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IGCSEBiologyCambridge (CIE)Exam Questions3. Movement into & out of CellsDiffusion, Osmosis & Active Transport

Diffusion, Osmosis & Active Transport (Cambridge (CIE) IGCSE Biology)

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Diffusion, Osmosis & Active Transport

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Diffusion, Osmosis & Active Transport

1a
Sme Calculator9 marks

A student measured the distance moved by different concentrations of citric acid solution through agar jelly. The agar contained Universal Indicator which changed colour in the presence of acid. The agar mixed with Universal Indicator was green at the beginning of the investigation.

Step 1

Three test-tubes were labelled A, B and C. Three different concentrations of citric acid solution were made.

Table 1 shows the volumes of 5% citric acid solution and distilled water that were used to make each solution.

Table 1

cie-2019-p6-q1a

Step 2

The base of a Petri dish containing agar and Universal Indicator was labelled A, B and C.

 

Three holes were cut into the agar. This is shown in Fig.1

cie-2019-p6-q1a-petri

Fig. 1

Step 3

The student was provided with one dropping pipette. Three drops of solution A were placed into the hole in section A of the Petri dish.

Step 4

Three drops of solution B were placed into the hole in section B of the Petri dish.

Step 5

Three drops of solution C were placed into the hole in section C of the Petri dish.

Step 6

A stop-clock was started.

Step 7

After 30 minutes the student observed the colour change in the agar around the hole in each section of the Petri dish. The colour change was caused by the diffusion of the citric acid solution through the agar.

Step 8

A ruler was used to measure the distance travelled by each concentration of citric acid solution through the agar.

Fig. 2 shows the appearance of the Petri dish after 30 minutes.

_RIHQH5c_cie-2019-p6-q1a-petri-results

Fig. 2

(i)

Measure the distance travelled by each concentration of citric acid solution after 30 minutes in Fig. 2 Rulers have been added to the image to assist you in taking these measurements.

Prepare a table and record these results.

You should include:

  • The concentration of the citric acid solutions

  • The distance travelled by the citric acid solutions.

[3]

(ii)

Describe how you decided where to measure the distance travelled by the citric acid solutions.

[1]

(iii)

State a conclusion for these results.

[1]

(iv)

The citric acid moves through the agar by diffusion. The diffusion coefficient is used to show the effect of concentration on diffusion.

The formula to calculate the diffusion coefficient is:

cie-2019-p6-q1a-diffusion-coefficient

Calculate the diffusion coefficient, in mm2 per minute, for a 10 % solution of citric acid that travelled 14 mm in 30 minutes.

Give your answer to two significant figures.

[2]

(v)

Universal Indicator is used to estimate the pH value of substances.

Estimate the pH value for the green agar and the red agar.

[2]

How did you do?

1b
Sme Calculator4 marks

(i)

State two variables that have been kept constant in this investigation.

[2]

(ii)

Identify one potential source of error in this investigation and suggest how the error could affect the results.

[2]

1c
Sme Calculator6 marks

Describe how you could adapt this method to find the effect of temperature on the rate of diffusion. Agar melts at 70 °C.

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2a
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A student investigated the effect of different concentrations of salt solution on a hollow plant stem.

They were provided with a 2% salt solution and distilled water. The student used these to make up different concentrations of salt solution.

Step 1

Four test-tubes were labelled 1, 2, 3 and 4.

Step 2

The information in Table 1 was used to make up the four different salt solutions in the test-tubes.

Table 1

Test-tube

Volume of 2% salt solution / cm3

Volume of distilled water / cm3

Final percentage concentration of salt solution

1

0

20

0.0

2

5

15

 

3

10

10

1.0

4

20

0

2.0

(i)

Complete Table 1 by calculating the final percentage concentration of the salt solution in test-tube 2.

[1]

Step 3

The contents of each test-tube were poured into four Petri dishes labelled 1, 2, 3 and 4.

Step 4

A hollow stem was cut into 12 rings using a sharp scalpel. Each stem ring was approximately 2mm long, as shown in Fig.1 

p63fig1-1

Fig. 1

Step 5

Each stem ring was then cut open as shown in Fig. 2.

p63fig1-2

Fig. 2

Step 6

Three cut stem rings were put into each of the different salt solutions in the labelled Petri dishes and left for 10 minutes.

Fig. 3 shows the appearance of the cut stem rings after 10 minutes.

p63fig1-3

Fig. 3

Step 7

The distance between the two cut ends of each stem ring can be measured, as shown in Fig. 4

In the example shown in Fig. 4 the distance is 12 mm.

p63fig1-4

Fig. 4

The measurements of each stem ring were as follows:

  • Petri dish 1: 18 mm, 20 mm, 17 mm

  • Petri dish 2: 10 mm, 12 mm, 12 mm

  • Petri dish 3: 7 mm, 10 mm, 12 mm

  • Petri dish 4: 1 mm, 1 mm, 1 mm

(ii)

Prepare a table and record your measurements in your table.

Your table should show:

  • all of your results

  • a calculated average for each solution.

[4]

(iii)

Use Table 1 and your measurements to describe the results shown in Fig. 3

[1]

How did you do?

2b
Sme Calculator2 marks

Identify one hazard in step 4 and describe a suitable safety precaution.

2c
Sme Calculator2 marks

Explain why more than one ring of the hollow stem was placed into each Petri dish.

2d
Sme Calculator3 marks

(i)

State the variable that was changed (independent variable) in this investigation.

[1]

(ii)

Identify two variables that were kept constant in this investigation. 

[2]

2e
Sme Calculator4 marks

There are potential errors in steps 4 and 7.

Identify two of these errors and suggest an improvement for each.

2f
Sme Calculator2 marks

Fig. 5 shows a section through a hollow plant stem observed through a light microscope.

p63fig1-5

Fig. 5

The measured length of AB on Fig. 5 is 28 mm.

Calculate the actual length of AB using the following equation:

magnification space equals space fraction numerator measured space length space of space bold AB over denominator actual space length space of space bold AB end fraction

Show your working.

How did you do?

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3a
Sme Calculator5 marks

Scientists grew two groups of carrot seedlings in a solution containing magnesium ions, required for the seedlings to grow. The magnesium ions in the solution were radioactively labelled.

The scientists bubbled oxygen through the solution of one group and pure nitrogen gas through the solution of the other group. Nitrogen gas will remove all dissolved oxygen from the solution. 

The level of radioactive magnesium ions was measured at the start of the experiment and again, every 30 minutes for five hours. The scientists subtracted the level of magnesium ions in the solution from the starting level as a way of determining the uptake of magnesium ions by the plant. Table 1 shows the scientists' results.

Table 1

time / minutes

total level of magnesium ions absorbed / arbitrary units

with oxygen

without oxygen

0

0

0

30

190

132

60

224

148

90

237

163

120

263

174

150

289

189

180

320

206

210

342

225

240

368

238

270

385

246

300

412

257

(i)

Plot a line graph of the results shown in Table 1.

[4]

(ii)

State the solution the carrot seedlings absorbed more magnesium ions from.

[1]

How did you do?

3b
Sme Calculator7 marks

(i)

Identify the independent and dependent variables in the investigation.

[2]

(ii)

Identify a variable that needs to be kept constant (control variable) throughout the investigation. 

[1]

(iii)

Calculate the percentage increase of magnesium ions absorbed with oxygen between 120 minutes and 300 minutes. 

[3]

(iv)

Calculate the range for the level of magnesium ions absorbed without oxygen from the beginning to the end of the experiment.

[1]

How did you do?

3c
Sme Calculator2 marks

Describe how the scientists could make the results reliable.

3d
Sme Calculator2 marks

Explain why the scientists took data over a five hour period.

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