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GCE JUN 2010 : (AS 2) Organisms and Biodiversity - Revised

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Sp N ec e i w ca tio n Centre Number 71 Candidate Number ADVANCED SUBSIDIARY (AS) General Certificate of Education 2010 Biology assessing Module 2: Organisms and Biodiversity AB121 Assessment Unit AS 2 [AB121] WEDNESDAY 16 JUNE, MORNING TIME 1 hour 30 minutes. INSTRUCTIONS TO CANDIDATES Write your Centre Number and Candidate Number in the spaces provided at the top of this page. Write your answers in the spaces provided in this question paper. Answer all nine questions. INFORMATION FOR CANDIDATES The total mark for this paper is 75. Section A carries 60 marks. Section B carries 15 marks. You are reminded of the need for good English and clear presentation in your answers. Use accurate scientific terminology in all answers. You should spend approximately 20 minutes on Section B. You are expected to answer Section B in continuous prose. Quality of written communication will be assessed in Section B, and awarded a maximum of 2 marks. Figures in brackets printed down the right-hand side of pages indicate the marks awarded to each question or part question. 5579 For Examiner s use only Question Marks Number 1 2 3 4 5 6 7 8 9 Total Marks Section A 1 Use the dichotomous key below to help you identify the five kingdoms labelled A to E. The five kingdoms Members of these kingdoms have cells with a nucleus and membrane bound organelles Yes No A Members of these kingdoms may use autotrophic nutrition Yes No Members of this kingdom are unicellular or show limited cell differentiation Yes B No C Members of this kingdom have cell walls made of chitin Yes No D E Examiner Only Marks Remark [5] 5579 2 [Turn over 2 Intensive monoculture often requires the use of herbicides and the increased use of artificial fertilisers. Both these practices reduce the biodiversity on a farm. Examiner Only Marks Remark Explain how these practices reduce biodiversity. use of herbicides _______________________________________________________ _______________________________________________________ _______________________________________________________ _____________________________________________________ [2] use of artificial fertilisers _______________________________________________________ _______________________________________________________ _______________________________________________________ _____________________________________________________ [2] 5579 3 [Turn over 3 (a) The flow diagram below shows the mechanism of blood clotting. Examiner Only Marks Remark Thromboplastins (thrombokinase) Prothrombin Complete the diagram, by entering in the boxes, the names of the proteins involved in clotting. [3] (b) Polymorphs are a type of the white blood cell. Describe the role of polymorphs at the site of a cut. ________________________________________________________ _____________________________________________________ [1] 5579 4 [Turn over 4 Suggest reasons for the following features of the major blood vessels. Examiner Only Marks Remark (a) Arteries near the heart have a lot of elastic fibres in their walls. ________________________________________________________ ________________________________________________________ ________________________________________________________ _____________________________________________________ [2] (b) Arteries within major organs have a lot of smooth muscle tissue. ________________________________________________________ ________________________________________________________ ________________________________________________________ _____________________________________________________ [2] (c) Veins possess valves. ________________________________________________________ ________________________________________________________ ________________________________________________________ _____________________________________________________ [2] 5579 5 [Turn over 5 An investigation was undertaken to determine the recovery of students of different athletic ability after a period of strenuous exercise. Examiner Only Marks Remark Four students, two of them were athletic and two non-athletic, each ran 200 metres. Their pulses were counted immediately after the exercise. Pulses were recorded for each consecutive 30 second period for a total of two minutes (so that for each student there are four recordings). The pulses recorded are shown in the results below: 75, 55, 40, 30 and 78, 53, 42, 28 were recorded for the two athletes, while the non-athletes had pulses of 71, 64, 58, 39 and 67, 58, 46, 41. (a) Organise the results into an appropriate table. Your table should have a caption, suitable column headings, show units and include all the data. [5] 5579 6 [Turn over (b) Suggest reasons for the following statements. Examiner Only Marks Remark The athletes had the higher pulse rates immediately after the exercise. _____________________________________________________ _____________________________________________________ The largest decrease in pulse was within the first minute for the athletes. _____________________________________________________ _____________________________________________________ The athletes had the lower pulse rates after 11 minutes. 2 _____________________________________________________ _____________________________________________________ It would be more appropriate to compare percentage fall in pulse rates over the recovery period. _____________________________________________________ ____________________________________________________ [4] 5579 7 [Turn over BLANK PAGE 5579 8 [Turn over 6 The diagram below represents a transverse section through a mesophytic leaf as seen through the light microscope. Examiner Only Marks Remark Advanced Biology by G & M Jones, page 173, published by Cambridge University Press, 1997, ISBN 0521484731 (a) Describe three ways in which the mesophytic leaf is adapted for the uptake of carbon dioxide. 1. _____________________________________________________ _______________________________________________________ 2. _____________________________________________________ _______________________________________________________ 3. _____________________________________________________ _____________________________________________________ [3] 5579 9 [Turn over Hydrogen carbonate (bicarbonate) indicator can be used to illustrate changes in the concentration of atmospheric carbon dioxide. The colour changes are illustrated below: Examiner Only Marks Remark Carbon dioxide Normal carbon dioxide levels Carbon dioxide levels raised levels lowered [YELLOW] [ORANGE/RED] [PURPLE] An experiment was carried out to investigate the light compensation point of a leaf. A pair of tubes, one containing a leaf (A) and the other without a leaf (B) was set up as shown in the diagram below. A hydrogen carbonate (bicarbonate) indicator B This was repeated five times, and each pair of A and B tubes was illuminated at different light intensities for 30 minutes. The hydrogen carbonate (bicarbonate) indicator was orange/red in both tubes initially, and remained orange/red in tube B at all light intensities. The colour of the solution in tube A at different light intensities is shown in the table below. Resultant colour of indicator in tube A after 30 minutes Light intensity/arbitrary units 1 4 8 16 64 yellow orange orange/red purple purple (b) Explain why the tubes were sealed during the experimental period. _______________________________________________________ _____________________________________________________ [1] 5579 10 [Turn over (c) Explain the purpose of tube B at each of the light intensities. Examiner Only Marks Remark _______________________________________________________ _____________________________________________________ [1] (d) Explain the results of the experiment at light intensity 1. _______________________________________________________ _______________________________________________________ _______________________________________________________ _____________________________________________________ [2] (e) Use the results of this experiment to determine the light compensation point for this plant. Explain your answer. _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ _____________________________________________________ [3] 5579 11 [Turn over 7 (a) Xylem and phloem are both composite tissues with a variety of cell types. Examiner Only Marks Remark (i) Describe the distribution of xylem and phloem tissues in the stem of a flowering plant. ___________________________________________________ ___________________________________________________ ___________________________________________________ _________________________________________________ [2] (ii) Phloem sieve tubes are the main cell type in phloem tissue. Describe two major features of phloem sieve tubes. 1. _________________________________________________ ___________________________________________________ 2. _________________________________________________ _________________________________________________ [2] 5579 12 [Turn over (b) The diagram below shows different forms of lignification patterns in xylem vessels. Examiner Only Marks Remark AS Level Biology by Phil Bradfield et al published by Longman, 2001, ISBN 0582429463. Reproduced by permission of Pearson Education Ltd. (i) Explain why the added strength which lignin provides in the xylem vessels is necessary for their functioning. _____________________________________________________ _____________________________________________________ _____________________________________________________ __________________________________________________ [2] (ii) Suggest why the xylem vessels in young stems have rings or spirals of lignin whereas older stems will have scalariform or reticulate walls. _____________________________________________________ _____________________________________________________ _____________________________________________________ __________________________________________________ [2] (iii) Explain why pits are necessary in the xylem vessel walls. _____________________________________________________ __________________________________________________ [1] 5579 13 [Turn over 8 Farmland birds are an important measure of the biodiversity of the countryside. Population numbers and ranges of many familiar birds have halved since 1970. Changes in farm practice have been the major causes for the decline of many species such as the skylark, Alauda arvensis. The skylark is an insect-feeding bird and nests on the ground producing two broods during the year. An early brood is produced in April/ May while a late brood is produced in July/August. Skylarks frequently nest in wheat fields and their decline is associated with a change towards planting wheat seed in the previous autumn rather than in the spring. This change has meant that the ground is covered in wheat earlier in the year wheat sown in autumn is in full leaf at the beginning of June, forming a dense 60 cm high closed canopy . This is good for the farmers in that they can harvest their crop earlier in the year, but poor for the skylarks which need an open area in which to nest successfully. In 2002, trials of two alternative sowing strategies designed to improve the nesting success of skylarks were carried out. These and the control are described below. Normal autumn sowing with early closure of the canopy in June (control) Autumn sowing, but seeds more widely spaced, causing later closure of the canopy Autumn sowing, but with areas within the field which were left unsown and kept open throughout the year. The graph below shows the success of rearing chicks in each of the two broods (early and late) and in each of the different trials. Chicks per nesting attempt 3 2 1 0 early late brood brood early late brood brood Normal autumn sowing 5579 early late brood brood Widely spaced sowing Field with areas left unsown 14 [Turn over (a) (i) Which of the strategies would be recommended for improving the breeding success of skylarks? Explain your answer. Examiner Only Marks Remark _____________________________________________________ _____________________________________________________ _____________________________________________________ __________________________________________________ [2] (ii) Describe two other trends evident in the graph. 1. ___________________________________________________ _____________________________________________________ 2. ___________________________________________________ __________________________________________________ [2] (b) The table below shows the average numbers of ground insects caught in pit-fall traps in the fields used in these trials. Normal autumn sowing Mean number of insects per pit-fall trap Widely spaced sowing Field with areas left unsown 4.6 6.0 9.3 Suggest how these results may be related to the success of rearing chicks. ________________________________________________________ ________________________________________________________ ________________________________________________________ ______________________________________________________ [2] 5579 15 [Turn over (c) Another strategy to improve conditions for farmland birds was to leave field margins unplanted. The success of this strategy was then tested alongside the strategy of leaving unsown areas within the field. The total number of birds of different species, in fields which had either unplanted margins or unsown areas or had both strategies or had neither strategy, were counted. The results are shown in the graph below. Examiner Only Marks Remark 14 Birds per hectare 12 10 8 6 4 2 0 Unplanted margins only Unsown areas only Both strategies Neither strategy (i) Calculate the percentage increase in the total number of farmland birds in fields with both strategies used in comparison to fields with neither strategy used. (Show your working.) Answer ________________ [3] (ii) Describe the data that you would need from this research to calculate a biodiversity index for farmland birds such as Simpson s Index. ___________________________________________________ ___________________________________________________ ___________________________________________________ _________________________________________________ [2] 5579 16 [Turn over (iii) The formula for the Simpson s Index is provided below: Examiner Only Marks Remark ni(ni 1) D = N(N 1) Suggest how values for Simpson s Index for farmland birds might have changed since changes in farm practice were introduced. ___________________________________________________ ___________________________________________________ ___________________________________________________ _________________________________________________ [2] 5579 17 [Turn over Section B Examiner Only Marks Quality of written communication is awarded a maximum of 2 marks in this section. 9 Remark [2] The relationships between the various factors affecting the rate of gas exchange are expressed in Fick s Law: Surface area Concentration gradient Rate of diffusion Diffusion distance (a) Explain the influence of each factor on the rate of diffusion. (b) With reference to these factors, describe how the mammalian lung is adapted to maximise gaseous exchange. [3] [10] (a) Explain the influence of each factor on the rate of diffusion. _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ 5579 18 [Turn over (b) With reference to these factors, describe how the mammalian lung is adapted to maximise gaseous exchange. Examiner Only Marks Remark Surface area _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ Concentration gradient _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ 5579 19 [Turn over Examiner Only _______________________________________________________ Marks Remark _______________________________________________________ _______________________________________________________ Diffusion distance _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ THIS IS THE END OF THE QUESTION PAPER 5579 20 [Turn over 5579 21 [Turn over Permission to reproduce all copyright material has been applied for. In some cases, efforts to contact copyright holders may have been unsuccessful and CCEA will be happy to rectify any omissions of acknowledgement in future if notified. 1847-045-1 [Turn over

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Additional Info : Gce Biology June 2010 Assessment Unit AS 2 Module 2: Organisms and Biodiversity - Revised
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