Organisms Exchange Substances with their Environment - Worksheets, Questions and Revision

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A-Level · Biology

AB3 Organisms Exchange Substances with their Environment

AQA 7402 · Calculator allowed · about 190 minutes
Total Marks
Name: _______________________________    Date: ____ / ____ / ______
Answer ALL questions. Show all your working.
1
A biologist models organisms as simple cubes to investigate how size affects the surface area to volume (SA:V) ratio available for exchange with the environment. Cube P has a side length of 1 mm (representing a single-celled organism). Cube Q has a side length of 10 mm (representing a small multicellular organism).
(a)Calculate the surface area and the volume of cube P, and use these to give its surface area to volume ratio in its simplest form.(2)
(b)Calculate the surface area to volume ratio of cube Q, giving your answer as a ratio in its simplest form.(2)
(c)Using your answers to parts (a) and (b), explain why single-celled organisms such as cube P can rely on diffusion alone across their body surface, whereas an organism the size of cube Q generally needs a specialised gas exchange surface and a mass transport system.(3)
(d)State two features that a specialised gas exchange surface must have in order to maximise the rate of diffusion across it.(2)
(Total for Question 1 is 9 marks)
2
A student investigated the rate of diffusion using agar cubes containing phenolphthalein indicator, which is pink in alkaline conditions. A cube of side length 2 cm was placed in a beaker of dilute hydrochloric acid. Acid diffuses in from all six faces, and the agar loses its pink colour as it is neutralised. The cube took 320 seconds to become completely colourless throughout.
(a)Define the term diffusion.(1)
(b)Calculate the mean rate of diffusion of the acid into the cube, in mm per second. Show your working.(3)
(c)State three factors, other than distance, that affect the rate of diffusion across a surface.(3)
(d)The agar cube models diffusion into a living cell. Suggest one limitation of using an agar cube as a model for diffusion into a real cell.(2)
(Total for Question 2 is 9 marks)
3
Fish gills use a countercurrent system to maximise oxygen uptake from water. Water flows over the gill lamellae in the opposite direction to the flow of blood inside them. The table shows the percentage oxygen saturation of the water and of the blood at four equally spaced positions (1 to 4) along the length of a lamella, in the direction of water flow.
Position along lamella: 1, 2, 3, 4
Oxygen saturation of water (%): 90, 70, 50, 30
Oxygen saturation of blood (%): 80, 60, 40, 20
(a)Name the structures on a gill filament, referred to in the table above, across which gas exchange takes place.(1)
(b(i))Use the data in the table to explain how the countercurrent arrangement maintains a diffusion gradient for oxygen along the whole length of the lamella.(3)
(b(ii))Calculate the difference in oxygen saturation between the water and the blood at each of the four positions, and state what this shows about the diffusion gradient along the lamella.(2)
(c)In a hypothetical parallel-flow (concurrent) system, blood and water would flow in the same direction and their oxygen saturations would tend to equalise part-way along the lamella. Explain why the countercurrent system found in fish gills results in a greater overall uptake of oxygen by the blood than a parallel-flow system would.(3)
(Total for Question 3 is 9 marks)
4
Insects exchange gases using a tracheal system consisting of tracheae and tracheoles that carry air directly to respiring tissues, largely relying on diffusion rather than a mass transport system for gases.
(a)Name the pores in the exoskeleton through which air enters the tracheal system, and name the structures that control their opening and closing.(2)
(b)Suggest why the reliance on diffusion through the tracheal system, without a mass transport system to carry oxygen around the body, limits the maximum body size of insects.(3)
(c)During flight, an insect's flight muscles respire anaerobically for short periods, producing lactic acid. Explain how this can temporarily increase the rate of gas exchange at the ends of the tracheoles.(4)
(d)Some larger, more active insects use rhythmic abdominal pumping movements to ventilate the tracheal system. Suggest why this mass movement of air is necessary for these insects, in addition to diffusion.(2)
(Total for Question 4 is 11 marks)
5
Gas exchange in a leaf occurs mainly through pores in the lower epidermis. A student compared the leaves of a mesophyte (a plant adapted to average water availability) and a xerophyte (a plant adapted to a dry habitat) using a light microscope with a circular field of view of diameter 0.5 mm. The xerophyte leaf had a stomatal density of 50 stomata per mm2, and the mesophyte leaf had a stomatal density of 200 stomata per mm2.
(a)Name the pores described above, and name the specialised cells that control their opening and closing.(2)
(b)Explain, in terms of water potential and ion movement, how guard cells open a stoma in the light.(4)
(c)Calculate the number of stomata expected in one full field of view for the xerophyte leaf and for the mesophyte leaf. Use area of a circle = π x r2, and π = 3.142. Give each answer to the nearest whole stoma.(4)
(d)State two structural adaptations, other than a lower stomatal density, that a xerophyte leaf may have to reduce water loss by transpiration.(2)
(e)Evaluate the extent to which a lower stomatal density is an effective adaptation for a xerophyte, considering both its benefit in a dry habitat and any disadvantage it may cause.(3)
(Total for Question 5 is 15 marks)
6
This question is based on the required practical involving the use of qualitative reagents to identify biological molecules produced by digestion, and relates to their subsequent absorption in the small intestine.
(a)(i) State the reagent(s) used, and the observation that indicates a positive result, in the Benedict's test for a reducing sugar. (ii) State the reagent used, and the observation that indicates a positive result, in the Biuret test for protein.(4)
(b)Suggest how the Benedict's test could be adapted, using a colorimeter, to estimate the concentration of reducing sugar in a food sample, rather than simply showing that reducing sugar is present.(3)
(c)Describe how glucose, a product of carbohydrate digestion, is absorbed across the epithelial cells lining the ileum into the blood.(4)
(d)Villi increase the surface area of the ileum for absorption by a factor of about 600 compared with a smooth-walled tube, and microvilli on each epithelial cell increase this further by a factor of about 20. Calculate the overall factor by which the total surface area for absorption is increased, compared with a smooth-walled tube.(2)
(Total for Question 6 is 13 marks)
7
The data below show how the percentage oxygen saturation of haemoglobin changes with the partial pressure of oxygen (pO2), for maternal haemoglobin, for fetal haemoglobin, and for maternal haemoglobin exposed to a raised carbon dioxide concentration (a Bohr shift), as found in actively respiring muscle tissue.
Resting curves (pO2 in kPa: 2, 4, 6, 8, 10, 12):
Maternal haemoglobin, % saturation: 20, 55, 80, 92, 96, 98
Fetal haemoglobin, % saturation: 35, 68, 88, 95, 97, 99
Bohr-shifted curve, representing blood near actively respiring muscle (pO2 in kPa: 2, 4, 6, 8, 10, 12):
Maternal haemoglobin, % saturation: 10, 40, 65, 80, 90, 95
(a)Define what is meant by the partial pressure of oxygen.(1)
(b)Use the resting maternal haemoglobin data to state the percentage saturation of maternal haemoglobin at a pO2 of 4 kPa.(1)
(c)Calculate the difference in percentage saturation between fetal haemoglobin and maternal haemoglobin (both resting curves) at a pO2 of 4 kPa.(1)
(d)Explain the significance of fetal haemoglobin having a higher affinity for oxygen than maternal haemoglobin, in terms of the transfer of oxygen across the placenta.(3)
(e)Explain why it is advantageous for maternal haemoglobin's affinity for oxygen to be reduced (a Bohr shift) in actively respiring muscle tissue during exercise, compared with resting muscle.(4)
(f)Using the resting maternal curve for blood leaving the lungs (pO2 = 12 kPa) and the Bohr-shifted curve for blood at the respiring muscle (pO2 = 4 kPa), calculate the percentage of oxygen unloaded to the muscle.(2)
(Total for Question 7 is 12 marks)
8
The heart pumps blood around the body in a rhythmic cardiac cycle.
(a)Name the blood vessel that carries oxygenated blood away from the left ventricle to the rest of the body.(1)
(b)Describe one structural difference between the wall of the left ventricle and the wall of the right ventricle, and explain the functional significance of this difference.(4)
(c)During ventricular systole, the atrioventricular (bicuspid and tricuspid) valves close. Explain the role of these valves at this point in the cardiac cycle.(3)
(d)A patient at rest has a heart rate of 72 beats per minute and a stroke volume of 70 cm3. Calculate their cardiac output in dm3 per minute.(3)
(e)During exercise, the same patient's cardiac output increases to 20 dm3 per minute and their stroke volume increases to 120 cm3. Calculate their heart rate during this exercise, to the nearest whole beat per minute.(3)
(Total for Question 8 is 14 marks)
9
Blood vessels are structurally adapted to their function.
(a)Name the blood vessel best matching each description. (i) Thick wall containing a relatively large amount of smooth muscle and elastic tissue; carries blood at high pressure away from the heart. (ii) Contains valves at intervals to prevent the backflow of blood; wide lumen and relatively thin wall; carries blood at low pressure back to the heart. (iii) Wall only one cell (endothelium) thick; narrow lumen, often only just wide enough for red blood cells to pass through in single file.(3)
(b)Explain why arteries have walls containing a thick layer of smooth muscle and elastic fibres.(3)
(c)Explain why the wall of a capillary is only one cell thick.(2)
(d)State one feature of capillaries, other than the thickness of their wall, that adapts them for efficient exchange of substances with tissue cells.(1)
(Total for Question 9 is 9 marks)
10
This question is based on the required practical investigating the effect of an environmental factor on the rate of transpiration using a potometer. A leafy shoot was set up in a potometer, and the shoot was left to acclimatise before an air bubble was introduced into the capillary tube.
(a)Describe how the potometer should be set up and used to ensure a valid measurement of water uptake, referring to the introduction of air bubbles and the sealing of the apparatus.(3)
(b)An air bubble took 4 minutes 10 seconds to travel 8.5 cm along the capillary tube, which had an internal diameter of 1 mm. Calculate the mean rate of water uptake, in mm3 per minute, giving your answer to 3 significant figures. Use volume of a cylinder = π x r2 x length, with π = 3.142.(4)
(c)State two environmental variables, other than the one being investigated, that should be controlled during this investigation.(2)
(d)Explain why the rate of water uptake measured by a potometer is assumed to be approximately equal to the rate of transpiration, even though a potometer actually measures water uptake rather than water loss directly.(2)
(e)The investigation was repeated with a fan providing air movement across the shoot; under these conditions, the bubble travelled 15 cm in the same time (4 minutes 10 seconds). Calculate the percentage increase in the rate of water uptake caused by the air movement, compared with your answer to part (b).(3)
(Total for Question 10 is 14 marks)
11
Water moves from the roots to the leaves of a tall tree through xylem vessels, against the force of gravity, without the use of metabolic energy by the xylem itself.
(a)State two structural features of xylem vessels that adapt them for the transport of water.(2)
(b)Explain, using the cohesion-tension theory, how water is transported through the xylem from the roots to the top of a tall tree, without the use of metabolic energy.(6)
(c)Suggest why an air bubble (embolism) that becomes lodged in a xylem vessel would prevent water transport through that particular vessel.(2)
(Total for Question 11 is 10 marks)
12
Phloem tissue transports the products of photosynthesis (mainly sucrose) from sources to sinks. The mass flow hypothesis is the accepted explanation for translocation in phloem.
(a)Name the cells found alongside sieve tube elements that carry out the active loading of sucrose into the phloem, and name the type of transport process used to load sucrose into the sieve tubes at the source.(2)
(b)Explain, using the mass flow hypothesis, how a hydrostatic pressure gradient is generated between a source and a sink, resulting in the mass flow of phloem sap through the sieve tubes.(5)
(c)In a 'ringing experiment', a complete ring of bark (containing the phloem but not the xylem) is removed from around a tree trunk. Predict and explain what would happen, over the following weeks, to (i) the region of bark just above the ring and (ii) the tissue below the ring.(3)
(d)State one piece of experimental evidence that supports the mass flow hypothesis, and one observation that is more difficult for the mass flow hypothesis to fully explain.(4)
(Total for Question 12 is 14 marks)
13
This final question draws together ideas about exchange surfaces and transport systems from across different organisms.
(a)Compare the surface area to volume ratio of a small, single-celled organism such as an amoeba with that of a large multicellular organism such as a mammal, and explain how each is adapted to obtain sufficient oxygen for its metabolic needs, given the different SA:V ratio of each.(6)
(b)A student claims: 'All exchange surfaces need a large surface area, a thin diffusion distance, and a means of maintaining a diffusion gradient.' Evaluate this claim by giving one similarity and one difference between the gas exchange surface in fish gills, the gas exchange surface in insect tracheae, and the absorptive surface of the small intestine villi.(4)
(Total for Question 13 is 10 marks)
Mark scheme · AB3 Organisms Exchange Substances with their Environment

Question 1

Question 2

Question 3

Question 4

Question 5

Question 6

Question 7

Question 8

Question 9

Question 10

Question 11

Question 12

Question 13