Question 1
25 marksWrite an essay on the following topic.
The importance of controlling water loss in organisms.
Model answer
Terrestrial insects and xerophytic plants show a compromise between efficient gas exchange and limiting water loss. Insects have a large surface area to volume ratio, so they could dry out quickly. Their exoskeleton is covered by a waterproof waxy cuticle, gas exchange takes place inside the body through the tracheal system, and the spiracles can be closed by valves when the insect is inactive; hairs around the spiracles trap moist air. Xerophytes such as marram grass have a thick waxy cuticle, rolled leaves, stomata sunk in pits and hairs. These trap a layer of humid air next to the stomata, reducing the water potential gradient between the inside of the leaf and the air, so less water vapour diffuses out. Controlling water loss is important because an insect or plant that lost water faster than it could replace it would die from dehydration. However, spiracles and stomata must open for oxygen and carbon dioxide to diffuse in, so water loss can only be reduced, not prevented.
The waxy cuticle works because of the properties of lipids. Like triglycerides, waxes contain long hydrocarbon chains that are non-polar. Water molecules are polar, so they are not attracted to these chains and cannot easily pass through them. A layer of lipid on the surface of a leaf or an insect's exoskeleton is therefore hydrophobic and waterproof. This is important because it allows organisms to live on land in dry air, where evaporation would otherwise remove water from every exposed surface; plants of dry habitats have much thicker cuticles than plants of shaded, humid places.
In plants, some water loss is unavoidable and is even useful. Transpiration, the evaporation of water from mesophyll cells and its diffusion out through the stomata, creates tension in the xylem, and cohesion between water molecules, due to hydrogen bonds, pulls a continuous column of water up from the roots. This transpiration stream carries mineral ions such as nitrate to the leaves and supplies water for photosynthesis. Controlling the rate of loss is therefore a balance. When water is scarce, the guard cells lose water and the stomata close, so transpiration falls and the plant does not wilt; but closed stomata also reduce the uptake of carbon dioxide, so the rate of photosynthesis falls. Some desert plants open their stomata only at night, when it is cooler and the air is more humid, and store the carbon dioxide they absorb as an organic acid, which releases carbon dioxide for the Calvin cycle during the day while the stomata are closed. This greatly reduces water loss.
Mammals control the water lost in urine by osmoregulation. When the water potential of the blood falls, for example after sweating, osmoreceptors in the hypothalamus detect the change and the posterior pituitary releases more antidiuretic hormone (ADH). ADH binds to receptors on the cells of the distal convoluted tubule and collecting duct and makes them more permeable to water, because more water channel proteins (aquaporins) are inserted into their membranes. The loop of Henle maintains a high concentration of sodium ions in the medulla, so the tissue fluid there has a low water potential, and water leaves the collecting duct by osmosis and is reabsorbed into the blood. A small volume of concentrated urine is produced. This is important because it returns the water potential of the blood to normal by negative feedback, so cells do not lose water by osmosis, which would disrupt their metabolism. Desert mammals such as the kangaroo rat have very long loops of Henle, which produce a steeper gradient in the medulla, so they produce very concentrated urine and can survive with almost no drinking water.
Behaviour can also control water loss. Woodlice lose water easily because their exoskeleton lacks a thick waxy layer. They show a kinesis, a non-directional response in which the speed of movement depends on the intensity of the stimulus: in dry air they move faster, so they are likely to leave the dry area quickly, and in humid air they slow down, so they spend more time there. This is important for their survival because it keeps them in damp places, such as under logs and stones, where evaporation from their bodies is slow; these places also hide them from predators.
Water loss is also important in succession. Pioneer species, such as lichens on bare rock or marram grass on sand dunes, can colonise only because they limit water loss in dry, exposed conditions with little soil to hold water; marram grass, for example, has rolled leaves with stomata sunk in pits. When they die, saprobionts decompose them and the organic matter forms humus, which increases the depth of the soil and its ability to retain water. The environment becomes less hostile, so species that are less able to control water loss can colonise, and these may out-compete the pioneers, changing the community step by step towards a climax community. Because the availability of water changes at each stage, adaptations for controlling water loss determine which species can survive at each stage, and conserving habitats such as sand dunes depends on understanding and managing this succession.
Explanation
Planning: choose topic areas where losing too much water is a problem and organisms control it, from different parts of the specification: gas exchange in insects and xerophytes (3.3.2), the lipid cuticle (3.1.3), transpiration and stomata (3.3.4.2), osmoregulation (3.6.4.3), behaviour (3.6.1.1) and succession (3.7.4). For each, describe the A-level mechanism (AO1) and explain why controlling water loss matters (AO2), for example the compromise with gas exchange, keeping cell water potential stable, or survival in dry habitats. About 10 minutes per topic, no introduction or conclusion.
Faults that lose marks: counting insects and xerophytes as two topic areas (both are 3.3.2); describing camels or cacti at GCSE level, which does not count as material beyond the specification; saying ADH acts on the loop of Henle or the proximal convoluted tubule, or that water is reabsorbed by active transport (significant errors); describing the nephron in full without linking it to water loss; giving lipid structure without explaining why lipids are waterproof; and writing about water uptake or transport in ways that do not relate to controlling loss. Material beyond the specification at A-level depth, such as the night-time opening of stomata in desert plants or the long loops of Henle of desert mammals, is needed for 24-25 marks.
Mark scheme
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25 marks
Levels of response (25 marks).
Level 5 (21-25 marks): A holistic, fully integrated answer that makes clear links between several different topics and the theme of the question. Biology is detailed and comprehensive A-level content, uses appropriate terminology, and is very well written and always clearly explained. No significant errors or irrelevant material. For top marks in the band, the answer shows evidence of reading beyond specification requirements.
Level 4 (16-20 marks): Links several topics to the main theme of the question to form a series of interrelated points which are clearly explained. Biology is fundamentally correct A-level content with some detailed points, though some may be less well developed, and appropriate terminology. Perhaps one significant error and/or one irrelevant topic which detracts from the overall quality of the answer.
Level 3 (11-15 marks): Mostly deals with suitable topics, but they are not interrelated and links are not made to the theme of the question. Biology is usually correct A-level content, though it lacks detail; it is usually clearly explained and generally uses appropriate terminology. Some significant errors and/or more than one irrelevant topic.
Level 2 (6-10 marks): Predominantly deals with only one or two topics that relate to the question. Biology shows some superficial A-level content that may be poorly explained, lacking in detail, or show limited use of appropriate terminology. May contain a number of significant errors and/or irrelevant topics.
Level 1 (1-5 marks): Only indirectly addresses the theme of the question and merely presents a series of biological facts, usually descriptive or poorly explained and at times factually incorrect. Content and terminology are generally below A-level. May contain a large number of errors and/or irrelevant topics.
0 marks: nothing of relevance.Max 15 if the essay covers fewer than four different topic areas of the specification, each discussed in at least a few sentences. Max 10 if the essay deals with only one or two topic areas of the specification.
Definitions (AQA's commentary on the levels): a topic area is a section of the specification, such as the immune system, nerve impulses or photosynthesis; 'several' means at least four topic areas, each covered in some sentences, not just a word or two, and not many examples from one topic area; a significant error is one that significantly detracts from the biological accuracy of a described example (usually more than one word); irrelevant material is several lines (or more) that clearly fail to address the title or its theme; for top marks within a band, the answer shows evidence of reading beyond the specification, an example relevant to the title used at A-level standard. Phonetic spelling is accepted except for confusable words such as glucose, glycogen and glucagon.
Indicative content (not a checklist; any topics linked to the theme at A-level standard are credited):
- 3.3.2 Gas exchange: insects and xerophytes, compromise with gas exchange
- 3.1.3 Lipids: waxy cuticle is non-polar and waterproof
- 3.3.1 Surface area to volume ratio: small organisms lose water faster
- 3.3.4.2 Mass transport in plants: transpiration and stomatal closure
- 3.6.4.3 Control of blood water potential: ADH, loop of Henle
- 3.6.4.2 Control of blood glucose concentration: glucose in urine, water loss
- 3.6.1.1 Survival and response: kineses keep woodlice in humid places
- 3.4.4 Genetic diversity and adaptation: selection of water-saving features
- 3.7.4 Populations in ecosystems: pioneer species and soil water
Credit other relevant topics, including material beyond the specification at A-level standard.