The Uptake and Transport of Water and Minerals · CAPE Biology Unit 2

67 past-paper questions on The Uptake and Transport of Water and Minerals, part of Biosystems Maintenance, from every CAPE Biology Unit 2 paper on Quelpr.

1. 2(a)(i)3 marks· Biology · Unit 2 Q2 2(a)(i)On Figure 1, insert labels to identify THREE different types of root cells.
2. 2(a)(i)5 marks· Biology · Unit 2 Q2 2(a)(i)In the space provided below, draw FOUR adjoining xylem vessels as shown in Figure 4.
3. 2(a)(ii)3 marks· Biology · Unit 2 Q2 2(a)(ii)Insert arrows on Figure 1 to illustrate the direction of water movement from the soil into the different areas of the plant root shown in the diagram.
4. 2(a)(ii)6 marks· Biology · Unit 2 Q2 2(a)(ii)Complete Table 2 by stating how EACH of the named structural features of xylem vessels allows them to carry out water transport in a plant.
5. 2(a)(iii)4 marks· Biology · Unit 2 Q2 2(a)(iii)Describe how cohesion and capillarity aid in the ascent of water from stem to leaf.
6. 2(a)(iii)2 marks· Biology · Unit 2 Q2 2(a)(iii)Describe how water potential facilitates the movement of water from the soil into the plant roots.
7. 2(b)(i)2 marks· Biology · Unit 2 Q2 2(b)(i)Define the term 'transpiration'.
8. 2(b)(i)4 marks· Biology · Unit 2 Q2 2(b)(i)Compare the observed differences in transpiration rates at 60 days and 75 days at the highest intensities and lowest intensities.
9. 2(b)(i)3 marks· Biology · Unit 2 Q2 2(b)(i)With reference to the structure of stomata, explain the nature of the relationship between stomata and transpiration.
10. 2(b)(ii)6 marks· Biology · Unit 2 Q2 2(b)(ii)Using the data given in Figure 5, explain the effect of soil water availability on the transpiration rate of the plants investigated.
11. 2(b)(ii)3 marks· Biology · Unit 2 Q2 2(b)(ii)Explain the differences between the transpiration rates on a sunny day and at night-time.
12. 2(b)(ii)3 marks· Biology · Unit 2 Q2 2(b)(ii)Using the data given in Figure 4, compare the general trend in transpiration rates of the plant in still air and under windy conditions.
13. 2(b)(iii)3 marks· Biology · Unit 2 Q2 2(b)(iii)Explain how water moves from the soil to Cell 3 in terms of water potential.
14. 2(b)(iii)1 mark· Biology · Unit 2 Q2 2(b)(iii)Suggest an explanation for the results obtained for the experiment done under windy conditions.
15. 2(c)9 marks· Biology · Unit 2 Q2 2(c)Explain the differences between plant and mammalian transport systems as it relates to the following. You MUST present your response in complete paragraphs. The energy requirements of organism. The mechanism for…
16. 2(c)(i)2 marks· Biology · Unit 2 Q2 2(c)(i)Outline ONE characteristic of the Casparian strip that allows it to control the movement of water and ions into the xylem of a plant.
17. 2(c)(ii)9 marks· Biology · Unit 2 Q2 2(c)(ii)With reference to the data given, explain how changes in suberin levels in the root endodermis allow plants to adapt to environmental stresses such as low salinity, high salinity and nutrient deficiencies. You MUST…
18. 2(d)(i)1 mark· CAPE Biology Unit 2 · 2004 · Paper 2With reference to Figure 3, relate water uptake in the mango tree to the time of day.
19. 2(d)(ii)2 marks· CAPE Biology Unit 2 · 2004 · Paper 2With reference to Figure 4, relate transpiration rate in the mango tree to the time of day.
20. 2(d)(iii)2 marks· CAPE Biology Unit 2 · 2004 · Paper 2Deduce why the graph in Figure 3, showing water uptake in the mango tree, lags in time behind the graph showing transpiration rate in Figure 4.
21. 2(d)(iv)1 mark· CAPE Biology Unit 2 · 2004 · Paper 2What is the rate of transpiration of the tree when its water uptake is 22 grams?
22. 2(d)(v)1 mark· CAPE Biology Unit 2 · 2004 · Paper 2Suggest the purpose for which the excess water that is retained by the mango tree is used.
23. 2(a)4 marks· CAPE Biology Unit 2 · 2005 · Paper 2Draw the stoma in Figure 3 (A) and the cells immediately surrounding it, as well as any other significant features, at twice the size of the specimen in the photograph (magnification x 2). Labels are not required.
24. 2(b)1 mark· CAPE Biology Unit 2 · 2005 · Paper 2Account for the difference in shape of the accessory cell adjacent to the left guard cell in Figure 3 A as compared with B.
25. 2(c)(i)4 marks· CAPE Biology Unit 2 · 2005 · Paper 2Collect data from the diagram in Figure 4 and use it to construct a histogram showing the relationship between the time and the width of the stomatal pore over a 24-hour period.
26. 2(c)(ii)1 mark· CAPE Biology Unit 2 · 2005 · Paper 2Account for the shape of the histogram between 11.00 a.m. and 3.00 p.m.
27. 7(c)4 marks· CAPE Biology Unit 2 · 2005 · Paper 2With reference to the bean seedling, outline the pathway a water molecule would take from the soil solution to the atmosphere via the xylem.
28. 7(a)10 marks· CAPE Biology Unit 2 · 2006 · Paper 2Describe the ascent of water in plants from outside the root to the intercellular spaces of the leaf. Include the role of root pressure, capillarity, cohesion, adhesion, transpiration pull and stomata.
29. 7(b)4 marks· CAPE Biology Unit 2 · 2006 · Paper 2Relate the structure of xylem vessels to their function.
30. 7(c)6 marks· CAPE Biology Unit 2 · 2006 · Paper 2Discuss the effects these conditions would have on water uptake, mineral ion transport, and transpiration.
31. 2(a)(i)2 marks· CAPE Biology Unit 2 · 2008 (Rest of Region) · Paper 2Complete the table of xylem diameters for Juniper and Quercus and calculate the diameter of the trunk xylem as a percentage of the deep root xylem for both species.
32. 2(a)(ii)2 marks· CAPE Biology Unit 2 · 2008 (Rest of Region) · Paper 2Account for the difference in diameter of the xylem between the trunk of the tree and the shallow roots.
33. 2(a)(iii)2 marks· CAPE Biology Unit 2 · 2008 (Rest of Region) · Paper 2State TWO factors, other than transpiration pull from the leaves, that would account for water movement in the xylem of the roots.
34. 2(b)(i)1 mark· CAPE Biology Unit 2 · 2008 (Rest of Region) · Paper 2Identify the THREE main tissue types labelled 1, 2, and 3 shown in Figure 3.
35. 2(b)(ii)3 marks· CAPE Biology Unit 2 · 2008 (Rest of Region) · Paper 2Four cells are marked with an 'X'. Draw these four cells and all cells between them in correct proportion at a magnification of x2.
36. 2(b)(iii)1 mark· CAPE Biology Unit 2 · 2008 (Rest of Region) · Paper 2The cell labelled V has been magnified 300 times. Calculate the actual diameter of this cell.
37. 2(a)4 marks· CAPE Biology Unit 2 · 2009 · Paper 2State FOUR structural features of xylem vessels.
38. 2(b)3 marks· CAPE Biology Unit 2 · 2009 · Paper 2Using THREE of the features listed in (a), explain how EACH feature facilitates the conduction of water and mineral salts in plants.
39. 2(a)(i)4 marks· CAPE Biology Unit 2 · 2010 · Paper 2Explain FOUR precautions that should be taken when setting up and conducting this experiment.
40. 2(a)(ii)1 mark· CAPE Biology Unit 2 · 2010 · Paper 2From which leaf surface will the water loss most likely be GREATER?
41. 2(a)(iii)1 mark· CAPE Biology Unit 2 · 2010 · Paper 2Suggest an appropriate control for the experiment.
42. 2(b)3 marks· CAPE Biology Unit 2 · 2010 · Paper 2Identify THREE factors that affect the closing and opening of stomata, and explain how these factors function.
43. Q161 mark · multiple choice· CAPE Biology Unit 2 · 2011 · Paper 1Item 16 refers to the diagram below which shows a transverse section of a typical dicotyledonous root. The Casparian strip is found in the layer labelled
44. Q171 mark · multiple choice· CAPE Biology Unit 2 · 2011 · Paper 1Item 17 refers to the diagram below which shows three adjacent plant cells, I, II and III. The values of their water potentials are given in kPa. In which direction would there be a NET flow?
45. 2(a)(i)1 mark· CAPE Biology Unit 2 · 2011 · Paper 2State the role of the syringe in the apparatus.
46. 2(a)(ii)2 marks· CAPE Biology Unit 2 · 2011 · Paper 2State TWO precautions that must be taken when setting up the apparatus in Figure 3.
47. 2(a)(iii)1 mark· CAPE Biology Unit 2 · 2011 · Paper 2State TWO measurements that must be recorded to calculate the rate of transpiration.
48. 2(a)(iv)1 mark· CAPE Biology Unit 2 · 2011 · Paper 2State what should be done to ensure reliability of the results.
49. 2(a)(v)2 marks· CAPE Biology Unit 2 · 2011 · Paper 2Describe how this apparatus could be used to investigate the effect of sunlight on transpiration, and suggest a possible control for the experiment.
50. Q161 mark · multiple choice· CAPE Biology Unit 2 · 2012 · Paper 1The Casparian strip is found in the layer labelled
51. Q181 mark · multiple choice· CAPE Biology Unit 2 · 2012 · Paper 1In which direction would there be a NET flow of water?
52. 2(b)(i)2 marks· CAPE Biology Unit 2 · 2012 · Paper 2Use arrows labelled A and B on Figure 4 to indicate TWO separate locations where the movement of ions across the root is by active transport.
53. 2(b)(ii)2 marks· CAPE Biology Unit 2 · 2012 · Paper 2For EACH of the two locations identified in (b)(i), outline the movement of ions into and out of the cells.
54. 2(b)(iii)2 marks· CAPE Biology Unit 2 · 2012 · Paper 2Explain the relationship between the movement of ions and the movement of water across the root.
55. Q161 mark · multiple choice· CAPE Biology Unit 2 · 2013 · Paper 1Item 16 refers to the following diagram which shows a transverse section of a typical dicotyledonous root. The Casparian strip is found in the layer labelled
56. Q171 mark · multiple choice· CAPE Biology Unit 2 · 2013 · Paper 1In a study of water movement in plants, the cut end of a leafy shoot is placed in a dilute solution of a dye. After a few hours, deposits of the dye accumulate in the leaves. The rate of movement of the dye up the stem…
57. 2(a)(i)5 marks· CAPE Biology Unit 2 · 2013 · Paper 2Make a detailed drawing of the region highlighted inside the box in Figure 4, at the actual size shown.
58. 2(a)(ii)2 marks· CAPE Biology Unit 2 · 2013 · Paper 2Identify the structures indicated by labels I, II, III, and IV in Figure 4.
59. Q161 mark · multiple choice· CAPE Biology Unit 2 · 2014 · Paper 1Which of the following substances are correctly paired for the cells given in the table? I. Suberin II. Lignin III. Cellulose IV. Pectin
60. Q171 mark · multiple choice· CAPE Biology Unit 2 · 2014 · Paper 1In a study of water movement in plants, the cut end of a leafy shoot is placed in a dilute solution of a dye. After a few hours, deposits of the dye accumulate in the leaves. The rate of movement of the dye up the stem…
61. 2(a)4 marks· CAPE Biology Unit 2 · 2014 · Paper 2State the effect of potassium cyanide on potassium uptake at EACH temperature (0 °C and 25 °C), and give a brief explanation.
62. 2(b)6 marks· CAPE Biology Unit 2 · 2014 · Paper 2Using a labelled diagram of a transverse section of a root (including a root hair), illustrate THREE pathways by which water moves from soil into root cells. Limit the illustration to a small section of the epidermis…
63. Q161 mark · multiple choice· CAPE Biology Unit 2 · 2015 · Paper 1The active uptake of many ions occurs at the roots of green plants. If the respiratory enzymes of the roots of a plant are poisoned, at which of the following tissues of the roots would the movement of ions be totally…
64. Q171 mark · multiple choice· CAPE Biology Unit 2 · 2015 · Paper 1In a study of water movement in plants, the cut end of a leafy shoot is placed in a dilute solution of a dye. After a few hours, deposits of the dye accumulate in the leaves. The rate of movement of the dye up the stem…
65. 2(a)(i)1 mark· CAPE Biology Unit 2 · 2015 · Paper 2On Figure 2, use an arrow labelled X to indicate the position where a leafy shoot is placed in the potometer.
66. 2(a)(ii)3 marks· CAPE Biology Unit 2 · 2015 · Paper 2Outline the key steps for determining the rate of transpiration using the potometer shown in Figure 2. Note: Setting up apparatus details are not required.
67. 2(b)4 marks· CAPE Biology Unit 2 · 2015 · Paper 2With reference to FOUR structural features, explain how xylem tissue is designed to facilitate water transport. (Do not define transpiration or explain the water transport mechanism).