Draft Y9 Autumn Tracker

Living organisms are made of cells.
1.
(a) Animal and plant cells have several parts. Each part has a different function.
Draw one line from each cell part to the correct function of that part.
(3)
(b) The diagram below shows a cell from a plant leaf.
Which two parts in the diagram above are not found in an animal cell?
1. _________________________________________________________________
2. _________________________________________________________________
(2)
(Total 5 marks)
Watford Grammar School for Boys Page 1 of 18

The diagram shows a cell.
2.
(a) (i) Use words from the box to name the structures labelled A and B .
cell membrane chloroplast cytoplasm nucleus
A ___________________________
B ___________________________
(2)
(ii) The cell in the diagram is an animal cell.
How can you tell it is an animal cell and not a plant cell?
Give two reasons.
1. ____________________________________________________________
______________________________________________________________
2. ____________________________________________________________
______________________________________________________________
(2)
(b) Oxygen will diffuse into the cell in the diagram.
Why?
Use information from the diagram.
___________________________________________________________________
___________________________________________________________________
(1)
(c) The cell shown in the diagram is usually found with similar cells.
Draw a ring around the correct answer to complete the sentence.
an organ.
Scientists call a group of similar cells a system.
a tissue.
(1)
(Total 6 marks)
The drawing shows a white blood cell ingesting a bacterium.

3.
Label the parts of the white blood cell.

(Total 3 marks)

Figure 1 shows a microscope.
4.
Figure 1
(a) Draw one line from each part of the microscope to the function of the part.
Part of the
Function
microscope
To adjust the focus of the microscope
A To direct light into the viewer’s eye
B To hold a slide in place
C To magnify the image of a specimen
To support the microscope
(3)

A student prepared some onion cells.
The student viewed the onion cells using a microscope.
This is the method used.
1. Cut an onion into pieces using a sharp knife.
2. Peel off a thin layer of cells from one piece.
3. Place the layer of cells onto a microscope slide.
4. Add three drops of iodine solution to the layer of cells.
5. Cover with a cover slip.
6. Place the slide on the stage of the microscope.
(b) Why was iodine solution added to the layer of onion cells?
✓) one box.
Tick (✓
To dry the cells
To separate the cells
To stain the cells
(1)
(c) Why was a thin layer of onion cells used?
✓) one box.
Tick (✓
To allow light to pass through the cells
To allow oxygen to pass through the cells
To allow water to pass through the cells
(1)

(d) The student was worried about using a sharp knife to cut the onion.
The student wrote a risk assessment for using a knife.
Draw one line from each part of the risk assessment to the description of the part.
Part of risk assessment Description
Call a first aider
Hazard
Cut the onion on a chopping

board
The onion is cut into pieces
Plan to minimise risk
The knife is sharp
(2)
Figure 2 shows what the student saw using the microscope at a magnification of ×400.
Figure 2

(e) Line A–B in Figure 2 shows the length of cell Z.
Calculate the real length of cell Z.
Complete the following steps.
Measure the length of line A–B in millimetres (mm).
Length of line A–B = _______________ mm
Give your measurement of the length of line A–B in micrometres (µm).
1 mm = 1 000 µm
___________________________________________________________________
___________________________________________________________________
Length of line A–B = _______________ µm
Calculate the real length of cell Z.
Use the equation:
real length of cell Z (in µm) =
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Real length of cell Z = _______________ µm

(4)

(f) How would onion cells look different if they were seen using an electron microscope?
✓) two boxes.
Tick (✓
The cells would be coloured.
The cells would have no nuclei.
The cells would look larger.
The cells would look more blurred.
The cells would show more internal structures.
(2)

(g) Figure 2 is repeated below.
Figure 2
Figure 3 shows the student’s drawing of Figure 2.
Figure 3
What two improvements could the student make to the drawing in Figure 3?
✓) two boxes.
Tick (✓
Add colour to the cells.
Complete the cell walls.
Draw each cell on a separate piece of paper.
Include the magnification.
Use a ruler to draw the cells.

(2)
(Total 15 marks)
The diagrams show four cells, A, B, C and D.

5.
A B
C D
Use letters A, B, C or D to answer these questions.
(a) Which cell can photosynthesise?
(1)
(b) Which cell is adapted for receiving and sending information?
(1)
(c) Which cell is adapted to respire quickly?
(1)
(Total 3 marks)

The drawing shows an animal cell, seen at a very high magnification using an electron
6. microscope.
(a) (i) Label a mitochondrion [plural = mitochondria].

(1)
(ii) What happens in the mitochondria?
______________________________________________________________
(1)
(b) (i) Name and label the structure where you would find chromosomes.
(1)
(ii) What are chromosomes made of?
______________________________________________________________
(1)
(c) What controls the rate of chemical reactions in the cytoplasm?
___________________________________________________________________
(1)
(Total 5 marks)

(a) (i) Name the red pigment found in red blood cells.
7.
______________________________________________________________
(1)
(ii) Describe, in detail, the function of this red pigment.
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
(2)
(b) Describe one other way in which the structure of a red blood cell is different from the
structure of a white blood cell.
___________________________________________________________________
___________________________________________________________________
(1)
(Total 4 marks)
Plant roots absorb water from the soil by osmosis.

8.
(a) What is osmosis?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
(3)

(b) The image below shows part of a plant root.
The plant root is adapted for absorbing water from the soil.
Use information from the diagram to explain how this plant root is adapted for absorbing
water.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
(3)
(Total 6 marks)

Mark schemes
(a)
1.
extra lines cancel

3
(b) Cell wall

in either order
1
Chloroplast
allow (permanent) vacuole
1
[5]
(a) (i) A = nucleus

2. 1
B = (cell) membrane
1
(ii) any two from:

ignore shape
• no (cell) wall
• no (large / permanent) vacuole
• no chloroplasts / chlorophyll
2
(b) because high to low oxygen / concentration or down gradient

allow ‘more / a lot of oxygen molecules outside’
ignore along / across gradient
1

(c) a tissue
1
[6]
cytoplasm reject protoplasm

3. (cell) membrane
nucleus
all correctly labelled
each for 1 mark
[3]
(a)
4.
do not accept more than one line from a box on the left
3
(b) to stain the cells

1
(c) to allow light to pass through the cells

1
(d)
do not accept more than one line from a box on the left
2

(e) student’s measurement
49 (mm)
allow in range 48 – 50 (mm)
1
conversion of student’s measurement

49 000 (µm)
allow correct conversion using student’s measurement
1
substitution
allow a correct substitution using incorrectly measured / converted

length
1
122.5 (µm)
allow a correct answer from student’s division using a magnification
of ×400
1
(f) the cells would look larger

1
the cells would show more internal structures

1
(g) complete the cell walls

1
include the magnification

1
[15]
(a) B
5. 1
(b) D
1
(c) A
1
[3]

(a) (i)
6.
award 1 mark for any of the mitochondria correctly labelled if a

number are labelled and one is incorrect award 0 marks
1
(ii) respiration or the release or transfer

of energy or it contains the enzymes
for respiration
do not accept energy produced
1
(b) (i) nucleus (named and correctly

labelled)
arrow or line must touch or go inside the nuclear membrane

1
(ii) DNA or genes or nucleic acids

accept protein or histones or nucleotides or ATGC
1
(c) enzymes or nucleus

do not accept factors that affect the rate rather than control it eg pH
or temperature
1
[5]

(a) (i) haemoglobin / oxyhaemoglobin
7.
must be phonetic
1
(ii) carries oxygen or forms oxyhaemoglobin

Ignore references to CO2 / iron
cancel if extras like food / glucose
1
from lungs to tissues

1
(b) no nucleus or biconcave disc (described)

ignore references to size
ignore vague references to being
‘round’ / ‘donut’ shaped etc.
1
[4]
(a) any three from:

8.
• (water through a) partially permeable
accept ‘semi permeable’ / selectively permeable
• membrane
• from dilute to (more) concentrated solution
allow ‘from a high concentration of water to a lower concentration
(of water)’
allow ‘from high water potential to low water potential’
allow ‘down a concentration gradient of water’
do not accept ‘along a concentration gradient of water’
• (it‘s a) passive (process)
allow requires no energy
3
(b) (there are) many hairs or thin hairs or hairs are one cell thick
1
(which gives) large / increased surface area or short diffusion pathway

1
(so there is) more diffusion / osmosis (of water into the root)
ignore absorption
1
[6]

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Living organisms are made of cells.

(b) The diagram below shows a cell from a plant leaf.

Watford Grammar School for Boys Page 1 of 18

cell membrane chloroplast cytoplasm nucleus

(ii) The cell in the diagram is an animal cell.

Give two reasons.

(b) Oxygen will diffuse into the cell in the diagram.

Use information from the diagram.

Draw a ring around the correct answer to complete the sentence.

Scientists call a group of similar cells a system.

The drawing shows a white blood cell ingesting a bacterium.

Label the parts of the white blood cell.

Watford Grammar School for Boys Page 3 of 18

To adjust the focus of the microscope

A To direct light into the viewer’s eye

B To hold a slide in place

C To magnify the image of a specimen

To support the microscope

Watford Grammar School for Boys Page 4 of 18

The student viewed the onion cells using a microscope.

This is the method used.

1. Cut an onion into pieces using a sharp knife.

2. Peel off a thin layer of cells from one piece.

3. Place the layer of cells onto a microscope slide.

4. Add three drops of iodine solution to the layer of cells.

5. Cover with a cover slip.

6. Place the slide on the stage of the microscope.

To dry the cells

To separate the cells

To stain the cells

(c) Why was a thin layer of onion cells used?

To allow light to pass through the cells

To allow oxygen to pass through the cells

To allow water to pass through the cells

Watford Grammar School for Boys Page 5 of 18

The student wrote a risk assessment for using a knife.

Part of risk assessment Description

Call a first aider

Cut the onion on a chopping

The onion is cut into pieces

Plan to minimise risk

The knife is sharp

Watford Grammar School for Boys Page 6 of 18

Calculate the real length of cell Z.

Complete the following steps.

Measure the length of line A–B in millimetres (mm).

Length of line A–B = _______________ mm

Give your measurement of the length of line A–B in micrometres (µm).

Length of line A–B = _______________ µm

Calculate the real length of cell Z.

Use the equation:

real length of cell Z (in µm) =

Real length of cell Z = _______________ µm

Watford Grammar School for Boys Page 7 of 18

The cells would be coloured.

The cells would have no nuclei.

The cells would look larger.

The cells would look more blurred.

The cells would show more internal structures.

Watford Grammar School for Boys Page 8 of 18

Figure 3 shows the student’s drawing of Figure 2.

Add colour to the cells.