Cells as the basic unit of life. Sexual reproduction in flowering plants: pollination, fertilisation, seed dispersal, germination. Human fertilisation. Inherited characteristics.
pollinationfertilisationseed dispersalgermination
The sexual reproduction sequence in flowering plants:
Pollination
→
Fertilisation
→
Seed dispersal
→
Germination
PollinationTransfer of pollen from anther to stigma
FertilisationMale reproductive cell fuses with female reproductive cell → seed produced
GerminationSeed grows into a new plant (needs water, suitable temperature, air)
Part A — Multiple choice (Booklet A style · 2 marks each)
Question 1 — MCQ (2 marks)
Booklet APollination
Which of the following correctly describes pollination?
AThe fusion of the male and female reproductive cells inside the ovule
BThe scattering of seeds away from the parent plant by wind or animals
CThe growth of a seed into a new plant when conditions are favourable
DThe transfer of pollen grains from the anther of a flower to the stigma
A, B, C, and D are all stages in plant reproduction — A is fertilisation, B is seed dispersal, C is germination, and D is pollination. The exam tests whether you know the precise definition of each step. Pollination is specifically about pollen transfer, before any fusion takes place.
The figure shows four types of seeds. Which seed is most likely dispersed by wind?
ASeed A — has feathery extensions that catch air currents
BSeed B — has a hard outer coating with a hook
CSeed C — has spiky projections that attach to animal fur
DSeed D — is light and enclosed in a buoyant fruit
Wind-dispersed seeds are characterised by being very light and having structures — wings, feathery bristles (like dandelion), or flat extensions — that increase air resistance and keep them aloft. Seeds dispersed by animals (C) typically have hooks or are fleshy. Seeds dispersed by water (D) have air pockets for buoyancy.
A student set up four jars to investigate the conditions needed for seeds to germinate. The table below shows the setup of each jar.
Only the seeds in Jar 1 germinated after one week.
(a) What is the changed variable between Jar 1 and Jar 2? (1 mark)
(b) What conclusion can be drawn from comparing Jar 1 and Jar 3? (1 mark)
(c) A student says: "This experiment proves that light is not needed for germination." Is this a valid conclusion? Explain your answer. (2 marks)
(a)The changed variable is the presence or absence of water.
(b)Air is needed for seeds to germinate. Seeds in Jar 1 (with air) germinated, but seeds in Jar 3 (without air) did not, showing air is a necessary condition.
(c) Valid?No, this is not a valid conclusion. Light was not tested as a variable in this experiment — it was the same in all four jars. To conclude about light, a separate experiment changing only the presence of light would be needed.
3 key conditions for germination: water, air, suitable temperature
Exam skill — evaluating conclusions: A conclusion is only valid if it is directly supported by the variables tested. Never conclude about a factor that was not changed in the experiment. Light is kept constant here — so nothing can be said about it.
The diagram below shows a cross-section of a flower. A pollen grain has landed on the stigma.
(a) Name the process by which the pollen grain landed on the stigma. (1 mark)
(b) After pollination, fertilisation takes place. Describe what happens during fertilisation in a flowering plant. (2 marks)
(c) State ONE similarity between fertilisation in flowering plants and fertilisation in humans. (1 mark)
(a)Pollination — the transfer of pollen grains from the anther to the stigma.
(b)During fertilisation, the male reproductive cell fuses with the female reproductive cell, resulting in the production of a seed.
(c)In both flowering plants and humans, a male reproductive cell fuses with a female reproductive cell during fertilisation.
Key: fertilisation = fusion of male and female reproductive cells
For (b), the key phrase is "fuses with" — both words of the pair (male reproductive cell + female reproductive cell) must be stated to earn full marks. For (c), the syllabus explicitly asks you to recognise this similarity between plants and humans.
The table below shows four fruits and their dispersal methods. Study the features of each fruit and answer the questions.
(a) Explain how the features of the coconut help it to be dispersed by water. (2 marks)
(b) Why is it important for seeds to be dispersed away from the parent plant? (1 mark)
(c) A new plant species has seeds enclosed in a hard pod with no wings, hooks, or fleshy covering. Suggest the most likely dispersal method for this plant and give a reason. (2 marks)
(a)The fibrous husk traps air, making the coconut buoyant so it can float on water. The waterproof outer layer prevents water from entering and damaging the seed inside, allowing it to survive long journeys at sea.
(b)So that the seedlings do not compete with the parent plant (and with each other) for resources such as water, minerals, sunlight and space.
(c) MethodExplosive dispersal (self-dispersal) — the pod builds up tension as it dries and eventually snaps open, flinging seeds away. This is the most logical method when no structures for wind, water, or animal dispersal are present.
Key: match features → dispersal method
For (a), don't just say "it floats" — the examiner wants the specific structural features (fibrous husk, air spaces, waterproof coat) linked to the function (buoyancy, seed protection). "It floats because it is light" alone earns 0 marks.
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