9A Quick Quiz - Pearson Education Classify different types of variation. 1 Identify examples of inherited variation. 2 Explain how inherited variation is caused

9A

© Pearson Education Ltd 2015. Copying permitted for

purchasing institution only. This material is not copyright free. 1 Page 1 of 2

Quick Quiz

On your answer sheet, write in or circle the correct letter for each question.

9Aa 1 Variation is:

A a disease.

B the scientific name for fertilisation.

C differences in characteristics.

D similarities in characteristics.

2 Of the following, which is the best example of an environmental variation?

A a suntan

B blood group

C chin shape

D having ear lobes

3 Environmental variation is caused:

A when organisms breed.

B by environmental factors.

C by varieties.

D by problems in the brains of some animals.

4 What sort of variation does this chart show?

A disrespectful B dominant

C discontinuous D continuous

9Ab 1 Of the following, which is the best example

of an inherited variation?

A eye colour

B a tattoo

C a scar

D a broken leg

2 Inherited characteristics in humans are caused by:

A blood.

B children learning things from their parents and at school.

C genetic information.

D the country in which children grow up.

3 Genetic information can be found in a sperm cell in the:

A cytoplasm. B tail.

C tip of the head. D nucleus.

4 The overall shape on this chart is called:

A even distribution

B uneven distribution

C normal distribution

D norman distribution.

9Ac 1 Each chromosome contains one molecule

of a certain substance. What is this substance?

A integrin

B deoxyribodipyrimidine

C DNA

D protein

2 The total number of chromosomes in a human liver cell is 46. So the number of chromosomes in a human egg cell is:

A 23. B 46.

C 92. D 0.

9A



Quick Quiz

3 A gene is:

A the first part of an organism’s scientific name.

B a short section of a chromosome.

C a large, blue, ghost-like entity that lives in a lamp and grants wishes.

D a molecule found in the nucleus of cells.

4 The structure of the long molecule found in chromosomes was worked out by:

A Holmes and Watson.

B Bonnie and Clyde.

C Watson and Crick.

D Adenine and Thymine.

9Ad 1 Which of these is least likely to cause the

endangerment of a species?

A changes in physical environmental factors

B competition from other organisms

C decrease in predators

D human activities

2 Which of these is least likely to be used for conservation?

A banning the sale of items made from a certain animal

B creating a reservoir

C setting up a nature reserve

D building a zoo

3 Which feature of this animal suggests that it is prey for larger animals?

A spines on its body

B long nose

C small ears

D whiskers

4 Which of these would you expect to find in a gene bank?

A gametes

B single genes

C money for conservation projects

D sand

9Ae 1 This bird lives along the seashore. It feeds on

shellfish buried in the sand. There are plenty of shellfish for the birds and no diseases.

Some of the adult birds have slightly longer beaks and others have slightly shorter beaks. The cause of this is most likely to be:

A environmental factors.

B how much the birds use their beaks.

C how much the birds stretch their beaks.

D genes.

2 Think about the birds in the previous question. What will happen to the number of birds with the slightly longer beaks, compared to those with slightly shorter beaks, when there is plenty of food?

A The number of longer-beaked birds will go down compared to the number of shorter-beaked birds.

B The number of longer-beaked birds will go up compared to the number of shorter-beaked birds.

C The numbers of longer-beaked birds and shorter-beaked birds will not change much.

D Longer-beaked birds will disappear altogether.

3 Evolution is:

A what happens after an organism becomes endangered.

B a gradual change in the characteristics of organisms over time.

C when organisms decide to change their features to cope with a change in conditions.

D something that caused changes to happen in animals, such as dinosaurs, but does not occur any longer.

4 The theory of evolution that most scientists believe today was put forward by:

A Hall and Oates

B Orville and Wilbur Wright

C Lamarck and Drinker Cope

D Wallace and Darwin.

9A

© Pearson Education Ltd 2015. Copying permitted for purchasing institution only. This material is not copyright free. 1

Quick Quiz Answer Sheet

Name Class Date

The Quick Quiz is to see how much you already know about a subject. It also gives you some idea of the things you will soon be learning about. Record your answers in the answers column. Shade in or tick the ones you get right.

Topic Answers I can already…

1 State what variation is.

2 Identify examples of environmental variation.

3 Explain how environmental variation is caused.

9Aa

4 Classify different types of variation.

1 Identify examples of inherited variation.

2 Explain how inherited variation is caused.

3 Describe how information is stored in cells.

9Ab

4 Interpret graphs showing continuous variation.

1 Describe the structure of chromosomes.

2 State the number of chromosomes found in different human cells.

3 Describe the structure of genes.

9Ac

4 Recognise the names of some different scientists in the discovery of the structure of genes.

1 Explain how changes in an ecosystem cause endangerment and extinction.

2 Suggest methods of conservation.

3 Explain why organisms have certain adaptations.

9Ad

4 Explain what gene banks are.

1 Describe why there are variations in adaptations.

2 Describe what happens to variations in a population over time.

3 State what evolution is.

9Ae

4 Recall who explained evolution in terms of natural selection.

Quick Quiz: /20

At the start:

0–5 = I didn’t know much; 6–10 = I knew something; 11–15 = I knew a fair bit; 16–20 = I already knew a lot

9A

© Pearson Education Ltd 2015. Copying permitted for purchasing institution only. This material is not copyright free. 1 Page 1 of 3

Word Sheets

9Aa – Monsters and myth

Word Pronunciation Meaning

genus jeen-ous A group of similar organisms. The genus name is the first word in the scientific name for a species (the second word is the ‘species name’). Different closely-related species belong to the same genus.

journal A scientific magazine in which scientists publish their findings by writing articles called scientific papers.

scientific paper An article written by scientists and published in a science magazine called a journal. It is like an investigation report but usually shows the results and conclusions drawn from many experiments. Scientific papers are often just called papers.

species spee-shees or spee-sees

A group of organisms that can reproduce with each other to produce offspring that will also be able to reproduce.

variation vair-ee-ay-shun The differences between things.

9Aa – Environmental variation


characteristic kar-ack-ter-iss-tick A feature of an organism.

classification Sorting things into groups.

continuous Continuous data can take any value between two limits. Examples include length, mass, time.

continuous variation When the value of a variable is continuous, it shows ‘continuous variation’.

discontinuous Data values that can only have one of a set number of options are discontinuous. Examples include shoe sizes and blood groups.

discontinuous variation

When the value of a variable is discontinuous, it shows ‘discontinuous variation’.

environment The conditions in a habitat caused by physical environmental factors and living organisms.

environmental factor Anything that can change the conditions in a habitat or the organisms that live there.

environmental variation

Differences between organisms caused by environmental factors.

physical environmental factor

A non-living factor that can change the conditions in a habitat (e.g. amount of light, rainfall).

resource rez-ors Something needed by an organism. For example, plants need light as a resource and animals need food as a resource.

9A


Word Sheets

9Ab – Inherited variation


fertilisation fert-ill-I-zay-shun Fusing of a male gamete with a female gamete.

fuse fewz When two things join together to become one.

gamete gam-meet A cell used for sexual reproduction.

genetic information jen-et-tick The inherited instructions that control your characteristics.

inherit A feature that an organism gets from a parent is inherited.

inherited variation Differences between organisms that are passed on to offspring by their parents in reproduction.

normal distribution If the value of a variable changes in a continuous way, it will often show a normal distribution. This means that the middle values of the data range are most common and values at the highest and lowest extremes are least common. This sort of data forms a bell shape on charts and graphs.

nucleus new-clee-us The ‘control centre’ of a cell, where genetic information is found.

offspring The new organisms produced by reproduction.

parent An organism that has produced offspring.

sexual reproduction Reproduction that needs two individuals to produce a new organism of the same type.

zygote zY-goat Another term for ‘fertilised egg cell’.

9Ab WS – Probability


correlation cor-al-lay-shun A relationship between two variables. If an increase in one variable appears to cause an increase in the other, it is a ‘positive’ correlation. An increase in one variable linked with a decrease in the other is a ‘negative’ correlation.

estimate An approximate answer, often calculated from a sample or using rounded values.

probability The likelihood of something happening.

sample To take a small part of something to investigate. You use a sample to draw conclusions about what the larger whole is like.

9A


Word Sheets

9Ac – DNA


cell division The splitting of a parent cell to form two identical daughter cells. The daughter cells both contain the same genetic information as the parent cell.

chromosome krow-mO-sOwm A structure found in the nuclei of cells. Each chromosome contains one enormously long DNA molecule.

DNA A substance that contains genetic information. Short for deoxyribonucleic acid.

gene jeen Section of the long strand of DNA found in a chromosome, which contains instructions for a characteristic.

sex chromosome krow-mO-sOwm Chromosome that determines the sex of an organism. In humans, males have one X sex chromosome and one Y sex chromosome, while females have two Xs.

9Ad – Genes and extinction


adapted If something has adaptations for a certain job or for survival in a particular place, it is said to be adapted to that job or place.

biodiversity bI-O-die-ver-sit-ee The range of different species of organisms in an area.

competition com-pet-ish-un There is competition between organisms that need the same resources as each other. We say that they compete for those resources.

ecosystem All the physical environmental factors and all the organisms that are found in a habitat.

endangered en-dayn-jerd When a type of organism is in danger of ceasing to exist.

extinct An organism that no longer exists is extinct.

food web Many food chains linked together, showing the flow of energy through organisms in a habitat.

gene bank Any facility that stores genetic material from different organisms (e.g. seeds, gametes, tissue samples).

native Naturally found in a certain area.

9Ae – Natural selection


evolution A change in one or more characteristics of a population over a long period of time.

natural selection A process in which an organism is more likely to survive and reproduce than other members of the species because it possesses a certain inherited variation.

9Aa


Quick Check

Name Class Date

The crossword has the answers already filled in. Write clues for each answer.

3 across

6 across

9 across

1 down

2 down

4 down

5 down

6 down

7 down

8 down

9A


Progression Check

Name Class Date

Draw a ring around a number of stars for each statement. If you are very confident about a statement, draw your ring around all the stars. If you do not know anything about a statement do not draw a ring.

Topic At the end of the unit:

9Aa

Identify and give examples of environmental variation. * * * * * Explain how environmental variation is caused. * * * * * Tell the difference between continuous and discontinuous variation. * * * * * Explain why environmental variation can make classification and

identification difficult. * * * * *

9Ab

Identify and give examples of inherited variation. * * * * * Explain how inherited variation is caused. * * * * * Describe where genetic information is stored and what it does. * * * * * Identify normal distribution. * * * * * 9Ab Working Scientifically

Describe what probability is. * * * * * Calculate probabilities from experimental data. * * * * * Express probabilities as percentages, decimals and fractions. * * * * * 9Ac

State what chromosomes are made of. * * * * * State the number of pairs of chromosomes in most human cells. * * * * * Describe where genes are found and what they do. * * * * * Describe the roles played by Watson, Crick, Franklin and Wilkins in the

discovery of the structure of DNA. * * * * *

Use a model to illustrate the relationship between cells, cell nuclei, DNA, chromosomes, genetic information and genes. * * * * *

9Ad

Explain how changes in an ecosystem can cause endangerment and extinction. * * * * *

Suggest methods of conservation. * * * * * Explain how particular adaptations affect the chances of survival in a habitat. * * * * * Explain why preserving biodiversity is important and the role of gene banks. * * * * * 9Ae

Explain how natural selection determines the survival of certain variations of adaptations within a population. * * * * *

Explain how natural selection can lead to evolution. * * * * *

9A


Summary Sheets

A species is a group of organisms that are able to reproduce to give offspring that are also able to reproduce. Members of the same species have very similar characteristics (features). However, there is variation in these characteristics.

All tigers have stripes but there is variation in the stripes between each tiger.

Environmental variation Some characteristics vary due to environmental factors in an organism’s surroundings (its environment). There are living environmental factors (other organisms) and physical (non-living) environmental factors, such as the amount of sunlight. Variation caused by environmental factors is environmental variation.

All the organisms and physical environmental factors in an area form an ecosystem.

Inherited variation Offspring inherit characteristics from their parents and these characteristics can vary (e.g. brown eyes and blue eyes). This is inherited variation.

Chromosomes, genes and DNA An organism’s characteristics are controlled by genetic information contained in a code in DNA. James Watson and Francis Crick discovered the structure of DNA by making use of the data of other scientists, such as Rosalind Franklin and Maurice Wilkins.

Each chromosome contains a long molecule of DNA. Certain sections of that DNA molecule contain the genetic information and are called genes.

In humans there are 23 different types of chromosome. Most cells have two copies of each type. Gametes, however, only have one copy of each type of chromosome. When two gametes fuse during fertilisation, they form a zygote that contains the chromosomes from both gametes.

For some characteristics, scientists can work out the probability that a child will inherit that characteristic. Probabilities are shown as percentages, decimals or fractions.

Adaptation Animals and plants are adapted to where they live; they have characteristics that allow them to survive in that habitat.

Jack rabbits are adapted to living in a desert habitat.

9A


Summary Sheets

Natural selection All characteristics vary slightly amongst the members of a species. We can often draw a bell curve (normal distribution) to show variation in a characteristic.

If conditions in a habitat change, then variation in a characteristic may help some members of a species to survive better than others. Imagine a new predator moves into the area in which jack rabbits live. By chance, some jack rabbits will have slightly longer hind legs that allow them to run faster. These are the jack rabbits that are more likely to survive and reproduce. So, the next generation of jack rabbits will have slightly more rabbits with longer hind legs.

This process is known as natural selection. Charles Darwin and Alfred Russel Wallace both came up with the idea that it is natural selection happening over and over again, over a long period of time, that causes evolution.

Endangerment and extinction Changes in an ecosystem can cause species to become endangered or extinct. This is usually due to:

● changes in physical environmental factors

● competition from other organisms

● disease

● human activities (e.g. hunting, clearing habitats, using poisons).

We can try to stop this happening and preserve biodiversity (the number of species) by:

● protecting areas and setting up nature reserves

● setting up breeding programmes in zoos

● banning the hunting of some animals or the collecting of wild plants

● setting up gene banks (to store parts of organisms, such as seeds and gametes).

We should preserve biodiversity because:

● organisms depend on one another (they are interdependent)

● we won’t be able to make use of organisms if they become extinct

● more biodiverse areas recover better from natural disasters.

9A Open-endedAssessment Task



Tri

cera

top

s (P

len

ary

7 in

To

pic

9A

e)

In th

e ta

ble

belo

w, e

xam

ples

of h

ow le

vels

mig

ht b

e in

terp

rete

d fo

r th

is a

ctiv

ity a

re g

iven

. It i

s su

gges

ted

that

a s

tude

nt n

eeds

to d

emon

stra

te

wor

k at

a le

vel i

n tw

o di

ffere

nt s

tran

ds to

ach

ieve

that

leve

l.

Lev

el

Rec

allin

g

Exp

lain

ing

U

sin

g k

no

wle

dg

e U

sin

g e

vid

ence

A

pp

licat

ion

s an

d

imp

licat

ion

s

Wo

rkin

g

tow

ard

s L

eve

l 4

Stu

dent

s co

rre

ctly

use

the

term

‘hab

itat’.

Exe

mpl

ar: T

ricer

atop

s liv

ed in

a

fore

st h

abita

t.

Stu

dent

s re

-use

info

rmat

ion

give

n to

exp

lain

wh

at

Tric

erat

ops

used

on

e of

its

char

acte

rist

ics

for.

Exe

mpl

ar: T

ricer

atop

s us

ed it

s fr

ont h

orn

to d

ig u

p ro

ots.

S

tude

nts

re-u

se in

form

atio

n gi

ven

to e

xpla

in h

ow

we

kno

w s

omet

hin

g ab

out

T

ricer

atop

s.

Exe

mpl

ar: i

t w

as a

ttack

ed b

y T

. re

x be

caus

e T

. re

x m

arks

ha

ve b

een

fou

nd o

n T

ricer

atop

s fo

ssils

.

Le

vel

4 S

tude

nts

use

the

term

s ‘v

aria

tion

’ an

d ‘e

xtin

ctio

n’

corr

ectly

.

Exe

mpl

ar: T

here

are

di

ffere

nces

(va

riatio

n)

betw

een

Tric

erat

ops

and

Tita

noce

rato

ps.

Stu

dent

s o

utlin

e w

hy

dino

saur

s be

cam

e e

xtin

ct.

Exe

mpl

ar: a

cha

nge

in th

e co

nditi

ons

on E

arth

mea

nt th

at

din

osau

rs c

oul

d no

long

er

surv

ive.

Stu

dent

s id

entif

y va

riatio

n be

twe

en T

ricer

atop

s an

d T

itano

cera

tops

.

Exe

mpl

ar: T

ricer

atop

s h

ad

a m

uch

bigg

er, l

ower

hor

n th

an T

itano

cera

tops

.

Stu

dent

s us

e in

form

atio

n gi

ven

to e

xpla

in h

ow

we

kno

w s

omet

hin

g ab

out

T

ricer

atop

s.

Exe

mpl

ar: T

ricer

atop

s us

ed

its fr

ont h

orns

for

defe

nce

aga

inst

pre

dato

rs s

uch

as T

. re

x.

Le

vel

5 S

tude

nts

iden

tify

or g

ive

exam

ple

s of

furt

her

envi

ronm

ent

al v

aria

tion.

Exe

mpl

ar: o

ne e

nvir

onm

ent

al

varia

tion

of T

ricer

atop

s w

ould

be

ho

les

in it

s fr

ill.

Stu

dent

s id

entif

y or

giv

e ex

amp

les

of fu

rthe

r in

her

ited

vari

atio

n.

Exe

mpl

ar: o

ne in

her

ited

varia

tion

betw

een

Tric

erat

ops

and

Tita

noce

rato

ps w

as th

e si

ze o

f its

hor

ns.

Stu

dent

s e

xpla

in h

ow

cha

nge

s in

an

ecos

yste

m c

an c

ause

ex

tinct

ion.

Exe

mpl

ar: a

met

eorit

e co

uld

have

hit

the

Ea

rth

65 m

illio

n ye

ars

ago,

cau

sing

mas

sive

dus

t cl

ouds

, whi

ch b

lock

ed o

ut th

e S

un s

o di

nosa

urs

had

too

little

to

eat.

S

tude

nts

use

info

rmat

ion

give

n to

exp

lain

ho

w a

n ad

apt

atio

n w

ould

hav

e be

en

impo

rtan

t.

Exe

mpl

ar: T

ricer

atop

s co

uld

eat t

he to

ugh

tree

-fer

n a

nd

palm

leav

es b

eca

use

it ha

d a

beak

to p

ull a

t the

leav

es

and

slic

ing

teet

h th

at c

ould

cu

t the

toug

h p

lant

mat

eria

l up

fine

ly to

be

dig

este

d.

Stu

dent

s m

ake

de

duc

tions

abo

ut

Tric

erat

ops

ad

apta

tions

fr

om th

e in

form

atio

n gi

ven.

Exe

mpl

ar: T

ricer

atop

s ha

d a

shor

t ne

ck a

nd s

o w

ould

hav

e ea

ten

plan

ts

that

wer

e gr

owin

g ne

ar

the

grou

nd.

9A


purchasing institution only. This material is not copyright free. 2

Open-endedAssessment Task

Page 2 of 2

Lev

el

Rec

allin

g

Exp

lain

ing

U

sin

g k

no

wle

dg

e U

sin

g e

vid

ence

A

pp

licat

ion

s an

d

imp

licat

ion

s

Le

vel

6 S

tude

nts

des

crib

e w

her

e ge

net

ic in

form

atio

n is

fou

nd.

Exe

mpl

ar: g

enet

ic in

form

atio

n

is fo

und

in th

e nu

clei

of c

ells

.

Stu

dent

s e

xpla

in h

ow

en

viro

nme

ntal

var

iatio

n is

ca

use

d.

Exe

mpl

ar: e

nvir

onm

ent

al

varia

tion

is c

ause

d by

fact

ors

in

the

envi

ron

me

nt, s

uch

as o

ther

di

nos

aurs

or

the

tem

pera

ture

.

Stu

dent

s e

xpla

in h

ow

inh

erite

d va

riatio

n is

cau

sed

(not

incl

udi

ng

gen

es).

Exe

mpl

ar: i

nhe

rited

var

iatio

n is

va

riatio

n th

at a

n or

gani

sm

inh

erits

from

its

pare

nts.

Stu

dent

s fu

lly e

xpla

in a

w

ide

varie

ty o

f ada

ptat

ions

an

d h

ow

the

y w

oul

d ai

d th

e su

rviv

al o

f the

ani

mal

.

Exe

mpl

ar: e

xpla

natio

ns o

f th

e fr

ill, u

pper

hor

ns, l

ower

ho

rns,

teet

h, b

eak,

wid

e fe

et, s

tron

g, s

hort

legs

, tai

l.

Stu

dent

s id

entif

y ad

apta

tions

of

Tric

erat

ops

furt

her

to

thos

e gi

ven.

Exe

mpl

ar: T

ricer

atop

s h

ad

big,

wid

e fe

et to

sto

p th

em

si

nkin

g in

to th

e g

roun

d. T

hey

had

big

tails

for

bala

nce.

Stu

dent

s o

utlin

e ho

w it

co

uld

be p

ossi

ble

to

brin

g di

nos

aur

s ba

ck to

lif

e.

Exe

mpl

ar:

chro

mos

om

es c

onta

in

the

inst

ruct

ions

for

mak

ing

an o

rgan

ism

, so

if w

e co

uld

find

din

osau

r ch

rom

oso

mes

w

e m

ight

be

able

to

recr

eate

the

m.

Le

vel

7 S

tude

nts

des

crib

e th

e re

latio

nsh

ip b

etw

ee

n ce

lls,

nucl

ei, c

hrom

oso

mes

, gen

es,

DN

A a

nd g

enet

ic in

form

atio

n.

The

y st

ate

wh

at

is m

eant

b

y ev

olut

ion.

Exe

mpl

ar: e

volu

tion

is th

e ch

ange

in th

e ch

arac

teri

stic

s of

a s

peci

es o

ver

a lo

ng

peri

od o

f tim

e.

Stu

dent

s e

xpla

in h

ow

nat

ural

se

lect

ion

ma

y ha

ve c

han

ged

Tita

noce

rato

ps.

Exe

mpl

ar: i

f lea

ves

beca

me

scar

ce, t

he a

nim

als

that

by

chan

ce h

ad

a sl

ight

ly lo

nge

r,

low

er h

orn

wou

ld h

ave

been

be

tter

at d

iggi

ng

up r

oots

. The

y w

ould

ther

efor

e ha

ve b

een

mor

e lik

ely

to s

urvi

ve a

nd r

epro

duc

e.

Stu

dent

s e

xpla

in h

ow

the

ada

ptat

ions

of T

ricer

atop

s w

oul

d ha

ve li

mite

d th

e ha

bita

ts it

cou

ld h

ave

surv

ive

d in

.

Exe

mpl

ar: i

ts b

eak

was

go

od

at p

ullin

g la

rge

leav

es, b

ut it

wou

ld n

ot

have

bee

n ab

le to

sur

vive

ou

tsid

e fo

rest

s on

mor

e op

en

land

du

e to

the

lack

of

sui

tabl

e fo

od.

Stu

dent

s d

escr

ibe

ho

w a

la

rge

met

eorit

e c

rate

r of

f the

co

ast o

f Mex

ico

prov

ides

ev

iden

ce th

at a

met

eorit

e im

pact

led

to th

e e

xtin

ctio

n of

th

e di

nos

aur

s.

Exe

mpl

ar: t

here

is a

cra

ter

off t

he c

oast

of M

exic

o ca

use

d by

a m

eteo

rite

impa

ct th

at h

app

ene

d at

the

sam

e tim

e th

at th

e di

nosa

urs

beca

me

extin

ct.

Stu

dent

s su

gges

t ho

w it

co

uld

be p

ossi

ble

to

brin

g di

nos

aur

s ba

ck to

lif

e us

ing

kno

wle

dge

of D

NA

.

Exe

mpl

ar:

chro

mos

om

es c

onta

in

DN

A, a

nd th

is h

as th

e co

de fo

r in

herit

ed

char

acte

rist

ics.

If w

e co

uld

find

inta

ct

din

osau

r D

NA

we

mig

ht

be a

ble

to b

rin

g th

em

ba

ck t

o lif

e. H

owev

er,

DN

A d

egr

ades

and

so

this

is h

ighl

y u

nlik

ely

.

9A


Assess Yourself!

Name Class Date

Triceratops lived in forests full of plants with large, tough leaves such as tree-ferns and palms. It became extinct 65 million years ago. It may have evolved from a dinosaur called Titanoceratops. A museum wants to explain what Triceratops looked like and why it looked like that. They are going to hang labels on a life-size model of Triceratops, which people can then read to find out more about its adaptations and variation. What should the labels say, and where should they be tied?

Name Class Date

Now that you have completed the activity, circle the number of stars next to each of these sentences to describe how well you did.

I have…

stated what variation is. * * * * * outlined why dinosaurs became extinct. * * * * * used the information given above to explain how we know something about Triceratops (e.g. that it was food for T. rex). * * * * *

identified examples of environmental variation. * * * * * identified examples of inherited variation. * * * * * explained how changes in an ecosystem cause extinction. * * * * * identified the adaptations of Triceratops in the labels above. * * * * * explained how environmental variation is caused. * * * * * outlined how some variation is caused by inheriting characteristics from parents. * * * * * explained the adaptations of Triceratops in the labels above. * * * * * identified and explained some adaptations of Triceratops that are not in the labels. * * * * * described the relationship between cells, nuclei, chromosomes, genes, DNA and genetic information. * * * * * described how variations in adaptations can change how likely an organism is to survive compared with other members of the same species. * * * * * stated what evolution is. * * * * * explained how natural selection works. * * * * *

What could you do to improve?

WS Investigations9A



WS

I Ass

essm

ent:

Pea

pra

ctic

al (

Exp

lori

ng

2 in

To

pic

9A

b)

Thi

s m

ark

sche

me

assu

mes

that

the

froz

en p

eas

have

bee

n th

awed

bef

ore

com

parin

g th

em w

ith th

e fr

esh

peas

.

Lev

el

Pla

nn

ing

O

bta

inin

g (

DA

PS

) P

rese

nti

ng

C

on

sid

erin

g

Eva

luat

ing

Wo

rkin

g

tow

ard

s L

evel

4

Stu

dent

s id

entif

y an

aim

(e.

g. ‘t

o se

e if

ther

e ar

e di

ffere

nces

bet

wee

n fr

ozen

an

d fr

esh

peas

).

The

y id

entif

y a

pred

ictio

n or

mak

e a

sim

ple

pred

ictio

n (w

ithou

t a r

easo

n)

(e.g

. fre

sh p

eas

will

be

heav

ier)

.

The

y ou

tline

a s

impl

e m

etho

d to

find

ou

t wha

t hap

pens

(e.

g. ‘I

will

wei

gh th

e pe

as a

nd c

ompa

re th

em’).

Fol

low

ing

inst

ruct

ions

, or

with

hel

p, s

tude

nts

mak

e so

me

obse

rvat

ions

.

Stu

dent

s re

cord

res

ults

cl

early

(e.

g. in

a ta

ble

give

n to

them

).

Stu

dent

s pr

ovid

e a

sim

ple

desc

riptio

n of

w

hat w

as fo

und,

link

ing

caus

e an

d ef

fect

(e

.g. ‘

the

fres

h pe

as

had

a la

rger

mas

s th

an

the

froz

en p

eas’

).

The

y m

ay u

se in

corr

ect

term

inol

ogy.

Stu

dent

s m

ake

a si

mpl

e su

gges

tion

as to

how

to

impr

ove

the

inve

stig

atio

n (e

.g. ‘

mak

e su

re fr

ozen

pea

s ar

e pr

oper

ly th

awed

by

leav

ing

them

to th

aw

over

nigh

t, an

d m

ake

sure

they

are

dry

’).

Lev

el 4

S

tude

nts

mak

e a

pred

ictio

n w

ith a

re

ason

, and

rec

ogni

se th

at

expe

rimen

tatio

n is

an

appr

opria

te w

ay

of te

stin

g th

is p

redi

ctio

n (t

he r

easo

ning

m

ay c

onta

in e

rror

s, e

.g. ‘

fres

h pe

as

are

goin

g to

be

heav

ier

beca

use

they

ar

e bi

gger

’).

The

y pl

an to

use

sim

ple,

app

ropr

iate

ap

para

tus

(e.g

. bal

ance

with

a fi

ne s

cale

).

The

y de

cide

on

an a

ppro

pria

te

appr

oach

, inc

ludi

ng d

ecid

ing

whe

ther

to

use

a fa

ir te

st (

e.g.

they

iden

tify

one

inde

pend

ent v

aria

ble

(typ

e of

pea

) an

d pl

an to

mea

sure

var

ious

feat

ures

of

the

peas

(m

ass,

dia

met

er)

and

com

pare

them

).

The

y w

rite

a m

etho

d as

a s

erie

s of

st

eps,

incl

udin

g w

hat t

hey

will

look

for.

The

y st

ate

one

way

in w

hich

they

an

d/or

oth

ers

will

rem

ain

safe

(e.

g. n

ot

eatin

g th

e pe

as).

Stu

dent

s us

e si

mpl

e ap

para

tus

appr

opria

tely

(e

.g. m

easu

re m

asse

s us

ing

a pr

oper

ly

zero

ed b

alan

ce).

If qu

estio

ned,

they

are

ab

le to

sta

te th

eir

sam

ple

size

.

Stu

dent

s re

cord

thei

r da

ta u

sing

ord

ered

ta

bles

or

labe

lled

diag

ram

s or

cle

arly

la

id-o

ut d

escr

iptio

ns.

Whe

re a

ppro

pria

te,

they

cle

arly

sho

w th

e in

terv

als

betw

een

mea

sure

men

ts a

nd

the

rang

e of

m

easu

rem

ents

.

The

y pl

ot s

impl

e ba

r ch

arts

whe

re p

ossi

ble

(bar

cha

rts

may

hav

e sm

all e

rror

s, s

uch

as

mis

sing

uni

ts, a

xes

mis

labe

lled

and

slig

htly

in

appr

opria

te s

cale

s.

How

ever

, the

ba

rs s

houl

d be

plo

tted

accu

rate

ly).

Stu

dent

s dr

aw a

st

raig

htfo

rwar

d co

nclu

sion

and

iden

tify

the

evid

ence

that

they

ha

ve u

sed

(e.g

. ‘th

e pe

a pl

ants

cho

sen

for

froz

en p

eas

are

a ty

pe

that

hav

e le

ss m

ass

than

pea

s gr

own

for

sale

as

fres

h pe

as’).

The

y co

mm

unic

ate

thei

r co

nclu

sion

s us

ing

appr

opria

te s

cien

tific

la

ngua

ge (

e.g.

usi

ng

wo

rds

such

as

‘va

ry’,

‘cha

ract

eris

tic’).

Stu

dent

s su

gges

t im

prov

emen

ts in

thei

r w

ork,

giv

ing

sim

ple

reas

ons

(e.g

. ‘I c

ould

th

aw th

e pe

as in

a

clos

ed b

ox to

mak

e su

re th

at w

ater

doe

s no

t eva

pora

te

from

them

’).

9A



WS Investigations

Page 2 of 4

Lev

el

Pla

nn

ing

O

bta

inin

g (

DA

PS

) P

rese

nti

ng

C

on

sid

erin

g

Eva

luat

ing

Lev

el 5

S

tude

nts

stat

e a

pred

ictio

n w

ith a

re

ason

usi

ng s

cien

tific

kno

wle

dge

(e.g

. ‘th

e ty

pe o

f pea

pla

nt c

hose

n fo

r fr

ozen

pea

s w

ill b

e on

e th

at c

an b

e fr

ozen

with

out l

osin

g its

flav

our

or te

xtur

e’).

The

y pl

an a

sys

tem

atic

app

roac

h,

whi

ch in

clud

es th

e nu

mbe

r of

m

easu

rem

ents

that

they

will

take

and

th

e ov

eral

l ran

ge o

f mea

sure

men

ts

(e.g

. ‘I w

ill m

eas

ure

the

mas

ses

of

man

y pe

as o

f eac

h ty

pe a

nd th

en

calc

ulat

e m

eans

’).

Stu

dent

s ac

cura

tely

re

cord

rea

ding

s (e

.g. t

hey

carr

y ou

t m

easu

rem

ents

for

each

type

of p

ea in

tu

rn, c

aref

ully

re

cord

ing

resu

lts a

nd

any

addi

tiona

l not

es o

f in

tere

st, s

uch

as th

e co

lour

of t

he p

ea, t

he

smoo

thne

ss o

f the

pe

a).

The

y id

entif

y w

hen

mea

sure

men

ts s

houl

d be

rep

eate

d an

d ca

rry

out t

hose

rep

eats

.

Stu

dent

s us

e m

ore

com

plex

bar

cha

rts,

fr

eque

ncy

diag

ram

s,

scat

ter

grap

hs, p

ie

char

ts o

r lin

e gr

aphs

to

pres

ent d

ata,

as

appr

opria

te (

any

sim

ple

bar

char

ts w

ill b

e ac

cura

tely

dra

wn

with

al

l the

app

ropr

iate

fe

atur

es, o

r da

ta is

gr

oupe

d to

allo

w a

bar

ch

art t

o be

dra

wn

with

out g

aps,

e.g

. sh

owin

g th

e sp

read

of

mas

ses

in th

e pe

as).

Stu

dent

s an

alys

e th

eir

findi

ngs

and

draw

co

nclu

sion

s m

akin

g cl

ear

use

of th

eir

evid

ence

(e.

g. ‘t

here

w

as d

efin

itely

mor

e va

riatio

n be

twee

n th

ese

two

varie

ties

of p

ea

than

with

in e

ach

varie

ty, w

hich

we

can

see

from

the

shap

es o

f th

e ba

r ch

arts

’).

The

y po

int o

ut

inco

nsis

tenc

ies

and

anom

alie

s in

thei

r da

ta.

The

y co

mm

unic

ate

thei

r id

eas

usin

g so

me

scie

ntifi

c an

d m

athe

mat

ical

co

nven

tions

and

te

rmin

olog

y (e

.g. u

sing

un

its s

uch

as ‘m

g’).

Stu

dent

s ev

alua

te th

eir

wor

king

met

hods

to

mak

e pr

actic

al

sugg

estio

ns fo

r im

prov

emen

ts, w

hich

ar

e ba

cked

up

with

sc

ient

ific

reas

ons

(e.g

. ‘T

he p

eas

may

be

star

ting

to d

ry o

ut,

whi

ch c

ould

affe

ct th

e re

sults

. Per

haps

all

the

peas

cou

ld b

e ke

pt in

a

frid

ge u

ntil

thei

r m

asse

s ar

e m

easu

red

’).

9A



WS Investigations

Page 3 of 4

Lev

el

Pla

nn

ing

O

bta

inin

g (

DA

PS

) P

rese

nti

ng

C

on

sid

erin

g

Eva

luat

ing

Lev

el 6

S

tude

nts

stat

e a

pred

ictio

n w

ith a

re

ason

usi

ng s

cien

tific

kno

wle

dge

obta

ined

from

sec

onda

ry s

ourc

es o

f in

form

atio

n or

usi

ng s

cien

tific

kn

owle

dge

at th

is le

vel (

e.g.

‘I fo

und

out t

hat p

eopl

e br

eed

diffe

rent

type

s of

pe

as (

varie

ties)

for

diffe

rent

rea

sons

. I t

hink

that

pea

s th

at a

re to

be

froz

en

need

to b

e ha

rder

so

that

they

can

w

ithst

and

free

zing

and

so

they

will

be

smal

ler

and

have

less

mas

s’).

The

y pl

an a

n ap

prop

riate

app

roac

h,

sele

ctin

g an

d us

ing

seco

ndar

y so

urce

s of

info

rmat

ion

(e.g

. ‘th

e w

ater

con

tent

of

the

peas

may

be

diffe

rent

and

this

m

ay ju

st b

e du

e to

the

way

in w

hich

th

ey w

ere

grow

n, s

o w

e sh

ould

dry

all

the

peas

and

look

at t

he d

ry m

asse

s’).

The

y st

ate

the

num

ber

and

spre

ad o

f m

easu

rem

ents

that

they

will

mak

e,

just

ifyin

g th

eir

choi

ces.

Stu

dent

s co

llect

dat

a w

ith a

n ap

prop

riate

de

gree

of a

ccur

acy.

The

y id

entif

y th

e ne

ed to

rep

eat

mea

sure

men

ts a

nd

obse

rvat

ions

.

Stu

dent

s pr

esen

t dat

a us

ing

a w

ide

rang

e of

ne

at a

nd a

ccur

ate

char

ts a

nd g

raph

s.

The

y de

cide

whe

ther

to

incl

ude

or ig

nore

in

cons

iste

ncie

s an

d an

omal

ies

in th

eir

char

ts a

nd g

raph

s,

poin

ting

thes

e ou

t w

here

app

ropr

iate

.

Stu

dent

s an

alys

e fin

ding

s to

dra

w v

alid

co

nclu

sion

s th

at a

re

cons

iste

nt w

ith th

e ev

iden

ce (

for

a co

nclu

sion

to b

e va

lid it

m

ust o

nly

use

the

evid

ence

pre

sent

ed b

y st

uden

ts a

nd m

ust

answ

er th

e or

igin

al a

im

of th

e in

vest

igat

ion)

.

The

y m

anip

ulat

e nu

mer

ical

dat

a to

mak

e co

mpa

rison

s an

d dr

aw

conc

lusi

ons

(e.g

. ca

lcul

atin

g m

ean

mas

ses

for

diff

ere

nt

pea

type

s).

The

y co

mm

unic

ate

qual

itativ

e an

d qu

antit

ativ

e da

ta

effe

ctiv

ely

usin

g sc

ient

ific

conv

entio

ns

and

term

inol

ogy

(e.g

. the

y in

clud

e de

scrip

tions

as

wel

l as

mea

sure

men

ts a

nd

mea

n ca

lcul

atio

ns).

Stu

dent

s co

nsid

er h

ow

good

thei

r ev

iden

ce is

in

sup

port

ing

thei

r co

nclu

sion

(e.

g. ‘T

he

fres

h pe

as lo

ok a

s th

ough

they

hav

e be

en

allo

wed

to g

row

for

long

er a

s so

me

of th

em

ha

ve a

lmos

t bur

st. T

he

froz

en p

eas

look

as

thou

gh th

ey a

re

dehy

drat

ing.

The

se

fact

ors,

as

wel

l as

the

gene

tic fa

ctor

s, m

ay

alte

r th

e ch

arac

teris

tics.

It

wou

ld b

e be

tter

to

harv

est b

oth

varie

ties

fres

h an

d co

mpa

re

them

rat

her

than

usi

ng

som

e th

at h

ave

been

fr

ozen

’).

9A



WS Investigations

Page 4 of 4

Lev

el

Pla

nn

ing

O

bta

inin

g (

DA

PS

) P

rese

nti

ng

C

on

sid

erin

g

Eva

luat

ing

Lev

el 7

S

tude

nts

form

ulat

e sc

ient

ific

ques

tions

an

d hy

poth

eses

by

synt

hesi

sing

in

form

atio

n fr

om a

var

iety

of s

ourc

es

(e.g

. ‘I f

ound

out

on

the

inte

rnet

that

th

e pe

as u

sed

for

free

zing

are

a

diffe

rent

var

iety

from

thos

e us

ed fo

r fr

esh

peas

. I fo

und

out t

hat t

he o

nes

used

for

free

zing

are

sm

alle

r an

d sl

ight

ly h

arde

r to

sto

p to

o m

uch

dam

age

occu

rrin

g du

ring

proc

essi

ng.

I thi

nk th

at th

e fr

ozen

pea

s w

ill h

ave

a hi

gher

den

sity

than

the

fres

h on

es’).

The

y id

entif

y va

riabl

es th

at c

anno

t ea

sily

be

cont

rolle

d an

d pl

an

appr

opria

te w

ays

to ta

ke a

ccou

nt o

f th

is (

e.g.

‘If w

e ar

e to

igno

re

envi

ronm

enta

l fac

tors

we

need

to ta

ke

froz

en p

eas

from

diff

eren

t m

anuf

actu

rers

and

fres

h pe

as fr

om

diffe

rent

sho

ps to

com

pare

them

, to

mak

e su

re th

at a

ll fr

ozen

pea

s ar

e di

ffere

nt fr

om a

ll fr

esh

peas

. We

also

ne

ed to

do

the

expe

rimen

t on

drie

d pe

as to

try

to a

ccou

nt fo

r th

e fa

ct th

at

the

peas

are

gro

wn

in d

iffer

ent

cond

ition

s an

d m

ay h

ave

had

diffe

rent

am

ount

s of

wat

er’).

Stu

dent

s co

llect

dat

a sy

stem

atic

ally

and

with

pr

ecis

ion

and

accu

racy

, usi

ng a

ra

nge

of a

ppar

atus

(e

.g. u

sing

a b

alan

ce

to m

easu

re m

ass

and

disp

lace

men

t can

s an

d m

easu

ring

cylin

ders

to

mea

sure

vol

ume

).

Stu

dent

s pr

esen

t gr

aphi

cal d

ata

usin

g lin

es o

r cu

rves

of b

est

fit (

e.g.

a li

ne o

f bes

t fit

is d

raw

n on

a s

catte

r gr

aph

for

mas

s vs

vo

lum

e of

fres

h pe

as

(fro

m d

iffer

ent s

ourc

es)

and

froz

en p

eas

(fro

m

diffe

rent

sou

rces

)).

Stu

dent

s id

entif

y lim

itatio

ns in

prim

ary

and

seco

ndar

y da

ta.

The

y de

cide

whe

ther

to

incl

ude

or e

xclu

de

anom

alou

s re

sults

and

ex

plai

n th

eir

choi

ce.

The

y ex

plai

n ho

w d

ata

coul

d be

inte

rpre

ted

in

diffe

rent

way

s (e

.g. ‘

The

di

ffere

nces

that

I ha

ve

seen

cou

ld b

e du

e to

di

ffere

nces

in th

e ge

nes

of th

e tw

o va

rietie

s, b

ut

equa

lly it

cou

ld b

e be

caus

e th

e fr

ozen

pe

as a

re h

arve

sted

be

fore

the

fres

h pe

as.

Thi

s al

low

s th

e la

tter

to

add

mor

e dr

y m

ass.

A

ltern

ativ

ely,

the

free

zing

may

hav

e so

me

effe

ct o

n th

e pe

as, m

akin

g th

e fr

ozen

on

es b

ecom

e m

ore

dens

e).

Stu

dent

s ev

alua

te th

eir

evid

ence

to m

ake

reas

oned

sug

gest

ions

ab

out h

ow th

eir

wor

king

m

etho

ds c

ould

be

impr

oved

(e.

g. ‘W

e sh

ould

gro

w p

ea p

lant

s of

the

diffe

rent

var

ietie

s in

the

sam

e co

nditi

ons’

).

The

y de

scrib

e ho

w

fact

ors

that

they

did

not

at

tem

pt to

con

trol

may

ha

ve a

ffect

ed th

e re

sults

, des

crib

e ho

w

thes

e fa

ctor

s m

ight

be

bette

r co

ntro

lled,

and

ex

plai

n th

e ef

fect

s of

be

tter

cont

rolli

ng th

em

(e.g

. ‘W

e do

n’t k

now

ho

w lo

ng th

e pe

as g

rew

be

fore

har

vest

or

how

th

e en

viro

nmen

t af

fect

ed g

row

th, o

r th

e ef

fect

of p

roce

ssin

g’).

The

y co

nsid

er w

heth

er

thei

r da

ta is

suf

ficie

nt

for

the

conc

lusi

ons

they

ha

ve d

raw

n (e

.g. ‘

The

re

wer

e to

o m

any

varia

bles

that

we

coul

d no

t con

trol

to b

e ab

le to

dr

aw a

use

ful

conc

lusi

on fr

om th

is

prac

tical

’).

9A


End of Unit Test (S)

Name Class Date

1 What is meant by an organism’s ‘habitat’?

[1 mark]

2 The drawings show a mother and her two daughters.

a Give one characteristic that both sisters have in common with their mother.

[1 mark]

b Give one characteristic that both sisters have in common with each other but not with their mother.

[1 mark]

3 The drawing shows a camel and some of its adaptations for living in a desert. In the desert it can be very cold at night and very hot during the day.

a What characteristic of the camel allows it to be hidden from predators?

[1 mark]

b What characteristic of the camel allows it go without food for some time?

[1 mark]

c Suggest why camels have wide feet.

[1 mark]

d What physical environmental factor is described in the introduction to this question?

[1 mark]

9A



4 The drawings show two different sorts of bird feet, X and Y.

a Suggest what foot X is adapted for.

[1 mark]

b Suggest what foot Y is adapted for.

[1 mark]

5 The bar chart shows the lengths of five carrots from each of two different types of carrot plant.

a Give two ways in which the carrot types are different.

[2 marks]

b Suggest how the differences may have been caused.

[1 mark]

c If you collected many more length measurements for Type A carrots and plotted them all on a bar chart, the chart would show a bell shape. What is this bell shape called?

[1 mark]

9A



Blowflies lay their eggs on the bodies of dead animals. The ‘maggots’ that hatch out of the eggs then feed on the meat. Ten blowfly maggots were put in the centre of a piece of apparatus called a choice chamber. They were observed for 15 minutes to see which conditions they preferred. The final positions of the maggots are shown in the diagram.

a Use the results to complete the bars on the bar chart.

[1 mark]

b Suggest how this adaptation of blowfly maggots helps them to survive.

[1 mark]

6 The table shows three different types of variation in humans. Put ticks () in the boxes to describe the type of variation for each.

Variation Inherited Environmental Continuous Discontinuous

number of piercings

blood group

height

[3 marks]

7 Dinosaurs died out 65 million years ago. Many scientists think that this was caused by a meteorite hitting the Earth and sending huge amounts of dust up into the atmosphere, affecting plants. Explain how this could have caused the dinosaurs to die out.

[2 marks]

9A



8 a A fish called the blue pike used to live in the Great Lakes of Canada. It became extinct in 1975. This was partly due to new species of fish being introduced to the lakes. Describe how this could have reduced the population of blue pike.

[1 mark]

b There were several reasons why the blue pike became extinct. Apart from the introduction of new species, suggest another reason.

[1 mark]

9 a The red panda is an endangered mammal that lives up in the trees in forested parts of China. Explain one way of making sure that this mammal does not become extinct.

[1 mark]

b Give one reason why we should try to preserve biodiversity.

[1 mark]

10 a Where in a cell would you expect to find chromosomes?

[1 mark]

b Name one substance that you would find in a chromosome.

[1 mark]

c Explain how chromosomes cause inherited characteristics.

[2 marks]

11 Deer mice are found in part of the USA. The deer mice live on the ground. In hills containing a lot of sand, the mice are mainly a pale colour, whereas those living elsewhere are mainly a dark colour. Explain this observation.

[1 mark]

9A


End of Unit Test (H)

Name Class Date

1 The table shows three different types of variation in humans. Put ticks () in the boxes to describe the type of variation for each.

Variation Inherited Environmental Continuous Discontinuous

blood group

height

[2 marks]

2 Blowflies lay their eggs on the bodies of dead animals. The ‘maggots’ that hatch out of the eggs then feed on the meat. Ten blowfly maggots were put in the centre of a piece of apparatus called a choice chamber. They were observed for 15 minutes to see which conditions they preferred. The final positions of the maggots are shown in the diagram below.

a Write a conclusion for the investigation.

[1 mark]

b Suggest how this adaptation of blowfly maggots helps them to survive.

[1 mark]

3 a A fish called the blue pike used to live in the Great Lakes of Canada. It became extinct in 1975. This was partly due to new species of fish being introduced to the lakes. Describe how this could have reduced the population of blue pike.

[1 mark]

b There were several reasons why the blue pike became extinct. Apart from the introduction of new species, suggest another reason.

[1 mark]

9A



4 a The red panda is an endangered mammal that lives up in the trees in forested parts of China. Explain one way of making sure that this mammal does not become extinct.

[1 mark]

b Give one reason why we should try to preserve biodiversity.

[1 mark]

5 Dinosaurs died out 65 million years ago. Many scientists think that this was caused by a meteorite hitting the Earth and sending huge amounts of dust up into the atmosphere, affecting plants. Explain how this could have caused the dinosaurs to die out.

[2 marks]

6 Deer mice are found in part of the USA. The deer mice live on the ground. In hills containing a lot of sand, the mice are mainly a pale colour, whereas those living elsewhere are mainly a dark colour. Explain this observation.

[1 mark]

7 a Where in a cell would you expect to find chromosomes?

[1 mark]

b Name one substance that you would find in a chromosome.

[1 mark]

c Explain how chromosomes cause inherited characteristics.

[2 marks]

9A



d Complete the diagram below to show the total number of chromosomes in some different human cells. Write the numbers in the white squares. Make sure you write a number in each of the white squares.

[9A_EOUT_FigG – fertilisation diagram]

[2 marks]

e Look at the diagram again. What is the name of ‘process X’?

[1 mark]

f Explain why two brothers (who are not identical twins) look similar to one another but do not look the same as each other.

[1 mark]

8 The charts show the beak sizes of a species of Galapagos finch. The top chart shows the beak size during normal rainfall (counted in 1976). The lower chart shows the beak size of the birds after a drought that occurred in 1977. During the drought, plants produced fewer seeds. The seeds that they did produce were larger than during times of normal rainfall.

a What do we call the overall shape shown on the upper graph?

[1 mark]

9A



b Describe and explain what caused the difference between the two charts.

[4 marks]

c What is the name of the process that you have described in your answer to part b?

[1 mark]

9A


Mark Scheme

Quick Quiz

Answers Marks

Topic Q1 Q2 Q3 Q4

9Aa C A B D

9Ab A C D C

9Ac C A B C

9Ad C B A A

9Ae D C B D

End of Unit Test Mark Scheme Standard (S)

Question Part Level Answer Mark scheme

1 3 the place where it lives 1 mark

a 3 one of: black/dark hair; lobed ears 1 mark 2

b 3 one of: freckles; chin shape; nose shape 1 mark

a 3 the colour of its fur 1 mark

b 3 the store of fat in its humps 1 mark

c 4 to stop them sinking into the sand 1 mark

3

d 4 temperature 1 mark

a 4 grabbing other animals or piercing/ripping flesh 1 mark 4

b 4 swimming 1 mark

a 3

4

Type B carrots are longer than Type A carrots.

There is more variation in the lengths of carrots of Type A than of Type B.

2 marks – 1 for each point

b 4 one of: environmental factors; inheritance 1 mark

5

c 6 normal distribution 1 mark

a 4 completed bars showing 3 and 6 maggots respectively

1 mark – both bars must be correct for the mark

b 5 Maggots move to/prefer dark and damp places 1 mark

6

c 6 It helps them to find their food (inside bodies of dead animals)

Accept: their food is found in these conditions; to prevent them from becoming dehydrated; to hide from predators

1 mark

7 5 number of piercings: environmental, discontinuous

blood group: inherited, discontinuous

hair length: inherited, environmental, continuous

3 marks – 1 mark for each fully correct row in the table

9A


Mark Scheme


8 5 Expected answer is:

lack of photosynthesis (caused by dust stopping sunlight reaching the Earth)

not enough food/energy to support the other organisms in the food chains

Accept answers based on other hypotheses based on their merits (e.g. dust blocking sunlight and causing a fall in temperatures resulting in slow photosynthesis, or plants being covered in dust and so slowing photosynthesis).

2 marks – 1 mark for each point

a 6 the other fish competed with the blue pike for resources/food/shelter

Accept: other fish could have been predators of the pike, or other fish gave the pike diseases

1 mark 9

b 5 overfishing, pollution

Accept: acid rain (although this was not a factor)

1 mark

a 5 One of:

setting up a nature reserve to ensure that the habitat is preserved

banning the hunting of red pandas to make sure that more of them survive and reproduce

setting up a breeding programme to increase their numbers

Accept: other answers on their merits but each idea must be accompanied by an explanation.

1 mark – an idea must be accompanied by an explanation for the mark

10

b 6 One of: to stop other animals/plants/organisms in the same food web becoming endangered/extinct; to ensure the survival of species that may be of use to humans in the future; to keep a habitat looking beautiful

1 mark

a 6 nucleus 1 mark

b 6 One of: DNA; deoxyribonucleic acid; protein 1 mark

11

c 6 they come from an organism’s parents

they contain genetic information/genes for characteristics

2 mark – 1 mark for each point

12 6 Deer mice that happen to be darker but live in sandy-coloured soils are more likely to be spotted and eaten by predators.

Accept: explanations in terms of the dark mice surviving better on the darker-coloured soils.

1 mark

9A


Mark Scheme

Final Level Calculation

Marks Level Marks Level

0–5 2 or lower 15–16 4 (high)

6–7 3 (low) 17–18 5 (low)

8–9 3 (secure) 19–20 5 (secure)

10 3 (high) 21–22 5 (high)

11–12 4 (low) 23+ 6+

13–14 4 (secure)

End of Unit Test Mark Scheme Higher (H)


1 5 blood group: inherited, discontinuous

hair length: inherited, environmental, continuous

2 marks – 1 mark for each fully correct row in the table

a 5 Maggots move to/prefer dark and damp places 1 mark 2

b 6 It helps them to find their food (inside bodies of dead animals)

Accept: their food is found in these conditions; to prevent them from becoming dehydrated; to hide from predators

1 mark

a 6 the other fish competed with the blue pike for resources/food/shelter

Accept: other fish could have been predators of the pike, or other fish gave the pike diseases

1 mark 3

b 5 overfishing, pollution

Accept: acid rain (although this was not a factor)

1 mark

a 5 One of:

setting up a nature reserve to ensure that the habitat is preserved

banning the hunting of red pandas to make sure that more of them survive and reproduce

setting up a breeding programme to increase their numbers

Accept: other answers on their merits but each idea must be accompanied by an explanation.

1 mark – an idea must be accompanied by an explanation for the mark

4

b 6 One of: to stop other animals/plants/organisms in the same food web becoming endangered/extinct; to ensure the survival of species that may be of use to humans in the future; to keep a habitat looking beautiful

1 mark

9A


Mark Scheme


5 5 Expected answer is:

lack of photosynthesis (caused by dust stopping sunlight reaching the Earth)

not enough food/energy to support the other organisms in the food chains

Accept answers based on other hypotheses based on their merits (e.g. dust blocking sunlight and causing a fall in temperatures resulting in slow photosynthesis, or plants being covered in dust and so slowing photosynthesis).


6 6 Deer mice that happen to be darker but live in sandy-coloured soils are more likely to be spotted and eaten by predators.

Accept: explanations in terms of the dark mice surviving better on the darker-coloured soils.

1 mark

a 6 nucleus 1 mark

b 6 One of: DNA; deoxyribonucleic acid; protein 1 mark

c 6 they come from an organism’s parents

they contain genetic information/genes for characteristics


d 7 46 chromosomes found in sperm and egg-making cells and zygote

23 or half the number of chromosomes in the sperm and egg cells as there are in the sperm- and egg-making cells and zygote (even if starting number of chromosomes is incorrect).


e 6 cell division

Accept: mitosis (although students are unlikely to have come across this term)

1 mark

7

f 7 each gamete that is made contains a slightly different mix of chromosomes/genes/genetic information from the parent

1 mark

a 6 normal distribution 1 mark

b 7 bigger beaks are better for crushing bigger seeds

during the drought there was less to eat and so greater competition between the birds

birds that by chance had a slightly bigger beak would be able to get more food than those that had slightly smaller beaks

the larger beaked birds would be more likely to survive and reproduce and their offspring would inherit the bigger beaks (the result of which we see in the lower chart)


8

c 7 natural selection

Accept: ‘survival of the fittest’

Do not accept: evolution

1 mark

9A


Mark Scheme

Final Level Calculation

Marks Level Marks Level

0–6 4 or lower 12–13 6 (low)

7–8 5 (low) 14–15 6 (secure)

9–10 5 (secure) 16–17 6 (high)

11 5 (high) 18+ 7+

Quick Check answers

Quick Check Answers

9Aa L5–6 Possible clues

Across: 3 Something required by an organism from its habitat to survive.

6 Another word for ‘features’.

9 A term for ‘non-living’.

Down: 1 Variables that affect organisms.

2 Sorting organisms into groups.

4 Differences between organisms.

5 Having values that can only be chosen from a certain set of values.

6 Having values that can be any number between two limits.

7 The surroundings of an organism.

8 A group of organisms that can breed with one another to produce offspring that can also reproduce.

9Ab 1 L5–7 Students’ own responses.

2 a L5 Samantha: features from mother – unlobed ears, upturned nose; from father – protruding chin, curly hair. Jeffrey: features from mother – straight hair, receding chin; from father – lobed ears, straight nose.

b L5 environmental variation

c L5 discontinuous (you can’t have half a filling)

d L6 normal distribution

e L7 another bell-shape but shifted to the right

9Ab WS 1 L4 The likelihood of something happening.

2 a L5–6 1/2 0.5 50%

b L5–6 1/6 0.17 17%

c L5–6 1/52 0.019 (or 0.2) 1.9% (or 2%)

d L5–6 11/100 0.11 11%

9Ac Students’ own concept maps.

9Ad 1 L5 Students’ own flowcharts showing one theory for why the dinosaurs became extinct in a series of clear steps, for example:

meteorite hits Earth

dust goes into atmosphere

plants die due to lack of sunlight for photosynthesis

dinosaurs die due to lack of food

9A


Mark Scheme

Quick Check Answers

2 a L5–7 One of: to preserve organisms we might need in the future; to preserve ecosystems; to preserve food webs; to keep the world beautiful.

b L5–7 One of: nature reserves to protect organisms; zoos to make sure organisms survive; gene banks to preserve cells, such as gametes, that could be used to regenerate organisms if they become extinct. Note the need for an explanation.

3 a L6 Examples include: eyes on the side of its head – gave it all-round vision to spot danger; long neck – allowed it to find leaves in a wide area around its body and/or to see predators (when lifted) and/or to eat leaves higher off the ground; large feet – to stop it sinking into the ground; long tail – for balance.

b L5–7 The numbers may go down because the animals would lose too much heat. The flaps of skin on the necks would transfer too much ‘heat’ to the surroundings. Note the need for a fuller explanation of how the animals would lose too much heat for the higher level.

c L5–7 The numbers may go down because the animals wouldn’t get enough to eat. The animals can only digest the soft leaves and the tougher leaves would not be digested. Note the need for a fuller explanation of why the new plants are unsuitable for the higher level.

9Ae L5–7 Students’ own responses. Ensure that students phrase things in such a way that it is obvious that the genetic variation already exists and is being selected by changes in the environment. The environment does not cause the variations. Note also that the ‘selection’ process usually occurs to a greater extent when there is an increase in the death rate of an organism (e.g. due to a shortage of a resource, increase in disease or predators) and some animals are by chance naturally better adapted to get that resource (e.g. food) than others. They are then more likely to survive and reproduce.

9Ae Lit L6 We can see natural selection occurring.

Peppered moths are usually pale but occasional ones are dark. In the nineteenth century, the dark form became much more common in polluted areas because the pale ones could easily be seen by birds and eaten.

The dark form was always there and people just hadn’t noticed that there were so many of them.

But studies in the twentieth century have shown that the pale form has become much more common again, since factories have stopped producing so much pollution.

Changes in the numbers of the different forms of moth are clearly matched to changes in conditions in the ecosystem, and so this remains an excellent example of natural selection.

We can see natural selection occurring in the Galapagos Islands.

Finches with medium-sized beaks generally eat medium-sized seeds. In 1977 there was a drought on the islands. The plants produced fewer but larger seeds. Finches with slightly bigger beaks than other members of the species survived better because they could eat these larger seeds.

The finches with the slightly bigger beaks were just those that had become fatter than the others in a previous year and so could survive the lack of food. They may just have become fatter because they had found a really good source of seeds that other birds hadn’t found.

But in 1984 and 1985, there were heavy rains and the seeds produced by the plants were small and soft. The numbers of birds with the slightly bigger beaks decreased but those with slightly smaller beaks were better able to feed on these smaller seeds and so survived.

The fact that changes in the finch population are clearly matched to changes in conditions in the ecosystem shows that natural selection is occurring.

Documents

9A Quick Quiz - Pearson Education Classify different types of variation. 1 Identify examples of inherited variation. 2 Explain how inherited variation is caused