Q1.

The diagrams show a section through a typical leaf and a section through a leaf from a xerophytic
plant. The xerophytic leaf has a lower transpiration rate than the typical leaf.

Describe two features shown in the diagram of the xerophytic leaf which reduce
transpiration rate. Explain how each of these features contributes to a lower transpiration
rate.

Feature 1___________________________________________________________

Explanation _________________________________________________________

___________________________________________________________________

Feature 2___________________________________________________________

Explanation _________________________________________________________

___________________________________________________________________
(4)

Page 1 of 12
Q2. The drawing shows four common plants found in the Mojave Desert.

(a) Explain how three features of the plants shown in the drawing are adaptations to desert
conditions.

1. _________________________________________________________________

___________________________________________________________________

2. _________________________________________________________________

___________________________________________________________________

3. _________________________________________________________________

___________________________________________________________________
(3)

(b) Resurrection plants can lose up to 95% of their water content without dying. They can
survive for many years in this desiccated state and will revive within hours of rainfall.
Suggest which of the plants W to Z is most likely to be a resurrection plant. Give a reason
for your choice.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Page 2 of 12
 ___________________________________________________________________
(2)

Q3. Some xerophytic plants have sunken stomata. Explain the advantage of this adaptation.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

Q4. Figure 1 shows a single stoma and surrounding cells from the leaf of a xerophytic plant.

Figure 1

(i) Explain how the cuticle reduces water loss.

___________________________________________________________________

___________________________________________________________________
(1)

(ii) Explain how one of the other labelled parts reduces water loss.

___________________________________________________________________

___________________________________________________________________

Page 3 of 12
 ___________________________________________________________________

___________________________________________________________________
(2)

Q5. The drawing shows part of the lower leaf epidermis of sorghum.

(a) Calculate the number of stomata per mm2 of the leaf surface. Show your working.

Answer ____________________ stomata per mm2

(2)

(b) Sorghum has few stomata per mm2 of leaf surface area. Explain how this is an adaptation
to the conditions in which sorghum grows.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(3)
Q6. A student found the number of stomata per cm on the lower surface of a daffodil leaf.
2

He removed a small, thin piece of lower epidermis and mounted it on a microscope slide.

He examined the slide using an optical microscope.

(b) Suggest how the student could have used his slide to find the number of stomata per cm 2.

___________________________________________________________________

Page 4 of 12
 ___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________ (3)

Q7. A student investigated the distribution of stomata on leaves from two species of plant. She removed
small pieces from the lower surface of the leaves of each plant species. She mounted these pieces on
separate microscope slides. She then counted the number of stomata in several parts of the epidermis on
each piece of leaf tissue using an optical microscope.

(a) Suggest appropriate units the student should use to compare the distribution of stomata
on leaves.

___________________________________________________________________ (1)

(b) The pieces of leaf tissue examined were very thin.

Explain why this was important.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________ (2)

(c) Give two reasons why it was important that the student counted the number of stomata in
several parts of each piece of leaf tissue.

1. _________________________________________________________________

___________________________________________________________________

2. _________________________________________________________________

___________________________________________________________________ (2)

(d) One of the two plant species used by the student in this investigation was a xerophyte.

Other than the distribution of stomata, suggest and explain two xerophytic features the
leaves of this plant might have.

1. _________________________________________________________________

___________________________________________________________________

2. _________________________________________________________________

___________________________________________________________________ (2)

(e) The student then compared the rate of transpiration (evaporation of water) from the two

Page 5 of 12
species of plant. She did this by measuring the rate of water uptake by each plant
species.

Suggest two reasons why the rate of water uptake by a plant might not be the same as
the rate of transpiration.

1. _________________________________________________________________

2. _________________________________________________________________

___________________________________________________________________(2)

Page 6 of 12
Mark schemes

Q1.
(a) increased humidity leads to decreased transpiration;
high humidity means more water in the air / increased saturation /
increased water potential;
reduced diffusion gradient / water potential gradient;
slower rate of water loss / less evaporation;
3 max

(b) thick cuticle;

impermeable to water / waterproof;

sunken stomata;
reduces water diffusion gradient;

shape of leaf / rounded / small surface area;

small surface area : volume ratio;
(explanation must be linked to feature)
4 max
[7]

Q2.
(a) shallow roots enable rapid uptake of rainfall (in X and / or Z);
widespread / shallow roots allow collection of larger volume
water / over a larger area / rapid uptake of water (in Z);
swollen stem for water storage (in X);
deep roots for accessing deep groundwater (in Y);
small / no leaves so little transpiration;
3

(b) Z;
wide spread of roots for rapid water absorption;
(accept X; if linked to leaves channelling water to roots)
(ignore references to water storage abilities)
(accept other responses if justified)
2
[5]

Q3.
(a) (i) unrestricted / free / quick / easy water flow / continuous column / maintains
transpiration stream;
1

(ii) resists tension in water (column) / provides support / strength /

maintains column of water / adhesion / prevents water loss
(allow waterproofing in correct context i.e. not absorbing);
1

Page 7 of 12
 (b) (i) as total area of stomata decreases the rate of water flow decreases /
decrease is proportional;
(reject proportional, ‘as one goes up the other goes up’
and ‘same shape’)
1

(ii) increasing / higher temperature causes increasing / higher rate of

evaporation / transpiration;
(not water loss)
1

(iii) lower plateau (start and finish at same point);

(allow if curve sketched on original graph, reject ‘curve is lower’)
1

(c) conserves water / reduces water loss / reduces transpiration / reduces evaporation;
high humidity (in pit) / reduced water potential gradient / less water blown away /
increased diffusion pathway;
2
[7]

Q4.
(i) (waxy so) impermeable to water / waterproof / stops water
passing through;
1

(ii) reference to hairs / position of stomata (sunken stomata /

stomata in pits )
LINKED to reduced air movement / trap layer of air /
trap water vapour (reject water) / maintains humidity;

reduces diffusion gradient / concentration gradient of water /

water potential gradient;

OR

stoma can close;

reduces area for evaporation or transpiration;
2
[3]

Q5.
(a) 235–240;;
(one mark for an answer between 200-300
based on 2 - 3 stomata in 0.01mm2
Alternatively, one mark for calculating the area of the
rectangle correctly as 0.016 – 0.017mm2)
2

(b) grows in arid / dry conditions;

less surface area;
(rate of) transpiration / water loss would be reduced;
3

Page 8 of 12
 [5]

Q6.
(a) Stomata per mm2 or cm2
OR
Number per mm2 or cm2;
Accept: mm−2 or cm−2.
Reject: per μm2 or μm−2.
Reject: the use of a solidus / as being equivalent to per.
Ignore: ‘amount’.
1

(b) 1. Single/few layer(s) of cells;

Accept: more/too many/overlapping.
‛Single layer’ without reference to cells/tissue should not be
credited.
2. So light can pass through;
2

(c) 1. Distribution may not be uniform

OR
So it is a representative sample;
Accept: more/fewer stomata in different areas.
Ignore: anomalies/random/bias.
2. To obtain a (reliable) mean;
Accept: ‘average’.
2

(d) 1. Hairs so ‘trap’ water vapour and water potential gradient decreased;
2. Stomata in pits/grooves so ‘trap’ water vapour and
water potential gradient decreased;
3. Thick (cuticle/waxy) layer so increases diffusion
distance;
4. Waxy layer/cuticle so reduces
evaporation/transpiration.
5. Rolled/folded/curled leaves so ‘trap’ water vapour and
water potential gradient decreased;
6. Spines/needles so reduces surface area to volume
ratio;
1, 2 and 5. Accept: humid/moist air as ‛water vapour’ but not
water/moisture on its own.
1, 2 and 5. Accept: diffusion gradient as equivalent to water
potential gradient.
1, 2 and 5. Accept: less exposed to air as an alternative to
water potential gradient.
6. Accept: spines/needles so ‘reduce area’.
2 max

(e) 1. Water used for support/turgidity;

2. Water used in photosynthesis;
3. Water used in hydrolysis;

Page 9 of 12
 4. Water produced during respiration;
2 max
[9]

Q7.
(a) (Scientists) used fully grown leaves / used five plants of each (species).
Ignore other references to methodology. Reward only
information provided in the Resource.
Do not accept reference to number of leaves − different
plants were used.
1

(b) Either
1. Draw around leaf on graph paper;
Mark as a trio − MP1, MP2 and MP3 OR MP4, MP5 and
MP6. Do not mix and match.
Both aspects needed for mark − drawing and type of paper.

2. Count squares (however described);

There is no reward for additional detail e.g. dealing with part
squares.

3. Multiply by 2 (for upper and lower leaf surface);

OR
4. Draw around a leaf on paper of known mass (per unit area);
Both aspects needed for mark − drawing and mass of paper.

5. Cut out and weigh;

6. Multiply by 2 (for upper and lower leaf surface).
3

(c) (i) Species B (no mark)

1. Smaller surface area
so
less evaporation / less heat absorbed;
Correctly selected feature and the explanation required for 1
mark.
In all marking points − ‘less water loss’ is insufficient as an
explanation but accept transpiration for evaporation or
diffusion.

2. Thicker leaves
so
greater diffusion distance (for water);
Accept ‘thicker leaves so more water storage’.

3. Fewer stomata / lower stomatal density

so
less diffusion / evaporation (of water);

4. Smaller surface area to volume ratio

so

Page 10 of 12
 less evaporation.
1 max

(ii) 1. Thick(er) cuticle

so
increase in diffusion
distance / slower (rate of) diffusion;
Feature and explanation needed for each mark.
Reject other features not related to leaves.
Reject features related to water storage.
‘Cuticle’ alone is insufficient (all leaves have a cuticle).
Reject suggestion of ‘less’ diffusion, for idea of ‘slower
diffusion’, an idea of rate is required.

2. Hairs on leaves
so
reduction in air movements / increase in humidity / decrease in
water potential gradient;

3. Curled leaves
so
reduction in air movements / increase in humidity / decrease in
water potential gradient;

4. Sunken stomata
so
reduction in air movements / increase in humidity / decrease in
water potential gradient.
2 max

(d) Small leaves / surface area so (total) number of stomata is low.

Both aspects needed for mark.
1
[8]

Q8.
(a) Single layer of cells / few layers of cells;

So that light that can pass through / cells absorb light;

2

(b) Method of determining area of field of view / area seen using microscope;

Count number of stomata in field of view;

Repeats and calculation of mean;

3

(c) Water vapour accumulates / increased humidity / reduced air movement

(around stomata);

Water potential / diffusion gradient reduced;

2

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 [7]

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