1)What are the 7 seven life process and define each one

1.

2.

3.

4.

5.

6.

7.

2) What are the 5 kindgoms of life?

1.

2.

3.

4.

5.

3) a) Label the following:

(b) Complete the table below to indicate whether the structures are present or absent.

Structure Animal cell Plant cell

cell membrane

cellulose cell wall

mitochondria

cytoplasm

vacuole
 nucleus

chloroplast

ribosome

(c) Complete the table listing the functions of different organelles.

Organelle Function

cell wall

cell membrane

cytoplasm

contains genetic material

protein synthesis

aerobic respiration

chloroplast

large vacuole

(d) Define the terms tissue, organ and system.

tissue
………………………………………………………………………………………………………………………..

organ
………………………………………………………………………………………………………………………..

system
………………………………………………………………………………………………………………………

4). Complete the table to summarise the features of the different kingdoms.

• state whether organisms are single-celled or multicellular or can be either

• state whether chloroplasts are present or absent
• state whether a cell wall is present and if it is, state what it is composed of
• state the carbohydrate molecules that are present
• state the method of nutrition.

Kingdom Single / Chloroplasts Cell wall Carbohydrates Nutrition

multi present
cellular

animal

plant

fungi

protoctists

2.(a) Complete the following paragraph about fungi by using the words in the box.

saprotrophic enzymes moulds photosynthesise nitrogen

glucose hyphae yeast amino acids mycelium chitin

Fungi are a very diverse group of organisms. Multicellular fungi include _________,
mushrooms and toadstools. There are also single-celled fungi, such as _______. Fungi
do not possess chloroplasts so cannot __________. Multicellular fungi, such as moulds,
produce many fine threads called _______, which are coated in a cell wall made of
________. The whole network of hyphae is called a ___________. Many fungi live on dead
material and are very important in ecological cycles such as the carbon and _________
cycles. They release ________ onto their food which digest it into soluble substances
such as ___________ and __________ which they then absorb. This method of nutrition is
called ____________ nutrition.
(b) Label the diagram of the yeast cell.

3.(a) Define the term pathogen.

………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………

(c) Explain why viruses are not classed as living organisms.

………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
……………………………

4. The diagram shows the general structure of a bacterial cell.

(a) Label the diagram of the bacterial cell.

(b) Bacteria are called prokaryotic cells. Animals, plants, fungi and protoctists are made
of cells called eukaryotic cells. Place each of the cell structures listed below into the
correct columns of the table.

nucleus nucleoid cellulose cell wall chitin cell wall proteoglycan cell
wall flagellum slime capsuleplasmid chloroplast mitochondria
ribosome cytoplasm cell membrane

Prokaryotic cell Eukaryotic cell

5. Place the labels into the correct places into the Venn diagram to show the similarities
and differences between animals, plants and fungi.

sucrose starch glycogen multicellular single celled nervous system

chloroplasts photosynthesis saprophytes nucleus mitochondria

cellulose

chloroplast chitin large vacuole

Use this to red, amber green how you feel about each topic.

Unit2 c) Biological molecules

a)Enzymes

1)Complete the sentences about the properties of enzymes using the words in the box.
 denatured catalysts two chemical reactions pH

active site optimum seven shape specific

Enzymes are biological _________________. They speed up __________________ without

being changed themselves. A substrate binds to a region of the enzyme called the
___________ ________. Usually only one substrate will fit so enzymes are highly
____________. All enzymes have a temperature at which they work fastest, this is called
the ____________ temperature. If the temperature becomes too hot, they stop working
because they have _______________. This means that the __________ of the enzyme has
changed and the substrate no longer fits. Enzymes also work best at a particular ______.
An enzyme such as pepsin that works in the stomach works best at a pH of
approximately _____. An enzyme such as salivary amylase that is found in the mouth
works best at a pH of approximately __________.

2)a) Study this table and then complete the worksheet that follows. These are the
enzymes involved in digestion.

Organ Substrate Enzyme(s) Products

Mouth Starch Amylase Maltose

Stomach Proteins Proteases(pepsin) peptides

Peptides Proteases (trypsin) Amino acids

Small intestine
Maltose Maltase Glucose
Small intestine
Lipids Lipase Glycerol and fatty acids
Small intestine
b)
c) A student carried out an experiment into the effect of temperature on the time taken
to digest starch. The results are shown in the table.

Temperature / Time taken for starch to be completely digested / s

o
C 1 2 3 mean
0 200 220 180
10 140 140 120
20 100 120 120
30 60 80 80
40 40 60 40
50 100 120 100
60 280 260 60

The student thought that one of the results was an anomaly.

(a) State what is meant by an anomalous result and identify the anomalous result in the
table.

………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………

(b) Calculate the mean times taken for the starch to be completely digested and write
them in the table. Do not include the anomalous result.
(c) Plot a graph to show the effect of temperature on the mean time taken to completely
digest the starch.
(d) Describe the effect of temperature on the mean time taken to digest the starch.

………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………

(e) Explain the effect of temperature on the mean time taken to digest the starch.

………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………

3) The graph shows the effect of pH on two protease enzymes, pepsin that is made by
the stomach and trypsin that is made by the pancreas.

(a) State the optimal pH for enzyme A and enzyme B.

Enzyme A ………………………..
Enzyme B ………………………..

(b) Identify each of the enzymes:

Enzyme A: ……………………….
Enzyme B: ……………………….

(c) Biological washing powders often contain protease enzymes.

Devise an experiment to test the effect of pH on the activity of biological washing powder.

4) Complete the worksheet to review food tests.

5)Complete the table

 Biological Monomers Examples Diagrams Dietary Properties Functions &
molecule sources deficiency
dseases

carbohydrates

Proteins

Lipids
(fats and oils)

vitamin A
vitamins

vitamin C

vitamin D

minerals Calcium

Iron
fibre Cellulose

Now red, amber green the following check list

1) (a)(i)Define the terms diffusion and active transport and osmosis.

diffusion :

Osmosis:
active transport :

(ii) Complete the table, by writing yes or no, to make a comparison of diffusion and
active transport.

Feature diffusion Osmosis active

transport
particles move down a concentration
gradient
particles move against a concentration
gradient
always requires living cells
always requires membrane proteins
requires ATP

2)

………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………

3) What are the factors that affects the rate of diffusion? Explain how each factors
affects the rate of diffusion.

1)

2)

3)

4)
4)
Now red, amber green the following check list

1)

2) a)Write a WORD equation for anaerobic respiration in humans

b)Write a WORD equation for anaerobic respiration in plants and fungi

3) a)The ATP concentration in muscles and the respiration rate of an athlete were
measured before and during exercise.

The results are shown in the table below.

ATP
concentration / respiration rate / cm3
Exercise mg per dm3 oxygen per hour
before exercise 0.4 0.6
during exercise 0.38 1.8

Describe and Explain the results explaining the effect of exercise on ATP concentration.

………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………
b)Why does the athlete continue breathing faster after exercise?

………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………

4)Go to chapter 1 Life processes in your textbook, find activity 4 read and understand
the experiment then write down a method that can be used to demonstrate that heat
is produced during respiration using peas. Here is a diagram to help you.

………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………

5) Go to chapter 1 Life processes in your textbook, find activity 3 read and understand
the experiment then write down a method that can be used to demonstrate that
carbon dioxide is produced during respiration using small organisms like woodlice.
Here is a diagram to help you.

………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………

6)

………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………

Now red, amber green the following check list

Animals

1) .(a) Complete the table by giving definitions of each of the terms.

Term Definition

ingestion

digestion

absorption

assimilation

egestion

(b)(i) The diagram shows the human digestive system. Fill in the gaps to name each part.

(ii) Complete the table to name the enzymes produced by each organ, their substrates
and their products.
 Organ Enzyme(s) Substrate Products
mouth
stomach

pancreas

ileum

(c) A student carried out an investigation into the roles of lipase and bile on lipid digestion.

They placed 5cm3 whole milk into three test tubes and added 7cm3 sodium carbonate
solution to each to make the solution alkaline.

A pH indicator solution was added that was pink when the pH was greater than 8.2 but
colourless when the pH was less than 8.2. The solution went pink as soon as it was
added.

They added bile to one test tube, bile and lipase to the second and lipase to the third.

The time taken for the solution to change from pink to white was measured.

The results are shown in the table.

Contents of test tube Time taken for solution to change colour /

s
bile no change
lipase and bile 126
lipase 324

(i) State the independent and dependent variables.

independent variable ……………………………………………………………

dependent variable ………………………………………………………………

(ii) Suggest a suitable control experiment.

………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………..

(iii) Suggest how the temperature could have been kept constant.

………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………..
(iv) Explain the results of the experiment.

………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
…………………………..

(v) Suggest one source of inaccuracy in the experiment.

………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………..

2) . Digested food is absorbed into the blood through villi in the ileum.

(a) Draw a villus, labelling the capillaries, lacteal, microvilli and epithelium.

3)How is the small intestine adapted for its function? Explain each point in detail.

1)Large surface area:

2)Short diffusion distance:

3)Good blood supply:

4)How does the food move through the oesophagus?

5)What is the function of the liver in digestion?

6)What does Bile help in digestion? Explain each point

a)Neutralisation:

b)Emulsification:

7)
8)

Ans; a)

b)

c)

d)

9)
Now red, amber green the following check list

1.(a) Complete the balanced chemical symbol equation for photosynthesis below:

__ CO2 + 6___ C_H_O_ + 6__

(b) The role of chlorophyll in photosynthesis can be investigated by illuminating a plant

that has variegated leaves (leaves with green and white areas) for 24 hours. The leaf is
then tested for starch.

(i) Complete the table that describes the stages that occur when testing leaves for starch.

Description of stage Purpose of stage Safety precautions

place leaf in boiling water ________________________ use forceps to hold leaf in
bath for 1 minute ________________________ water bath, keep hands away
from boiling water
________________________ removal of chlorophyll from ________________________
________________________ leaf ________________________

wash leaf with water ________________________ hold leaf carefully to avoid

________________________ splashes

cover leaf with iodine ________________________ ________________________

solution ________________________ ________________________

(ii) The diagram shows a variegated leaf. The darker regions have chlorophyll present
and the white regions have no chlorophyll. The leaf was placed in the dark for 24 hours
and a piece of foil placed across it as shown in the diagram. The leaf was then
illuminated for 24 hours before being tested for starch.
(iii) Shade in black on the diagram below where starch would be found and explain your
reasoning.

Explanation

………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
……………………………

(iv) Explain why it was important to place the leaf in the dark for 24 hours.

………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
…………………………………………………………………………
c) What is a limiting factor?

d)What are the limiting factors that affect the rate of photosynthesis? Explain each point

a)

b)

c)

2. A student used the apparatus shown in the diagram to investigate the effect of light
intensity on the rate of photosynthesis at two different temperatures. They placed a
lamp at different distances from the pondweed and counted the bubbles produced in 2
minutes by the pondweed. The experiment was carried out at 10 oC and 20 oC.

(a)(i) State the independent and dependent variables.

independent variables: …………………………

dependent variable: …………………………….

(ii) Suggest one factor that should be controlled.

…………………………………………………….
(iii) The student stated that the bubbles would contain pure oxygen. Explain whether this
is true.

………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
…………………………………………………………………………

(iv) Describe the effects of changing the light intensity and temperature on the rate of
photosynthesis.

………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
……………………………

3. The diagram shows a section through a leaf.

(a) Label the following structures on the diagram:

(i) palisade mesophyll

(ii) spongy mesophyll

(iii) air space

(iv) upper epidermis

(v) lower epidermis

(vi) xylem

(vii) phloem

(viii) stomata

(ix) guard cells.

(b)(i) Explain why a leaf is classed as an organ.

………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
……………………………

(ii) Explain how the palisade mesophyll, spongy mesophyll and lower epidermis are
adapted to maximise photosynthesis by the leaf.

palisade mesophyll

………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
……………………………

spongy mesophyll

………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
……………………………
lower epidermis

………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
……………………………

4) (a) Select the correct words to complete the sentences about plant mineral ions.

nitrates magnesium growth proteins ATP

yellow root hair respiration active transport

Plants take up mineral ions from the soil using _______________ cells. The minerals are
taken in by the process of ___________________ which requires ______ produced by
____________. To produce chlorophyll, plants require _____________ and their leaves turn
__________ when there is a deficiency of it. To make amino acids, which are used to
make ___________, plants require ______________. If they are unable to make amino
acids, their ___________ is reduced.

Now red, amber green the following check list

 1.(a) Label the diagram of the human thorax.

(b) The diagram shows an alveolus.

(i) Draw an arrow on the diagram to show the direction of movement of the blood.

(ii) Draw an arrow on the diagram and label it ‘oxygen’ to show the diffusion of oxygen
into the red blood cells.

(iii) Draw an arrow on the diagram and label it ‘carbon dioxide’ to show the diffusion of
carbon dioxide out of the blood plasma.

(iv) For rapid diffusion, gas exchange surfaces such as the alveoli in animals or gills in
fish require a large surface area, short diffusion path and a concentration gradient.
Explain how these features are achieved in the lungs.

Large surface area

………………………………………………………………………………………………………………………
…………………………………….…………………………………………………………………………………
………………………………………………………………………….

Short diffusion path

………………………………………………………………………………………………………………………
…….…………………………………………………………………………………………………………………
………………………………………………………………………….

Concentration gradient
……………………………………………………………………………………………………………………….
………………………………………………………………………………………………………………………
………………………………………………………………………….(c) The table shows the
composition of inhaled air, exhaled air and air in the alveolus.

Gas Relative percentage of gas present in air

Inhaled air Exhaled air Alveolar air
oxygen 21.71 14.60 13.20
carbon dioxide 0.04 3.80 5.00
water vapour 1.25 6.20 6.20
nitrogen 78.00 75.40 75.60

(i) Explain the differences in relative percentages of oxygen and carbon dioxide in the
inhaled, exhaled and alveolar air.

………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
2. A student carried out an investigation into the effect of exercise on breathing rate. The
student rested for 6 minutes after which they carried out a period of exercise for 4
minutes before resting again. The results are shown in the graph.

Explain the changes in breathing rate

………………………………………………………………………………………………………………………
…………………………………….…………………………………………………………………………………
………………………………………………………………………….……………………………………………
……………………………………………………………………………………………………………….………
………………………………………………………………………………………………………………………
…………………………….…………………………………………………………………………………………
………………………………………………………………….

3. The diagram shows a model used to demonstrate the mechanism of breathing. When
the rubber sheet is pulled down, the balloons inflate.
(a)(i) State the structures in the body that the parts of the model represent.

tube A……………………………………………………….

tube B……………………………………………………….

balloon………………………………………………………

rubber sheet……………………………………………..

(ii) Explain why the balloons inflate when the rubber sheet is pulled down.

………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
……………………………

(b)(i)
 Action during inhalation Action during exhalation
External intercostal muscles
Internal intercostal muscles
Ribs Move down and in
Diaphragm
Volume of thorax
Pressure in thorax
Volume of air in lungs

(ii) Suggest two ways in which the model is not an accurate representation of the
mechanism of breathing.

………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
……………………………

4. Cigarette smoke contains many harmful substances. Use the key words (and any
others) to explain the effects of the following substances found in cigarette smoke.

(a)(i) Carbon monoxide

Key words:

haemoglobin oxyhaemoglobin oxygenrespiration

carboxyhaemoglobin pregnancy smaller babies
heart disease fatty deposits coronary artery

………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
…………………………………………………………………

(ii) Tar
 Key words:

cilia bronchi mucusbacteria infection chronic

bronchitis emphysema alveoli less surface area oxygen
diffusion respiration lung cancer mutagen

………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
…………………………………………………………………

(iii) Nicotine

Key words:

drug addictive blood clots platelets

………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
…………………………………………………………………