Answer ALL questions. Write your answers in the spaces provided in this booklet. 1. A Biology class goes on a field trip to study a small coastal ecosystem along a busy highway. A student’s sketch of the area investigated is shown in Figure 1. White mangrove {Busy highway Red mangrove Brackish water Area with a variety ‘of plant and animal species , Pond Figure 1. Map of the area studied F (a) One group of students is given a 1 m* quadrat to study the area shown in Figure 1. (The distribution of the different plant and animal species changes from the water’s ‘edge to the highway. Name TWO additional pieces of apparatus the students will need to investigate the changing distribution of plant and animal species. (ii)__Describe how EACH piece of apparatus you named in (a) (i) can be used to study the distribution of plant species in this area. (2 marks)(b) One group of students is given a 1 m? quadrat to determine the distribution of three plant species in the area behind the mangroves. The results are shown in Table 1. TABLE 1: RESULTS FROM QUADRAT THROWS, Quadrat Number Plant Organisms 1/2]3]4)s]o};7) sof ‘Small flowering shrub S}2]}3}2)/2]1f2}a}3]a Grass growing in clumps 4}2}/3]}2/o]1]2}4}ojo ‘Succulent plant 10 | 10} 12] 15 | 20 }25 J 15] 22] 5 } is (State ONE precaution that should be taken when using the quadrat to determine the distribution of the plant species. (1 mark) (ii) Calculate the species density of the small flowering shrub in the area. (Show your working.) (ii) Calculate the species density of the small flowering shrub in the area. (Show your working.)(©) Another group of students observes the feeding relationship among the organisms found in and around the pond. The data recorded is shown in Table 2. ‘TABLE 2: FEEDING RELATIONSHIPS OF ORGANISMS IN THE PON! Organism Food Eaten Crab Decaying plant matter Guppy (fish) ‘Mosquito larvae, tadpoles Water bird Guppy, frog, crab ‘Water snail Algae, water weed Mosquito larvae | Moss, decaying plant matter Water weed ‘Makes own food Frog Dragonfly, mosquito larvae Tadpoles Water weed (Using the information in Table 2, construct a food web with TEN organisms. Gi) Explain why there are usually no more than four trophic levels in a food web. (2 marks) (iii) State TWO physical (abiotic) factors that could affect the population of the organisms that live in the pond. (2 marks)(@) Different groups of students collected data on the frog population from 1997 to 2004. Table 3 shows this data. TABLE3: FROG POPULATION OBSERVED FROM OCTOBER 1997 TO OCTOBER 2004 Year Population Size of Eroes (number of 2004 3 2003 2002 35 2001 80 2000 110 1999 No data (No field trip due to hurricane) 1998 75 1997 125 (i) Plot a graph to represent the data shown in Table 3, on the grid provided on Page 6. (4marks)(i) Account for the trend in the frog population before and after the hurricane. (3 marks) (iii) Suggest ONE reason why it is useful to study the distribution of frogs. (2 marks) (iv) Explain why frogs fiom this location were found to be unable to mate with frogs from another coastal locat 10 km away.4. Write your answers in the spaces provided at the end of each question in this booklet. (a) (b) (c) (3) Describe the mechanisms by which air is moved into the lungs during inhalation in humans. (ii) Whyis gaseous exchange important in the human body? (6 marks) ‘Compare the characteristics of the structures involved in gaseous exchange in humans and in flowering plants. You must state the name of EACH of the structures, (S marks) Explain TWO ways in which smoking tobacco may reduce the efficiency of ‘gaseous exchange in the lungs. (4 marks) Total 18 marks