Biology Grade 9

Semester 1
Revision Sheet
1 Fig. 2.1 is an electron micrograph showing the bacteria, Vibrio cholerae.

Fig. 2.1

(a) (i) Bacteria are prokaryotes.

State two distinguishing features of all prokaryotes.

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2 .............................................................................................................................

[2]

(ii) The bacteria shown in Fig. 2.1 each have a flagellum.

Suggest the function of the flagellum in bacteria.

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5 Myriapods are a group of arthropods that are commonly found in soil habitats in many parts of the
world. Many myriapods are very small and not easy to identify.

Fig. 6.1 shows four species of myriapod, not drawn to the same scale.

Polydesmus Cylindroiulus Scutigera Scolopocryptops

denticulatus punctatus coleoptrata sexspinosus

Fig. 6.1

(a) State three features of all myriapods that are visible in Fig. 6.1.

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 (b) Describe three features of myriapods that could be used to make a dichotomous key to
distinguish between the four species in Fig. 6.1.

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(c) Mitochondria are cell structures that contain a small quantity of DNA.

Scientists are sequencing the DNA of one particular gene in mitochondria to help identify
different species of many animals including myriapods. The sequences that they find are
called ‘barcodes’.

(i) State the part of the cell that contains most of the DNA.

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(ii) Suggest how DNA barcoding might be useful in the conservation of animals, such as
myriapods.

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(iii) State the function of DNA in cells.

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3 Arachnids, crustaceans, insects and myriapods are all classified as arthropods.

Scorpions, such as Heterometrus swammerdami shown in Fig. 1.1, are arachnids.

tail

cephalothorax

jaw

abdomen
pedipalp eyes

Fig. 1.1

(a) State three features, shown by H. swammerdami and visible in Fig. 1.1, that arachnids
share with other arthropods.

3 [3]

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4 Fig. 6.1 shows three different insects.

Vespula flavopilosa Vespula rufa Callicera rufa

insect 1 insect 2 insect 3

Fig. 6.1

(a) Insects 1 and 2 are more closely related to each other than to insect 3.

(i) Explain how the binomial names indicate that insects 1 and 2 are more closely
related.

[2]

(ii) Explain how the appearance of the three insects suggests that insects 1 and 2 are
more closely related.

[2]

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3 Fig. 1.1 shows a bacterium, a virus and a fungus.

not to scale

Fig. 1.1

(a) Complete the table to compare the three organisms shown in Fig. 1.1 by using a tick
(
) to indicate if the organism shows the feature, or a cross (x) if it does not. The first
row has been completed for you.

feature
eature ba virus fungus

produces
spores x

hyphae

capsule

nucleus

[3]

(b) Explain how the fungus shown in Fig. 1.1 is adapted to obtain its food.

[3]

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6 (a Draw a straight line to match the diagram of each tissue with its function. The first has
been completed for you.

absorbs water and

minerals from soil
for the plant

carries oxygen around

the body of mammals

contracts to cause
movement within
animals

moves dust and bacteria

up the bronchi of a
mammal

transports water and

minerals through the
stem of a plant

(not drawn to same scale)

[4]

(b) Explain why a leaf is described as an organ, not a tissue.

[3]

[Total: 7]

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1 Fig. 1.1A shows a buttercup, Ranunculus cymbalaria. Fig. 1.1B shows details of a flower of
the same plant.

A B

Fig. 1.1

(a) Explain, using only features visible in Fig. 1.1, why Ranunculus cymbalaria is
classified as a dicotyledonous plant rather than as a monocotyledonous plant.

[2]

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1 A biologist made a slide of some epidermal cells from a scale leaf of an onion bulb.

Fig. 4.1 is a drawing that the biologist made of one of the cells.

D
A

Fig. 4.1

(a) Table 4.1 shows the functions of the structures within a plant cell.

Complete the table by:

naming the part of the cell that carries out each function

using the letters from Fig. 4.1 to identify the part of the cell named.

Table 4.1

function letter from Fig. 4.1 name

resists the turgor pressure of the cell
controls the activities of the cell
site of the chemical reactions of the
cell including synthesis of proteins
[3]

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3 Fig. 1.1 shows an animal cell and a plant cell as seen with a light microscope.

animal cell plant cell

Fig. 1.1

(a) Table 1.1 shows some structural features of the animal cell and the plant cell in Fig. 1.1.

Complete the table by

• finishing the row for nucleus

• adding three structural features, visible in Fig. 1.1, and indicating whether they are
present (✓) or absent (✗) in the animal cell and in the plant cell.

Table 1.1

structural feature animal cell plant cell

cell wall ✗ ✓

nucleus

[4]

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 (b) The cells were kept in a dilute salt solution. They were then transferred to distilled water.

Explain what will happen to each of these two cells when they are placed into distilled water.

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(c) Magnesium is a plant nutrient. Scientists think that magnesium is involved in the transport of
sucrose from the leaves to the rest of a plant.

(i) Name the tissue that transports sucrose in plants.

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The scientists grew some tomato plants with their roots in a solution that contained all the
mineral nutrients that plants require. After a while, the plants were divided into two groups.

• Group A continued to receive the solution containing all the nutrients.

• Group B received a solution that did not contain any magnesium.

After 12 days, measurements were made on the leaves and the results are shown in Fig. 1.2.

3.5 120

3.0 100
rate of movement of 2.5 sucrose concentration
sucrose out of the leaves in the leaves 80
/ arbitrary units 2.0 / arbitrary units
60
1.5
40
1.0

0.5 20

0.0 0
A B A B
group group

Fig. 1.2

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1 Fig. 5.1 shows a root hair cell.

B
A C

Fig. 5.1

(a) Name structures A, B and C.

C [3]

(b) Explain two ways in which root hair cells are adapted to carry out their functions.

1.

2.

[4]

(c) Root hair cells need a supply of sugars to provide energy.

Explain how root hair cells obtain a supply of sugars.

[2]

[Total: 9]

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3 Some plants can be grown in water using the technique of hydroponics. The roots are in water and
supplied with the ions that they need at the concentrations that support maximum growth. Some
ions can be absorbed both by diffusion and by active transport.

(a) (i) State two features of diffusion that do not apply to active transport.

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[2]

(ii) Explain how roots are adapted to absorb ions.

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A group of students investigated the effect of soaking small onion bulbs in different concentrations
of sodium chloride solution. They peeled off the outer papery leaves of the onion bulbs and divided
the onions into 6 batches, each with 10 onions.

The onions were surface dried with paper towels and weighed. The mean mass of the onions in
each batch was calculated. The onions were then left in sodium chloride solutions for three hours.

After three hours the students surface dried the onions and weighed them again. Their results are
given in Table 2.1.

Table 2.1

concentration of mean mass of onions / g

percentage
sodium chloride solution before after soaking change in mass
/ g dm–3 soaking for 3 hours
0 147 173 +17.7
25 153 165 +7.8
50 176 172 –2.3
100 154 149 –3.2
150 149 142 –4.7
200 183 175

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 (b) (i) Calculate the percentage change in mass of the onions that were in the most concentrated
solution of sodium chloride. Show your working. Write your answer in Table 2.1.

[2]

(ii) Explain why the students calculated the percentage change in mass of the onions.

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(c) The students plotted a graph of the results as shown in Fig. 2.1.

20
percentage change in mass

15

10

0
0 50 100 150 200
–5

–10
concentration of sodium chloride solution / g dm–3

Fig. 2.1

(i) Complete the graph using your answer to (b)(i). [1]

(ii) Use the graph in Fig. 2.1 to estimate the concentration of the sodium chloride solution
that has the same water potential as the onions.

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(d) Using the term water potential, explain why the onions:

gained mass when soaked in dilute solutions of sodium chloride

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lost mass when soaked in concentrated solutions of sodium chloride.

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[4]

[Total: 15]

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