoma
1
(ii) 2;
1
Q8.
(a) 1. Protein synthesis and cell wall synthesis and cell expansion
stop at −0.7 / at a higher water potential than other two;
If all 3 are correctly identified in marking point 1, accept ‘the
others / the other two’ in marking point 2, and vice versa
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named protein (for growth / division);
Marking points 2, 3 and 4 require appreciation of ‘why’
before credit can be awarded
‘named’ protein must relate to proteins involved in growth or
cell division
Q9.
(a) 1. Osmosis does not occur;
2. Chloroplast / organelle does not burst / lyse / shrivel / shrink;
1. Accept: osmosis would occur if water potentials were
not the same.
1 and 2, Accept: correct reference to osmotic lysis for 2
marks.
2. Accept: chloroplast would burst / lyse / shrivel / shrink if
water potentials were not the same.
2. Reject: ‘cell bursts/shrivels’
2. Ignore: damage to chloroplasts on its own is not
enough for a mark.
3. Reject: becomes turgid / flaccid.
2
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1
Q10.
(a) 1. Oxygen produced in light-dependent reaction;
2. The faster (oxygen) is produced, the faster the light-dependent reaction.
2
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