A pupil accidentally "watered" a potted plant with concentrated salt solution. After sometime the plant began to wilt. The wilting of the plant is due to the fact that
A.the root hairs die off and can no longer absorb water
B.the salt solution causes faster rate of transpiration leading to the death of the plant cells
C.the salt solution has caused water to be lost from the plant cells leading to loss of turgor
D.the plant tissue has been poisoned by the salt which is absorbed by the plant.
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Answer: C (the salt solution has caused water to be lost from the plant cells leading to loss of turgor)
Explanation
The salt solution is more concentrated than the cell sap, so water leaves the root cells by osmosis and the cells lose turgor.
A pupil accidentally "watered" a potted plant with concentrated salt solution. After sometime the plant began to wilt. Which of the following activities would revive the plant?
A.Covering the plant with dark paper to prevent further water loss from its surfaces
B.Leaving the plant to adapt to the condition
C.Exposing the plant to high concentration of oxygen
D.Adding more water to the soil.
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Answer: D (Adding more water to the soil.)
Explanation
Adding plenty of water dilutes the salt in the soil, so water can again enter the root cells by osmosis and the cells regain turgor.
Study the diagram and use it to answer the question. To form a ball and socket joint, the structure labelled I fits into another structure in the scapula called the
A.blade
B.glenoid cavity
C.olecranon fossa
D.patella.
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Answer: B (glenoid cavity)
Explanation
The bone is the humerus; its rounded head (I) fits into the glenoid cavity of the scapula to form the shoulder joint.
Study the food web and use it to answer the question. Tertiary consumers within the web are
A.cat and lion only
B.man and lion only
C.man and cat only
D.man, cat and lion.
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Answer: A (cat and lion only)
Explanation
Tertiary consumers eat secondary consumers. The cat eats the lizard (a secondary consumer), and the lion eats man, who is a secondary consumer when he eats rabbits or snails. Man himself eats only primary consumers or the cat, so he is not a tertiary consumer.
The observable characteristics of an individual usually resulting from the interaction between the gene composition and the environment is referred to as
A.allele
B.genotype
C.phenotype
D.chromosome.
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Answer: C (phenotype)
Explanation
The phenotype is what an organism looks like or how it functions, produced by its genes acting together with its environment.
Which of the following statements in not true of the worker termites? They
A.build and repair the nest
B.produce enzymes to digest cellulose
C.search for food to feed the colony
D.look after the nymph.
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Answer: B (produce enzymes to digest cellulose)
Explanation
Termites digest wood with the help of protozoa (and bacteria) living in their gut that make the cellulose-digesting enzyme; the termite itself does not.
(a) State one function of each of the following structures: (i) Arteries; (ii) Capillaries; (iii) Veins; (iv) Xylem; (v) Phloem (b) Describe the changes that take place in the composition of human blood as it passes through the: (i) Lungs; (ii) Liver; (iii) Kidneys; (iv) Small intestine. (c) List the cellular components of blood.
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Model answer
(a)(i) Arteries carry blood away from the heart (oxygenated, except the pulmonary artery). (ii) Capillaries allow exchange of materials between blood and tissues; link arteries and veins. (iii) Veins carry blood back to the heart (deoxygenated, except the pulmonary vein). (iv) Xylem carries water and mineral salts from roots upwards; gives support. (v) Phloem carries manufactured food (sugars) from leaves to other parts. (b)(i) Lungs: oxygen added; carbon(IV) oxide and some water removed. (ii) Liver: excess glucose removed (stored as glycogen) or added when low; amino acids removed and urea added; worn-out red cells and toxins removed; plasma proteins added. (iii) Kidneys: urea, excess water and salts removed; blood leaving is purer. (iv) Small intestine: digested food added – glucose, amino acids, vitamins, minerals and water (fats into lacteals); oxygen used up. (c) Red blood cells (erythrocytes); white blood cells (leucocytes); platelets (thrombocytes).
(a) What is transpiration? (b) (i) Name two types of transpiration (ii) List four factors which affect the rate of transpiration (c) Describe the mechanisms of opening and closing of the stomata. (d) State: (i) two similarities and (ii) two differences between transpiration and sweating
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Model answer
(a) Transpiration is the loss of water in the form of vapour from the aerial parts of a plant, mainly through the stomata of the leaves. (b)(i) Any two: stomatal; cuticular; lenticular. (ii) Any four: light intensity; temperature; humidity; wind; availability of soil water; leaf surface area; thickness of cuticle; number/position of stomata (sunken, hairy leaves). (c) Opening: in light the guard cells photosynthesise (and take in K+ ions/convert starch to sugar), so their solute concentration rises; water enters them from neighbouring cells by osmosis; they become turgid; the thin outer walls stretch more than the thick inner walls, so the cells curve apart and the pore opens. Closing: in darkness or water shortage the solute concentration of the guard cells falls; water leaves by osmosis; the guard cells become flaccid and straighten, closing the pore. (d)(i) Both lose water from the body; both cool the organism; water passes out through pores. (ii) Transpiration occurs in plants through stomata/lenticels vs sweating occurs in mammals through sweat pores; transpiration loses only water vs sweat contains water, salts and urea; water lost as vapour vs lost as liquid; transpiration mainly by day vs sweating day and night.
Explanation
Explain stomatal movement through osmosis and turgor.
(a) Explain the following terms: (i) Population; (ii) Competition; (iii) Succession. (b)(i) State three sources of noise pollution (ii) List two ways by which noise pollution can be reduced. (c) State three effects each of the following pollutants on humans: (i) smoke; (ii) sewage.
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Model answer
(a)(i) Population: a group of organisms of the same species living in a particular area at a particular time. (ii) Competition: the struggle between organisms of the same species (intraspecific) or different species (interspecific) for resources in short supply, such as food, light, water, space or mates. (iii) Succession: the gradual, orderly replacement of one community by another in an area over time, from pioneer to a stable climax community. (b)(i) Any three: generators; motor vehicles; aircraft; loudspeakers/music systems; factory machines; sirens; gunfire/explosions; construction and quarry work. (ii) Any two: laws to control noise; siting airports, factories and military bases away from homes; using silencers and soundproof or low-noise machines; public education. (c)(i) Smoke: breathing difficulties and respiratory diseases (bronchitis, asthma); irritates and damages eyes; carbon monoxide poisoning; reduces visibility, causing accidents; may cause lung cancer. (ii) Sewage: spreads water-borne diseases (cholera, typhoid, dysentery); makes water unsafe for drinking and domestic use; offensive smell; kills fish by using up oxygen, reducing food for man; breeding site for flies and mosquitoes.
(a) Describe the main stages of mitotic division. (b) State four ways in which mitosis is important to living organisms.
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Model answer
(a) Interphase (preparation): chromosomes replicate. Prophase: chromosomes shorten and thicken and become visible as two chromatids joined at a centromere; nuclear membrane and nucleolus disappear; spindle forms. Metaphase: chromosomes line up on the equator of the spindle, attached by their centromeres. Anaphase: centromeres split and the chromatids are pulled to opposite poles. Telophase: chromosomes reach the poles; nuclear membranes re-form round each set; cytoplasm divides (cleavage furrow in animals, cell plate in plants), giving two identical daughter cells. (b) Any four: growth of the organism; repair of damaged tissues and replacement of worn-out cells; asexual reproduction; keeps chromosome number constant; daughter cells are genetically identical, maintaining characteristics; regeneration of lost parts.
Explanation
Name the stages in order: prophase, metaphase, anaphase, telophase.
(a) What are hormones? (b) In a tabular form, state four differences between nervous coordination and hormonal coordination in humans. (c) State three effects each of: (i) Over-secretion; (ii) Under-secretion of thyroxin on mammals. (d) Make a diagram 10-12 cm long of the reflex arc and label fully.
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Model answer
(a) Hormones are chemical messengers produced by ductless (endocrine) glands and carried in the blood to target organs, where they bring about responses. (b) Nervous vs hormonal: electrical impulses vs chemical substances; carried by neurones vs carried in blood; fast vs slow; short-lived vs long-lasting effect; localised vs widespread effect; can be voluntary vs always involuntary. (c)(i) Over-secretion (hyperthyroidism): high metabolic rate; weight loss; nervousness and restlessness; fast heartbeat; protruding eyes (exophthalmic goitre); sweating and intolerance of heat. (ii) Under-secretion: in children – cretinism (stunted growth, mental retardation); in adults – myxoedema (low metabolism, weight gain, sluggishness, puffy skin); goitre; feeling cold. (d) Diagram 10–12 cm, title, labels: receptor (e.g. skin), sensory neurone, dorsal root and dorsal root ganglion, spinal cord with grey and white matter, relay neurone, motor neurone, ventral root, effector (muscle); arrows showing the direction of the impulse.
Explanation
Label the direction of the impulse on the reflex arc.
(a) Explain the following modes of nutrition which occur in plants: (i) Autotrophic; (ii) Chemosynthetic; (iii) Carnivorous (b) Give one example each of a plant which undergoes the modes of nutrition listed in 8(a) above. (c) (i) Describe three ways by which nitrogen is added to the soil for plant use. (ii) State two ways by which nitrogen is lost from the soil.
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Model answer
(a)(i) Autotrophic: the organism makes its own organic food from simple inorganic substances (carbon(IV) oxide and water) using light energy trapped by chlorophyll (photosynthesis). (ii) Chemosynthetic: the organism makes its own food using energy from oxidising inorganic chemicals (e.g. ammonia, nitrites, iron or sulphur compounds) instead of light. (iii) Carnivorous: green plants that photosynthesise but also trap and digest insects to obtain nitrogen, usually because they grow in nitrogen-poor soil. (b) Autotrophic – any green plant, e.g. maize, hibiscus; chemosynthetic – nitrifying bacteria such as Nitrosomonas or Nitrobacter (sulphur bacteria); carnivorous – sundew (Drosera), pitcher plant (Nepenthes), bladderwort (Utricularia), Venus flytrap. (c)(i) Any three: Rhizobium in root nodules of legumes fixes atmospheric nitrogen; free-living bacteria (Azotobacter, Clostridium) and blue-green algae fix nitrogen; lightning makes nitrogen oxides that dissolve in rain to form nitrates; decay of dead organisms and wastes releases ammonia, which nitrifying bacteria change to nitrates; adding fertilizers and manure. (ii) Any two: denitrification by bacteria; leaching of nitrates by rain; uptake by crops that are then harvested; soil erosion; burning of vegetation.