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1 The diagram shows a food web.

(a) Use information from the food web to complete the table.
The first one has been done for you.
(3)

(b) Explain why the energy in the mud worms is not all transferred to the organisms that eat them.
(4)
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(Total 7 marks)
2 Pollution can occur in the atmosphere and in rivers.
(a) Carbon monoxide can pollute the atmosphere.
Describe the effects of carbon monoxide pollution on humans.
(3)
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(b) Water pollution can occur if sewage enters a river.

Explain the biological consequences of sewage pollution on a river ecosystem.
(6)
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(Total 9 marks)
3 (b) A student investigates the effect of soil pH on the decomposition of bags made
from starch.
She uses this method.
● cut two small squares from a bag
● measure the mass of each small square
● place one square in a beaker of soil with a pH of 7.0
● place the other square in a beaker of soil with a pH of 9.0
● after 10 days, remove the squares and measure their mass again
The table shows the student’s results.

(i) Calculate the percentage loss in mass shown by the square in pH 9.0 soil.
(1)

percentage = . . . . . . . . . . . . . . . . . . . . .
(ii) Calculate the difference between the percentage loss in mass for the two squares.
(1)

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 difference = . . . . . . . . . . . . . . . . . . . . .
(iii) Explain how the student could improve her method so that she can obtain
more accurate results.
(4)
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(Total 6 marks)
4 Tubifex are worms that live in mud at the bottom of rivers and lakes.
The diagram shows some Tubifex worms living in river mud.

Bacteria live in the mud and feed on dead plant material.

Tubifex worms bury their heads in the mud to feed on these bacteria.
Tubifex worms are eaten by fish.
(a) Use this information to draw a food chain that includes Tubifex worms.
(2)

(b) A scientist investigates the relationship between the mass of dead plant material
in the river mud and the population size of Tubifex worms.
The graph shows the scientist’s results.

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(i) Explain the relationship shown by the graph.
(2)
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(ii) Tubifex worms contain haemoglobin. Some other species of worms do not contain
haemoglobin.
When the mass of dead plant material in river mud is very high, the population size
of the other species decreases but the Tubifex population size continues to increase.
Explain why the Tubifex population continues to increase while populations of
other species decrease.
(4)
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(c) Suggest how a scientist could measure the mass of organic material in a sample of river mud.
(3)
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(Total 11 marks)

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.

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.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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(Total 12 marks)
6 The world supply of wild fish is decreasing.
Fish farming provides an alternative method of supplying fish.
(a) The graph shows the change in total supply of fish and the supply of wild fish
between 1950 and 2017.

The graph also shows the predicted total supply of fish and supply of wild fish from 2017 to 2050.

(i) The total supply of fish is the sum of the supply of wild fish and the supply of
farmed fish.
Describe the change in the supply of wild fish and the supply of farmed fish
between 1950 and 2017.
(2)
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(ii) Calculate the predicted rate of increase in the total supply of fish in
tonnes per year between 2017 and 2050.
Give your answer in tonnes per year.
Show your working.
(2)

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 rate of increase = . . . . . . . . . . . . . . . . . . . tonnes per year
(b) To increase production, fish farmers maintain water quality and food quality on a
fish farm.
Explain three other ways that farmers could increase production on a fish farm.
(6)
1 ....................................................................................
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2 ....................................................................................
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3 ....................................................................................
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(Total 10 marks)
7 A student investigates the effect of deforestation on the number of insects living in the soil.
She uses a quadrat to sample the soil from two areas in an oak forest.
One area has trees growing.
The other area has been deforested.
She compares the number of insects in each area.
The table shows her results.

(a) Name the independent variable in this investigation.

(1)
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(b) Suggest an explanation for these results.
(2)
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(c) The student’s results are valid and reliable.
Suggest how the student made sure that her results were valid and reliable.
(3)
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(d) The student claims her results show that deforestation should be prevented.
What are the advantages and disadvantages of deforestation?
(6)
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(Total 12 marks)
8 One of the largest land mammals ever known is an extinct species of rhino that lived
in Mongolia.
The diagram compares the size of the extinct rhino with an existing rhino.

(a) Using the scale on the diagram, calculate the shoulder height of the extinct (large) rhino.
Give your answer in metres.
(2)

height of shoulder = . . . . . . . . . . . . . . . . . .. metres

(b) Some people think that the large rhino became extinct because of global warming.
Suggest how global warming could have made it difficult for the large rhino to maintain
a constant body temperature.
(2)
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(c) Suggest two factors, other than global warming, that may have caused the
large rhino to become extinct.
(2)
1 ...................................................................................
2 ...................................................................................
(Total 6 marks)
9 Waste water may contain sewage.
(a) What is meant by the term sewage?
(1)
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(b) Explain the consequences of sewage pollution in rivers.
(3)
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(Total 4 marks)
10 The diagram shows the flow of energy through a food chain.
The numbers show the chemical energy contained in all the organisms at each trophic level
in kJ per m 2 per year.

The energy contained at each trophic level is in the form of chemical energy.
(a) The organisms at trophic level 1 are plants.
Name two carbohydrates in plants that store chemical energy.
(2)
1 ...................................................................................
2 ...................................................................................
(b) The organisms at trophic level 4 are called tertiary consumers.
Give the name that describes the organisms at trophic level 3.
(1)
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(c) (i) Calculate the percentage of energy transferred from the plants to the
tertiary consumers.
Show your working.
(2)

percentage of energy transferred = . . . . . . . . . . . . . . . . . . .

(ii) Explain why not all of the energy contained in the plants is transferred to the
tertiary consumers.
(3)
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(d) A student uses this apparatus to find the energy content of the plants.

Explain how the student could use this apparatus to find the energy content of the plants.
(5)
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(Total 13 marks)
11 The diagram shows a food web on a farm.

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 (a) (i) How many trophic levels are shown in this food web?
(1)
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(ii) Which organism in this food web is a primary consumer and also a secondary consumer?
(1)
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(iii) Suggest why the farmer uses a pesticide to control the aphids.
(2)
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(iv) Explain how this pesticide would affect the population of sparrowhawks.
(2)
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(b) Farmers sometimes use biological control rather than pesticides.
State three advantages of using biological control rather than pesticides.
(3)
1 ....................................................................................
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(Total 9 marks)
12 A student investigates the populations of two plant species in two fields, A and B.
The student uses a 0.5 m × 0.5 m quadrat to count the number of plants of each species
in each field. He takes five quadrat samples for each field.
The tables show the student’s results.

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 (a) (i) Calculate the average (mean) number of plantain per m 2 in field B.
Show your working.
(2)

average number of plantain per m 2 = . . . . . . . . . . . . . . .. . . . . .

(ii) Explain how the student should decide where to place the quadrats in each field.
(2)
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(iii) Describe the differences in the plant populations shown by the student’s results.
(3)
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(b) Abiotic (non-living) factors could be the reason for the differences in the
plant populations in the two fields.
Explain how two abiotic factors could cause differences in plant populations.
(4)
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1 ....................................................................................
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2 ....................................................................................
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(Total 11 marks)
13 Untreated sewage entering a river affects the numbers of organisms living in the river.
The graph shows the changes in the numbers of fish, algae and bacteria in a river
before the sewage outlet and after the sewage outlet.
Algae are protoctists that can carry out photosynthesis.

Explain the changes in the numbers of fish and algae from the point at which sewage enters
the river.
(6)
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(Total 6 marks)

14 (d) Explain how sulfur dioxide pollution can affect ecosystems.

(4)
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(Total 4 marks)
15 The diagram shows the distribution of two plant species in a small area of a field.

A student uses a square metal frame to help count all the plants in the area.
(a) What is the name given to the metal apparatus that the student uses?
(1)
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..
(b) (i) He counts the number of plants in all of the squares he marked out in the field.
Complete the table to show the number of plants of each species and the
average (mean) number of plants per m 2 .
(2)

(ii) Frequency is another measure that can be used to study distribution.

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Frequency is the number of squares that contain at least one plant of the species being counted.
This value can also be expressed as a percentage of the total number of squares sampled.
Complete the table by giving the frequency and percentage of the total number of squares sampled
for bunchgrass. (2)

(c) Describe how the student could estimate the population size of plantain in a very large field.
(4)
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(Total 9 marks)
16 The photograph shows the logs left behind after an area of forest has been cut down.

These logs are decomposed by fungi.

(a) Describe how fungi decompose tree logs.
(4)
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(b) Some of the logs removed from the forest are used to make garden benches.
The photograph shows a garden bench.

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The garden bench is painted with a fungicide solution.
This prevents the wood being decomposed because fungicide kills fungi.
There are different fungicides that can be used.
Design an investigation to find out which fungicide is best at preventing the
decomposition of wooden logs.
Your answer should include experimental details and be written in full sentences.
(6)
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(Total 10 marks)
17 The diagram shows a food web from a forest.

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(a) Use information from the food web to complete the table.
The first one has been done for you.
(3)

(b) Plant cell walls are made of cellulose.

Cellulose is an insoluble molecule made from the same simple sugar as starch.
The rabbit’s intestine contains bacteria that can digest cellulose.
Suggest why this is an advantage for the rabbit.
(2)
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(Total 5 marks)
18 (b) Tilapia are farmed in many parts of the world to provide a source of protein.
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Farmers build large ponds and fill them with fish.
The ponds are exposed to sunlight and the farmers add manure to help the
growth of the fish.
Some of the water in the ponds is changed every day.
(i) Suggest how sunlight and manure help the growth of the fish.
(5)
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(ii) Suggest why some of the water is changed every day.
(2)
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(c) A fish farm contains 6000 fish.
The average (mean) increase in mass of a fish over a period of 32 weeks is 700 g.
Estimate the total mass of fish, in kg, that the fish farm could produce after 32 weeks.
(2)

mass = . . . . . . . . . . . . . . . kg
(Total 9 marks)
19 The diagram shows the carbon cycle with processes labelled A, B, C, D and E.

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 (a) (i) Name the process labelled A.
(1)
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(ii) Give the letters of the processes that add carbon dioxide to the atmosphere.
(1)
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(b) Many people are concerned that too much carbon dioxide is being released into
the atmosphere.
(i) Suggest two actions that could be taken to reduce the amount of carbon
dioxide being released into the atmosphere.
(2)
1....................................................................................
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2....................................................................................
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(ii) Describe the consequences of an increase in carbon dioxide for the world’s ecosystems.
(6)
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(Total 10 marks)
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20 (c) Explain how bacteria are important in cycles within ecosystems.
(6)
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(d) A student read that in two days a bacterium could produce a colony equal in mass
to the entire planet Earth.
Suggest two reasons why this will not happen.
(2)
1....................................................................................
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(Total 8 marks)

21 Carbon dioxide, methane and nitrous oxide are all greenhouse gases.
(a) (i) Name a source of nitrous oxide.
(1)
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(ii) Name one other greenhouse gas.
(1)
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(b) The table shows the masses of three different greenhouse gases released into the
atmosphere in the United Kingdom from 1990 to 2010.

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(i) Calculate the percentage decrease in the mass of carbon dioxide released
between 1990 and 2010.
Show your working.
(2)

percentage decrease in mass = .. . . . . . . . . . . . . . . . . . . . %

(ii) Suggest why the mass of carbon dioxide released has decreased from 1990 to 2010.
(3)
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(iii) Describe the changes in the mass of methane released between 1990 and 2010.
(2)
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(c) Explain the advantages of reducing the mass of greenhouse gases released into the atmosphere.
(5)
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(Total 14 marks)
22 The diagram shows a food chain.

(a) (i) Name the producer in this food chain.

(1)
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(ii) Name the secondary consumer in this food chain.
(1)
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(Total 2 marks)
23 Fish produce and release nitrogenous waste.
(a) Suggest why two fish of the same size may produce different masses of
nitrogenous waste.
(1)
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(b) The table shows the mass of nitrogenous waste released into the environment by
four different fish farms.

Calculate the mass of nitrogenous waste released into the environment when
400 kg of cod fish are produced. Show your working.
(2)

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 mass = . . . . . . . . . . . . . . . .. kg
(c) Nitrogenous waste released into the environment can cause eutrophication.
Describe the process of eutrophication and the effects that it can have on the environment.
(5)
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.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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. (d) Fish farms remove nitrogenous waste to improve the growth of fish.
Another method to improve the growth of fish is vaccination.
Explain how the process of vaccination improves the growth of fish.
(4)
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(Total 12 marks)

24 The photograph shows a mammal called a mountain hare.

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 Mountain hares eat plants.
Foxes, cats and eagles are predators that eat mountain hares.
(a) (i) Use this information to draw a food web.
(2)

(ii) Give the name used to describe animals that eat plants.
(1)
......................................................................................
(b) Scientists want to find out which type of plant habitat mountain hares prefer.
They use quadrats to sample seven habitats.
Each habitat contains a different type of plant.
The scientists calculate the percentage of quadrats in each habitat where mountain hare
faeces are found.
The graph shows the results.

(i) Name the type of plant habitat that the mountain hares like best.
(1)
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(ii) Suggest three reasons why mountain hares may prefer to eat the plants in
Page | 25
some habitats rather than plants in other habitats.
(3)
1 ...................................................................................
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2 ...................................................................................
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3 ...................................................................................
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(c) The scientists use 700 quadrats in one plant habitat and find that 224 quadrats contain
mountain hare faeces.
(i) Calculate the percentage of quadrats containing mountain hare faeces in this habitat.
Show your working.
(2)

percentage of quadrats = . . . . . . . . . . . . %
(ii) Name the type of plant habitat where the scientists collected these results.
(1)
......................................................................................
(d) The scientists use a large number of quadrats to make sure the data collected is reliable.
Describe a procedure they should follow to make sure the data collected using
quadrats is valid.
(1)
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(Total 11 marks)
25 The world’s rainforests could completely vanish in a hundred years at the current rate
of deforestation.
(a) Suggest two reasons why humans are removing rainforest.
(2)
1 ...................................................................................
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2 ...................................................................................
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(b) (i) Explain how deforestation can change the balance of gases in the atmosphere.
(2)
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(ii) Suggest how deforestation can change the soil structure.
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 (2)
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(c) Suggest how countries can reduce the impact of deforestation.
(2)
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(Total 8 marks)
26 The table gives information about what happens to energy in food eaten by a mammal
and in food eaten by a fish.

(a) Suggest why the cow absorbs a lower percentage of energy from the food it eats
than the fish.
(2)
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(b) Suggest why the cow releases more of the absorbed energy by respiration than the fish.
(1)
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(c) The data suggests that fish farming is more productive than farming cows.
Using your knowledge of energy transfer, suggest two ways in which the productivity
of cows could be improved.
(4)
1 ...................................................................................
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2 ...................................................................................
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(Total 7 marks)
27 Water in lakes can become polluted if too much phosphate is leached from the soil.
The polluted water becomes very cloudy because of the growth of lots of microscopic plants
called algae.
It is possible to find out how polluted water is by using a black and white disk called a
Secchi disk. The following technique is used.
t the disk is lowered into the water using a rope
t the disk is lowered into the water until it can no longer be seen
t the depth when the disk is no longer seen is measured
The diagrams show a Secchi disk and the way in which it is used.

(a) They concluded that lake C was the most polluted with phosphate.
Suggest two reasons why this conclusion may not be correct.
(2)
1 ....................................................................................
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2 ....................................................................................
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(b) The graph shows changes in the level of phosphate and Secchi depth measurements,
for one of the lakes over a 25-year period.
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 (i) Using both graphs, describe the relationship between phosphate levels and
Secchi depth.
(2)
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.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
......................................................................................
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. (ii) The number of fish in the lake decreases over the 25-year period.
Explain how the changes in phosphate levels might cause the decrease in the
number of fish.
(5)
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.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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(c) Seawater is sometimes polluted by raw sewage. This water also becomes cloudy and

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is not safe for humans to swim in.
A scientist used Secchi disks to measure pollution in seawater at a beach during a year.
The graph shows the depth at which he could no longer see the Secchi disk.

(i) How many times during the year was the Secchi disk used to measure pollution?
(1)
......................................................................................
(ii) In which month were most depth measurements taken?
(1)
......................................................................................
(d) Water may not be safe for swimming in at this beach.
The scientist concluded that the only month when the water was not safe for swimming
was April.
(i) Give a reason to support this conclusion.
(1)
......................................................................................
......................................................................................
(ii) Suggest a reason to reject this conclusion.
(1)
......................................................................................
......................................................................................
(Total 13 marks)
28 The diagram shows the energy transfer in a river ecosystem. The numbers on the diagram
refer to the energy in the biomass at each trophic level in arbitrary units.

(a) The formula shows how to calculate energy transfer efficiency as a percentage.

Page | 30
 (i) The total energy available to the producers from sunlight is 1 700 000 in arbitrary units.
Use this information, and the formula, to calculate the percentage energy
transfer efficiency from sunlight to plants.
Show your working.
(2)

Answer . . . . . . . . . .. . . %
(ii) Suggest why the percentage energy transfer efficiency from sunlight to plants is low.
(1)
......................................................................................
......................................................................................
(b) The table shows the calculated energy transfer efficiencies between the different
trophic levels in the river ecosystem.

Suggest two reasons why the energy transfer from plants to primary consumers is not 100%.
(2)
1 ...................................................................................
......................................................................................
......................................................................................
2 ...................................................................................
......................................................................................
......................................................................................
(Total 5 marks)
29 When plants die they may decompose.
(a) Explain what is meant by the term decompose.
(2)
......................................................................................
......................................................................................
......................................................................................
......................................................................................

Page | 31
(b) The dead plant material in soil is called humus and is used as food by earthworms.
These worms are eaten by birds.
Use this information to draw a food chain.
(2)

(c) It is possible to measure the mass of humus in soil. The method involves drying
the soil and then burning the dried soil.
The formula below can then be used to calculate the percentage humus.

A robbery took place at a bank. The robber used the garden to gain entry to the
bank. Three people were suspected of robbing the bank. The table gives data
about the soil in the garden and on the shoes of suspects A, B and C.
(i) Complete the table by using the formula to calculate the percentage humus
in the soil from the shoe of suspect B.
(1)

(ii) Which suspect is most likely to be the robber?

(1)
......................................................................................
(iii) The suspect who was accused of being the robber claimed that the result was
not reliable.
Do you agree with the suspect? Give a reason for your answer.
(1)
......................................................................................
......................................................................................
......................................................................................
(Total 7 marks)
Page | 32
30 The passage describes the study of organisms and their ecosystems.
Complete the passage by writing a suitable word in each of the spaces.
(8)
Ecology is the study of the interaction of the organisms in an ecosystem with their . . . . . . . . . . . . . . .

This is made up of biotic or living factors and abiotic or non-living factors.

In an ecosystem a group of organisms of the same species living in one place is a . . . . . . . . . . . . . . . . .

Different groups of species living in the same place or habitat is called a . . . . . . . . . . . . . . . . . . . . . . . .

To study the number and distribution of plants in an area, a wooden or metal frame is used. This

is called a . . . . . . . . . . . . . . . . . . . . . . . . . . . . To compare numbers of organisms in two areas several

frames need to be placed at . . . . . . . . . . . . . . . . . . . . . . . . places in each area. The numbers in each

frame are combined and then divided by the total number of frames. This is done to calculate the .

. . . . . . . . . . . . . . . . . . .for each area. By using several frames we improve the . . . . . . . . . . . . . . . . . . .

of the data and make it easier to detect any . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . results.

(Total 8 marks)
31 Nitrogen is an essential element for plant growth. Most plants can only use nitrogen
in the form of nitrate ions. Only legumes that have bacteria living in their root
nodules can use nitrogen from the air.
(a) (i) Explain how nitrate ions help plants to grow.
(1)
......................................................................................
......................................................................................
(ii) Name the type of bacteria that live in the root nodules of legumes.
(1)
......................................................................................
(b) Many animals excrete urine that contains urea. Some soil microorganisms use the
enzyme urease to change urea to ammonium ions and carbon dioxide.
Describe how ammonium ions can be converted to nitrate ions in the soil.
(2)
......................................................................................
......................................................................................
......................................................................................
......................................................................................
(Total 4 marks)

Page | 33
32 The diagram shows a salmon fish farm in the sea.

(a) Suggest three ways in which the net protects the salmon.
(3)
1 ....................................................................................
2 ....................................................................................
3 ....................................................................................
(b) Waste food and faeces can collect in the mud beneath the fish farm.
Suggest how this could affect the growth of the salmon.
(3)
......................................................................................
......................................................................................
......................................................................................
......................................................................................
......................................................................................
......................................................................................
(c) Suggest what should be done with the dead salmon with fungus growing on it.
(2)
......................................................................................
......................................................................................
......................................................................................
......................................................................................
(d) Give the example of biological control shown in the diagram of the fish farm.
(1)
......................................................................................
......................................................................................
(Total 9 marks)

Page | 34
33 When organic material in sewage, manure, silage effluents and waste milk enters a
lake or river it causes pollution.
The organic material is broken down by microorganisms. This process removes
oxygen from the water.
The amount of oxygen removed from the water is called the Biological Oxygen
Demand (BOD).
The table shows data for different pollutants.

(a) Explain which pollutant is likely to have the most severe effect on the organisms in a river.
(2)
......................................................................................
......................................................................................
......................................................................................
......................................................................................
(b) A quantity of pollutant is released into a river. The effect on the organisms will
depend on the BOD value and other factors.
Suggest one of these other factors.
(1)
......................................................................................
(c) Waste milk is one of the pollutants.
Name one of the biological molecules found in milk that the microorganisms
could feed on.
(1)
......................................................................................
(d) Suggest a reason for the difference between the BOD of raw domestic sewage and the BOD of
treated domestic sewage.
(2)
......................................................................................
......................................................................................
......................................................................................
......................................................................................
(Total 6 marks)

Page | 35
34 Aphids are insect pests. They feed on broad bean plants.
The aphids can be controlled by lacewing larvae.

(a) Use this information to draw a food chain in the space below.
(2)

(b) A student wanted to compare the ability of two different species of predator,
lacewings and hoverflies, to control aphids. Lacewings were released, on day 0,
into one field of broad beans (field X), and hoverflies were released into a
different field of broad beans (field Y).
The table shows his results.

Use information in the table to answer the following questions.

(i) Suggest two reasons why lacewings might be better predators to use to
control aphids than hoverflies.
(2)
1 ....................................................................................
2 ....................................................................................

Page | 36
 (ii) Suggest one reason why hoverflies might be better predators to use to
control aphids than lacewings.
(1)
......................................................................................
......................................................................................
......................................................................................
(c) (i) Other than predation, name two biotic (living) factors that may affect aphid numbers.
(2)
1 ....................................................................................
......................................................................................
2 ....................................................................................
......................................................................................
(ii) Name two abiotic (non-living) factors that may affect aphid numbers.
(2)
1 ....................................................................................
......................................................................................
2 ....................................................................................
......................................................................................
(Total 9 marks)
35 A pyramid of numbers can be used to show the number of organisms at each trophic
level in an ecosystem.
(a) Explain what is meant by the term trophic level.
(1)
......................................................................................
......................................................................................
......................................................................................
(b) A scientist collected data from a local ecosystem.
Number of nettle plants = 300
Number of robins that feed on the caterpillars = 20
Number of caterpillars that feed on the nettles = 200
Number of hawks that feed on robins = 2
Draw and label a pyramid of numbers for this data.
(3)

Page | 37
(c) The scientist collected this data during the summer months.
Suggest why the number of the caterpillars might be different during the winter.
(2)
......................................................................................
......................................................................................
......................................................................................
......................................................................................
(d) The total mass of the organisms at each level in the pyramid decreases as you
move up the pyramid.
Explain why.
(4)
......................................................................................
......................................................................................
......................................................................................
......................................................................................
......................................................................................
......................................................................................
......................................................................................
......................................................................................
(Total 10 marks)
36 The diagram shows the nitrogen cycle with four different stages labelled A, B, C and D.

(a) Name the processes A, B, C and D.

(4)
A . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..
B ....................................................................................
C ...................................................................................
D ...................................................................................

Page | 38
(b) Name two different groups of organisms that act as decomposers.
(2)
1 ...................................................................................
2 ...................................................................................
(c) The nitrogen in a nitrate ion in the soil can become the nitrogen in a protein
molecule in an animal.
Explain how this happens.
(4)
......................................................................................
......................................................................................
......................................................................................
......................................................................................
......................................................................................
......................................................................................
......................................................................................
......................................................................................
(d) Farmers sometimes add fertiliser to the fields in which they grow their crops.
Suggest two advantages of using animal waste as a fertiliser rather than using a
chemicalfertiliser.
(2)
1 ....................................................................................
......................................................................................
2 ....................................................................................
......................................................................................
(Total 12 marks)
37 When trees lose leaves, they fall to the ground and form leaf litter. The leaf litter
provides food for many animals. The diagram shows a food web that includes leaf litter.

Page | 39
(a) Use information in the food web to complete the table.
The first one has been done for you.
(4)

(b) The following apparatus is called a Tullgren funnel. It is used to sample the
number of animals living in leaf litter. The animals move away from the light and
fall into the collecting pot.

A student used a Tullgren funnel to sample the number of millipedes living in leaf
litter in two areas of a forest. The student took leaf litter from 5 quadrats in the
centre of the forest and from 5 quadrats near the edge of the forest.
The table shows the student’s results.

(i) One stimulus that the millipedes respond to in the Tullgren funnel is light.
Suggest two other stimuli that might cause millipedes to fall into the collecting pot.
(2)
1 ...................................................................................
2 ...................................................................................

Page | 40
(ii) State the difference in the number of millipedes found in the leaf litter samples
from the two areas of the forest and suggest two reasons for this difference.
(3)
difference . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
reason 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
......................................................................................
......................................................................................
reason 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
......................................................................................
......................................................................................
(iii) The student collects leaf litter using a quadrat. Draw a quadrat in the space below.
(1)

(Total 10 marks)
38 Deforestation has an effect on the environment.
(a) (i) What is meant by the term deforestation?
(1)
......................................................................................
......................................................................................
(ii) Explain the effects that deforestation has on the balance of oxygen and
carbon dioxide in the atmosphere.
(3)
......................................................................................
......................................................................................
......................................................................................
......................................................................................
......................................................................................
......................................................................................
(b) The release of pollutant gases into the atmosphere also has effects on the environment.
Complete the table by giving the names of the missing gases, and the effects of
the gases on the environment. (5)

(Total 9 marks)
Page | 41
39 The graph shows the units of energy in the plants and primary consumers in a food chain.

(a) Not all the energy in the plants is transferred to the primary consumers.
(i) Calculate the percentage of energy in plants that is transferred to the primary
consumers.
Show your working.
(2)

Answer . . . . . . . . . . . . . . . . . . . %
(ii) One reason why energy is not transferred is because certain molecules in
plants cannot be digested.
Give two other reasons why energy is not transferred.
(2)
1 ....................................................................................
2 ....................................................................................
(Total 4 marks)
40 The passage describes water pollution caused by untreated human sewage and by fertiliser.
Complete the passage by writing a suitable word or words in each of the spaces.
(7)
If sewage gets into fresh water it will increase the number of pathogenic . . . . . . . . . . . . . . . . . . . . .
in the water. The sewage contains waste organic material in the form of . . . . . . . . . . . . . . . . . . . . . . .
from humans. Microorganisms break down this material using a process called aerobic . . . . . . . . . . .
This process reduces the level of . . . . . . . . . . . . . . . . . . . . . in the water making it less likely for larger
organisms to survive. Fertilisers can get into water by a process called . . . . . . . . . . . . . . . . . . . . . . . . . .
The minerals present in the fertiliser such as . . . . . . . . . . . . . . . . . . . . . . . cause the rapid growth of
. . . . . . . . . . . . . . . . . . . . . . . . . in the water.
(Total 7 marks)

Page | 42
41 Fish farming provides protein for humans to eat.
(a) A freshwater fish farmer noticed the following problems.
Suggest the cause of each problem and a solution for the farmer.
(i) An increase in the number of bird predators in the area.
(2)
cause . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
......................................................................................
......................................................................................
......................................................................................
solution . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
......................................................................................
......................................................................................
......................................................................................
(ii) An increase in the growth of algae on the surface of the fish ponds.
(4)
cause . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
......................................................................................
......................................................................................
......................................................................................
solution . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
......................................................................................
......................................................................................
......................................................................................
(iii) An increase in the number of fish with a disease.
(2)
cause . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
......................................................................................
......................................................................................
......................................................................................
solution . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
......................................................................................
......................................................................................
......................................................................................
(b) Suggest two advantages of fish farming compared to catching fish in the wild.
(2)
1 ....................................................................................
......................................................................................
2 ....................................................................................
......................................................................................
(Total 10 marks)
Page | 43
42 The diagram shows the carbon cycle. The letters A to F represent different processes
in the carbon cycle.

(a) Complete the table by naming the process represented by each letter. The first
one has been done for you.
(5)

(b) (i) Some of the carbon in plants is found in the form of carbohydrates.
Name two carbohydrates found in plants.
(2)
1 ....................................................................................
2 ....................................................................................
(ii) The molecule that genes are made from contains carbon.
Name this molecule.
(1)
......................................................................................
(c) Describe how increasing levels of carbon dioxide in the air may cause global
warming and explain the possible consequences of global warming.
(5)
......................................................................................
......................................................................................
......................................................................................
......................................................................................
......................................................................................
......................................................................................
Page | 44
......................................................................................
......................................................................................
......................................................................................
......................................................................................
(Total 13 marks)
43 This food chain is from a rainforest ecosystem.
trees deer genet python
(a) (i) Name the primary consumer in the food chain.
(1)
......................................................................................
(ii) Name the tertiary consumer in the food chain.
(1)
......................................................................................
(b) The photograph shows a genet, which is a cat-like carnivore that lives in rainforests
in Africa and Asia.

Suggest how the following features help the genet to survive.

(i) large ears
(1)
......................................................................................
......................................................................................
(ii) spotted coat
(1)
......................................................................................
......................................................................................
(iii) ability to stand on hind legs
(1)
......................................................................................
......................................................................................

Page | 45
(c) The rainforests in many countries are under threat from deforestation.
Explain the consequences of removing the rainforest on the balance of atmospheric gases.
(2)
......................................................................................
......................................................................................
......................................................................................
......................................................................................
......................................................................................
......................................................................................
(Total 7 marks)
44 The diagram shows a food web from a habitat.

(a) Use information in the food web to complete the table.

The first one has been done for you.
(4)

(b) (i) The plants in this food web make the food for some of the animals to eat.
Give the name used to describe these plants.
(1)
......................................................................................
(ii) The hawk catches and eats its prey.
Give the name used to describe the hawk in this food web.
(1)
......................................................................................

Page | 46
 (c) A pesticide can be used to kill the grasshoppers in this habitat.
(i) Describe the effect that killing grasshoppers would have on the number of shrews.
(1)
......................................................................................
......................................................................................
......................................................................................
(ii) Describe the effect that killing grasshoppers would have on the number of
marsh grass plants.
(1)
......................................................................................
......................................................................................
......................................................................................
(Total 8 marks)
45 Some rice farmers use ducks as a method of biological control.
The photograph shows ducks swimming in a rice paddy field.

The ducks help rice plants to grow because they eat insects and weeds in the paddy fields.
(a) (i) Suggest how the ducks eating insects helps rice plants to grow.
(1)
......................................................................................
......................................................................................
......................................................................................
(ii) Explain how the ducks eating weeds helps rice plants to grow.
(2)
......................................................................................
......................................................................................
......................................................................................
......................................................................................
(b) Explain why faeces from the ducks helps rice plants to grow.
(2)
......................................................................................
......................................................................................
......................................................................................
......................................................................................

Page | 47
(c) The ducks stir up the soil in the rice paddy field with their feet, which increases
the oxygen content of the soil.
Suggest how increasing the oxygen content of the soil helps rice plants to grow.
(2)
......................................................................................
......................................................................................
......................................................................................
......................................................................................
(d) Using ducks as a method of biological control allows the farmer to grow rice
without using herbicide or pesticide.
(i) Suggest what is meant by the term herbicide.
(1)
......................................................................................
......................................................................................
......................................................................................
(ii) Give three advantages of using biological control rather than using pesticide.
(3)
1 ....................................................................................
......................................................................................
2 ....................................................................................
......................................................................................
3 ....................................................................................
......................................................................................
(Total 11 marks)
46 Three students were asked to estimate the population size of a plant species in an area
by using a quadrat.
The diagram shows where each student placed their quadrat in the area.

(a) (i) Which student would obtain the most reliable estimate?
Give reasons for your answer.
(2)
......................................................................................
......................................................................................
......................................................................................
......................................................................................

Page | 48
(ii) State what is meant by the term population.
(1)
......................................................................................
......................................................................................
(b) Five other students investigated the distribution of grass in the goal area of a
football pitch.
They placed a small quadrat at the goal line and then at one metre intervals in
a straight line away from the goal line. The diagram shows their method.

The quadrat was 10 cm by 10 cm and was made from clear plastic. It was marked
into 100 squares of 1 cm x 1 cm. If grass could be seen in 10 of the squares
the percentage cover would get a score of 10%.
The table shows the results obtained by the five students.

(i) One of the averages of the results has been calculated ignoring an anomalous result.
Which student obtained the anomalous result?
(1)
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..
(ii) The diagram shows a quadrat used by one of the students, and the number of
1cm squares where grass can be seen.

Page | 49
Which student obtained the results shown in this quadrat?
(1)
......................................................................................
(Total 5 marks)
47 The diagram shows the carbon cycle.

(a) (i) Identify the processes labelled A, B, C, D and E.

(5)
A ....................................................................................
B ....................................................................................
C ....................................................................................
D ...................................................................................
E ....................................................................................
(ii) Give the letter of the process that reduces the carbon dioxide in the atmosphere.
(1)
......................................................................................
(b) An increase in the level of carbon dioxide in the atmosphere can lead to an
enhanced greenhouse effect.
Describe the possible consequences of an enhanced greenhouse effect.
(4)
......................................................................................
......................................................................................
......................................................................................
......................................................................................
......................................................................................
......................................................................................
......................................................................................
......................................................................................

Page | 50
(c) Suggest two ways to reduce the build up of greenhouse gases in the atmosphere.
(2)
1 ....................................................................................
......................................................................................
2 ....................................................................................
......................................................................................
(Total 12 marks)
48 Scientists want to compare the growth of the same species of plant in three different areas.
The graph shows the biomass of the plants in each area in g per m 2 each year for a period
of 20 years.

(a) The table shows the increase in biomass in each area in g per m 2 per year for the
20-year period for areas A and B.

Calculate the increase in biomass in g per m 2 per year for area C

Show your working.
(2)

Increase in biomass = . . . . . . . . . . . . . g per m 2 per year

(b) After 20 years, the plants in area A had a greater biomass than those in area B.
(i) Explain how abiotic (non-living) factors could cause this difference.
(4)
......................................................................................
......................................................................................
......................................................................................
......................................................................................

Page | 51
......................................................................................
......................................................................................
......................................................................................
......................................................................................
(ii) Explain how biotic (living) factors could cause this difference.
(2)
......................................................................................
......................................................................................
......................................................................................
......................................................................................
(c) The scientists wanted to find out how efficient plants in area A were at converting
light energy and using it to make biomass.
The scientists knew the following information:
ͻ
the increase in biomass for the plant growth in area A is 115 g per m 2 per year

ͻ one gram of the plants in area A contains 22 kJ of energy

ͻ the amount of light energy available in area A is 3 200 000 kJ per m

2 per year
The formula for calculating the percentage energy transfer efficiency is

Use this information to calculate the percentage energy transfer efficiency

of the plants in area A.
Show your working.
(2)

Energy transfer efficiency = . . . . . . . . . . . . . . . . . . . %

(Total 10 marks)
49 A rhino is a large mammal that lives in hot parts of Africa.
The drawing shows a rhino.

Page | 52
(a) The rhino feeds on plants and rests in the shade during the day.
(i) Which of the following describes the trophic level of a rhino?
(1)
A producer
B primary consumer
C secondary consumer
D tertiary consumer
(ii) Which of the following explains why the rhino rests in the shade during the day?
(1)
A it has a large surface area to volume ratio and needs to avoid overheating.
B it has a large surface area to volume ratio and needs to gain heat.
C it has a small surface area to volume ratio and needs to avoid overheating.
D it has a small surface area to volume ratio and needs to gain heat.
(b) The horn of the rhino is valuable in some human cultures. This results in rhinos
being killed just for their horn.
This species is at risk of extinction because the mean rate of killing is one rhino
every six hours.
In 2016, there were an estimated 25 000 of one species of rhino in Africa.
Calculate the year in which this rhino species would become extinct, assuming
the number of births equals the number of natural deaths.
(3)

year = . . . . . . . . . . . . . . . . . . . . .
(c) In an effort to protect the rhino from extinction, scientists have produced a
heart rate monitor.
The monitor is attached to the rhino. It sends an alarm signal to the nearest
police station if the rhino is under stress.
This allows the police to respond quickly to save the rhino from being killed.
(i) Explain how stress affects the heart rate of a rhino.
(2)
......................................................................................
......................................................................................
......................................................................................
......................................................................................
(ii) Describe the evidence the scientists need to find out if this method helps to
protect the rhino from extinction.
(2)
......................................................................................
......................................................................................
......................................................................................
......................................................................................
(Total 9 marks)
Page | 53
50 Car exhaust fumes contain air pollutants including carbon monoxide and
sulfur dioxide.
(a) Explain why carbon monoxide is a harmful air pollutant.
(2)
......................................................................................
......................................................................................
......................................................................................
......................................................................................
(b) Which of the following is a direct consequence of sulfur dioxide pollution?
(1)
A production of acid rain
B soil erosion
C production of ozone
D eutrophication
(c) A species of plant does not grow by the side of roads.
One hypothesis to explain this observation is that sulfur dioxide inhibits seed germination.
Design an investigation to test this hypothesis.
Your answer should include experimental details and be written in full sentences.
(6)
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(Total 9 marks)
51 (b) Farmers use a variety of methods to improve the growth of their crops.
One method is the use of a glasshouse.
Describe how the use of a glasshouse improves the growth of crops.
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(Total 4 marks)
52 The diagram shows the nitrogen cycle.

(a) Name the processes labelled A, B and C.

(3)
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B....................................................................................
C....................................................................................
(b) Nitrates are one cause of pollution in rivers.
The graphs show the changes in nitrate levels and the biological oxygen demand
(BOD) of the same rivers over a number of years. A high BOD means that there is
a large population of microorganisms in a water sample.

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(i) Describe how the nitrate levels and BOD change over the time period shown.
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(ii) Explain the relationship between nitrate levels and BOD in these rivers.
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(Total 9 marks)

The End

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