You're viewing free preview questions. Upgrade to access more MYP2 questions.Upgrade

Systems in Organisms

Systems in Organisms — Free MYP2 Sciences Practice Questions

1QuestionFunctions of the Human SkeletonConcept Practice

2 marks~3 minCriterion A

The diagram shows a human skeleton with one bone structure labeled A.

Identify the name of structure A. [1]

Describe one function of structure A in the human body. [1]

Solutions

2QuestionBasic Stages of Human ReproductionConcept Practice

2 marks~3 minCriterion A

The diagram below shows the female reproductive system with one structure labeled X.

Identify the structure labeled X. [1]

Describe one function of this structure in human reproduction. [1]

Solutions

3QuestionConcept of Excretion and Examples in HumansConcept Practice

4 marks~6 minCriterion A

The diagram shows the human digestive system, with the large intestine and kidneys labelled. Three waste products are listed below:

- Urea: produced from protein breakdown in body cells
- Undigested food: material that passes through the gut without being absorbed
- Carbon dioxide: produced during respiration

Identify which waste product is removed by the kidneys and which is removed by the large intestine. [2]

Excretion is the removal of metabolic waste — harmful substances made by chemical reactions inside body cells. Explain why removing urea from the body counts as excretion, but removing undigested food does not. [2]

Solutions

4QuestionCase Studies of System Interactions in Daily LifeConcept Practice

2 marks~3 minCriterion A

The diagram shows the human digestive system with three labeled parts: A (stomach), B (small intestine), and C (large intestine).

Identify which labeled part is the main site of nutrient absorption into the bloodstream. [1]

Explain one reason why that part is so effective at absorbing nutrients. [1]

Solutions

5QuestionAbsorption of Nutrients in the Small IntestineConcept Practice

2 marks~3 minCriterion A

The inner wall of the small intestine is lined with tiny finger-like projections that increase the surface area for absorbing nutrients into the blood.

Identify the name of these finger-like projections. [1]

Explain one way these projections help the small intestine absorb nutrients more efficiently. [1]

Solutions

6QuestionProtection Support and MovementAssessment Practice

5 marks~8 minCriterion B

The table below shows the bone mineral density (BMD — a measure of how much mineral is packed into bone) and the breaking force for four animal bones.

BMD ( $\text{g/cm}^2$ )	0.5	0.8	1.1	1.4
Breaking force (N)	200	320	440	560

Identify the relationship between BMD and breaking force shown in the table. [1]

Calculate the increase in breaking force for every

0.1\ \text{g/cm}^2

increase in BMD. Show your working. [2]

A bone with a BMD of

1.0\ \text{g/cm}^2

is placed under a load of 500 N. Using your answer from (b), estimate the breaking force of this bone, then explain whether it is likely to break. [2]

Solutions

7QuestionFunctions of the Human SkeletonAssessment Practice

4 marks~6 minCriterion D

A PE teacher says running on concrete causes micro-damage (tiny cracks) to bones, so teenagers should run on grass instead.

Identify two functions of the human skeleton. [1]

Explain why a teenager's bones may recover from micro-damage caused by running on concrete. [1]

Compare the strengths and limitations of the PE teacher's advice. [2]

Solutions

8QuestionFunctions of the Human SkeletonAssessment Practice

6 marks~9 minCriterion C

A student tests two chicken leg bones of similar size. One bone is left raw; the other is baked at

200^\circ\text{C}

for 30 minutes. A machine records the force needed to break each bone and the bone's mass.

Raw bone — mass:

12.5\ \text{g}

; force at fracture:

340\ \text{N}

Baked bone — mass:

11.8\ \text{g}

; force at fracture:

480\ \text{N}

Calculate the force-to-mass ratio (N/g) for each bone. [2]

Describe what the difference in force-to-mass ratios tells you about the effect of baking on bone strength. [2]

Compare the conclusion "baking makes bones stronger" with the limitations of this investigation. [2]

Solutions

9QuestionBasic Stages of Human ReproductionAssessment Practice

5 marks~8 minCriterion D

Many people use smartphone apps to track their menstrual cycle and predict ovulation (the release of an egg from the ovary). Most apps assume a regular 28-day cycle, with ovulation on day 14.

Identify what data a fertility tracking app collects and state how it uses this data to predict the fertile window — the days when pregnancy is most likely. [2]

Explain one reason why an irregular menstrual cycle reduces the accuracy of a fertility tracking app. [1]

Describe one limitation of fertility tracking apps other than irregular cycles, and explain how it could lead to an incorrect prediction. [2]

Solutions

10QuestionIntroduction to Human Reproductive OrgansAssessment Practice

5 marks~8 minCriterion C

The graph below shows levels of two hormones — FSH (follicle-stimulating hormone) and LH (luteinizing hormone) — across a 28-day menstrual cycle. The y-axis shows hormone concentration; the x-axis shows days 1–28.

Identify which hormone peaks on day 14. [1]

Describe what happens to FSH levels between days 12 and 14, and explain how this relates to the rise in LH over the same period. [2]

Compare the roles of FSH and LH in the menstrual cycle, using evidence from the graph to support your answer. [2]

Solutions

11QuestionBasic Stages of Human ReproductionAssessment Practice

6 marks~9 minCriterion B

A student investigates how uterine lining thickness and progesterone level (a hormone that prepares the uterus for pregnancy) affect implantation success.

Day post-ovulation: 5 / 6 / 7 / 8 / 9
Uterine lining (mm): 6.5 / 7.8 / 8.2 / 9.1 / 7.0
Progesterone level (a.u.): 8 / 12 / 15 / 18 / 9
Pregnancy achieved: No / No / Yes / Yes / No

Identify the two days on which implantation was successful. [1]

Describe the pattern in uterine lining thickness and progesterone level on the days when pregnancy was achieved, compared with the days when it was not. [2]

On day 10, the uterine lining is 7.5 mm and progesterone is 11 a.u. Compare these values with the pattern you described and explain whether pregnancy is likely to be achieved. [3]

Solutions

12QuestionRole of Kidneys and Urinary SystemAssessment Practice

3 marks~5 minCriterion B

The graph shows urine production (mL/h) against water intake (mL) for a healthy human over 6 hours. As water intake rises from 200 mL to 1200 mL, urine production rises from about 50 mL/h to about 300 mL/h.

Identify the relationship between water intake and urine production shown in the graph. [1]

Explain why urine production increases when water intake is high. Use the terms homeostasis and excess water removal in your answer. [1]

Compare how effectively the kidneys respond to water intake at 200 mL and at 1200 mL. Support your answer with values from the graph. [1]

Solutions

13QuestionConcept of Excretion and Examples in HumansAssessment Practice

4 marks~6 minCriterion C

During exercise, the body produces sweat — a liquid released through the skin. One student claims: "Sweating only removes water; it has no role in waste removal." A friend disagrees: "Sweating is a form of excretion."

State what excretion means. [1]

Identify which claim is more accurate and explain why, using the composition of sweat as evidence. [2]

Compare one advantage and one disadvantage of sweating as a method of waste removal. [1]

Solutions

14QuestionImportance of Maintaining Internal BalanceAssessment Practice

5 marks~8 minCriterion D

A student athlete plays soccer outdoors on a hot day. After one hour, she feels dizzy and has a headache. She drank only soda — a sugary, carbonated drink — instead of water throughout the game.

Identify one substance found in soda that affects the body's water balance differently than water does. [1]

Explain one reason why soda is less effective than water at replacing fluids lost through sweat during exercise. [2]

Compare the health risks for a young athlete who drinks soda instead of water during sport. [2]

Solutions

15QuestionCase Studies of System Interactions in Daily LifeAssessment Practice

5 marks~8 minCriterion B

When you drink water after exercise, three organ systems work together to restore the body's water balance.

Scenario 1 – Eating a meal: the digestive, circulatory, and nervous systems coordinate so blood flow increases to the stomach and intestines.
Scenario 2 – Running upstairs: the muscular, respiratory, and circulatory systems coordinate so breathing rate and heart rate increase.
Scenario 3 – Shivering in cold weather: the nervous, muscular, and circulatory systems coordinate so muscles contract rapidly to generate heat and skin blood vessels narrow.

Identify one pattern shown by all three scenarios above. [1]

Describe what happens in the digestive system and the circulatory system when you drink water after exercise. [2]

After exercise, the excretory system (the organs that filter blood and remove waste) also responds when you drink water. Compare what the excretory system does when you drink a large amount of water with what it does when you drink only a small amount. [2]

Solutions

16QuestionConsequences of System FailureAssessment Practice

5 marks~8 minCriterion D

A patient with kidney failure needs treatment to remove waste from their blood. Two options exist: dialysis, where a machine filters the blood several times a week, or a kidney transplant, where a healthy kidney from a donor is surgically placed into the patient.

Identify one benefit of choosing dialysis over a kidney transplant. [1]

Explain two limitations of kidney transplants as a treatment for kidney failure. [2]

Compare two viewpoints on whether a donated kidney should be given to a younger patient before an older patient. [2]

Solutions

17QuestionTransport of Nutrients and Oxygen to CellsAssessment Practice

8 marks~12 minCriterion C

The table shows oxygen concentration (mL of O2 per 100 mL of blood) at different distances along a capillary (100 µm long).

Distance from arteriole (µm)	0	20	40	60	80	100
Near resting muscle cells	20	18	16	14	12	10
Near active muscle cells	20	16	12	8	4	0

Identify the pattern of oxygen concentration along the capillary for each condition. [2]

Estimate the oxygen concentration at 50 µm near active muscle cells. Show your working. [2]

Compare the rate of oxygen decrease near resting and active muscle cells, and explain why the difference occurs. [4]

Solutions

18QuestionOrgans of the Digestive System and Their FunctionsAssessment Practice

6 marks~9 minCriterion B

A student places 5 g of starch-based food in beakers of stomach acid (dilute HCl) at

37^\circ\text{C}

. The food is prepared in three forms: whole (one cube), crushed (small chunks), and ground (powder). Mass remaining is recorded every 2 minutes.

Time (min)	0	2	4	6	8	10
Whole (g)	5.0	4.8	4.6	4.5	4.4	4.3
Crushed (g)	5.0	4.5	4.0	3.6	3.3	3.0
Ground (g)	5.0	4.0	3.0	2.0	1.0	0.0

Identify which form of food digested fastest and which digested slowest. Support your answer with one value from the data. [2]

Explain why the ground food digested faster than the crushed food. Use the idea of surface area (the total area of food exposed to the acid) in your answer. [2]

Compare the digestion rates of all three forms of food and describe the general relationship between particle size and digestion rate. [2]

Solutions

19QuestionAbsorption of Nutrients in the Small IntestineAssessment Practice

2 marks~3 minCriterion D

The small intestine absorbs iron from food. Iron is used to make haemoglobin (the protein in red blood cells that carries oxygen). When iron levels are low, less oxygen reaches the body's muscles and organs, causing fatigue (tiredness).

Explain why a doctor might recommend iron-rich foods, such as spinach or red meat, to a patient who feels constantly tired. [1]

Identify one limitation of this recommendation. [1]

Solutions

20QuestionOrgans of the Digestive System and Their FunctionsAssessment Practice

5 marks~8 minCriterion C

A student added amylase (an enzyme that breaks down starch) to three test tubes of starch solution. Each tube was kept at a different pH to mimic a digestive organ: pH 7 (mouth), pH 2 (stomach), or pH 8 (small intestine). The graph shows how much starch remained over 10 minutes.

Identify which organ showed the fastest starch digestion. [1]

Explain why very little starch was broken down in the tube mimicking the stomach. [2]

A classmate claims: "Digestion only occurs in the stomach." Compare the results from all three tubes and state whether the data support this claim. [2]

Solutions

21QuestionGas Exchange in the AlveoliAssessment Practice

5 marks~8 minCriterion B

The table below shows breathing rate and the number of active alveoli (tiny air sacs in the lungs where oxygen and carbon dioxide are exchanged) during three activities.

Activity	Resting	Walking	Running
Breaths per minute	12	20	40
Active alveoli (millions)	150	250	500

Identify the relationship between breaths per minute and active alveoli. [1]

Estimate the number of active alveoli for a person jogging at 30 breaths per minute. Show your working. [2]

A student claims that measuring breathing rate alone is enough to predict the number of active alveoli during any activity. Using the data in the table, describe one piece of evidence that supports this claim and one limitation of relying only on breathing rate. [2]

Solutions

22QuestionGas Exchange in the AlveoliAssessment Practice

7 marks~11 minCriterion A

A student builds three model alveolus sacs with the same volume but different internal surface areas. Each sac is filled with a solution that absorbs oxygen.

Internal surface area (cm²)	10	20	40
Oxygen absorption rate (mg/min)	2.5	5.0	10.0

Identify the relationship between internal surface area and oxygen absorption rate shown in the data. [2]

Calculate the oxygen absorption rate for a fourth sac, D, with an internal surface area of 30 cm². Show your working. [2]

Compare how the surface area of a real alveolus helps gas exchange with how surface area affected absorption in the model. [3]

Solutions

23QuestionStructure and Function of the HeartAssessment Practice

4 marks~6 minCriterion D

A fitness tracker records a 12-year-old's heart rate as 80 beats per minute (bpm) at rest and 160 bpm after running.

Identify one benefit of using a fitness tracker to monitor heart health in young people aged 12–13. [1]

Explain how this benefit supports heart health monitoring for this age group. [1]

Compare the usefulness of a fitness tracker with that of medical-grade heart monitoring equipment for a young person your age. [2]

Solutions

24QuestionGas Exchange in the AlveoliAssessment Practice

5 marks~8 minCriterion C

A student claims that oxygen moves from the alveoli (tiny air sacs in the lungs) into the blood because the oxygen concentration is higher in the alveoli than in the blood.

Oxygen concentration (\%) at each location:
Alveolar air: 14
Blood entering alveoli: 5
Blood leaving alveoli: 13

Calculate the difference in oxygen concentration between the alveolar air and the blood entering the alveoli. Show your working. [1]

Explain how this difference in concentration causes oxygen to move from the alveoli into the blood. [2]

Compare the oxygen concentration of blood entering and blood leaving the alveoli, and state whether this supports or contradicts the student's claim. [2]

Solutions