Worksheet File

SB1a.
2 Microscopes – Strengthen
Name Class Date
1 Which of these is the best definition for ‘resolution’? Tick one:
 the smallest distance between two points that can still be seen as two points
 the longest object that can be observed using a microscope
 the amount that a microscope can magnify by
2 a Hooke’s microscope is on the left and a modern light microscope is on the right. Draw lines from the
boxes to show which features belong with which microscope. Some features belong to both microscopes.
contains a barrel with two lenses
uses light
magnification up to ×30
magnification up to ×1500
resolution down to 0.0001 mm
resolution down to 0.002 mm
b Complete the following sentences to compare today’s light microscopes with Hooke’s.
Hooke’s and today’s light are similar because they both contain two
. However, Hooke’s microscope had a much lower
than today’s. And Hooke’s microscope did not have as good a as
today’s microscopes, so he could not see things in as much detail.
S1 Compare today’s light microscopes with Hooke’s.
3 A microscope with a ×10 objective lens and a ×3 eyepiece lens has a total magnification of 10 × 3 = ×30.
What would be the magnification if a ×20 objective lens were used instead?
4 a Name a type of microscope that does not use light to produce an image.
b How does this microscope’s resolution compare with a light microscope?
5 A piece of hair is 0.05 mm wide.

a What is the width of the hair in micrometres?
b The hair is magnified ×100. How wide is the magnified image in millimetres?
© Pearson Education Ltd 2016. Copying permitted for

purchasing institution only. This material is not copyright free.
2
SB1a.4 Microscopes – Homework 1
Name Class Date
1 Label the microscope to show position of the:

a eyepiece lens
b objective lens
c stage
d slide
e focusing wheel
2 The microscope above has an eyepiece lens with a ×5 magnification. It has three objective lenses: ×10,
×20 and ×30. When the ×10 objective lens is used, the total magnification is: 5 × 10 = ×50
a Calculate the total magnification when the ×20 objective lens is used. Show your working.
_____________________________________________________________________________________
b Calculate the total magnification when the ×30 objective lens is used. Show your working.
_____________________________________________________________________________________
3 Shiv examines some animal hairs using a microscope. Hair X is 20 µm wide and hair Y is 60 µm wide.
a How many times wider is hair Y compared with hair X? Show your working.
_____________________________________________________________________________________
b Shiv examines hair X using a total magnification of ×150. How wide will the hair appear under the
microscope, in micrometres?
_____________________________________________________________________________________
c Give your answer to part b in millimetres.

d What total magnification will Shiv need to make hair Y appear 6 mm wide? Show your working.
_____________________________________________________________________________________
4 1 µm = 1 000 000 pm
a What do the unit symbols µm and pm stand for?
b Complete this sentence: 1 µm = 1000 nm and 1 nm = pm.
5 Complete the sentence to explain what is meant by a microscope’s resolution.
The resolution of a microscope is the distance between two points that can still be seen
as points rather than one point.
6 a What is an electron microscope?
b State two reasons why an electron microscope can detect more detail inside a cell, compared with a
light microscope.
_____________________________________________________________________________________
_____________________________________________________________________________________

4
SB1b.3 Plant cells – Strengthen
Name Class Date
1 a Extend the label lines from the plant cell drawing to the correct names.
b Draw lines to link the name of each part with its function.
nucleus where
photosynthesis
occurs
chloroplast controls what

enters and leaves
the cell
cell membrane where aerobic

respiration occurs
cell wall controls the cell’s

activities
cytoplasm for support and

protection
mitochondrion where the cell’s

activities occur
large permanent stores cell sap and

vacuole helps to support the
cell
S1 Draw a plant cell and label its parts, describing what each part does.
2 a In which part would you find chlorophyll?

b In which part would you find ribosomes?
c What do ribosomes do?
3 a What is an estimation?
b Describe one advantage of estimating.
4 Use the scale bar on the diagram to estimate the length of the cell.

4
SB1b.4 Organelles – Extend
Name Class Date
E1 An ‘organelle’ is a structure inside a cell with a specific function. Compare the organelles found in plant
and animal cells.
1 a Tick the boxes to show which organelles are found in plant cells and which in animal cells.
Organelle In plant In animal Function

cells? cells?
chloroplast
large permanent
vacuole
mitochondrion
nucleus
ribosomes
b Fill in the function for each organelle.

2 List the parts of a plant cell that are not organelles.
3 The upper drawing on the right shows

some cells through a microscope. The
field of view is 0.2 mm. Estimate the
width and height of the cells, giving your
answer in micrometres.
Height
Width
4 The lower drawing on the right shows a

micrograph of a ribosome.
a Estimate the diameter of the
ribosome in nanometres.
b Draw a scale bar below the diagram

to allow others to estimate the size of
the ribosome more easily.

5
Specialised cells
SB1c.4 Extend
E1 Explain how both human gametes are adapted to ensure that the cell produced by fertilisation can grow
and develop.
1 a Define these terms:

i haploid ii diploid.
b For each cell, identify if it is a diploid cell or a haploid cell:
i human egg cell ii human body cell iii fertilised human egg cell iv human sperm
cell.
c Use your answers to part b to state what happens to the number of chromosomes in the cell formed
when:
i a sperm cell and an egg cell fuse to form a fertilised egg cell
ii an egg cell is formed by division of a body cell.
d Use your answer to part c to help you complete this sentence:
The cell produced by fertilisation is diploid because…
2 Describe the role of the following cell adaptations in the process in which an egg cell leaves the ovary and
is fertilised by a sperm cell in the oviduct:
a jelly layer surrounding egg cell before fertilisation
b changes in the jelly layer after fertilisation
c sperm cell tail
d many mitochondria in sperm cell
e enzymes in the acrosome
f ciliated epithelial cells lining the oviduct
g large amount of nutrients in the egg cell cytoplasm.
3 Describe an adaptation you would expect to see in cells with the following functions. In each case, explain
your answer:
a heart muscle cell
b salivary gland cell that makes and releases a lot of amylase enzyme (a protein)
c plant root hair cell that absorbs water and mineral salts from the soil
d cells lining the tubes in the lungs that move dust and mucus up the tubes and into the throat.

4
Specialised cells questions
SB1c.5 Homework 1
Name Class Date
Human sperm cell (magnification ×1000)

1 Human sperm cells are haploid. What does this mean?
2 The cells that divide to form sperm cells are diploid. What must happen during this type of cell division to
make haploid sperm cells?
3 Sperm cells have several adaptations that help them travel through the oviduct and fertilise an egg cell.
Explain how each of these adaptations helps:
a tail
b lots of mitochondria
c acrosome
4 Measure the length of the sperm in the diagram and then use the magnification to calculate the real length
of a sperm. Give your answer in cm, mm and µm.
5 A jelly layer surrounds an egg cell.

a What is the function of the jelly layer before the egg cell is fertilised?
b How does the jelly layer change immediately after a sperm cell fuses with the egg cell?
c What is the function of this change in the jelly layer?
6 The cells lining the oviduct (the tube along which the egg cell moves) have cilia in their cell surface
membranes. What is the function of the cilia?
7 A cell contains many ribosomes. Suggest the function of the cell, and explain your answer.
Function:
Explanation:

5
SB1d.3 Inside bacteria – Strengthen
Name Class Date
1 a Extend the label lines from the bacterial cell drawing to the correct names.
b Draw lines to link the name of each part with its function.
flexible cell contains the instructions for

wall most of the cell’s activities
contains a small proportion

cytoplasm
of the bacterium’s DNA
where the cell’s activities

cell membrane
occur
slime coat for protection and support
flagellum for moving
chromosomal for protection (not all

DNA bacteria have this)
controls what enters and

plasmid
leaves the cell
S1 Draw a bacterium and label its parts, describing what each part does.
2. a In which part would you find ribosomes?

b What do ribosomes do?
3. Bacteria are prokaryotes. State one structure that a prokaryotic cell lacks but all eukaryotic cells have.
4. a Use the scale bar on the diagram to estimate the length of the main body of the cell.
b Write this length in metres.
c Give your answer to part b in standard form.
5. a Write 1 × 10-3 m in millimetres.
b 1 m = 1 000 000 000 nanometres. Write the number of nanometres in a metre in standard form.

3
SB1d.4 Comparing cells – Extend
Name Class Date
E1 Compare eukaryotic and prokaryotic cells.
1 a Animal cells and plant cells are eukaryotic whereas bacterial cells are prokaryotic. Use ticks (ü) to
complete this table to compare the different types of cells.
Cell structure Found in animals? Found in plants? Found in bacteria?

cytoplasm
chloroplast
nucleus
plasmid
ribosomes
cell membrane
cell wall
mitochondria
large permanent vacuole

DNA
b Use your completed table to write a paragraph to compare eukaryotic and prokaryotic cells.
2 a What do ribosomes do?

b Some bacteria have a ‘slime coat’. State the function of this ‘slime coat’.
3 a A Lactobacillus cell is 2 µm long. State its length in metres.

b Give your answer to part a in metres in standard form.
4
c H The cell is magnified 2 × 10 times. Calculate the length of the magnified image, giving your answer
in standard form in metres.

4
Eukaryotic and prokaryotic
SB1d.5 cells − Homework 1
Name Class Date
1 Use the words in the box to complete the sentences. Use each word once
chromosomal DNA eukaryotic nucleus plasmids
prokaryotic proteins ribosomes
Bacterial cells do not have a and so are described as being
. Instead, they have a very large
loop of and some smaller loops of
DNA, known as . Like cells, they do have
, which are responsible for making
However, these structures are smaller in prokaryotic cells than they are in eukaryotic cells.
2 State the name of the structure that allows some bacteria to move.
3 State the name of one structure that helps to protect a bacterial cell.
4 Look at the list of sub-cellular structures in the box below.
cell surface membrane chloroplast cytoplasm
mitochondria permanent vacuole
a Underline each part this is found in both prokaryotic and eukaryotic cells.
b Draw a ring around each part that can be found in some eukaryotic cells but not all of them.
5 Complete the blank boxes in this table.
Prefix Effect on unit Effect on unit in Example of unit

standard form
milli- ÷ 1000 x 10-3 millimetre
micro- ÷ 1 000 000
nano- ÷ 1 000 000 000
pico- x 10-12
6 A bacterium called Streptococcus pyogenes has round cells that are 0.6 µm in diameter.
a Write this diameter in metres. There are 1000 µm in 1 mm, and 1000 mm in 1 m.
b Give your answer to part a in standard form.

5
SB1e.4 Enzymes – Extend
E1 Many bacteria have flexible cell walls made by linking together chains of a polymer. The links are formed
in reactions catalysed by an enzyme. Penicillin stops this enzyme from working. Explain how penicillin
causes bacteria to be weakened.
1 An enzyme in some bacteria catalyses the linking together of polymer chains in their cell walls. This makes
the cell wall strong.
a Is this an example of a breakdown or synthesis reaction? Explain your answer.
b What does 'catalyse' mean?
2 Penicillin is an antibiotic used to treat infections by some kinds of bacteria. Penicillin binds to the enzyme
described in question 1. This stops the enzyme working on its substrate.
a What is the substrate for the enzyme? Explain your answer.
b What is the impact on the bacterial cell wall of treating an infection with penicillin?
3 The diagram below shows part of an enzyme.
a What kind of organic molecule is an enzyme?

b Which subunits make up an enzyme molecule?
4 Give an example of a digestion reaction that takes place in living organisms, and explain the role of the
enzyme that is involved in this reaction.
5 Using the example of the digestion of food in the human digestive system, explain why enzymes are
important for life processes.
6 Give one other example that shows why enzymes are important for life processes, and explain your choice.

5
Enzymes and reactions
SB1e.5 Homework 1
Name Class Date

1 The diagram shows some large organic (biological) molecules. Add labels to the lines to identify the
subunits in each molecule.
2 Which kind of large organic molecule are enzymes?

3 Enzymes are biological catalysts. Explain what this means.
4 Amylase is a digestive enzyme found in humans.

a In which parts of the human digestive system is amylase found?
b Which carbohydrate, found in foods such as pasta, is the substrate for amylase?
c Describe the effect of amylase on this molecule.
5 Some enzymes catalyse reactions in which a molecule is synthesised. Explain what this means.
6 The table shows the results of an investigation into the effect of an enzyme called starch synthase on
‘activated’ glucose solution. At each time, one drop of mixture was mixed with one drop of iodine solution.
Time since 0 2 4 6 8 10
enzyme and
glucose
mixed (min)
Colour of yellow yellow slightly blue quite blue dark blue- dark blue-
mixture black black
Explain what the results show.

6
Enzymes in digestion
SB1e.6 Homework 2
Many organisms need organic molecules (food) from the environment as building materials for growth and for
the release of energy that can make it possible for other reactions to happen.
Unicellular organisms, such as bacteria and some fungi, release enzymes into their surroundings to digest
large biological molecules. The small digested molecules can then diffuse across the cell surface membrane
into the organism.
Animals are multicellular and have digestive systems made up of different organs. They take food into their
digestive systems to be broken up and absorbed into their bodies. Many animals have mechanisms that break
food up into smaller pieces (such as teeth or beaks). This helps digestion and allows larger pieces of food to
get into the digestive system. Some animals, such as starfish, don’t have teeth and so food is partially digested
outside the body; starfish stick their stomachs out of their mouths and into the food. Enzymes are released from
the stomach surface onto the food. This breaks the food into smaller pieces that can be taken into the body.
Other enzymes break the food down until the food molecules are small enough to be absorbed through the
stomach wall.
Different enzymes are released in different digestive organs, as shown in the diagram of the human digestive
system. Each kind of enzyme has a different substrate that it breaks down.
The effect of enzymes on digestion can be shown in experiments. For example, a protein can be broken down
into amino acids by mixing it with a 20 per cent hydrochloric acid solution and boiling for 24 hours. Within the
human digestive system, at body temperature, a range of proteases acting on the same amount of protein
achieve the same result in less than 4 hours.
1 Explain as fully as you can why bacteria and fungi release enzymes into their surroundings.
2 a What happens to digested food molecules after they enter body cells?
b How do enzymes help this process?
3 Compare the breakdown of carbohydrates, proteins and fats in terms of the range of subunits formed.
4 Compare and contrast the digestion of proteins by chemical lab methods and in the digestive system.
(Remember to identify how they are similar and different.)
5 a Suggest why chewing food into smaller pieces helps digestion by enzymes.
b Use your answer to part a to explain why enzymes are important for living organisms.
Extra challenge
6 Suggest the advantage to humans of having bacteria in the large intestine.

7
Testing foods
SB1f.4 Homework 1
Name Class Date
1 Which chemical reagents would you use to test for each of the following foods?
a starch ____________________________________________________________________________
b reducing sugar _____________________________________________________________________
c fat _______________________________________________________________________________
d protein ___________________________________________________________________________
2 a Describe how you would carry out the test for reducing sugars.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
b What would you see happen in the test if the food contained lots of reducing sugars?
__________________________________________________________________________________
__________________________________________________________________________________
3 The table below shows the results from testing ready-salted crisps for food substances. Explain the results.
starch test: blue–black reducing sugar test: bright blue

fat test: water goes cloudy protein: light blue
_____________________________________________________________________________________
_____________________________________________________________________________________
4 The diagram shows the apparatus for measuring the energy

released from food by burning.
a What is the name of this apparatus?
_______________________________________________
b Explain what happens to the water as the food burns.
_______________________________________________
_______________________________________________
_______________________________________________
c One group held the burning food further from the beaker
than other groups did. Explain how this would give an error
in the measurement of the energy in the food.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

6
Food tests and calorimetry
SB1f.5 Homework 2
Students carried out food tests on a biscuit. The table shows the results of the tests.
Test Result
iodine test black–blue
emulsion test cloudy solution
biuret test pale blue/purple
Benedict’s test orange precipitate
Describe how to carry out the food tests shown in the table.
Explain what the results in the table show about the biscuit.
a The iodine test usually produces qualitative results. What does this mean?
b Benedict’s test produces semi-quantitative results. What does this mean?
The students then tried to compare the energy in three different types of biscuit using the calorimeter shown
below. The table shows their results.
Student Increase in temperature of 5 cm3 water (°C) per

group 0.5 g of biscuit
biscuit A biscuit B biscuit C
1 9.8 11.7 8.9
2 9.3 10.4 9.2
3 4.6 6.4 4.5
4 10.0 12.2 8.8
Describe how the experiment was carried out for one biscuit to produce the results in the table.
Suggest, with a reason, how the following errors could affect the results.
a taking longer than usual to place the burning biscuit under the tubes
b having less water in the tube than there should be
c the flame going out before all the biscuit is burned.
One group carried out its test in a different way from other groups. Identify the group and suggest one error
the students in this group could have made that would have caused the difference in their results compared
with those of other groups.
State which type of biscuit contained the most energy, giving reasons for your answer.
a Calculate the mean temperature increase for biscuit A, ignoring the anomalous set of results.
b Use the equation below and your answer to part a to calculate the energy content of biscuit A.
mass of water (g) × 4.2 × temperature rise (°C)

energy released per gram of food (J) =
mass of food (g)
(Note: 1 cm3 water has a mass of 1 g.)
Extra challenge
The experimental set-up shown above always underestimates the amount of energy in a food. Suggest two
ways in which the set-up could be improved to get more accurate results.

purchasing institution only. This material is not copyright free. 7
SB1g.5 Enzyme shapes – Homework 1
Name Class Date
The diagrams below show an enzyme that catalyses the breakdown of a substrate molecule.
1 Label the enzyme in each diagram.

2 The active site is where the substrate sits in the enzyme.
a Label the active site in the middle diagram.
b Are the shapes of the substrate molecule and active site similar or different? Explain your answer.
3 a Could this enzyme catalyse the breakdown of a different substrate molecule?
b Explain your answer.
4 If the temperature increased, the special shape of the enzyme would change. Suggest how this change in
shape would affect how the enzyme catalyses the breakdown of the substrate. Explain your answer.

6
Cleaning laundry
SB1g.6 Homework 2
Biological detergents first went on sale about 50 years ago. These detergents have added enzymes.
Most stains on clothes come from food, grass (especially on children's clothes), or from body fluids such as
blood and sweat. In the past, laundry cleaning involved a lot of hot water, soap and hard scrubbing to break
down large biological molecules and so remove stains. Biological detergents clean clothes more quickly and
effectively at lower temperatures.
Laundry detergent Enzymes in detergent

first biological detergent (1960s) protease (subtilisin)
modern biological detergents (2010s) proteases, lipases, carbohydrases
1 The first enzymes used in biological detergents were proteases.

a Suggest which stains these enzymes helped to remove. Explain your answer.
b Using your knowledge of how enzymes work, describe how these detergents help to remove
these stains.
2 Explain why the enzymes in biological detergents help to reduce washing time.
3 Using the idea of enzyme specificity, explain why the first biological detergents still left some stains on
clothing.
4 The recommended temperature for a laundry detergent is the one at which it cleans most effectively.
Explain as fully as you can why using a biological detergent at a higher temperature can remove less of a
stain than those washed at a cooler temperature.
5 Suggest the stain that each kind of enzyme in modern biological detergents helps to remove.
Extra challenge
6 Eggs contain substances that inhibit the action of some proteases. These inhibitors help to protect the
developing chick from pathogens such as bacteria and fungi. However, they can interfere with the cleaning
power of proteases in biological laundry detergents.
The graph shows the effectiveness of removing soil stains using an old type of protease and a newly
developed type, when there is also egg on clothes in the wash.
a Use evidence from the graph to help you explain what 'inhibit' means.
b Suggest a way that inhibition of an enzyme might occur.
c Use your answer to part b to suggest how the new protease differs from the traditional type.

7
Changing enzyme activity
SB1h.4 Extend
E1 A manufacturer is testing several high-temperature cellulase enzymes to break down plant cell walls in
plant waste used for making biofuels. Suggest how the manufacturer might carry out the test and how
they would decide which is the best enzyme for this process.
1 Cellulase enzymes catalyse the breakdown of cellulose in plant cell walls. This releases substances inside
the cells that can be converted to biofuels. A manufacturer of biofuels needs a cellulase that works well at
about 85 °C.
a Suggest a possible source of high-temperature cellulase enzymes. Explain your answer.
b Suggest a method that could be used to test the effect of temperature on the rate of reaction of a
cellulase.
c Sketch a graph to show the result you would expect for rate of reaction against temperature for an
enzyme-catalysed reaction.
d Label your graph to explain the changes in gradient at different temperatures.
e Explain how the manufacturer might identify the best cellulase for the process.
2 Trypsin is a protease enzyme found in the small intestine of the human digestive system. Trypsin has an
optimum pH of about 8.
a Sketch a graph that shows the relationship between the rate of a trypsin-catalysed reaction and pH.
b Annotate your graph to explain its shape.
3 One protein that trypsin breaks down is casein, which is found in milk.
3
In an experiment where the temperature and pH were controlled, 5 cm of a 1 per cent solution of casein
was completely broken down by trypsin in 10 minutes.
a Calculate the mean rate of this reaction in g/min.
b Explain why the rate of reaction would be slower if the initial concentration of casein was less than this.
c Describe the shape of a graph of substrate concentration against rate of reaction for concentrations
higher than 1%.
d Explain your answer to part a.

Enzyme activity questions
SB1h.5 Homework 1
Name Class Date
1 Graph A shows how the rate of reaction of the human amylase enzyme changes with temperature.
Graph A
a What is the optimum temperature of human amylase?
b Explain what 'optimum temperature' means.
2 The graph is produced from the results of many experiments at different temperatures.
a In one experiment, 100 g of starch was broken down by the enzyme in 8 minutes. Calculate the rate of
this reaction in terms of amount of substrate broken down over time (g/min).
b Use graph A to identify two temperatures at which the experiment in part a may have taken place.
c Describe how the shape of the enzyme has changed at the higher temperature in your answer to part b
compared with the lower temperature.

SB1h.5 Homework 1
3 The curve on graph B shows the effect of substrate concentration on an enzyme-controlled reaction. The
dots and shapes show enzyme and substrate molecules. As substrate concentration increases, the number
of substrate molecules increases but the number of enzyme molecules stay the same.
Complete the labels to describe why the curve is this shape.
Graph B
4 Explain why an enzyme-controlled reaction stops at very low and very high pHs.

SB1h.6 Homework 2
1 There are many enzymes in the human digestive system. The table shows details of three of them.
Enzyme Substrate Optimum pH

amylase starch 7
pepsin proteins 2
trypsin proteins 8
a Suggest what the optimum temperature is for all three enzymes shown in the table. Explain your
answer.
b Sketch a graph that shows the effect of pH on the rate of a reaction for pepsin and on trypsin. Put both
enzymes on the same graph. Use values between pH 1 and 9.
c Add labels to your graph to show the optimum pH for pepsin and for trypsin.
d Explain the shape of the curves you have drawn for pepsin and trypsin.
2 Pepsin and trypsin both digest proteins into shorter chains of amino acids, when a part of the protein
molecule fits into the active site of the enzyme. However, proteases work at different places in an amino
acid chain. Pepsin breaks bonds between amino acids called phenylalanine, tryptophan and tyrosine.
Trypsin breaks bonds between amino acids called proline, arginine and lysine.
a Suggest why pepsin and trypsin affect different parts of a protein molecule. (Hint: think about the effect
of amino acid sequence on the shape of a protein.)
b Explain the advantage of having several different protease enzymes in the digestive system.
3 Different parts of the digestive system produce different enzymes. The digestive system also produces
other substances that change the environment in which the enzymes work. Hydrochloric acid is produced in
the stomach and mixed with enzymes and digesting food by the action of the stomach muscles. As food
passes out of the stomach and into the intestine, more enzymes from the pancreas are added as well as
alkaline substance, called bile.
Suggest which of the two proteases shown in the table is produced in the stomach, and which is produced
in the pancreas. Explain your answers.
Extra challenge
4 Amylase is produced in the mouth and small intestine. Amylase breaks bonds between pairs of glucose
molecules in starch.
Many foods contain a lot of carbohydrate. Suggest why amylase is produced by the pancreas as well as in
the mouth.

Transporting substances
SB1i.4 Strengthen
1 Look at the diagram of sugar molecules in the small intestine.
a The concentration of a solution is the amount of solute dissolved in a particular amount of solvent.
Are the sugar molecules in higher concentration inside the small intestine or inside the cells? Explain
your answer.
b In which direction would the sugar molecules in this diagram diffuse? Explain your answer?
c Which transport process could the cells use to absorb sugar molecules from inside the small intestine in
the situation shown in the diagram? Explain your answer.
d The absorption of molecules in a situation like the one shown in the diagram is an active process.
Explain what this means.
S1 A small number of sugar molecules are in your small intestine. Describe how they will be
absorbed into cells in the small intestine and why they need to be absorbed in this way.
2 The mass of a slice of potato is measured as 28 g. The slice is then placed into a beaker of distilled water.
After 20 minutes, the slice is taken out of the water and blotted dry with a paper towel. Its new mass is 35 g.
a Which transport process has caused the potato slice to increase in mass: diffusion, osmosis or active
transport?
b Explain as fully as you can why the potato slice increased in mass.
c Calculate the percentage gain in mass of the potato slice, using the formula:
final mass – initial mass
 100%
initial mass
(Note: if the calculated value is positive, this shows percentage gain.)

5
Transporting questions
SB1i.6 Homework 1
Name Class Date

The diagram shows a semi-permeable membrane separating two glucose solutions.
1 What is meant by a ‘semi-permeable membrane’?
2 Glucose molecules are small enough to pass through the semi-permeable membrane in the diagram.
a Circle the transport method by which glucose molecules move through the membrane:
active transport diffusion osmosis
b In which direction will there be overall movement of glucose molecules in the diagram?
c Explain your answer to part b.
3 In a similar experiment, substance X is used instead of glucose. It is soluble in water but has much larger
particles that cannot pass through the semi-permeable membrane.
a Name the process that will occur in this case, in which there is an overall movement of water
molecules.
b In which direction will there be overall movement of water molecules?
c Explain your answer to part a.
4 A piece of potato of initial mass 25 g was placed in water. After 15 minutes its final mass was 50 g.
Calculate the percentage gain in mass of the potato.
5 Some cells take in substances against their concentration gradient.

a Which transport method is used for this?
b Cells that use this transport method have lots of mitochondria. Explain why.

7
Mitosis
SB2a.3 Strengthen
Name Class Date
1 The stages of the cell cycle (below) are in the correct order. Draw lines to link the stages with what happens.
Stage of the cell cycle What happens
interphase The membrane around the nucleus breaks down.
The cytoplasm of the cell is separated as a cell

prophase membrane divides the cell into two daughter
cells.
Each of the chromosome X-shapes splits to form

metaphase two single chromosomes. The single
chromosomes move away from each other.
The single chromosomes arrive at opposite ends

anaphase of the cell. The membranes around each nucleus
start to form again.
The DNA in the cell is copied (making X-shapes,

each containing a chromosome and its copy).
telophase
Sub-cellular parts (such as mitochondria) are also
copied.
cytokinesis The chromosomes line up in the middle of the cell.
S1 Draw a flow chart to show mitosis.
2 State two reasons why mitosis needs to take place in cells.
3 The cells produced by mitosis are diploid and genetically identical. Define each underlined term.
4 Suggest what will happen if cells keep dividing and do not stop.

4
Cell division
SB2a.4 Homework 1
Name Class Date
1 State two parts of a cell that make copies of themselves before mitosis begins.
2 Look at the diagram below and draw what the cell looks like in the next stage of mitosis.
3 Which part of the cell cycle is taking place when:
a the chromosomes line up on the equator of the cell
b the nucleus membrane is breaking down
c DNA and sub-cellular parts are copied
d the cytoplasm of the cell is separated?
4 Why is mitosis important for organisms? Tick three boxes to show three reasons.
growth evolution respiration
repair reproduction digestion

5 The cells produced from mitosis are genetically identical, diploid cells.
a Describe what ‘genetically identical’ means.
b Explain what ‘diploid’ means and why it is important to the cell. (Hint: What would happen to a cell if it
was not diploid and went through two rounds of the cell cycle?)

5
Growth in animals
SB2b.2 Strengthen
Name Class Date
1 A human egg cell is a single unspecialised cell. After the cell is fertilised, two processes cause it to develop
into a large organism formed of billions of different types of cells.
a Name and describe the process that produces more cells from one cell.
b Which process changes unspecialised cells into specialised cells?
S1 Describe how a single fertilised human egg cell develops into the billions of different cells in a human
adult.
Some robots can carry out many actions that humans can do, such as walk, or pick up and move other objects.
2 A robot arm is moved by pistons that can get longer and shorter. The pistons are attached to the outer shell
of the arm.
a Which organs in a human arm cause the arm to move?
b Which type of specialised human cell in those organs causes movement?
c How is the structure of those specialised human cells adapted to their function of causing movement?
3 To make a tall robot from a shorter one, you could remove the legs and replace them with longer ones.
Use the words in the box to help you write a sentence that explains how a child gets taller as they get older.
cell division cell size growth
4 A baby's length is measured at 3 months old, and plotted on a percentile growth curve chart. The chart
shows that the baby's length lies on the 25th percentile curve. Explain what this means.

2
Growth in animals
SB2b.3 Extend
E1 What are the advantages and disadvantages of using percentile curves to assess the growth and
development of a young baby?
The graphs show the growth of a

baby boy from 2 weeks after birth until
he was 1 year old.
1 What is happening to cause the
change in mass and length in the
baby's body?
2 a Which percentile curve does
the baby's length lie on when
he is 3 months old?
b What does this mean?
3 Look at the growth curve for the
baby's length. Does this curve
show 'normal' growth over the
baby's first year? Explain your
answer.
4 Compare the growth of the baby
on the two curves. At which point
might a health professional be
concerned about the baby's
growth? Give a reason for your
answer. mass of a baby boy (thick line) displayed on percentile curve
5 Use your answer to question 4 to

justify why it is important to
monitor different measurements of
a baby's growth rather than just
one.
6 Name three kinds of specialised
cell in the baby’s body and explain
how the structure of those cells is
adapted to their function.
length of a baby boy (thick line) displayed on percentile curve

3
Specialised human cells
SB2b.4 Homework 1
Name Class Date
1 Growth of an animal can be defined as cell division followed by cell differentiation. Explain what the bold
words mean.
cell division
cell differentiation
2 The diagrams in the table show some specialised human cells.

Complete the table to describe how each cell is specialised and the function of each cell.
Cell A B
How the cell is

specialised
Function of the cell
3 The mass of a boy was measured every month

after birth for his first year, and recorded on
percentile curves, as shown in the graph.
a The boy's mass lay on the 25th percentile
when he was 3 months old. What does this
mean compared with the mass of other 3-
month-old baby boys? Explain your
answer.
mass of a baby boy (thick line) displayed on

percentile curves
b Suggest how old the boy was when the doctor became concerned about his growth. Explain your
answer.

4
SB2c.2 Plant cell map
Name Class Date
1 Use the diagram below to map where in a plant you can find the following cells:
meristem cells xylem vessels root hair cells palisade cells guard cells
Think carefully before you start about how best to do this, as the cells may be found in more than one part
of a plant.
2 Add notes to each type of specialised cell to:

a describe its function
b describe adaptations of the cell that help it carry out its function well.
3 Add notes to meristem cells to explain their relationship with specialised types of cell.

3
Growth in plants
SB2c.3 Strengthen
Name Class Date
S1 The tree in photo A grew from a small seedling. Use bullet points to describe how the seedling increased
in size and developed into the tree.
1 a Circle the two processes that result in growth of the seedling.

cell differentiation cell division cell elongation
b Name the part of a shoot or root tip where cell division occurs.
c The cells produced by cell division all look the same. Name the process that results in cells becoming
different from one another.
2 The diagram shows cells along the outer surface of a tree root.
a Name the type of cell labelled A.

b What feature does this cell have that makes it different from other types of root cell?
c Explain how this type of cell is adapted to its function.
d Explain why the adaptation of these cells is important for the plant.
3 One month after germination the tree seedling has a mass of 65 g. One year later it has a mass of 345 g.
Use this formula to calculate the percentage gain in mass of the tree seedling:
final mass - starting mass
percentage change in mass = × 100%
starting mass

4
Plant growth
SB2c.4 Homework 1
Name Class Date
1 Select the statement that best describes how plants grow. Tick one.
Cell elongation is followed by cell differentiation then cell division.
Cell division is followed by cell elongation and then cell differentiation.
Cell division is followed by cell differentiation and then cell elongation.

2 What name is given to the kind of cell division that happens in plant growth?
3 Explain why measuring the change in mass of a plant over time can be used to measure the plant’s growth.
4 The diagram shows a xylem vessel from a plant.
a Add labels to the lines to describe the features of a xylem vessel that are not found in other plant cells.
b Describe the function of a xylem vessel.
c Explain how the features of a xylem vessel help it to carry out its function.
5 Describe one other kind of specialised plant cell and explain how it is adapted to carry out its function.

5
Stem cells
SB2d.2 Strengthen
Name Class Date
1 a Complete the table to show where the different kinds of stem cell are found and what range of
specialised cell they can produce.
Type of stem cell Where found Produces many/few types of

specialised cell
embryonic stem cell
adult stem cell
plant stem cell
b For each statement, tick one box to show whether it is a benefit or a risk of using stem cells.
● Stem cells may continue to divide inside the body to produce

cancer. benefit risk
● Stem cells can be used to replace damaged or diseased cells. benefit risk
● Stem cells can be used for testing new drugs before they are tried
on people. benefit risk
● Stem cells can be studied to show how some cells become

damaged, so that new treatments can be developed. benefit risk
● Stem cells from another person may be rejected by the patient's

immune system. benefit risk
S1 a Describe the functions of the different kinds of stem cell in animals and plants.
b Describe one benefit and one risk of using stem cells in medicine.
2 Give an example of a disease that could be treated using stem cells.
3 Use one of the risks and one of the benefits from the bullet list in question 1b to explain why you are or are
not in favour of using stem cells.
These words may help you to answer question 1a.
A meristem B animal embryo
C differentiated tissue D many
E many F few

3
Stem cells
SB2d.4 Homework 1
Name Class Date
1 Select the correct sentence ending.

A stem cell is:
a cell found in the middle of a plant stem
an unspecialised cell that produces different types of specialised cell
a cell that is specialised for a particular function.

2 In which parts of a plant can you find stem cells?
3 Name one animal tissue that contains stem cells.

4 What is the function of stem cells:
a in a young organism
b in a fully grown organism?
5 Stem cells are also found in young embryos. State one way in which these stem cells are different from
those found in mature organs.
6 Leukaemia is a disease of the blood, which produces faulty blood cells that replace healthy blood cells. This
causes many problems in the body. Blood stem cells can be used to treat leukaemia. Complete the
sentences below to show how this can be done.
a Healthy blood stem cells are taken from .
b The healthy blood stem cells are inserted into .
c The healthy blood stem cells produce .
7 Explain how treatment with stem cells could cause each of the following problems:
a cancer
b rejection of the stem cells by the patient's immune system
These phrases may help you with the answers to questions 4, 5 and 6.
the bone marrow of the patient with leukaemia to repair diseased or damaged cells
the bone marrow of a healthy person to produce new cells for growth.
new cells that differentiate into healthy blood cells they can produce a wider range of specialised cells

5
SB2e.2 The brain – Strengthen
Name Class Date
1 The table below has some missing parts. The missing parts are given below. Write the letters of the parts
into the correct positions in the table.
P spinal cord
Q controls breathing rate and heart rate
R used for most of our senses, language, memory, behaviour and consciousness
S central link between brain and spinal cord
T made of nerves
U controls balance, posture and fine muscle movements
V cerebellum
W two hemispheres
Part Structure Function
cerebral cortex • ______ • ______

• made mainly of neurones
______ • in two halves • ______

medulla oblongata • ______ • ______

______ • ______ • connects the brain to the rest of

the nervous system
S1 Draw a table to summarise the structures and function(s) of the major parts of the brain.
2 a Label the diagram of the brain below with the names of the parts in the first column of the table.
b Add labels to the diagram to show which is the front and which is the back of the brain.

Brains
SB2e.3 Homework 1
Name Class Date
1 Complete these sentences using words from the box below.

The ____________________________ is an ____________________________ that controls what your
body does and how you ______________________________________. It is made of many cells called
________________________ and is protected by bones, which form the _________________________.
brain neurones organ skull think
2 Many scientists have had different ideas about the brain.
a Draw lines between the hypotheses and the evidence used to support the hypotheses.
b Which of the scientists’ hypotheses do we still think are correct today?
__________________________________________________________________________________
3 State what the spinal cord is made of and its function.
__________________________________________________________________________________
4 a Draw lines to link parts of the brain to the names. Then link each part with its function.
Name Function
cerebellum used for most of our senses
controls breathing rate and

cerebral cortex heart rate
medulla
controls balance
oblongata
b What name is given to the two parts of the cerebral cortex?
__________________________________________________________________________________

Brains and problems
SB2e.4 Homework 2
1 a Describe the structure of the cerebral cortex.
b Describe the position of the cerebral cortex in the human brain.
c Use your answers to a and b to help you write a well-structured paragraph to describe the position,
structure and function of the cerebral cortex in the human brain.
2 The diagram on the right

shows a nerve. Describe
the structure and function
of nerves.
3 State the part of the brain or nervous system that has been affected in each of the following situations. Give
a reason for each of your choices.
a After drinking too much alcohol, a man fell over as he tried to get up out of a chair.
b A person suffered a head injury and was no longer able to communicate verbally.
c After a horse-riding accident, a man was paralysed from the neck downwards.
d A tumour caused a woman to go blind in her left eye, although the eye still responded to light.
e Due to blood vessels dying in part of the brain, a girl’s heart started to beat irregularly.
f A man developed dementia and gradually lost his memory.
4 A doctor specialising in the nervous system is called a neurologist. One of the standard tests that
neurologists ask people to do is to reach up and then touch their noses. Explain what part of the brain they
are examining in this test.
5 What are the names of the

parts of the brain labelled A –
D in the diagram on the right?
Extra challenge
6 Look at the diagram of the brain in question 5 again. Identify parts E and F and find out what they do.

Brain and spinal cord problems
SB2f.3 Strengthen
Name Class Date
1 a Which of these is a function of the spinal cord? Tick () one.
 controls balance,  used for most of  transfers signals  controls breathing

posture and fine our senses and between the brain rate and heart rate
muscle movements behaviour and the rest of the
nervous system
b What is the spinal cord mostly made of? Tick () one.
 nerves  blood vessels  bone  cartilage
c When your skin is damaged, new cells are made to repair the damage. What cells produce these
new cells? Tick () one.
 embryonic  adult stem cells  platelets  blood cells

stem cells
S1 Karen’s spinal cord was cut in an accident. Explain why the damage means that she will never regain full
movement or feeling.
2 Tick the boxes to compare the features of CT scanning and PET scanning of the brain.
CT scan PET scan

Shows structures in the brain
Shows activity in parts of the brain
Uses radioactivity
3 During a PET scan, a man is told to wiggle his toes. When he does this, a strip of brain tissue becomes
brighter on the screen. This strip runs down the side of the brain, about halfway between the front and
back.
a What does this tell you about what part of the brain is used for toe movement?
__________________________________________________________________________________
b Number these sentences in the best order to explain why the strip of tissue becomes brighter on
the screen when the man wiggles his toes.
 More-active cells take in more glucose.
 So, more gamma rays come from the strip of tissue in the cerebral cortex.
 The man is injected with radioactive glucose.
 The radioactive atoms in the glucose cause gamma rays to be produced.
 When the man wiggles his toes, the cells that control this become more active.
 The greater concentration of gamma rays causes brighter areas on the screen.
c A woman with a head injury has lost the ability to wiggle her toes. Describe how the area of the brain
used for toe wiggling might be found using a CT scan.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

Nervous system problems
SB2f.4 Homework 1
Name Class Date
1 ‘Tan’ lived in a hospital in Paris. He had lost the ability to speak and could only say the word ‘tan’. When
Tan died in 1861, Paul Broca (1924–1880) examined his brain. He discovered that it had been damaged in
a specific place, now called Broca’s area.
a In what part of the brain would you find Broca’s area? Tick () one.
 spinal cord  cerebellum  medulla  cerebral

oblongata cortex
b State how the functions of parts of the brain are investigated today.
__________________________________________________________________________________
c Describe two advantages of these modern methods.
__________________________________________________________________________________
__________________________________________________________________________________
2 Damage in the neck can cause the loss of use of all limbs (arms and legs).
a What word is used to describe this condition? Tick () one.
 spina bifida  quadriplegia  ataxia  cerebral

cortex
b Explain why damage to the neck can cause this condition.

__________________________________________________________________________________
__________________________________________________________________________________
c It is possible to use electrical wires to make muscles in the arms and legs move. However, the damage
to the neck cannot be repaired. State the reason why the body cannot repair the damage.
__________________________________________________________________________________
3 a What is a brain tumour?
__________________________________________________________________________________
b Tick () the boxes to show the effect(s) of each of the three ways of treating a brain tumour.
Chemotherapy Radiotherapy Brain surgery

Uses X-rays
Uses drugs
Kills cells directly
Involves opening up the skull
c Explain how the blood–brain barrier can stop chemotherapy working.

__________________________________________________________________________________
d Explain why not removing all of a tumour during brain surgery can be a problem.
__________________________________________________________________________________
e Suggest an explanation for why radiotherapy is given to people who have had a brain tumour
removed.
__________________________________________________________________________________
__________________________________________________________________________________

The nervous system
SB2g.2 Strengthen
Name Class Date
1 The sentences below describe how you feel something that touches the heel of your foot. Write in numbers
1 to 7, to show the order in which the events occur.
impulses transmitted through sensory object touches the heel

neurone
you feel the object touching your heel
brain processes the impulses
impulses transmitted through neurones
impulses generated in receptor cell in the spinal cord
impulses reach the brain
S1 Draw a flow chart to show how information about something touching the heel of your foot gets to your
brain.
2 Unmuddle the letters to show the names of the three main parts of the nervous system.
REV ENS
RANCID SLOP
IN BAR
3 a What sort of cell is shown in the diagram below?
b Add in the two missing labels.

c Describe one function of the myelin sheath.

3
The nervous system
SB2g.3 Extend
1 The sentences below describe some of the events that occur when you pick up an ice cube. The sentences
are in the wrong order. Write out the letters for the sentences in the correct order.
A brain processes impulses and you feel ice cube
B brain processes impulses and you see ice cube
C brain sends range of impulses to muscle cells in arm and hand
D brain sends range of impulses to muscle cells in arm and hand
E finger muscles grip ice cube and arm muscles lift up
F impulses sent down optic nerve to brain
G impulses sent to brain via spinal cord
H receptor cells in eye detect light from ice cube
I receptor cells in skin detect pressure and cold
J you touch ice cube
E1 You pick up an ice cube. Explain how your nervous system allows you to do this.
2 The diagram shows a nerve.
a Explain why nerves are classified as organs.
b List the two organs found in the central nervous system.
3 a What sort of cell is shown in the diagram below?
b What are the missing labels, W, X, Y and Z?

c Explain the function of the myelin sheath.
d State one other way in which this cell is adapted to its function.

4

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SB1a.

1 Which of these is the best definition for ‘resolution’? Tick one:

 the longest object that can be observed using a microscope

 the amount that a microscope can magnify by

contains a barrel with two lenses

resolution down to 0.0001 mm

resolution down to 0.002 mm

S1 Compare today’s light microscopes with Hooke’s.

5 A piece of hair is 0.05 mm wide.

© Pearson Education Ltd 2016. Copying permitted for

Name Class Date

1 Label the microscope to show position of the:

c Give your answer to part b in millimetres.

© Pearson Education Ltd 2016. Copying permitted for

Name Class Date

chloroplast controls what

cell membrane where aerobic

cell wall controls the cell’s

cytoplasm for support and

mitochondrion where the cell’s

large permanent stores cell sap and

2 a In which part would you find chlorophyll?

© Pearson Education Ltd 2016. Copying permitted for

Name Class Date

Organelle In plant In animal Function

b Fill in the function for each organelle.

3 The upper drawing on the right shows

4 The lower drawing on the right shows a

b Draw a scale bar below the diagram

© Pearson Education Ltd 2016. Copying permitted for

1 a Define these terms:

© Pearson Education Ltd 2016. Copying permitted for

Name Class Date

Human sperm cell (magnification ×1000)

5 A jelly layer surrounds an egg cell.

c What is the function of this change in the jelly layer?

© Pearson Education Ltd 2016. Copying permitted for

Name Class Date

flexible cell contains the instructions for

contains a small proportion

where the cell’s activities

slime coat for protection and support

flagellum for moving

chromosomal for protection (not all

controls what enters and

2. a In which part would you find ribosomes?

© Pearson Education Ltd 2016. Copying permitted for

Name Class Date

E1 Compare eukaryotic and prokaryotic cells.

Cell structure Found in animals? Found in plants? Found in bacteria?

large permanent vacuole

2 a What do ribosomes do?

3 a A Lactobacillus cell is 2 µm long. State its length in metres.

© Pearson Education Ltd 2016. Copying permitted for

Name Class Date

chromosomal DNA eukaryotic nucleus plasmids

prokaryotic proteins ribosomes

Bacterial cells do not have a and so are described as being

. Instead, they have a very large

loop of and some smaller loops of

DNA, known as . Like cells, they do have

, which are responsible for making

cell surface membrane chloroplast cytoplasm

mitochondria permanent vacuole