RP - Photosynthesis
RP - Photosynthesis
RP - Photosynthesis
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(2)
The students shone light from a lamp onto pondweed and measured the volume of
oxygen produced per hour.
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X = _______________ cm3/hour
(2)
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(1)
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(g) Give one factor the students should have kept constant in this investigation.
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(i) Complete the graph below using data from the table above.
You should:
• label the y-axis
• use a suitable scale for the y-axis
• plot the mean data from the table above for temperatures from 25 °C to 45 °C
• draw a line of best fit.
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(5)
(Total 16 marks)
Q2.
A student investigated the effect of light intensity on the rate of photosynthesis.
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2. Place the lamp 10 cm from the pondweed.
3. Turn the lamp on and count the number of bubbles produced in one minute.
4. Repeat with the lamp at different distances from the pondweed.
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Light intensity
Number of bubbles
produced
Temperature
Time
(1)
(c) The teacher suggests putting the boiling tube into a beaker of water during the
investigation.
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(1)
10 67 66 69 67
20 61 64 62 62.3
30 53 51 52 X
40 30 32 31 31
50 13 15 15 14
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(d) Calculate value X in Table 1.
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(e) State one error the student has made when completing the results at 20 cm.
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(1)
(1)
Another student investigated the effect of the colour of light on the rate of photosynthesis.
Rate of photosynthesis in
Colour of light
arbitrary units
Blue 24
Green 4
Red 17
Yellow 8
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(3)
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2. _________________________________________________________________
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(2)
(i) The glucose produced in photosynthesis can be converted into amino acids to make
new proteins for the plant.
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(Total 14 marks)
Q3.
In this question you will be assessed on using good English, organising
information clearly and using specialist terms where appropriate.
Light intensity, carbon dioxide concentration and temperature are three factors that affect
the rate of photosynthesis.
How would you investigate the effect of light intensity on the rate of photosynthesis?
The image below shows some of the apparatus you might use.
• how you would set up the apparatus and the materials you would use
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(Total 6 marks)
Q4.
This question is about photosynthesis.
Figure 1
3. After 20 minutes, record the volume of oxygen collected in the measuring cylinder.
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Tick (✓) one box.
Rate of photosynthesis
Volume of oxygen
collected
(1)
(c) Suggest two ways the method could be improved so the results would be more
valid.
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2 _________________________________________________________________
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(2)
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X = _____________________ cm3/hour
(1)
(e) Complete Figure 2.
You should:
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• draw a line of best fit.
Figure 2
(4)
(f) Determine the expected rate of photosynthesis with a bulb of power output 75 watts.
Use Figure 2.
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(1)
(Total 12 marks)
Q5.
Lipases break down lipids.
(a) Which two products are formed when lipids are broken down?
Amino acids
Fatty acids
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Glucose
Glycerol
Glycogen
(2)
One model used to explain enzyme action is the ‘lock and key theory’.
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(3)
Why does each different type of lipase act on only one specific type of lipid
molecule?
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Students investigated the presence of starch and glucose in the leaves of geranium
plants.
1 Place two identical geranium plants on a bench near a sunny window for two
days.
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• leave one plant near the window for two more days.
• place one plant in a cupboard with no light for two more days.
5 Test the liquid from each leaf for glucose and for starch.
(1)
(d) Describe how the students would find out if the liquid from the leaf contained
glucose.
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(3)
(e) Describe how the students would find out if the liquid from the leaf contained starch.
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(2)
(f) Explain why the leaf in the light for four days contained both glucose and starch.
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(2)
(g) Explain why the leaf left in a cupboard with no light for two days did contain glucose
but did not contain starch.
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(3)
(h) Suggest one way the students could develop the investigation to find out more
about glucose and starch production in plants.
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(1)
(Total 17 marks)
Q6.
Photosynthesis needs light.
light
6CO2 + _______________________ _______________________ + 6O2
(2)
(b) A green chemical indicator shows changes in the concentration of carbon dioxide
(CO2) in a solution.
The indicator solution turns yellow when the concentration of CO2 is high.
The indicator solution turns blue when the concentration of CO2 is very low or when
there is no CO2.
The students set up four tubes, A, B, C and D, as shown in the table below.
The colour change in each tube, after 24 hours in the light, is recorded.
Tube A Tube B Tube C Tube D
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Indicator solution
Indicator solution Indicator solution Indicator solution
+ pondweed
only + pondweed + snail
+ snail
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(1)
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(2)
(iii) Predict the result for Tube D if it had been placed in the dark for 24
hours and not in the light.
Prediction _____________________________________________________
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Explanation ____________________________________________________
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(3)
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(Total 8 marks)
Q7.
(a) Complete the equation for photosynthesis. Draw a ring around each correct answer.
hydrogen alcohol
light energy
Carbon dioxide + nitrogen glucose + oxygen
water methane
(2)
Some students investigated the effect of light intensity on the rate of photosynthesis
in pondweed.
The closer the lamp is to the pondweed, the more light the pondweed receives.
The students placed the lamp at different distances, d, from the pondweed.
They counted the number of bubbles of gas released from the pondweed in 1
minute for each distance.
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(3)
(c) The students counted the bubbles four times at each distance and calculated the
correct mean value of their results.
10 52 52 54 54 53
20 49 51 48 52 50
30 32 30 27 31 30
40 30 10 9 11
(i) Calculate the mean number of bubbles released per minute when the lamp
was 40 cm from the pondweed.
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(ii) On the graph paper below, draw a graph to show the students’ results:
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Distance d in cm
(4)
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(2)
(d) Light intensity, temperature and concentration of carbon dioxide are factors that
affect the rate of photosynthesis.
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Light intensity in lux
During the growing season for tomatoes in the UK, natural daylight has an intensity
higher than 30 000 lux.
The farmer therefore decided to use the following conditions in his greenhouse
during the day:
• 20°C
• 0.1% CO2
Suggest why the farmer decided to use these conditions for growing the tomatoes.
You should use information from the scientists’ graph in your answer.
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(4)
(Total 17 marks)
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Mark schemes
Q1.
(a) before arrow
carbon dioxide and water
allow correct chemical symbols
ignore any attempt at balancing equation
ignore light / chlorophyll
either order
1
after arrow
glucose
ignore sugar / carbohydrate
do not accept starch
1
(b) light
ignore description of subsequent parts of the photosynthesis
reaction
allow sunlight
ignore sun
1
(c)
or
1
19.1 (cm3/hour)
allow an answer correctly calculated using only two correct
values
1
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ignore references to counting bubbles or time
allow measurement error
• temperature changed
• light (intensity)
do not accept temperature
ignore time
allow distance / power / colour of lamp / light
• pondweed species
allow same (piece of) pondweed
1
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[16]
Q2.
(a) rate of photosynthesis increases
or
number of bubbles produced (in one minute) increases
or
volume of gas / oxygen produced (in one minute) increases
allow decreases / stays the same throughout
1
(b) light intensity
1
(d) 52
1
(e) should be 62
or
is to 3 s.f. / not rounded
allow inconsistent number of significant figures / decimal
places
1
(g) x-axis correctly labelled (colour of light) and bars identified as correct colour
bars can be identified by labels beneath the x-axis or with a
key
1
(i) energy
in this order only
1
cell wall(s)
allow cell
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do not accept (cell) membrane
1
Q3.
Marks awarded for this answer will be determined by the Quality of Written
Communication (QWC) as well as the standard of the scientific response. Examiners
should also apply a ‘best-fit’ approach to the marking.
0 marks:
No relevant content.
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extra information:
allow information in the form of a diagram
[6]
Q4.
(a)
words take precedence over symbols
LHS:
1
carbon dioxide and water
RHS:
glucose
1
allow correct symbols (ignore balancing)
in any order
do not accept starch
ignore carbohydrates / sugar
(d) 3.3 (cm3/hour)
1
(e)
max 3 marks for bar chart
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correct curved line of best fit
ignore line extended beyond 60 / 250 (W)
ignore line joined point to point with straight lines
1
(g)
1
[12]
Q5.
(a) fatty acids
1
glycerol
1
(c) each active site has a specific shape (so only fits one type of lipid molecule)
allow each active site is a different shape
do not accept reference to the substrate having
an active site
1
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(d) add Benedict’s (solution / reagent to the liquid)
1
boil / heat
allow any temperature of 65 °C or above
1
(if glucose is present the blue) colour changes to yellow / green / orange /
brown / (brick) red
1
(if starch is present) it changes colour to blue / black (from yellow / orange /
brown)
1
(so the glucose can be) used for respiration / (named) metabolic reactions
or (so the glucose can be) used to release energy
do not accept idea of energy being produced /
created / made
1
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Q6.
(a) 6H2O
in the correct order
1
C6H12O6
1
(b) (i) control
do not accept ‘control variable’
allow:
to show the effect of the organisms
or
to allow comparison
or
to show the indicator doesn’t change on its own
1
(ii) snail respires
1
releases CO2
1
(iii) turns yellow
1
Q7.
(a) LHS = water
1
RHS = glucose
1
• (measure) temperature
ignore reference to fair test
• to check that the temperature isn’t changing
• rate of reaction changes with temperature
• temperature is a variable that needs to be controlled
allow lamp gives out heat
3
(c) (i) 10
correct answer = 2 marks
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allow 1 mark for correct calculation without removal of
anomalous result ie 15
2
(ii) graph:
allow ecf from (c)(i)
but should be a straight line / but line curves – con / not quite pro
allow not between 10 – 20
if line of best fit is straight line, allow idea of poor fit
1
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