a system of shallow roots spread out over a large area roots about 1 m in diameter, shaped like bulbs, deep in the soil.

Similar documents
The photograph shows an aardvark. Aardvarks feed on insects that they dig from the soil. Aardvarks hunt for these insects at night.

when the heap is squashed down so that no air can circulate. What three conditions inside compost heaps are needed for microbes to work quickly? 1...

when the heap is squashed down so that no air can circulate. What three conditions inside compost heaps are needed for microbes to work quickly? 1...

Climate Change and the Arctic Ecosystem

Ecosystems. 6.L.2.2 Explain how plants respond to external stimuli (including dormancy and forms of tropism) to enhance survival in an environment.

time Which factors would cause region X on the graph to become steeper? A

Chapter 12 & 13. Interactions of life The Nonliving Environment

CLIMATE GRAPHS AND INTERPRETING CLIMATE GRAPHS

Mid-Unit Practice Review for Assessment

Forest Biomes. Chapter 9

Exampro GCSE Biology. B1 Chapter 5 Biomass. Name: Class: Higher tier. Author: Date: Time: 102. Marks: 102. Comments: Page 1 of 30

(a) The area of forest lost each year in Madagascar increased between 2009 and 2012.

Double Award Science: Biology Unit B1 Higher Tier

BIOMES. Living World

This presentation was developed for a middle school/junior high science class. Through use of this presentation and their science book, students will

6.L.2 Understand the flow of energy through ecosystems and the responses of populations to the biotic and abiotic factors in their environment.

Question #2 An animal that eats berries, insects and seeds would be placed in which classification? A) carnivore

klm Mark Scheme Additional Science 4463 / Biology 4411 General Certificate of Secondary Education BLY2F Unit Biology examination January series

Ecology the scientific study of interactions between different organisms and between organisms and their environment or surroundings

The City School PAF Chapter Comprehensive Worksheet May 2018 Science Class 6 (Answering Key)

What determines a terrestrial. biome?

Chapter: The Nonliving Environment

Unit 3 - Ecology. Section 3 - Canada s Biomes and Climate Change. Watch: An Introduction to Biomes. Unit 3 - Ecology 1 / 19

TPS Science Department Biology 4.7 Ecology

Q1. Scientists have found the following food web in the Antarctic Ocean.... Write down the names of two organisms which are prey in this web....

STUDY GUIDE SECTION 21-1 Terrestrial Biomes

1. Energy Flow in Ecosystems

The Nonliving Environment

The Eco Pyramid. By Michael Stahl

Ecosystems and the Biosphere: Energy Flow Through the Ecosystem and the Recycling of Matter

1.3 Energy in Ecosystems Energy from the Sun greenhouse gases

thebiotutor.com 4B Feeding relationships Time: 1 hour 21 minutes Total marks available: 81 Total marks achieved: Andy Todd

Unit 2: Ecology. Chapters 2: Principles of Ecology

Biology 1st Quarter Assessment

Version 1.0: abc. General Certificate of Secondary Education. Science B 4462 / Biology Unit 1 Biology. Mark Scheme

Ecology Review. Name: Date: Period:

Practice Ecology Test

Chapter 3 The Biosphere. Section Objectives:

Rock/ soil type and altitude differences.

Science 1206 Unit1 - Ecology Final Exam 04

Chapter 4, sec. 1 Prentice Hall Biology Book p (This material is similar to Ch.17, sec.3 in our book)

Specimen Paper. Biology. - Specialists in Science and Maths Education. Time allowed! 90 minutes

Essential Knowledge For 5.L.4A.1 Characteristics of Terrestrial Ecosystems Forests Wetlands Grasslands

Slide 1 / All of Earth's water, land, and atmosphere within which life exists is known as a. Population Community Biome Biosphere

cabbages caterpillars thrush hawk The cabbage plants are described as the producer in the food chain. What does this mean? [2] ...

Final. Mark Scheme. Science B / Biology BLY1H. (Specification 4462 / 4411) Unit: Biology 1. General Certificate of Secondary Education January 2013

Ecology. AQA Biology topic 7

Honors Biology Unit 5 Chapter 34 THE BIOSPHERE: AN INTRODUCTION TO EARTH S DIVERSE ENVIRONMENTS

1. The diagram below represents many species of plants and animals and their surroundings.

Table of Contents. Introduction to PSSA Finish Line Science UNIT 1 The Nature of Science UNIT 2 Biological Sciences...

Unit 6: Ecosystems Module 15: Ecological Principles

Chp Practice Test

What is Ecology? The study of the interactions between organisms and the living (biotic) and nonliving (abiotic) components of their environment.

OTBA. THEME: Forests - Friends for Life

(2) Where will herring be found during the day? Give a reason for your answer (2) (Total 4 marks)

Principles of Ecology

B3 Life on Earth. B3 Life on Earth. Question What is the definition of a species? Question What is classification?

extinction rates. (d) water availability and solar radiation levels are highest in the tropics. (e) high temperature causes rapid speciation.

12. How could forest fire change populations in the ecosystem? Populations could be destroyed or have to relocate,

AQA Level 1/2 Certificate in Biology PAPER 1 SPECIMEN MARK SCHEME. Version 1.0

! Describe how matter, including water, carbon, nitrogen, and phosphorous cycle through an ecosystem.

ELEMENTARY-LEVEL SCIENCE TEST

The Geography of Russia

Page 2. Q1.Greenhouse gases affect the temperature of the Earth. Which gas is a greenhouse gas? Tick one box. Argon. Methane. Nitrogen.

Five Major Threats to Biodiversity in Ecosystems

Daily Science Review #1 (GP2) Name Date

Chapter 40a. Ch. 52 An Introduction to Ecology and the Biosphere

Unit 6: Ecosystems Module 15: Ecological Principles

Ballyhoura Forest Orienteering Primary School Level

Principles of Ecology

Environmental Literacy Carbon Assessment: --- High School Level, Form A ---

Unit B1, B1.5 and 6. Energy and biomass in food chains Waste materials from plants and animals

Q1. Scientists have found the following food web in the cold Antarctic Ocean.

Intro to Ecology. Chapter 18

Ecology Unit Guide Answers Monday Tuesday Wednesday Thursday Friday 24- Intro and Review Lab Safety

UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS General Certificate of Education Ordinary Level

Ecosystems and Biomes

(Total 5 marks) Khalid Mazhar Qureshi Haider Nawab

Appendix 14B: TIMSS 2015 Fourth Grade Science Item Descriptions Developed During the TIMSS 2015 Benchmarking

The Biosphere biosphere

Cambridge International Examinations Cambridge International General Certificate of Secondary Education

NOTE TO TEACHER: It is appropriate to introduce the mitochondria (where energy is made) as a major structure common to all cells.

1.1: Human population growth presents challenges

Chapter 3 Communities, Biomes, and Ecosystems

CHAPTER. Evolution and Community Ecology

Study Guide A. Answer Key. Principles of Ecology

GCSE 4781/03-A SCIENCE B UNIT 1: Space, Energy and Life

The Biosphere Chapter 3. What Is Ecology? Section 3-1

Classifying our Biotic Environment (Trophic Levels) Ecology. Ecology is study how things interact with other and else in the.

Cambridge International Examinations Cambridge Ordinary Level

Syllabus OB59 Study a local habitat, using appropriate instruments and simple keys to show the variety and distribution of named organisms

Regents Living Environment Ecology and Human Impact on Ecosystems

4THE UNIVERSITY OF THE STATE OF NEW YORK

LABEL AND EXPLAIN THE PROCESSES AT EACH NUMBER IN THE DIAGRAM ABOVE

Energy Movement. How Life Interacts. Food Chains. Trophic Levels. Levels. Pathway which shows how matter and energy is moved through an ecosystem

7.7.5 Adaptation and Extinction

4/13/2015. The Biosphere

a. Use of fossil fuels b. Population Boom c. Improved Quality of Life d. Growth of Cities

Chapter 15: Ecosystem Dynamics

Transcription:

Desert plants are adapted for survival in a dry climate. Joshua trees live in deserts. By nyenyec [CC BY-SA 3.0], via Wikimedia Commons Joshua trees have two different types of root: a system of shallow roots spread out over a large area roots about m in diameter, shaped like bulbs, deep in the soil. Explain the advantage to the Joshua tree of having: (i) shallow roots spread out over a large area Page of 5

large, bulb-like roots deep in the soil. () (b) Creosote bushes also live in deserts. By Sue in az (Own work) [Public domain], via Wikimedia Commons The leaves of creosote bushes: are covered with a layer of wax fold together during the day. Explain how the leaves of the Creosote bush help it to survive in deserts. (3) (Total 6 marks) Page of 5

Lichens are sensitive to the amount of sulfur dioxide in the atmosphere. They are used as indicator species for the amount of air pollution. Air pollution is generally higher in town centres than in the countryside. Students investigated the relationship between lichen species and distance from a town centre. On a map, they drew a transect (line) from the centre of the town to the countryside. They examined sites every 00 metres along the transect (line). At each site, they recorded the lichen species growing on trees and walls up to a height of metres. The graph shows their results. The lines on the graph indicate the range of each lichen species. Give one way in which the students could have obtained more accurate results. () (b) (i) Which lichen species was found over the greatest range? () Page 3 of 5

Which lichen species grows only in the least polluted air? () (c) One student concluded You can tell how much sulfur dioxide there is in the air by the amount of Lecanora growing. Give two reasons why this is not a valid conclusion... (Total 5 marks) 3 Seals are adapted for life in the sea. Use information from the drawings to answer the questions. This drawing shows seal X. Give two ways in which seal X is adapted for swimming... Page 4 of 5

(b) This drawing shows seal Y, drawn to the same scale as seal X. Seal Y lives in much colder seas than seal X. Explain one way in which seal Y is adapted for surviving in cold seas. (Total 4 marks) 4 The diagram below shows the mass of carbon involved each year in some of the processes in the carbon cycle. Page 5 of 5

Complete the equation for plant respiration. (b) (i) Calculate the mass of carbon removed from the atmosphere each year. (Show your working.) Answer billion tonnes () Calculate the percentage of this total which is removed by the photosynthesis of land plants. (Show your working.) Answer % (iii) Calculate the net gain of carbon by the atmosphere in one year. (Show your working.) Answer billion tonnes (Total 7 marks) 5 Squirrels live mainly in woodland. There are two types of woodland in Great Britain: coniferous woodland containing trees such as Scots pine and Norway spruce, and broad-leaved woodland containing trees such as Hazel, Beech, Oak, Sycamore and Sweet chestnut. The red squirrel is a native species, the grey squirrel was introduced at the beginning of this century. Since the introduction of the grey squirrel, the red squirrel has largely disappeared from broad-leaved forests in England. Suggest two factors which might have caused the fall in the population of red squirrels... Page 6 of 5

(b) The drawing gives information about the two types of squirrel. Using only information given above, suggest two reasons why the population of grey squirrels has risen whereas the population of red squirrels has fallen... (Total 4 marks) Page 7 of 5

6 Some people are concerned about the distance that food is transported between the grower and the supermarket. The bar chart shows the distances for some foods. Both imported carrots and carrots grown locally in the UK can be bought in supermarkets all year round. How many times further are imported carrots transported than carrots grown locally in the UK? Show clearly how you work out your answer. times () Page 8 of 5

(b) Many of the beans sold in supermarkets in the UK are grown in Kenya, a tropical country in Africa. Beans grow faster in Kenya than they do in the UK. Suggest and explain one reason why. Reason Explanation (c) Many people believe that we should buy locally produced food instead of food imported from abroad. Explain how this would help the environment. (Total 5 marks) Page 9 of 5

7 The gemsbok is a large herbivore that lives in herds in desert areas of South Africa. Gemsboks feed on plants that are adapted to living in dry conditions. There are not many rivers, lakes or ponds that can provide drinking water for the animals. The desert areas are hot during the day but cool at night. As the air cools at night it becomes moist, and the plants absorb the moisture. A few lions live in the desert areas. They hunt and feed on the gemsboks. Use information from the drawing of the gemsbok to suggest two ways in which it could avoid being killed by lions... Page 0 of 5

(b) The graphs show the water content of the desert grass and the times of day that the gemsboks feed. (i) Describe how the water content of the grass changes during the day. () Page of 5

Suggest why the water content of the grass changes. () (c) (i) Between which times of day are more than 5% of the herd feeding? and () Suggest an advantage to the gemsbok of feeding mainly at these times. (Total 7 marks) 8 The table shows the results of a ten-year study of the owls and voles in a forest. The data for years - 7 have been plotted on the grid below. Page of 5

Complete the graph by plotting the data for years 8-0. (b) (i) What is the main factor which limits the size of the owl population? () Suggest two reasons other than owl predation, for the large fall in the numbers of voles between years 5 and 6... (Total 5 marks) Page 3 of 5

9 The drawings show changes to a farm between 953 and 983. The fields on the farm are separated by hedges. (i) Give two major changes which were made to the land on this farm between 953 and 983... How would these changes affect the number of wild animals which live on the farmland? Explain your answer. (Total 4 marks) Page 4 of 5

0 The photograph shows a musk ox. Photograph supplied by istockphoto/thinkstock The musk ox lives in the Arctic. An adult musk ox is.5 m long and.4 m high at the shoulder. Adults usually have a mass of about 400 kg. Use this information and information from the photograph to explain two ways in which a musk ox is adapted for survival in the Arctic. (i) Adaptation () How this adaptation helps the musk ox to survive in the Arctic. (b) (i) Adaptation () () How this adaptation helps the musk ox to survive in the Arctic. () (Total 4 marks) Page 5 of 5

Animals in a habitat compete with each other. Give two factors for which animals may compete... Page 6 of 5

(b) The photographs show a mule deer and a white-tailed deer. Mule deer by Dcrjsr (Own work) [CC-BY-3.0], via Wikimedia Commons. White-tailed deer by Clay Heaton (Own work) [CC-BY-SA-3.0], via Wikimedia Commons Mule deer and white-tailed deer live together in the same national park in the USA. The graph shows changes in the populations of the two deer species between 983 and 999. (i) Describe the changes in the population of white-tailed deer between 99 and 995. Page 7 of 5

Use information from the graph to suggest an explanation for changes in the population of white-tailed deer between 99 and 995. (Total 6 marks) Page 8 of 5

Mark schemes (i) increased water uptake ignore nutrients / food allow quicker water uptake allow collects water over larger area (after) rain accept ideas in terms of more successful competitor water storage or stability or safety from predators ignore absorption of water from soil (b) reduces water loss / evaporation accept reduces transpiration allow stops water loss wax protects plant or reflects heat or keeps plant cool or unpalatable ignore reflects light folding reduces surface area or folding reduces warming accept enclosed stomata or less exposure of stomata or increased humidity or less water concentration gradient allow prevents burning ignore less likely to be damaged [6] any two from: shorter distance between samples ignore repeat investigation /measurements sample to greater height specify the size of each site (b) (i) Parmelia ignore longer transect Evernia Page 9 of 5

(c) any two from: Lecanora does not extend over whole range of transect / does not grow everywhere /does not grow in town centre / does not grow in countryside Lecanora grows in a range of sulfur dioxide concentrations or Lecanora only grows in limited range of sulfur dioxide concentrations or Lecanora lives over large range of sulfur dioxide concentrations other factors eg different pollutant might also influence growth of Lecanora sulfur dioxide / pollutant concentration was not measured ignore Lecanora does not give accurate measure of sulfur dioxide concentration amount of Lecanora not measured [5] 3 any two from: streamlined / smooth flippers allow description eg long and thin ignore slimy / oily skin unless qualified allow fins or webbed feet flattened / long / large / powerful tail tail must be qualified to gain credit Page 0 of 5

(b) mark for each adaptation and mark for its correct linked advantage eg fat / blubber () insulates () or correct advantage mark can be awarded if adaptation is attempted but not awarded the mark ignore skin / fur allow keeps warm large mass to area ratio or small area to mass ratio () heat loss reduced () ignore large body unqualified allow volume for mass ignore keeps warm [4] 4 glucose/sugar water for mark each (b) (i) 04 for mark 49 gains marks (incorrect answer, but correct method gains ) (iii) 3 gains marks (incorrect answer, but correct method gains ) [7] 5 of e.g. competition for food competition for space disease (b) e.g. greys eat greater range of food greys larger more effective competitors [4] Page of 5

6 5 (b) any one from: allow in either section more light warm(er) / hot allow more sun / sunnier (c) more water / lot of rain increased / more photosynthesis allow in either section allow more biomass / carbohydrate / named (made) do not allow food allow enzymes / metabolism faster NB for marks this must be linked to heat to gain marks more / increased must be mentioned at least once less pollution / named pollutant eg carbon dioxide / fumes / emissions allow examples of effect of less pollution eg less global warming / less acid rain allow any relevant environmental effect eg imported diseases less fuel used / less transport / named transport ignore less distance / importing allow less distance travelled / less travel allow smaller carbon footprint once only for either mark [5] 7 long / pointed horns and for defence long legs and to run away reject strong / powerful legs long legs and to kick predator tall and can see predators a long distance away but accept eyes on side of head and to see predator approaching large ears and to hear predators approaching pattern and for camouflage any two for mark each Page of 5

(b) (i) fall in morning / day and rise at night or any reasonable for mark description of whole pattern for one mark loss due to evaporation or transpiration in day / absorbed from air at night / when cool for mark (c) (i) 9.30 0.30 and 07.30 08:30 for mark highest moisture content in grass needs water in desert conditions / response to shortage of drinking water sensible reference to less chance of predation any two for mark each [7] 8 mark for each correct set of plots for mark each (b) (i) number of voles/amount of food for mark e.g. increased number of owls new disease for mark each [5] 9 (i) fewer hedges marsh drained less woodland/trees more farm buildings any for mark each fewer e.g. fewer habitats for mark each [4] Page 3 of 5

0 mark for each adaptation and mark for its correct linked advantage fur / long hair / thick coat () for insulation / reduces heat loss () allow keeps warm for insulation point large body / large mass / small () SA:V ratio ignore layer of fat retains heat / loses less heat () ignore keeps warm short legs () reject short (height) / small (height) reduces surface area / heat loss () ignore keeps warm for this point small ears () reduces surface area / heat loss () ignore keeps warm for this point horns () defence () large shoulders () to move through snow () [4] any two from: food / feeding ignore water mates / mating territory / space / land / shelter / nesting sites ignore homes / place to live / habitat / resources status (within group) (b) (i) rises to 480 to 500 or rises by 880 to 900 or rises until 993 ignore incorrect figures if 993 given Page 4 of 5

falls to 400 to 440 or falls by 040 to 00 if neither mark gained then allow mark for rise followed by fall or fell by 60 to 00 rises because: - less competition from mule deer or mule deer population falling or fewer mule deer ignore reference to food / breeding ignore reference to predation / disease falls because: - more competition from mule deer or mule deer population rising or more mule deer ignore more / less suited to environment if neither mark gained then correct reference to competition gains mark [6] Page 5 of 5