Ecology Evolution Ecoystems Global Warming QP (2010-2012)

Edexcel GCE in Biology © Edexcel Limited 2007 Sample Assessment Materials 51

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2. A study of the distribution and abundance of three different seaweeds was carried out in the intertidal region of a gently sloping rocky shore. The intertidal region is the area that will be covered by water as the tide comes in and uncovered by water as the tide goes out.

The abundance of each seaweed was found by estimating its percentage cover at regular intervals from the high water mark at the top of the shore to the low water mark lower down the shore.

The results of this study are shown on the graph below.

(a) (i) Put a cross in the box next to the statement that could form part of a valid conclusion from the data shown in the graph.

A – Ascophyllum grows only in regions that are uncovered by water for long periods of time

B – Fucus grows better in regions that are never uncovered by water

C – Chondrus may not be able to compete with Ascophyllum(1)

Chondrus

FucusAscophyllum

605550454035302520151050

0 2 4 6 8 10 12 14

Distance from high water mark/metres

Perc

enta

gee

cove

r / %

Sample Assessment Materials © Edexcel Limited 2007 Edexcel GCE in Biology52

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(ii) With reference to the graph discuss the validity of statements A, B and C.

................................................................................................................................

................................................................................................................................(3)

(b) Suggest two abiotic factors, other than the length of time the seaweeds are out of water, that could affect the distribution of the seaweeds on this shore.

.......................................................................................................................................

.......................................................................................................................................(2)

Edexcel GCE in Biology © Edexcel Limited 2007 Sample Assessment Materials 53

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(c) Describe a technique that you have used to study the distribution of a named organism within its habitat.

.......................................................................................................................................

.......................................................................................................................................(4) Q2

(Total 10 marks)

Sample Assessment Materials © Edexcel Limited 2007 Edexcel GCE in Biology54

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3. A study of tree pollen grains in a peat bog in Finland was carried out. The number of pollen grains of different tree species was recorded at different depths in the peat.

The data for four of these trees are given as a percentage of the total tree pollen sample, in the table below. An estimate of the age of the sample at each depth was also made.

Depth of sample

/ m

Age / years

Tree pollen grain / %

Larch Spruce Pine Beech

0.5 2 850 0 0 53 43

1.0 3 770 0 0 55 40

1.5 5 600 0 0 31 47

2.0 6 390 0 12 15 53

2.5 8 170 5 36 4 48

3.0 8 700 38 36 6 35

3.5 8 780 27 40 3 32

4.0 10 000 10 22 2 40

The diagram below shows the present-day distribution of the four tree species found in the main climatic zones of the northern hemisphere.

Climatic zone Distribution of trees

Arctic

Boreal

Temperate

Sub-tropical

Larch Spruce

PineBeech

Edexcel GCE in Biology © Edexcel Limited 2007 Sample Assessment Materials 55

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(a) Suggest how pollen grains can provide evidence about which species of tree were growing successfully in Finland as the peat bog was forming.

.......................................................................................................................................

.......................................................................................................................................(2)

(b) (i) Put a cross in the box next to the species of tree that does not provide evidence about the changes in climate in Finland during the last 10 000 years.

A Larch

B Spruce

C Pine

D Beech(1)

(ii) Explain your answer to (b)(i).

................................................................................................................................

................................................................................................................................(2)

Sample Assessment Materials © Edexcel Limited 2007 Edexcel GCE in Biology56

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(c) With reference to the present-day distribution of the four tree species and the results of the pollen grain study, suggest in what way the climate in Finland has changed during the last 10 000 years. Give reasons for your answer.

.......................................................................................................................................

.......................................................................................................................................(5)

(d) Describe how dendrochronology can be used to provide evidence for climatechange.

.......................................................................................................................................

.......................................................................................................................................(2) Q3

(Total 12 marks)

Edexcel GCE in Biology © Edexcel Limited 2007 Sample Assessment Materials 57

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4. In 1937, a population of sockeye salmon was released into Lake Washington in the USA. Since then, the original stock appears to have split into two different populations which do not interbreed. One group of salmon breeds in the shallow waters of the lake. The other group breeds in a fast-flowing river that flows into the lake.

These two populations of salmon have developed very different physical features. In the river, the male fish are more streamlined than those in the lake. This is thought to enable them to deal with the river’s strong current. The females in the river are larger and more muscular than those in the lake population. This allows them to bury their eggs deep into the gravel, which is necessary to stop the eggs being dislodged by the fast water flow.

In addition, scientists have found evidence that the two populations appear to have developed differences between their gene pools. It is suggested that the Lake Washington salmon populations may eventually evolve into two separate species.

(a) State the term used to describe

(i) the separation of one species into two populations that do not interbreed

................................................................................................................................(1)

(ii) the formation of two new species from one species

................................................................................................................................(1)

(iii) the relative proportion of different forms of a particular gene within a gene pool.

................................................................................................................................(1)

Sample Assessment Materials © Edexcel Limited 2007 Edexcel GCE in Biology58

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(b) Suggest how the two populations of salmon developed differences in their gene pools.

.......................................................................................................................................

.......................................................................................................................................(5)

(c) Explain how new alleles might appear in the gene pool of a species.

.......................................................................................................................................

.......................................................................................................................................(2) Q4

(Total 10 marks)

6

*N36364A0624*

2 The mean global temperature is expected to increase as a result of climate change. The graph below shows the predicted changes in mean temperature in New Zealand,

during the 21st century. A higher and lower estimate of these changes have been made.

(a) (i) Explain how increases in carbon dioxide and methane, released into the atmosphere, may be contributing towards the estimated changes in mean temperature shown in the graph.

(3)

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

5.0 –

4.5 –

4.0 –

3.5 –

3.0 –

2.5 –

2.0 –

1.5 –

1.0 –

0.5 –

0.0 –

Pred

icte

d in

crea

se in

mea

n te

mpe

ratu

re /

o C

2000

–

2010

–

2020

–

2030

–

2040

–

2050

–

2060

–

2070

–

2080

–

2090

–

2100

–

Year

Higher estimate

Lower estimate

7

*N36364A0724* Turn over

(ii) Suggest why a higher estimate and a lower estimate were made. (1)

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

(b) Tuataras are reptiles found only on a group of small islands off the coast of mainland New Zealand. Adult tuataras grow to approximately 65 cm in length. They feed on small mammals, bird chicks and invertebrates such as insects and worms.

Tuataras build nests in which their eggs are laid. The gender (sex) of the tuatara, that hatches from an egg, is determined by the incubation temperature in the nest. A temperature of 22 oC or above will mean that a male tuatara will hatch. Female tuataras only hatch from eggs incubated below 22 oC.

During the breeding season in 2000, the temperature of the nests ranged between 18 oC and 24 oC.

8

*N36364A0824*

(i) Suggest how the changes in the mean temperature, shown in the graph on page 6, might affect the tuataras on the islands off the coast of New Zealand.

(4)

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

(ii) Suggest how other animal populations on these islands might be affected by changes in the tuatara population.

(2)

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

(Total for Question 2 = 10 marks)

9

*N36364A0924* Turn over

3 The distribution and abundance of an organism within its habitat can be influenced by both abiotic and biotic factors.

(a) Explain the difference between abiotic and biotic factors.(1)

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

(b) Periwinkles are similar to snails and are one of the common invertebrates found on many seashores around Britain. A study of the distribution of two species of periwinkle, Littorina littorea and Littorina obtusata, was carried out.

Areas of a sloping seashore were selected at different heights above sea level. Within each of these areas, the mean density (individuals per m2) of each of the periwinkle species was recorded.

(i) Place a cross in the box next to the name of the most suitable piece of apparatus for obtaining the data for the density of the periwinkles.

(1)

A quadrant

B quadrat

C quadrille

D quartile

*(ii) Explain how this piece of apparatus would be used to obtain the mean density of the two species of periwinkle in each area.

(3)

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

10

*N36364A01024*

(iii) Suggest one abiotic factor and one biotic factor that may influence the distribution of the periwinkles on the seashore.

(2)

Abiotic . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Biotic . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

(iv) The results of this study into periwinkle density are shown in the graph below.

�

� ��

�

L. littorea

L. obtusata

50 –

45 –

40 –

35 –

30 –

25 –

20 –

15 –

10 –

5 –

0 –

Periw

inkl

e de

nsity

/indi

vidu

als

per m

2

– – – – – ––

Height above sea level / m

0.0 0.5 1.0 1.5 2.0 2.5 3.0

11

*N36364A01124* Turn over

The three statements below show the conclusions recorded by different students following the seashore study of periwinkles.

Place a cross in the box next to one statement that could form a valid conclusion using the information shown in the graph opposite.

(1)

A All periwinkles are affected by the height above sea level

B The height above sea level influences the distribution ofdifferent species of periwinkle

C Neither of the species of periwinkle is affected by the heightabove sea level

(v) With reference to the data in the graph, discuss the validity of statements A, B and C.

(4)

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

(Total for Question 3 = 12 marks)

20

*N36364A02024*

7 Cow pats, formed from the faeces dropped by cattle, are a familiar sight in any field where cattle have been grazing. Apart from water, a cow pat consists of a mixture of organic compounds left over from the digestive processes in the cow.

Cellulose and plant fibres are efficiently digested in cattle. Therefore, the texture of a cow pat is relatively soft in comparison to the faeces of some other herbivores.

(a) (i) Place a cross in the two boxes next to the types of bond that would need to be broken during the digestion of cellulose in cattle.

(2)

ester

hydrogen

glycosidic

peptide

(ii) Name two types of plant fibre that may be present in the material eaten by cattle.

(2)

1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

(b) The first stage in the decomposition of a cow pat is known as putrefaction. Explain how carbon dioxide and ammonia are formed during this stage of decomposition.

(4)

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

21

*N36364A02124* Turn over

(c) The table below shows the mean time taken for a cow pat to decompose, at different times of the year, in a field in southern Britain.

Season Decomposition time for cow pat / days

Early spring 140

Late spring 125

Early summer 110

Late summer 90

Early autumn 120

Late autumn 150

With reference to the data in the table, suggest why the time taken for a cow pat to decompose changes at different times of the year.

(3)

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

(Total for Question 7 = 11 marks)

7

*N37095A0724* Turn over

3 Filamentous algae are simple photosynthetic organisms that consist of long strands of very similar eukaryotic cells. Each of the cells in the strand is enclosed within a cellulose cell wall. The strand increases in length as the cells divide and elongate.

The photographs below show some cells in strands of a filamentous alga, as seen using a light microscope.

(a) (i) Put a cross in the box next to the term that describes the process involved in the cell divisions in a filamentous alga.

(1)

A exocytosis

B meiosis

C mitosis

D osmosis

(ii) Put a cross in the box next to the structure that would not be found in a cell from the strand of a filamentous alga.

(1)

A lysosome

B mitochondrion

C plasmid

D ribosome

(b) An investigation was carried out into the effect of temperature on the rate of growth of a filamentous alga. Several short strands of the alga were placed into culture solutions which were kept at five different temperatures and at a high light intensity.

The number of cells in the strands, in each culture solution, was counted at the beginning of the time period and again after 18 days.The rate of growth was then calculated.

Magnification ×200 Magnification ×200

8

*N37095A0824*

The results of this investigation are shown in the graph below.

(i) Name the independent variable in this investigation.(1)

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

(ii) Using the information in the graph, describe and suggest explanations for the effect of temperature on the rate of growth of the filamentous alga.

(4)

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

�

1.0 –

0.9 –

0.8 –

0.7 –

0.6 –

0.5 –

0.4 –

0.3 –

0.2 –

0.1 –

0 –12 14 16 18 20 22 24 26

Temperature / °C

Rate

of g

row

th/a

rbitr

ary

units

9

*N37095A0924* Turn over

(iii) Suggest why it was important that this investigation was carried out at a high light intensity.

(3)

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

(iv) Suggest two abiotic factors, other than light intensity, that would need to be controlled in this investigation.

(2)

1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

(Total for Question 3 = 12 marks)

16

*N37095A01624*

6 Rhododendrons are shrubby plants that are widely distributed throughout the northern hemisphere.

The flowering periods and habitats of two species of rhododendron, found on Yakushima Island in Japan, are shown in the table below.

Species Flowering period Main flowering period Habitat

Rhododendron eriocarpum April to July May Rocky areas in

lowland regions

Rhododendron indicum May to July June High mountainous

regions

Where these populations overlap, hybrid plants are found that have arisen as a result of cross-fertilisation between these two species. These hybrid plants are capable of flowering and producing viable seeds.

(a) Suggest why some scientists might prefer to classify Rhododendron eriocarpum and Rhododendron indicum as varieties within the same species rather than as two separate species.

(3)

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

(b) (i) Explain what is meant by the term genetic diversity in a species.(2)

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

17

*N37095A01724* Turn over

(ii) Explain why there is likely to be a greater genetic diversity in the hybrid plants than in either of the two separate species.

(2)

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

*(c) Explain how the two different species of Rhododendron on Yakushima Island may have evolved from a single population of an ancestral species.

(6)

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

(Total for Question 6 = 13 marks)

18

*N37095A01824*

7 Several species of woodlice can be found in most gardens in Britain. Woodlice have bacteria in their digestive system that secrete enzymes required for the digestion of plant cell walls. Woodlice are decomposers of dead plants.

The photograph below shows one of the common species of woodlouse found in gardens in Britain.

Magnification x10Amateur Entomologists Society / Kieren Pitts

(a) Suggest how woodlice are involved in the recycling of carbon. (3)

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

19

*N37095A01924* Turn over

(b) A student was watching woodlice in her garden. She noticed that woodlice on an area of paving slabs were fairly active and running about. When she lifted some of the stones near the slabs, the woodlice under these stones were relatively inactive at first. However, within a very short time these woodlice started to run about. After a few minutes, almost all of the woodlice that were under the stones had disappeared from view.

(i) The student thought that the behaviour and distribution of the woodlice were being influenced by an abiotic factor in her garden.

Place a cross in the box next to the term that describes this type of idea.(1)

A Hypothesis

B Observation

C Prediction

D Theory

(ii) Suggest two examples of abiotic factors that might influence the behaviour and distribution of the woodlice in her garden.

(2)

1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

20

*N37095A02024*

(c) She decided to investigate the behaviour of the woodlice. She collected ten woodlice and released them into the centre of the area of paving slabs. She took photographs immediately after the woodlice were released (time 0) and each minute for ten minutes. This was repeated twice. Using the photographs, she recorded the number of woodlice on the paving slabs at one-minute intervals.

Her results are shown in the table below.

Time after release

/ minutes

Number of woodlice on paved area

1st release 2nd release 3rd release Mean

0 10 10 10 10

1 10 9 9 9

2 9 8 9 9

3 7 7 7 7

4 7 6 5 6

5 6 6 6 6

6 4 5 4 4

7 4 3 4 4

8 3 3 2

9 0 2 1

10 1 1 0

(i) Complete the table by calculating the mean for each of the final three minutes.

(1)

21

*N37095A02124* Turn over

(ii) Suggest why taking photographs is a suitable method to count the woodlice.(2)

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

(iii) Explain why it would be difficult to determine which abiotic factor is influencing the behaviour and distribution of the woodlice in a garden environment.

(3)

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

(Total for Question 7 = 12 marks)

10

*N37490A01028*

3 The soils in wet, marshy lands usually have anaerobic conditions that inhibit decomposition. As a result of this, dense layers of semi-decayed organic matter, known as marshland peat, build up.

The table below shows some of the components of marshland peat.

Component Chemical nature Main source

Cutin Polymer of organic acids linked by ester bonds

Waxy layers of leaves and fruits

Lignin Polymers of phenyl propene

Hemicellulose

Branched polysaccharide Monomers include hexoses and pentoses linked by glycosidic bonds

Cell walls of all plant cells

Cellulose Cell walls of all plant cells

(a) Describe the chemical nature of cellulose.(3)

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

11

*N37490A01128* Turn over

(b) Name a plant tissue that could be the main source of the lignin found in marshland peat.

(1)

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

(c) All of the components shown in the table are organic carbon compounds. Describe the role of microorganisms in the recycling of the carbon from these

compounds.(3)

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

(d) Landscapes rich in peat act as carbon sinks. However, during recent decades, some countries have been draining and clearing marshy peatlands to grow crops, such as palms, to produce biofuels. During this clearance and drainage, the rate of decomposition in the peat increases and the organic debris is burnt.

This change of use of the peatlands has turned carbon sinks into carbon sources.

(i) Suggest one reason why some countries may decide to drain their marshy peatlands for the production of biofuels.

(1)

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

12

*N37490A01228*

*(ii) Biofuels are considered to be carbon neutral.

Suggest why the continued draining and clearance of peatlands may contribute towards global warming even though they may be used to produce biofuels.

(5)

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

(Total for Question 3 = 13 marks)

16

*N37490A01628*

5 A wetland is an area where the soil is saturated with moisture either permanently or seasonally. The distribution and abundance of organisms in a wetland will be influenced by various abiotic factors including the degree of saturation of the soil by water. Within most wetlands, there will be areas which are relatively dry and other areas which are submerged under water throughout the year.

(a) (i) Explain why the degree of saturation of the soil by water is considered to be an abiotic factor.

(1)

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

(ii) Place a cross in the box next to the biotic factor that might influence the distribution and abundance of organisms in a wetland.

(1)

A Mineral availability

B pH

C Predation

D Water temperature

(b) A group of students studied an area of wetland. They placed twenty 1m2 quadrats on a line from a relatively dry area to an area where there was free-standing water.

Each quadrat was divided up into 25 smaller sections.

(i) Place a cross in the box next to the term that describes the technique that uses a line of quadrats to investigate the distribution of organisms.

(1)

A Transact

B Transcript

C Transect

D Transept

(ii) Suggest why the quadrats were divided up into 25 smaller sections.(2)

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

17

*N37490A01728* Turn over

BLANK PAGE

18

*N37490A01828*

Percentage cover (%)10

0 80 60 40 20 01

23

45

67

89

1011

1213

1415

1617

1819

20

Qua

drat

Rhod

oden

dron

Soft

rush

Wat

er m

int

Com

mon

duc

kwee

dCa

nadi

an p

ondw

eed

Fig

ure

1 –

Pe

rce

nta

ge

co

ve

r o

f e

ac

h s

pe

cie

s a

t e

ac

h q

ua

dra

t

Fig

ure

2 –

Wa

ter

de

pth

at

ea

ch

qu

ad

rat

Qu

ad

rat

12

34

56

78

910

1112

1314

1516

1718

1920

Wa

ter

de

pth

/ c

m0

00

010

2030

4050

60

19

*N37490A01928* Turn over

(iii) The students estimated the percentage cover of each of five species of plant within each quadrat. They also measured the depth of free-standing water.

The results of this part of the study are shown in Figure 1 and Figure 2.

Use the data in Figure 1 and Figure 2 to complete the table below.(2)

Species Description

Canadian pondweed Delicate plant that is suspended in the water

Rhododendron Woody shrub that requires reasonably dry, firm soil

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Non-woody plant that requires very moist conditions

.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Semi-submerged plant which floats in shallow water

.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Semi-woody plant which requires fairly moist conditions

(iv) Suggest why the students were not able to draw valid conclusions about the effect of saturation of the soil by water on the distribution of the five plant species.

(3)

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

(Total for Question 5 = 10 marks)

23

*N37490A02328* Turn over

7 Sardinia is an island in the Mediterranean Sea. Many of the plants and animals on islands, such as Sardinia, show distinct physical and behavioural features that are different from those found in closely-related mainland populations.The Sardinian wild boar is an example of this, shown in the photograph below.

(a) Explain what is meant by each of the following terms.

(i) Gene pool(1)

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

(ii) Allele frequency(1)

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Magnification ×0.1

24

*N37490A02428*

(b) The population of wild boar in mainland Italy and the population in Sardinia both belong to the species, Sus scrofa. The mainland population is placed in the sub-species, Sus scrofa scrofa, whilst the Sardinian population is placed in the sub-species, Sus scrofa meridionalis.

(i) Suggest why scientists classify the mainland and Sardinian wild boar as two sub-species rather than as two separate species.

(2)

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

*(ii) Suggest how the two sub-species, Sus scrofa meridionalis and Sus scrofa scrofa,have developed from a single ancestral population.

(5)

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

25

*N37490A02528* Turn over

(iii) Explain how the results of DNA profiling of tissue samples from the twosub-species could be used to provide evidence that they share common ancestry.

(3)

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

(Total for Question 7 = 12 marks)

7

*P38174A0728* Turn over

2 Many scientists think there is a link between global warming and increased levels of carbon dioxide and methane in the upper atmosphere. Most organisms are found in regions where the temperature range is between 0 °C and 40 °C at the Earth’s surface.

(a) (i) Suggest why temperatures below 0 °C or above 40 °C would be unsuitable for most organisms.

(2)

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

(ii) Explain how this range of temperatures has been maintained by the presence of carbon dioxide and methane in the upper atmosphere.

(3)

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

8

*P38174A0828*

(iii) Place a tick ( ) in the box in each row to indicate whether each technique could provide evidence of climate change having occurred in the past.

(2)

Technique Could provide

evidence

Would not provide

evidence

Amniocentesis

Dendrochronology

Peat-bog pollen analysis

Potassium-argon dating

9

*P38174A0928* Turn over

*(b) It has been suggested that a reduction in the use of fossil fuels is necessary if further global warming is to be prevented. Some scientists disagree with this suggestion.

Suggest why these scientists do not agree that a reduction in the use of fossil fuels will prevent further global warming.

(6)

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

(Total for Question 2 = 13 marks)

10

*P38174A01028*

BLANK PAGE

11

*P38174A01128* Turn over

3 Following the extraction of coal from the ground in the United Kingdom, the unwanted material was usually deposited in large heaps known as bings. Most of the material in a bing is shale fragments composed of minerals and clay.

There have been a number of studies of the colonisation and the development of plant communities on bings. In these studies, the approximate age of the bing can be estimated by reference to the type of plant community growing on the bing. This is shown in the table below.

Type of plant community Approximate age of bing / years

Lichens and mosses 3 – 15

Grasses and small herbs 15 – 40

Grasses, small herbs and large herbs 40 – 70

Small trees and shrubs 60 – 80

Large trees, small trees and shrubs 80 – more than 100

(a) Place a cross in the box next to the mineral ion that would need to be present if plants, such as grasses and herbs, are to grow successfully on a bing.

(1)

A Copper

B Nitrates

C Sodium

D Sulphites

(b) Place a cross in the box that describes the gradual change in the type of plant community growing on a bing.

(1)

A Endemism

B Evolution

C Phylogeny

D Succession

12

*P38174A01228*

*(c) With reference to the information in the table, suggest why the type of plant community growing on a bing changes over time.

(5)

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

13

*P38174A01328* Turn over

(d) After 100 years, the community on a bing becomes stable. State the term used to describe this type of community and explain why it is

stable.(4)

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

(Total for Question 3 = 11 marks)

8

*P39505RA0824*

3 If a tree trunk is cut across horizontally, growth rings can be seen in the cut surface. The most significant factor that affects the formation of growth rings is environmental temperature. In regions where there is an annual cycle of seasonal temperature changes, it is possible to estimate the year in which a particular ring was formed.

In Nepal, there is an annual seasonal cycle of three distinct periods that is shown in the table below.

Period Months Description

Pre-monsoon February to June Relatively warm temperature, greater than 15 °C

Monsoon July to September Heavy rainfall

Post-monsoon October to January Relatively cool, usually less than 12 °C

Data from growth ring studies and other sources have been used to estimate the changes in environmental temperature in Nepal during the past 400 years.

The estimated temperatures for the pre-monsoon and post-monsoon periods are shown in the graphs below.

16

15

Estim

ated

tem

pera

ture

/ °C Pre-monsoon period

1600 1650 1700 1750 1800 1850 1900 1950 2000

year

12

11

Estim

ated

tem

pera

ture

/ °C Post-monsoon period

1600 1650 1700 1750 1800 1850 1900 1950 2000

year

Key

Mean temperature

Raw data

9

*P39505RA0924* Turn over

(a) Place a cross in the box next to the term used to describe the scientific study of tree growth rings.

(1)

A climatology

B dendrochronology

C ecology

D ethnobiology

(b) Compare the changes in mean environmental temperature between the pre-monsoon and the post-monsoon periods from 1600 to 2000.

(3)

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

(c) (i) Suggest how scientists could use these data to predict future climate change. (3)

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

10

*P39505RA01024*

(ii) Suggest why some scientists may not be convinced that these data can be used to predict future climate change.

(3)

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

(d) Suggest one source of evidence, apart from growth ring studies, that could be used to estimate changes in mean environmental temperature in Nepal during the past 400 years.

(1)

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

(Total for Question 3 = 11 marks)

11

*P39505RA01124* Turn over

4 Nuthatches are small, colourful birds belonging to the genus, Sitta.Many varieties of the species Sitta europaea (European nuthatch) can be found throughout mainland Europe.These varieties form overlapping populations in different regions. These birds eat small invertebrates, living in tree bark, throughout the year.

European nuthatch. Magnification x0.5 Leslie J Borg/Science Photo Library

However, in the colder mountain forests on the island of Corsica, a small population of approximately 2500 pairs of nuthatches can be found. These birds are classified as the species Sitta whiteheadi (Corsican nuthatch). For most of the year, they feed on pine seeds. During the summer breeding season they also feed on small invertebrates.

Members of the two species, S. europaea and S. whiteheadi, are so similar in appearance and behaviour that they can usually only be distinguished by expert observation and research.

(a) Place a cross in the box next to the best definition of a species.(1)

A individuals can interbreed to produce fertile offspring

B individuals can interbreed to produce hybrid offspring

C individuals can interbreed to produce sterile offspring

D individuals can interbreed to produce viable offspring

12

*P39505RA01224*

*(b) In mountainous regions of mainland Europe, only S. europaea is found. Suggest how a distinct species of nuthatch, S. whiteheadi, has evolved in the mountainous regions of the island of Corsica.

(5)

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

(c) (i) Suggest how environmental changes, such as those caused by global warming, are more likely to cause extinction of S. whiteheadi than S.europaea.

(3)

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

13

*P39505RA01324* Turn over

(ii) Suggest why S. whiteheadi might be able to survive an environmental change such as global warming.

(2)

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

(d) Explain how the work of zoos could be important to the survival of S. whiteheadi.(2)

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

(Total for Question 4 = 13 marks)

16

*P39505RA01624*

6 The graphs below show data collected at a weather station in North Wales during 2007.

The monthly means of net primary productivity (NPP), daily maximum and minimum temperatures and sunlight hours are shown for grassland at this weather station.

12.0 –

10.0 –

8.0 –

6.0 –

4.0 –

2.0 –

0.0 –Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec

Month

Mea

n N

PP/ g

m2

8.0 –

7.0 –

6.0 –

5.0 –

4.0 –

3.0 –

2.0 –

1.0 –

0.0 –Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec

Month

Mea

n da

ily s

unlig

ht/

hour

s

25 –

20 –

15 –

10 –

5 –

0 –Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec

Month

Mea

n da

ily te

mpe

ratu

re/

°C Maximum temperature

Minimum temperature

17

*P39505RA01724* Turn over

(a) (i) Explain what is meant by the term net primary productivity.(2)

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

(ii) Calculate the overall percentage increase in the mean NPP from January to May.

(3)

Answer . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . %

(b) Suggest why an increase in temperature may cause an increase in NPP. (2)

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

18

*P39505RA01824*

(c) Using information from the graphs, describe and explain the relative effects of temperature and hours of sunlight on NPP in this grassland.

(4)

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

(d) Temperature and hours of sunlight are abiotic factors. Suggest two biotic factors that may influence NPP in this grassland.

(2)

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

(Total for Question 6 = 13 marks)

2

*P39511A0228*

Answer ALL questions.

Some questions must be answered with a cross in a box . If you change your mind about an

answer, put a line through the box and then mark your new answer with a cross .

1 The sea anemone, Anthopleura elegantissima, occupies a niche at the secondary and tertiary consumer levels in a food web on the shores of North America.

Neil G. Mcdaniel / Science Photo Library

Sea anemone Magnification ×1

At high tide, the sea anemone is active and feeds on a variety of small invertebrate animals and fish. It paralyses its prey using stinging cells on tentacles. The food is then passed into the gut of the sea anemone for digestion by enzymes. The anemones also form the food of various carnivores.

At low tide, the anemones are exposed on the rocks of the shore where they remain stationary until the water returns at high tide.

During this exposure, the tentacles and body of each anemone are contracted into a rounded mass.

(a) Explain what is meant by the term niche, using the sea anemone Anthopleura elegantissima as an example.

(3)

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

3

*P39511A0328* Turn over

(b) Suggest and explain why the anemones contract when exposed at low tide.(3)

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

4

*P39511A0428*

(c) Line transects were used to study the effects of abiotic factors on the distribution of A. elegantissima on a rocky shore. In this study, line transects were taken from the upper shore to the low water mark.

The mean results from these line transects are shown in the table below.

Quadrat

Mean height above

low water mark

/ m

Mean rock

temperature

/ �C

Mean number of

A. elegantissima

1 3.9 12 0

2 3.6 12 0

3 3.7 12 0

4 3.4 13 5

5 3.2 12 10

6 3.0 12 21

7 2.9 11 32

8 2.5 12 56

9 2.4 12 68

10 2.1 13 55

11 1.7 13 76

12 1.2 12 45

13 0.9 12 25

14 0.6 12 18

15 0.0 12 21

(i) Place a cross in the box next to the term that describes the type of sampling that uses line transects to study the distribution of A. elegantissima.

(1)

A controlled

B random

C systematic

D trial and error

5

*P39511A0528* Turn over

(ii) Describe and suggest explanations for the effects of these two abiotic factors on the distribution of A. elegantissima on this shore.

(3)

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

(iii) Suggest how these data could be analysed to assess the relationship between the two abiotic factors, shown in the table, and the distribution of A. elegantissima on this shore.

(2)

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

(Total for Question 1 = 12 marks)

6

*P39511A0628*

2 Certain herbivores, such as cows, contain bacteria in their stomachs.

These bacteria produce enzymes that can digest cellulose and other organic compounds in the plant material that the cows eat.

As a result of the bacterial activity, methane and carbon dioxide are released. These gases pass into the atmosphere as the cow burps or exhales.

(a) (i) Place a cross in the box next to the term used to describe the type of chemical reaction involved in the digestion of cellulose by enzymes.

(1)

A autolysis

B haemolysis

C hydrolysis

D photolysis

(ii) Place a cross in the box next to the most likely product of the digestion of cellulose by the bacteria.

(1)

A amino acids

B fatty acids

C glucose

D glycerol

(b) Suggest why these bacteria need to have special adaptations to live in the stomach of a cow.

(3)

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

7

*P39511A0728* Turn over

(c) On a farm in Wales, an investigation was carried out to assess the effect of diet on the milk yield and methane production of cows.

A herd of cows was divided into two groups, A and B. The cows in group A were fed a traditional diet and those in group B were fed the same diet with a mixture of chopped hay and straw added.

The table below shows the results of this investigation.

Group DietMean milk yield per cow

/ dm3 day–1

Methane emission for

each dm3 milk produced

/ dm3

A Traditional with no added material 24.0 30.0

B Traditional with added chopped hay and straw 27.6 24.0

(i) Using the information in the table, calculate the rate of methane production per cow on each of the two diets.

(2)

Group A = . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Group B = . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

8

*P39511A0828*

*(ii) Scientists have estimated that if all cattle in Britain were fed on a diet with added chopped hay and straw, there would also be an annual reduction of at least 1.6 million tonnes of carbon dioxide released into the atmosphere.

With reference to your answer in (c)(i) and the information on carbon dioxide release, suggest why the new diet may be supported by organisations that are concerned about global warming.

(5)

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

(Total for Question 2 = 12 marks)

9

*P39511A0928* Turn over

3 Clear areas with no trees can be found within many forests. These areas usually have communities of animals and plants which are different from those found in the wooded parts of the forest. These clear areas are maintained by the grazing of animals such as rabbits and deer.

(a) Describe what might happen to the clear areas in forests, over a long period of time, if the numbers of rabbits and deer decreased.

(3)

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

10

*P39511A01028*

(b) The butterfly Boloria selene (Small Pearl-bordered Fritillary) can be found in many of the clear areas of British forests.

Small Pearl-bordered Fritillary Magnification ×1.5

This butterfly lays its eggs on low-growing plants such as Viola riviniana (Dog Violet), on which the caterpillars feed when they hatch.

The adult butterflies feed on nectar from plants such as Ajuga reptans (Bugle) and other low-growing species.

Since the plants on which the butterfly depends are able to grow only in forest clearings, small reproductively-isolated populations of B. selene can be identified in many forests.

(i) The distribution of plants in a forest is affected by many abiotic factors.

Name one of these factors and suggest how this factor could affect the distribution of the low-growing plants within the clear areas of a forest.

(3)

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

11

*P39511A01128* Turn over

(ii) Explain what is meant by the term reproductively-isolated populations of B. selene.

(3)

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

(iii) Suggest why it is unlikely that any individuals within a population of B. selene would survive if the numbers of rabbits and deer decreased.

(3)

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

(Total for Question 3 = 12 marks)

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