Cambridge IGCSE Biology pe e Workbook Third edition Mary Jones ard Geoff Jones Workbook _ Third edition CAMBRIDGEMary Jones and Geoff Jones Cambridge IGCSE® Biology Workbook Third edition oS CAMBRIDGE UNIVERSITY PRESSCAMBRIDGE UNIVERSITY PRESS University Printing House, Cambridge CB2 8BS, United Kingdom Cambridge University Press x part of the University of Cambridge It furthers the University’s mission by disseminating knowledge in the pursuit of ‘education, learning and research at the highest international levels of excellence, Information on this ile: education cambridgeorg (© Cambridge University Press 2002, 2014 “This publication i in copyright. Subject to statutory exception and tothe provisions of relevant collective licensing agreements, ‘no reproduction of any part may take place without the writen ‘permission of Cambridge University Pres. First published 2002 Second edition 2010 ‘Thirdedition 2014 78h printing 2016 Printed in the United Kingdom by Latimer Trend ‘A catalogue recon for this publication is available from the British Libracy ISBN 978-1-107-61493-2 Paperback ‘Cambridge University Press has no responsibility fr the persistence or accuracy ‘of URL for external or third-party internet websites referred to in this publication, and doesnot guarantee that any content on such websites or wll rain, fcourate or appropriate. Information regarding peices, travel timetables, and other ‘actual information given in this work lscorect atthe time of fst prirting but (Cambridge University Pres doesnot guarantee the accuracy of such iformation thereafter [icillegal to reproduce any part ofthis workin material form (including photocopying and electronic storage) except under the following circumstance (i). where you are abiding by a licence granted to your school or institution bythe Copyright Licensing Agency: (G)_ where no such licence exists, or where you wish to exceed th terms of alience, and you have gained the written permision of Cambridge Univesity Press (ii) where you are allowed to reproduce without permission under the provisions ‘of Chapter 3 of the Copyright, Designs and Patents Act 1988, which covers for ‘example, the reproduction of short passages within certain types of educational anthology and reprodction for the purposes of setting examination questions. {All questions taken from past papers sre reproduced by permission of cambridge International Examinations. ‘Example answers and all other questions were written by the author. *IGCSE isthe egistered trademark of Cambridge International Examinations. ‘Cambridge International Examinations bears no responsibilty forthe example answers to questions taken from its past question papers which are contained inthis publicationContents Introduction 1 Classification 1.1 Observing and drawing organisms 1.2. Using keys 2 Cells 2.1 Animal and plant cells 2.2 Drawing cells and calculating magnification 2.3 Organelles 3 Movement in and out of cells 3.1 Diffusion experiment 3.2. How plants take up water 3.3 Osmosis and potatoes 3.4. Diffusion and active transport 4 The chemicals of life 4.1 Carbohydrates 4.2. Proteins 4.3. Testing a hypothesis 4.4 DNA 5 Enzymes 5.1 Writing enzyme questions 5.2 Lipase experiment 5.3 Finding the optimum pH for amylase 5.4 How enzymes work 6 Plant nutrition 6.1 How a palisade cell obtains its requirements 6.2 Sun and shade leaves 6.3 Limiting factors 6.4. Effect of increased carbon dioxide and temperature on tree growth as 12 2 4 15 19 20 20 22 23 26 26 28 30 34 35 35 36 38 38 7 Animal nutrition 7.1 Diet 7.2 Functions of the digestive system 7.3 Tooth decay data analysis 7.4 Cholera patterns in Bangladesh 7.5 Vitamin D absorption 8 Transport in plants 8.1 A transpiration experiment 8.2 Tissues ina root 8.3 Sources and sinks 9 Transport in animals 9.1 Risk ofa heart attack 9.2 The heart ina fetus 9.3. Double and single circulatory systems 9.4 Changes in the blood system at high altitude 10 Pathogens an 10.1 Food poisoning in the USA 10.2 Waste disposal in Australia 10.3 Eradicating polio 11 Respiration and gas exchange 11.1 Effect of temperature on the rate of respiration 11.2 ‘The effect of animals and plants on the carbon dioxide concentration in water 11.3 A simple respirometer 11.4 Gas exchange surfaces in rats 12 Excretion 12.1 The human excretory system 12.2 Dialysis 45 45 47 48 50 52 54 37 59 61 61 62 63 64 66 66 68 70 72 74 76 78 80 80 8213 Coordination and response 13.1 Caffeine and reaction time 13.2 Accommodation in the eye 13.3 Auxin and tropism 14 Homeostasis 14.1 Endotherms and ectotherms 14.2 Diabetes 15 Drugs 15.1 Alcohol and traffic accidents 15.2 Smoking and life expectancy 16 Reproduction in plants 16.1 Grass pollen 16.2 Pollination in forests of different shapes and sizes 17 Reproduction in humans 17.1 Gametes 17.2 Gas exchange in the placenta and lungs 17.3 Breast-feeding statistics 17.4 Birth control data 18 Inheritance 18.1 Fruit fly inheritance 18.2 Black and chestnut horses 18.3 Pedigree 18.4 Sex linkage in fruit flies 84 84 86 88 90 90 92 94 94 96 98 98 100 102 102 104 106 108 110 i 113 5 117 19 Variation and natural selection 118 19.1 Water hyacinth experiment 19.2 Big-horn sheep 19.3 Selective breeding for high milk yield 118 121 123 20 Organisms and their environment 20.1 Energy transfer in a food chain 20.2 Fish tank 20.3 Goats on an island aD ---- 125 125 127 128 21 Biotechnology 131 21.1 Pectinase 131 21.2 Yoghurt 134 21.3 Golden Rice 136 22 Humans and the environment 138 22.1 Acid rain and wildlife in the Canadian lakes 138 22.2 Eutrophication 140 22.3 Fertiliser experiment 142 22.4 Introduced species in New Zealand 144 >Introduction ‘This workbook contains exercises to he'p you to develop the skills you need to do well in your IGCSE Biology examination. ‘The IGCSE examination tests three different Assessment Objectives, or AOs for short. These are: AOI Knowledge with understanding 402 Handling information and problem solving AO3_—_Experimental skills and investigations. In the examination, about 50% of the marks are for AOL, 30% for AO2 and 20% for AOS. Just learning your work and remembering itis therefore not enough to make sure that you get the best possible grade in the exam. Half of all the marks are for AO2 and AO3. You need to be able to use what you've learned in unfamiliar contexts (AO2) and to demonstrate your experimental skills (AO3), ‘There are lots of activities in your Coursebook, which will help you to develop your experimental skills by doing practical work. This Workbook contains exercises to help you to develop AOS further and also to develop AO2. There are some questions that just involve remembering things you have been taught (AO1), but most of the questions require you to use ‘what you've learned to work out, for example, what a set of data means, or to suggest how an experiment might be improved. “These exercises are not intended to be exactly like the questions you will get on your exam papers. This is because they are meant to help you to develop your skills, rather than testing you on them, here’ an introduction atthe start of ezch exercise that tells you the purpose of it ~ which skills you will be working with as you answer the questions. The exercises are arranged in the . same order as the chapters in your Coursebook, Towards the end of the book, there are some ‘exercises that contain questions covering more than one chapter. For some parts of the exercises, there ate self-assessment checklists, You can try marking, your own work using these, This will help you to remember the important points to think about. Your teacher should also mark the work and will discuss with you whether your own assessments are right. In some exercises, you will see this symbol in the margin: : 98 ‘This indicates that the exercise is intenced for students who are studying the Supplement content of the syllabus as well as the Care, ‘We would like to thank Cambridge International Examinations for permission to reproduce exam questions. ~~1 Classification DTT CLES OL) |©@ excretion removal from organisms ofthe waste products of metabolism (chemical reactions in cells including respiration), toxic materials and substances in excess of requirements. © growth a permanent increase in size and dry mass by ar increase in cell number or cell siz or both movement _an action by an organism or part of an organism causing a change of position or place © nutrition taking in of materials for energy, growth and development; plants require light, carbon dioxide, water ‘and ions; animals need organic compounds and ions and usually need water © reproduction the processes that make more of the same kind of organism. |©¢ respiration the chemical reactions in cells that break down nutrient molecules and release energy for metabolism ‘® sensitivity the ability to detector sense stimuli the infernal or extemal environment and to make appropriate responses ‘© binomial system an intemationally agreed system in which the scientific name of an organism is made up of two parts showing the genus and species © species a group of organisms that can reproduce and produce fertile offspring ns that Core candidates need to learn are simpler. Please see the Coursebook Exercise 1.1 Observing and drawing organisms This exercise will help you to improve your observation and drawing skills (AO3.3), and also your knowledge of the classification of organisms. You will also practise calculating magnification. You need: © specimens of two different fish © a sharp HB (medium hard) pencil and a good eraser © aruler to measure in mm, Observe the fish carefully. Look for similarities and differences between them. b_ On the blank page following, make a large drawing of one of the fish. You can turn the page sideways if this works better. Leave space around the drawing for labels. € Label your drawing to point out any interesting features ofthe fish,@. the check list below to give yourself mark for your drawing, For each point, award yourself: 2 marks if you did it really well | mark if you made a good attempt at it and partly succeedsd marks if you did not try to do it, or did not succeed. Self-assessment check list for drawing: Check point Marks awarded You Your teacher ‘You used a sharp pencil and rubbed out mistakes realy thoroughly. ‘You have dawn single lines, not many tres atthe same line. ‘You have drawn the specimen the right shape, and with different parts in the correct, proportions. ‘You have made a realy large drawing, using the space provice. ‘You have included all the different structures that are visible on the specimen. You have drawn label lines with a ruler, touching the structure being labelled. ‘You have written the labels horizontally and neatly, well away from the diageam itself, ‘Take 1 mark ofifyou used any shading or colours. Total (out of 14) 12-14 Excellent, 10-12 Good. 7-9 A good start, but you need to improve quite abit. 5-6 Poor. Try this same drawing again, using a new sheet of paper. 1-4 Very poor. Read through all the criteria again, and then try the same drawing, di Measure the actual length of the fish, in mm. length of real fish = mm. Ti Measure the same length on your drawing. length on drawing = mmSSS" ifi_ Use your measurements to calculate the magnification of your drawing. ‘Write down the equation you will use, and show your working, ‘magnification = © Complete this table to describe at least three differences between the two fish. Feature Fish 1 Fish 2 —<--ae Exercise 1.2 Using keys This exercise will help you to improve your observation and drawing skills (AO3.3), and also your knowledge of the classification of organisms. You will also practise calculating magnification. ‘The drawings show four vertebrates. Use the dichotomous key below to identify each of these four animals List the sequence of statements that you worked through to find the name. Animal A has been done for you. 1a Shell present Geochelone elephantopus b. Shell absent goto2 2 a Fourlegs got03 b Nolegs Ophiophagus hannah 3 a. Scales on back form large plates Crocodylus niloticus } b_ Scales on back do not form large plates Chamaeleo gracilisA 1b, 2a, 3a Crocodylus niloticus B c D b 1 Whatis the correct term for the two-word Latin name of an organism? Hl Explain what the two parts of the name tell you. State one feature, visible on all ofthe animals in the drawings, which indicates that they are all reptiles. aD@ tissue a group of cells with similar structures, working together to perform a shared function © organ a structure made up of a group of tissues, workinc together to perform specific functions organ system a group of organs with related functions, working together to perform body functions size of object real size of object © magnification = Exercise 2.1 Animal and plant cells This exercise will help you to improve your knowledge of the structure of animal and plant cells, and give you ‘more practice in calculating magnification. ‘The diagram shows an animal cell, and the outline of a plant cell. They are not drawn to the same scale, On the animal cel, label the following parts: cell membrane cytoplasm nucleus b_ Complete the diagram of the plant cell, and then label the following parts: cell membrane cytoplasm large vacuole containing cell sap nucleus chloroplast cell wall membrane around vacuoleThe actual maximum width of the animal cell is 0.1 mm. i Measure the maximum width of the diagram of theanimal cell in mm. _ i Calculate the magnification of the animal cell diagram. Show your working. Magnification = The magnification of the plant cell diagram is x80, Calculate the real height of the plant cell. Show your working. Height Exercise 2.2 Drawing cells and calculating magnification ‘This exercise helps you to improve your observation and drawing skills (AO3.3), as well as giving you more practice in calculating magnification. Look carefully at Figure 2.5 on page 20 in your Coursebook, i Inthe space below, make a large diagram of the largest cell (the one near the top of the photograph), You cannot see all of the cell, as its ends are out of the picture. Draw only the part that you can see. a --a eal fi Label these structures on your diagram. You will have to make a sensible guess as to which structure is the cell wall position of cell membrane chloroplast nucleus @. the check list below to give yourself a mark for your drawing. For each point, award yourself: 2 marks if you did it really well 1 mark if you made a good attempt at it and partly succeeded. 0 marks ifyou did not try to doit, or did not succeed. Self-assessment check list for drawing: Check point Marks awarded You | Your teacher ‘You used a sharp pencil and rubbed out mistakes really thoroughly. You have drawn single lines, not many tries atthe same line. You have drawn the specimen the right shape, and with different parts in the correct proportions. You have made a really large drawing, using the space provi You have included all the different structures that are visible on the specimen, You have drawn label lines with a ruler, touching the structure being labelled. You have written the labels horizontally and neatly, well away from the diagram itself. ‘Take I mark off if you used any shading or colours. Total (out of 14) 114 10-12 79 5-6 14 Excellent. Good. A good start, but you need to improve quite a bit. Poor. Try this same drawing again, using a new sheet of paper. Very poor. Read through all the criteria again, and then try the same drawing =b The magnification of the photograph in Figure 2.5 is x2000. 4 Calculate the real width of the largest cell in the photograph. Show your working. Width = Hi Calculate the magnification of your drawing of the plant cell. ‘Magnification =SS a SFr on a Exercise 2.3 Organelles {This exercise tests your knowledge of the functions of organelles in animal and plant cells. “This list contains organelles that are found in cells cell membrane cell wall cytoplasm chloroplast mitochondrion nucleus ribosome vacuole ‘Write the name of the organelle beneath its function, Contains chromosomes made of DNA, and controls the . Sa Exercise 4.2 Proteins ‘This exercise will help you to learn about the Importance of proteins in the body. It is also very good practice in finding and sorting information (AO2) and cutting a large amount of information down to just a very short summary of the most important points. Not easy! ‘There are hundreds of different proteins in the human body, each with its own particular role to play. Use the internet or other resources to find out about each of the proteins listed below. Make notes, and then shorten them so that you eventually write down just two or three sentences about each protein, each sentence packed with information about it. a haemoglobin b keratin © collagen d antibodiesEL a. S =s Sr —S a Exercise 4.3 Testing a hypothesis This exercise will help you to remember the biuret test for proteins. It will also help you to improve your skills in planning experiments (AO3.2). Your teacher may allow you to carry out your experiment — if so, you are almost certain to find you want to make some changes to it. That is good — itis what most scientists do. ‘The biuret test is used to test foods for proteins. ‘The intensity of the colour obtained depends on the concentration of, protein in the sample being tested. Plan an investigation to test this hypothesis: Milk from cows contains a higher concentration of protein than milk from goats. First, describe how you would do the biuret test b_ Now think about how you could use this test to test the hypothesis, EWhat variable wonld yon change in yonr experiment? fi What would you keep the same? Try to think ofa least three variables you would keep the same {ii What would you measure in your experiment? iv How would you measure it? V_ Ifthe hypothesis is correct, what results would you expect to obtain? ‘Te cami otea ST. © Exercise 4.4 DNA (_ inthis exercise, you will think about the stricture of DNA, and where it is found ina cell. ‘The diagram shows part ofa DNA molecule What are the parts ofthe molecule labelled A, C, G or T? Draw a circle around the correct term. amino acids bases genes proteins b_ Complete the diagram by writing A, C, G or T in each of the three spaces. Which two of the following words could correctly complete this sentence? DNAs found in the ee ofecd Drawa circle around each correct word. chromosomes cytoplasm nucleus membrane ribosomes aD ~-5 Enzymes © catalyst _a substance that increases the rate of a chemiczl reaction and is not changed by the reaction © enzymes proteins that function as biological catalysts Exercise 5.1 Writing enzyme questions This exercise will make you think hard about some of the facts you know about enzymes, which should help ‘you to remember them. Write a multiple-choice question for each of the following sets of answers. ‘Then underline the correct answer to your «question, i A amylase B cataksse ~—€ipase. =D prote 2 A denatured Billed slowed down —-—D-_speeded up 3 A fa B protein C maltose. starchNow write two more multiple-choice questions about enzymes. For each question, indicate the correct answer by underlining it. 4 Exercise 5.2 Lipase experiment This exercise will help you improve your ability to analyse and evaluate data (A03.4), and to plan ‘experiments (AO3.2). It will also reinforce your knowledge of the role of lipase. ‘An experiment was carried out to investigate the effect of temperature on the enzyme lipase. Lipase digests fats to fatty acids (which have a low pH) and glycerol. A solution of lipase was made and equal volumes of it were added to five test tubes. “The tubes were treated as follows: keptat. 20°C COC AOS 100°C Al five tubes were kept at these temperatures for five minutes, A pH meter was used to measure the pH of the liquid in each tube. Equal volumes of milk (which contains fat) were then added to tubes 2, 3,4 and 5. Every two minutes, the pH of the contents of each tube was tested as before. The results are shown in the table. ED.Tube Temp/"C 20 Milk added? yes pH mins 70 70 70 70 70 2 mins 70 68 70 67 70 4mins 70 67 70 65 7.0 ‘mins 70 66 70 63 70 8 mins 70. 66 69 62 70 10 mins 20 65 69 62 720 What isthe substrate of the enzyme lipase? b_ What are the products when lipase acts on its substrate? Explain why the pH becomes lower when lipase acts on its substrate. d_ Complete the table by filling in all the blank cells. € Explain why the pH did not change in tube 1. Explain why the pH did not change in tube. 4 Explain why the results for tubes 2 and 3 differed from each other,hh The student who did this experiment concluded that the optimum temperature for lipase is 40°C. What are your opinions about this conclusion? i Suggest some changes that could be made to this experiment to obtain a more reliable or more precise value for the optimum temperature of lipase. J Explain how you could use lipase to investigate whether cows milk contains a higher concentration of fat than ¢goat’s milk. (Remember to think about the variables you will need to control.)Exercise 5.3 ling the optimum pH for amylase This exercise leads you through designing an experiment (AO3.2), thinking about variables you will change, variables you will control and variables you will measure. Your teacher may let you do your experiment when you have designed it, in which case you can come back to your original design and make changes to it that you think might have worked better. ‘The pH of aliquid can be kept steady by adding a buffer solution to it. You can obtain butfer solutions for any pH value you require, You can use a pH meter to measure the pH. Plan an investigation to test this hypothesis: The optimum pH for amylase is 7.5. Here is some of the apparatus you might like to include. What will you vary in your experiment? :—— © How will you vary it? What variables will you keep constant in your experiment? How will you do this? @ What results will you measure in your experiment, how will you measure them and when will you measure them? f Briefly outline the steps you will follow in your investigation.—— ==4 SS —— as Draw a results table in which you could record your resis Fh Sketch a graph to show the results you would expect ifthe hypothesis is correct.‘Use the check list below to give yourself a mark for planning your experiment, For each point, award yourself 2 marks if you did it really well | mark if you made a good attempt at it and partly succeeded 0 marks if you did not try to do it, or did not succeed. Self-assessment check list for planning an experiment: Check point Marks awarded You _| Your teacher ‘You have stated the variable to be changed (independent variable), the range ofthis variable and how you will vary it ‘You have stated at least three important variables to be kept constant (and not included ones that are not important), You have stated the variable to be measured (dependent variable), how you will measure it and when you will measure it, You have drawn up a results chart into which you can write your results Ifa hypothesis is being tested, you have predicted what the results willbe ifthe hypothesis is correct. Yotal (out of 10) 10 Excellent. 89 Good. 5-7 A good start, but you need to improve quite abit. 3-4 Poor. Try this same plan again, using a new sheet of paper. 1-2 Very poor. Read through all the criteria again, and then try the same plan again.VK OSS "_— ‘The diameter ofthe tree trunks, at a height of 1.3m above ground level, was measured at regular intervals using a sensor and data logger. The mean increase in diameter of each group of trees, in each of the three years ofthe study, was then calculated. These were the results: Year 1: Group A 2.0mm, Group B 5.0mm, Group C 4.9mm, Group D 6.0mm, ‘Year 2: Group A 4.8mm, Group B 5.8mm, Group C 4.2mm, Group D 6.1 mm. Year 3: Group A 3.8mm, Group B 5.9mm, Group C 3.9mm, Group D 5.9mm. a. In the space opposite, construct a results table and record these results. (Look at question b before you begin, so ‘that you can add that to your table as well.) b Calculate the mean growth per year for the group A trees over the three years, Then do the same for each of the other three groups. Write all of your answers in your results table. € Construct a bar chart on the graph grid to display these results. (The bars on your bar chart should not touch one another.) —-—© Results tablea al © 4. Describe and explain the effect of increased CO, concentration on the growth of the pine trees. Use the figures in your results table to support your answer. € Describe the effect of increased temperature on the growth of the pine trees, Use the figures in your results table to support your answer. f Suggest why the results for Group D are not the same as the results for Groups B and C added together. SEED7 Animal nutrition Definitions to learn @ mechanical digestion the breakdown of food into smaller pieces without chemical change to the food molecules © chemical digestion the breakdown of large insoluble molecules into small soluble molecules ! ingestion the taking of substances (e.g. food, drink) into the body through the mouth © absorption the movement of small food molecules and ions through the wall of the intestine into the blood # eges! the passing out of food that has not been esied or absorbed, as faeces, through the anus assimilation the movement of digested food molecules into the cells of the body where they are used, becoming part ofthe cells Exercise 7.1 Diet ‘This exercise helps you to practise using information to work out the answers to questions (A02). ) ‘The table shows the energy and nutrients contained in 100g of five foods. Food foe ion Fat/g aie — lron/mg joel c jit D wk a oo chicken, roast 630 25.0 5.0 0 0 08 oO 0 egg, scrambled | 1050 100 23.0 0 60 20 0 18 vee boled | soo [20 [a3 | 300 ii os oe at sna boied | 100 [50 | es [1s | wo [40 [a [0 | What pattern can you see in the kinds of food that contain carbohydrate? 7 il ationb Scrambled egg has the highest energy content per gram of al ofthe foods in the table. What data in the table could explain why the energy content of scrambled egg is so high? © Use the data in the table to work out which of the five foods contains the greatest mass of water per 100g. Show your working. 4. A girls sufering from anaemia, Which foods from the table would be most helpful for her to include in her diet? Explain your answer. PD) rccse tiiePa _ Ss Exercise 7.2 Functions of the digestive system This exercise will help you to remember the roles of the different parts ofthe digestive system. The diagram) is not the same as the one in your Coursebook — you need to be prepared to interpret different versions of diagrams. ‘The boxes contain descriptions of things that happen to food as it moves along the alimentary canal. Draw label lines to the appropriate parts of the digestive system on the diagram. Salivais secreted into here ‘Mastication increases the from the salivary glands. surface area of food. “Amylase breaks down starch to maltose, Gastric juice is made here, containing pepsin and hydrochloric acid Bile salts emulsify fats. Panereatic juice flows into here. —— Pepsin breaks down proteins topolypeptides. Sodium hydrogencarbonate neutralses acid from the stomach ‘Amylase breaks down starch to maltose, Lipase breaks down fats to fatty acids and glycerol,Exercise 7.3 Tooth decay data analysis ‘These questions help you to develop your abilities to find and describe patterns in data and suggest ] | ‘explanations for them (402). {A study was carried out into the effect of two factors on te number of decayed teeth in five-year-old children in three towns. The two factors were: (© whether or not fluoride was added to the drinking water, or ifthe water naturally contained fluoride (fluoride is known to strengthen tooth enamel) © the general standard of living of the family, measured using a score from —30 (very high living standards) to +50 (very low living standards), “The results are shown in the graph, 40 35 30 28 ‘Mean number of decayed teeth In fveyear-olds 30 0-10 10 20 Standard of ving A town where the water does rot naturally contin fluoride, and ‘where fluoride was not added B town where water does not naturally contain fluoride, and where fluorkle was added Describe the effect of standard of living on tooth decay in town A. C town where water naturally ‘contain fluoride b_ Suggest reasons why a low standard of living may have the effect you describe in your answer to &.Describe the effect of adding fluoride to drinking water that does not naturally contain fluoride. d_ Suggest reasons for the differences in the results for town B and town €.ES SS © Exercise 7.4 Cholera patterns in Bangladesh { _Inthis exercise, you are asked to look for patterns in cata, and to suggest explanations for them (A02).. Cholera is a serious illness caused by the bacterium Vibric cholerae, which lives in water. Cases of cholera in some ‘countries seem to follow a pattern in which the number o° cases rises every few years and then falls again, ‘Scientists wondered if perhaps this pattern was related to -he changes in the surface temperature of sea water that happen every few years, This is called the El Nin6 Surface Oscillation, or ENSO for short. ‘They recorded the number of cholera cases in Dhaka, Bangladesh, between January 1980 and March 1998. They also recorded the surface temperature of sea water. Their results are shown in the graphs. 0 0 % cholera. = 20 10. ° 1980 1981 1982 1983 1984 1985 1986 1997 1988 1989 1990 1991 1992 1993 1994 1995 1996 1997 1998 1999 0 Year 40 Sea surface 30 ‘temperature IC 20 lo. 0. 1980 1981 1982 1983 1984 1985 1986 1987 1988 1989 1990 1991 1992 1993 1994 1995 1996 1997 1998 1999 Year Describe any patterns that you can see in the incidence of cholera in Dhaka between January 1980 and March 1998, aD =SSS) PS © _ b Describe any relationship that you can see between the sea surface temperature and the incidence of cholera in Dhaka. Use figures from the graphs to support your answer. © Describe how cholera is transmitted from one person to another, d_ Suggest why the number of cholera cases might be affected by sea surface temperature, (You may be able to think ‘of more than one reason.) ae ss is ae ;Pe RSS. © Exercise 7.5 Vitamin D absorption ‘This exercise asks you to describe data provided in a graph, in words. It's a good idea to focus on parts of the graph where the line changes gradient or direction, and to quote some coordinates from the graph, remembering to give the units of the figures that you refer to. Inan investigation into the absorption of vitamin D from the alimentary canal, a volunteer ate a measured quantity of vitamin D on a piece of toast. Blood samples were then taken from her at intervals over a period of 72 hours, and the amount of vitamin D in each blood sample was measured. ‘The results are shown in the graph. 40) 129: Vieamin D ‘concentration go in blood! arbitrary units 20 — EEE Timedhoursa — i 6 Describe the changes in the amount of vitamin D in the blood over the 72-hour period. b_ Name the part of the alimentary canal in which vitamin D is absorbed into the blood. List three other substances that are absorbed in this part ofthe alimentary canal d_ Describe how this part ofthe alimentary canal is adapted to make absorption efficient. @ Explain why vitamin D does not need to be digested before itis absorbed, f The volunteer was asked not to expose her skin to sunlight during the investigation. Suggest why this was done. ron cn8 Transport in plants transpiration loss of water vapour from plant leaves by evaporation of water atthe surfaces ofthe mesophyll cells followed by diffusion of water vapour through the stomata |@ translocation the movement of sucrose and amino acids in phloem, from regions of production (Source) to regions ‘of storage or to regions of utilisation in respiration or growth (sink) Exercise 8.1 A transpiration experiment This exercise gives you practice in recording results (A03.3), constructing graphs (A03.4), drawing ‘conclusions and evaluating the reliability of results (also A03.4). A student investigated this hypothesis: ‘Transpiration happens more quickly in windy conditions than in still air. ‘The diagram shows the apparatus that he used. water in capillary tube meniscus_ Sma ‘The student placed a leafy shoot in the apparatus and stood iin a quiet place in the lab, where the air was still. He read off the position of the meniscus every two minutes for ten minutes. He then placed the fan close to the apparatus and switched it on, He continued to read the position of the meniscus every two minutes for the next ten minutes. ‘These are the results he wrote down, start Ocm © 2mins,2.8 4 mins, 6.1 € mins, 10.0 8 mins, 12.9 10 mins, 16.2 12 mins, 21.8 14 mins, 27.9 16 mins, 31.1 18 mins, 39.5 20 44.9 Draw suitable results chart, and fil it in. Plot these results on the grid on the next page. Draw a vertical line upwards from the x-axis, to divide the graph into the period of time when the air was still, and when i: was moving, Draw two best-fit lines, one on either side | of this dividing line. If you think any of the results are anomalous, then ignore them when drawing your best-fit lines.© Use the graph to calculate the mean rate of movement, in cm per minute, of the meniscus in stil air and in moving ait. a een d_ Do the results support the student’s hypothesis? Explain your answer. € Suggest any significant sources of error in this experiment. (For example, did the student control all the important variables? Did his method really measure what he thought he was measuring?)Exercise 8.2 Tissues in a root | In this exercise, you will need to use what you know about the structure of roots to identify what is shown ina diferent type of drawing (A02). You will then practise describing and explaining in your own words. Remember to look carefully at whether you are being asked to describe or to explain. ‘The drawing shows part of a buttercup root, seen using the high power lens of alight microscope. Use ruled lines to label these tissues: cortex xylem © phloem b The magnification ofthe drawing is x200, Calculate the diameter ofthe cell labelled A. Show your working, Diameter = Stason pants© List the functions of xylem tissue d Describe how the cells in xylem tissue are adapted for the functions you have listed. @ Explain how water from the soil reaches the xylem vessels in the centre of a root. ~~Be: ee —e © Exercise 8.3 Sources and sinks This exercise will help you to check that you understand about sources and sinks in plants, and how they can change at different times of year. You will need to use your knowledge of transport in phloem to work out the answers to some of the questions (402). ‘An experiment was carried out in Switzerland to investigate the movement of carbohydrates from sources to sinks in pine trees, Pinus cembra, Switzerland is a mountainous country in Europe. ine trees are coniferous trees, which keep their leaves all through the winter. In which form are carbohydrates transported in phloem? Draw a circle around the correct answer. glucose sucrose starch b_ Inwhich form are carbohydrates stored in plant cells? Draw a circle around the correct answer. glucose sucrose starch €_In spring and summer in Switzerland, the leaves of pine trees photosynthesis. i Suggest two environmental factors that enable pine trees to photosynthesise in spring and summer in Switzerland, but not in winter. ‘Would you expect the leaves to be sources or sinks in spring and summer? Explain your answer, Iii Would you expect the leaves to be sources or sinks in winter? Explain your answer. The table shows the amount of starch, measured as a percentage of the dry mass of the tissues, in the leaves and roots of pine trees at three times of year. Time of year | percentage of dry mass | /percentage of dry mass spring 150 26 summer 156 Ey autumn 49 a . . Starch in leaves Starch in roots | |°e i Describe the changes in the amount of starch in the pine tree leaves from spring until autumn. t_ Describe the changes in the amount of starch in the pine tree roots from spring until autumn. Hil Suggest reasons for these changes, @ In summer, the researchers removed the buds from some pine trees, and the leaves from other pine trees. ‘They left some pine trees untreated, to act as controls. ‘They measured the amount of starch in the leaves and buds of each group of trees atthe end of the summer, ‘Their results are shown in the table below. Testment | jpueet fey mass | perant y mass conral ~ 71 buds removed 49 Teves removed 6 Describe and explain the results shown in the table. ~~a 9 Transport in animals DT SR La | There are no specific definitions to leam in this chapter. J Exercise 9.1 Risk of heart attack In this exercise, you will practise picking out relevant information from a table of data and using it to suggest | answers to questions about a real-life situation (A02). ‘This table shows part of a chart that doctors use to predict the likelihood of someone having a heart attack, Diabetes is an illness caused by a faulty mechanism for regulating the concentration of glucose in the blood. It can be controlled, but not cured, Percentage of women who are expected to have a heart attack within five years ‘Age 40 ‘Age 50 ‘Age 60 Age 70 No. with | No ith | No With No With diabetes | diabetes | diabetes | diabetes diabetes | diabetes diabetes | diabetes Non-smokers | 1 3 3 fee 5 2 23 Smokers 4 7 6 Gea] 2 2 15 33 Imagine that you are a doctor. A woman patient is 54 years old, She has diabetes and she smokes. What will you tell her about her chance of having a heart attack within he next five years? b_ What will you tell her she should do to reduce her chances of having a heart attack? How will you use the chart to explain this to her? Tampon aims eeSuggest how the figures used in this chart have been determined. Exercise 9.2 The heart in a fetus This exercise will make you think hard about the double circulatory system of a human and how it works, and use your previous knowledge to work out some likely explanations (402). “The diagram shows the heart of a fetus (a baby developing in its mother’s uterus). Ina fetus, the lungs do not work. The fetus gets its oxygen from the mother, to whom it is connected by the umbilical cord. This cord contains a vein, which carries the oxygenated blood to the fetuss vena cava. vu On the diagram, write the letter O in the chamber ofthe heart that first receives oxygenated blood in an adult person. b_ On the diagram, write the letters OF in the chamber o the heart that first receives oxygenated blood in a fetus. € Ifyou look carefully at the diagram, you can see that there is a hole in the septum between the left and right atr Suggest the function of this hole in the heart of a fetus 4. When the baby is born, it takes its frst breath. The hole in the septum ofthe heart quickly closes. Explain why this is important. aD ~~rs Ss © Exercise 9.3 Double and single circulatory systems Constructing a diagram in a slightly different way is often a good way of checking that you really do ‘understand a concept. You will also need to use your knowledge to explain how and why one type of circulatory system might have advantages over another (AO2).. ‘The diagram shows a simple plan of a double circulatory system, | oo In the space next to the diagram, draw a similar diagram to show a single circulatory system, Name one organism that has a double circulatory system. Name one organism that has a single circulatory system. ‘Many animals with double circulatory systems have higher metabolic rates than those with single circulatory systems. Suggest an explanation for this relationship. ‘Trapt acim| © Exercise 9.4 Changes in the blood system at high altitude i | This exercise will give you further practice in describing patterns in graphs. You will also use what you know about the functions of the blood to suggest explanations for a set of data, and to make predictions (402). ‘The air is much thinner at high altitude, so less oxygen is drawn into the lungs with each breath. When a person who normally lives at low altitude travels into high mountains, changes occur in their blood system. ‘The graph shows changes in the pulse rate and the number of red blood cells in a person who moved to high altitude, stayed there for two years, and then returned to sea level : Yon pee ae J millions per : ; ‘Time ) weeks© a. Describe the changes in the pulse rate over the period shown in the bar chart, b_ Describe the changes in the number of red blood cells over the period shown in the bar chart. € State the function of red blood cells. Suggest a reason for the change in the number of red blood cells during the first year of the study. @ Muscles need a good supply of oxygen in order to be able to work hard and fast. Athletes often train at high altitude for several months before a major competition that will be held at a lower altitude. Use the data in the graph to suggest how this might help them to perform well in the competition.10 Pathogens and immunity Lr (OES ona) pathogen a disease-causing org transmissible disease _a disease in which the pathogen can be passed from one host to another (@ active immunity defence against a pathogen by antibody production in the body passive immunity short-term defence against a pathogen by antibodies acquired from another individual, such as | from mother to infant Exercise 10.1 Food poisoning in the USA Food poisoning is a major cause of illness in both developed and developing countries. You are asked to display a set of data in the form of a bar chart, and then to think about the limitations in the information that these data provide (A02). ‘The table shows the number and percentage of reported ceses of food poisoning acquired in peoples homes in the USA in 2011, caused by five different pathogens. Pathogen Number of cases | Percentage of cases Norovirus 5461731 58 Salmonella 1027561 u Clostridium 965958, 10 Campylobacter 845024 9 Staphylococcus 241148 3 a. Explain what is meant by the term ‘pathogen. a ~-ac ele D_ Plot these data as a bar chart. Suggest why the percentage of cases does not add up to 190. d_ Suggest why the actual number of cases of food poisoning may have been much greater than the numbers shown. in the table € List three measures that people can take to avoid food poisoning in their home.SSS Exercise 10.2 Waste disposal in Australia In this exercise, you are not given much help in constructing your answers, so you will need to think about this carefully before you start to write. It would be good to jot down some ideas on a piece of rough paper first, to help you to plan your answers. Answering these questions will help you to develop AO2. ‘The graph shows information about the amount of solid waste generated in Australia in 2002-3 and in 2006-7, and how this waste was disposed of. Recycled Disposed as landfill 25000 20000 15000: ‘Amount of solid waste produced / 1000 tonnes 9999. 5000: 2002-2003 2006-2007 ‘Compare the data for 2006-7 with the data for 2002-3. (You should be able to think of at least three different comparisons to make, but see if you can make four.) Use numbers from the graph to support your comparisons.b Suggest the benefits of increasing the amount of waste that we recycle, rather than disposing of it in landfill sites. € 1 Calculate the total production of waste in 2002-3 an¢ in 2006-7. Show your working. ‘Total waste in 2002-3 ‘Total waste in 2006-7 fi Now calculate the increase in total waste between 2002-3 and 2006-7. ill Now use your answer to ito calculate the percentage increase in waste between 2002-5 and 2006-7, using this formula Increase in total waste total waste in 2002-3 percentage increase x 100 Show your working. 10 Pthoyens and immu2” I © Exercise 10.3 Eradicating polio / This exercise will help you to practise your skills in describing what is shown in a graph and also in ‘considering what you can safely conclude from the data. Remember that just because two things show a correlation, that does not necessarily mean that one causes the other — although, of course, there may be a ‘genuine causal relationship between them. Polio (short for poliomyelitis) is a disease caused by a virvs, which is transmitted from one person to another ‘through food or water contaminated with faeces from an infected person, Many people show no symptoms when they are infected, but in a small percentage of cases, the virus enters the spinal cord and causes damage to neurones, that normally send nerve impulses to muscles. This results in paralysis, Polio is much more common in young children than in adults ‘The World Health Organization (WHO) is committed to eradicating polio from the world. This is being done by a vaccination programme. “The graph shows the estimated number of cases of polio in the world between 1980 and 2008, and the percentage of children who were vaccinated each year. 100 Et EEE 90 = +80 70000: 0 60000 oo Number 50000 a 59 Immunisation of cases coverage /% FOLIO 4aqq9. : Bers : 200004 20 10000. 10 bd 0 a. Suggest why children are more likely to get polio than adults. (You may be able to think of more than one reason.) EDa “ KT ee © _ b Describe the changes in the numbers of polio cases between 1980 and 2005. (Remember to quote figures from the graph in your answer.) © Discuss the extent to which the data in the graph indicate that vaccination has caused a decrease in polio cases. The polio vaccine is unusual, because it can be given by mouth rather than by injection. Suggest why most vaccines have to be given by injection. (Think about what happens inside the alimentary canal.) € The polio vaccine contains polio viruses that have been treated to make them unable to reproduce in the body. Explain how the polio vaccine makes a person immune to polio. Polio viruses contain DNA. The viruses in the polio vaccine have DNA in which the base sequence has several differences from the base sequence in the normal polio vrus. Suggest how this makes them unable to reproduce in the human body. orig mina |1 1 Respiration and gas exchange CSM Ta) respiration the chemical reactions that convert energy in nutrient molecules so that ces can use this energy ® aerobic respiration the chemical reactions in cells that use oxygen to break down nutrient molecules to Telease energy @ anaerobic respiration the chemical reactions in cells that break down nutrient molecules to release eneray, without using oxygen © Exercise 11.1 Effect of temperature on the rate of respiration This is a planning exercise (A03.2). It has not been broken up into sections, because by now you are probably getting the hang of planning good experiments and stould be able to organise your answer yourself. Your teacher may allow you to carry out your experiment once your design has been checked. Plan an investigation to test this hypothesis: Germinating peas respire faster as temperature increases, up to an optimum. ‘Think carefully about controlling variables, what you will measure and when, and how you will record and interpret ‘your results, Predict what the results will be if the hypothesis is correct. aDExercise 11.2 The effect of animals and plants on the carbon dioxide concentration in water ‘This exercise will make you think about photosynthesis and respiration, as well as interpreting results and making predictions (A02). ‘A student had a fish tank, in which she kept tropical fish. She knew it was meant to be a good idea to keep living plants in the tank as well. She wanted to find out how the plants affected the concentration of carbon dioxide in the water. “The diagram shows the apparatus that she set up. She used hydrogencarbonate indicator solution because itis yellow ‘when it contains a large amount of carbon dioxide, orange with a small amount and red when it contains no carbon dioxide at all. hydrogencarbonate Indicator solution “The student left all four tubes in @ sunny place for 30 minutes. When she looked at the tubes again, she found the indicator had turned yellow in tube A, deep red in tube B, and stayed orange in tubes Cand D. @_ Drawa results chart and fill it in to show the student’ results. —-~--b_ Explain the results in each tube. (Remember that living organisms all respire all the time, and that plants also photosynthesise in the light.) Tube A Tube B eee ae ‘ ‘Tube ‘Tube D © Predict the results that would be obtained if all the tubes were left in the dark. _ Discuss what these results and your predictions in € suggest about whether or not it is good to have living plants ina fish tank. rina CE—.... ™...— © Exercise 11.3 A simple respirometer ‘The apparatus in this investigation is not easy to understand, so itis a bit of a challenge to sort out what is happening. The exercise also gives you practice in constructing graphs (AO3.3) and suggesting improvements to the experimental design (A03.5). A respirometer is a piece of apparatus that can be used to measure the rate at which oxygen is taken up by respiring organisms. ‘The organisms are placed in the apparatus, along with some soda lime, which absorbs all of the carbon dioxide they breathe out. {As they use oxygen, the volume of gas inside the respirometer therefore decreases. ‘The rate at which this happens is measured by noting the rate of movement of an oil drop along the capillary tube. A control is set up that is identical in every way, but with no organisms. ‘ll drop ine gauze platform Dee palealalad soda lime In which direction will the oil drop move in apparatus B? Explain your answer. The table shows the results that a student collected. Time/ minutes 0 1 2/3 [4 ]s [« [7 ]s fos Total distance oo | 02 | o2 | 02 | 02 | 02 | o2 | o2 |] o2| o2 travelled by drop inalem Total distance Sonos | ose (to ete sero leis | on | oa tea7 travelled by drop inB/em Draw a graph on the next page to display these results —--© Calculate the mean distance travelled by the oil drop in Bin one minute. Show your working. ‘Mean distance = Suggest why the oil drop in apparatus A moved a short distance very quickly, and then did not move any more. © Suggest how the reliability ofthe results of this experiment could be improved, 1 ate te :© Exercise 11.4 Gas exchange surfaces in rats There is further practice in plotting line graphs here, as well as interpreting data and thinking about their possible implications (A02). When making comparisons of data, try to link your statements with words such as ‘however’, or ‘but’. As always, make sure that you quote some actual figures in your comparisons. Better still, you could make a comparative calculation, such as the total change in the ratios for males and for females, or the difference between males and females at a particular age. Rat lungs have a similar structure to human lungs. Researchers measured the surface area of the alveoli in the lungs of female and male rats of different ages. They also measured the mass of each rat, and calculated the number of square centimetres of alveolar surface area per gram of body mass. ‘Their results are shown in the table. Ratio of alveolar surface area to body mass emt per gram Age/days | Females Males a 216 231 33 154 152 45 129 1a 60 134 109 95 BA 94 Plot line graphs on the grid on the next page to display these data, Plot both curves on the same pair of axes. (ake care with the scale for the x-axis.) b_ Suggest why the researchers recorded the ratio of alveolar surface atea to body mass, rather than just the alveolar surface area. © Compare the results for female and male rats. —--d_ Female rats are able to become pregnant when they are about 60 days old, heir lungs then have to supply oxygen for themselves, and also for their developing offspring. Suggest how the data in the table could relat to this fact. 11 Region ad gs exage1 2 Excretion Dram oa) | © deamination the removal ofthe nitrogen-containing part of amino acid to form urea | Exercise 12.1 The human excretory system ‘Try to answer these questions from memory, without looking anything up. This will be a good test of your knowledge and understanding of the structure and function of the human excretory system. ‘The diagram shows the human excretory system. Label these structures on the diagram. aorta bladder kidney renal artery renalvein. venacava urethra’ «ureter———_ —ge | 1b. On the diagram, draw arrows in each of these structures to show the direction in which the liquids inside them flow: renalartery renal vein. urethra ureter € Describe three ways in which the liquid contai artery. sd in the ureter differs from the liquid contained in the renal© Exercise 12.2 Dialysis In this exercise, you will use your knowledge and understanding of diffusion to work out the answers to questions (A02).. Ifa person's kidneys fail, they may be able to use a kidney dialysis machine to carry out the roles normally done by the kidneys. ‘The diagram shows how kidney dialysis can be carried ou. feesh diayis fluid in dats racine blood returned to the body blood pressure monitor b Suggest why the blood flows through many small channels in the dialysis unit, rather than through a single large channel. ED© The table shows the concentrations of some of the substances in dialysis fluid and in a person’ blood plasma before it centers the dialysis unit. Concentration in| Concentrs Substance | dialysis fluid blood plasma mmol per dm? mmol per dm? glucose 5 5 protein 0 8 urea 0 7 Use the information in the table, and your knowledge of how dialysis takes place, to answer the following questions, € What will happen to the concentration of glucose in the person's blood as it passes through the dialysis unit? Explain your answer, 4 What will happen to the concentration of protein in the person's blood as it passes through the dialysis unit? Explain your answer, @ What will happen to the concentration of urea in the person's blood as it passes through the dialysis unit? Explain your answer.13 Coordination and response Definitions to learn © sense organs groups of receptor cells that respond to specific stimuli: light, sound, touch, temperature and chemicals }® synapse a junction between two nerve cells, consisting ofa minute gap across which impulses pass by diffusion of a neurotransmitter @ hormone _a chemical substance, produced by a gland, carried by the blood, which alters the activity of one or more spedfic target organs ‘© gravitropism a response in which a plant grows towerds or away from gravity © phototropism a response in which a plant grows towards or away from the direction from which light is coming Exercise 13.1 Caffeine and reaction time ‘You should be getting quite confident at planning experiments by now, so there are no reminders here about all the different things you need to include (AO3.2). You'll find it quite tricky to control variables inthis one. ‘You may be able to try out your experiment when you've planned it. Reaction time isthe time between receiving a stimulus and responding to it. lan an experiment to test this hypothesis Consuming drinks containing caffeine decreases reaction time. aD ~--13 Coordination and response GZa >a © Exercise 13.2 Accommodation in the eye Doing this exercise - preferably without looking anything up — will be a good test of how well you understand how the eye changes in order to focus on objects at diferent distances, which is called accommodation. Use a ruler to draw the light rays on your diagram, and take great care to show clearly where they change direction and where they are brought to a focus. ‘The diagram shows an eye focused on a distant object. light focused The thin lens bends on the retina light rays diverging only sghly the ign rays shh @ Complete the diagram below to show the eye when itis focused on a nearby object. Add labels to match those on the first diagram. aD <-Pa Ss BS © _ b Describe how the changes that you have shown are brought about. Use these words in your description: ciliary muscles lens suspensory ligaments € Accommodation in the eye isa reflex action. i Explain what is meant by a reflex action. i Suggest what could be the stimulus that brings about this reflex action, d_ Aspeople get older, their lenses become less able to change shape. Suggest how this may affect their visionS$ © Exercise 13.3 Auxin and tropism For the line graphs in this exercise, you are asked to draw best-fit lines. Your lines should be smooth, and ‘should have roughly the same number of points above them as below them. Start both lines exactly at 0,0, but they do not necessarily have to go exactly through the final point. A plant growing in a pot was placed on its side, in conditions of uniform light. The diagram shows the appearance of the plant afer three days. This response is known as negative gravitropism. Explain what is meant by the term negative gravitropism. A scientist measured the concentration of auxin in the upper and lower surfaces of the plant shoot. She also ‘measured the percentage increase in length of the upper and lower surface of the plant shoot over a period of ‘one hour, ‘The tables show her results. Upper | Lower surface | surface Concentration of auxin | vi Jarbitrary units SED «--- Time/minutes -Petcentage increase in length Upper surface | Lower surface 10 09 im 20 Li 22 30 16 38 40 20 53 50 23 66 0 28 76a —_ Eres ° i On the grid, draw line graphs to show the results in the second table (the one showing percentage increase in length). Draw both lines on the same set of axes. Draw best-fit lines for each set of results Hi Use the results in both tables to explain what made the plant shoot grow upwards after the pot was turned onto its side. coat neon CT “ aa a a14 Homeostasis Definitions to learn | ® homeostasis the maintenance of a constant internal znvironment Exercise 14.1 Endotherms and ectotherms ( In this exercise, you are asked to use your knowledge of temperature regulation in humans, and some new data, to work out answers to questions (A02). Humans are endotherms - we are able to regulate our body temperatures, keeping the core body temperature roughly constant no matter what the temperature of our environment. Many animals, however, are ectotherms. Their core temperature varies according to the temperature of their environment. “The graph on the next page shows the core temperatures of six animals in different environmental temperatures. Write the name of each animal in the correct column of the table. Endothermic animals Ectothermic animalsCore body temperature °C gopher snake 20 ‘yclodus lizard ° 10 20 30 0 ‘Temperature of the environment (°C b_Cyclodus lizards, gopher snakes and alligators need to eat much less food than cats, rabbits or bettongs. Use the information in the graph to explain why. Use the graph to compare the probable activity ofa cat and a cyclodus lizard when the environmental temperature is 5°C.= ee Cats are predators. Rabbits are herbivores, preyed on by cats and other mammals. Explain the advantages to cats and rabbits of being endothermic. © Exercise 14.2 Diabetes This exercise is about interpreting data shown in a graph, and relating this to your knowledge of the regulation of blood glucose (A02). In some people, the control of blood glucose concentraticn does not work correctly. Intype I diabetes, the pancreas does not secrete insulin when it should, In what circumstances does the pancreas normally secrete insulin? ‘The graph shows the concentration of glucose in the blood of two people, after they had eaten a meal containing. starch at time 0. One person had type I diabetes, and the other did not. Blood glucose concentration arbitrary units t Tine hours EDer =a = a | © b Explain why the concentration of glucose in the blood increases when a person has eaten a meal containing starch, © Suggest which person, A or B, has type I diabetes. Explain your answer fully. d_ Explain why it is important to keep the concentration of glucose in the blood neither too high nor too low.15 Drugs Drie MLE) | © drug any substance taken into the body that modifies or affects chemical reactions in the body Exercise 15.1 Alcohol and traffic accidents This exercise gives you practice in describing patterns in data and using your knowledge and understanding to suggest reasons for them (402). ‘The graph shows data about fatal road traffic accidents in a region of Australia. The black bars show the number of fatal accidents per 10000 licensed drivers in each age group. The grey bars show the number of these accidents which involved drivers who had been drinking alcohol ‘ I number of fatal accidents per 10000 licensed drivers umber of fatal accidents involving a dever who had been 5 kinking leohol Number of facl accidents per 10000 licensed drivers 1617-18-20 21-30 31-40 41-80 $160 61-70 71-80 81-90 Age of driver years aD ~--Describe the pattern in the number of fatal accidents (bleck bars) in the different age groups. Suggest reasons for the pattern you described in a. © In which age group were drivers involved in fatal acciderts most likely to have been drinking alcohol? Explain why drinking alcohol increases the risk of traffic accidentsExercise 15.2 Smoking and life expectancy Take time to think carefully about what the graphs below are showing before you begin to answer the ‘questions — make sure that you read the information about them carefully. Remember to quote figures from the graphs when you answer part c, and take care to ‘describe’ rather than ‘explain’. In 1951, a study began involving 40 000 doctors working in the United Kingdom. The age and smoking habits of each doctor were recorded. Each year, the percentage of these 40000 doctors of each age who were stil alive was, calculated. ‘The study ran until 1991. The results were used to construct the graphs shown below. 6 alive ‘ smoked 15-24 a day. 20 smoked 25 or more a day ° 3 40 455055 gOS 77S 8] 909100 ‘Age! years For the doctors who never smoked: 1 What percentage were alive at age 35? ‘What percentage were alive at age 70?b_ For the doctors who smoked 25 or more cigarettes a day: i What percentage were alive at age 35? fi What percentage were alive at age 70? © Use the data in the graphs to describe the effect of smoking on life expectancy. Suggest some diseases that could help to explain the data in these graphs.16 Reproduction in plants finitions to learn © asexual reproduction a process resulting in the production of genetically identical offspring from one parent © sexual reproduction a process involving the fusion ofthe nuclei of two gametes (sex cells) to form a zygote and the production of offspring that are genetically different ‘rom each other © fertilisation the fusion of gamete nuclei ‘© pollination the transfer of pollen grains from the male pat ofthe plant (anther of stamen) to the female part of ‘the plant (stigma) (Ge self-poltination the transfer of pollen grains from the anther of a flower to the stigma of the same flower or a different flower of the same plant | © cioss-pollination the tansfer of pollen grains from the anther of a flower tothe stigma of flower on a different plant of the same species Exercise 16.1 Grass pollen In one part of this exercise, links are made between two different parts of your syllabus — reproduction in plants, and the way in which the human body fights infectious disease. Students often find it tricky to move from thinking about one topic to thinking about another, in the same question, but there is really no problem as long as you recognise that you need to refer to ideas that you might not have linked together before. Creeping bent-grass, like almost al grasses, is wind-pollinated. The graph shows the quantity of pollen emitted by creeping bent-grass at different times of day, for three days July. Describe how pollen emission from creeping bent-grass varies during the day. ED ---25000. —— Jun 20000. 3 July Number of pollen ° 15000: rains por m of air + Buy 10000 000 eee Time of day! hours b_ From the pairs of descriptions below, circle the one in each pair that you would expect to describe creeping, bent-grass flowers and their pollen. brightly coloured petals. dull or no petals anthers dangling outside flower anthers inside flower stigma inside flower feathery stigma outside flower small quantities of pollen large quantities of pollen © Many people are allergic to pollen. When they breathe in pollen grains, their immune system overreacts, a8 though the pollen grains were pathogens. This can cause Various symptoms, including watery and itchy eyes, and a sore and runny nose. This is often called hay fever. {Explain the meaning ofthese terms pathogen immune system Ti Suggest why pollen from wind-pollinated flowers such as creeping bent-grass is more likely to cause hay fever than pollen from insect-pollinated flowers. 16 Reproduction in pats eea, Se ee Exercise 16.2 Pollination in forests of different shapes and sizes This exercise presents the results of some research relating to deforestation. Although this is not covered until Chapter 21, you probably know a litte about it already and will be able to make some sensible suggé ‘when answering question d (A02). You will also need to draw conclusions (AQ3.4) and think about planning a further investigation (A03.2). All over the world, forests are being cut down and destroyed, Small patches are often left behind, and research is being carried out to see how the shape and size of these petches affects the animals and plants that live in them. One piece of research looked at the pollination of holly flowers by butterflies in three different areas of forest. The areas were: ‘A: a set of patches of forest all connected to each other by ‘ong, narrow tree-covered areas (‘corridors’) B: a set of patches of forest the same size as those in A, but not connected a set of smaller patches of forest, not connected. ‘The butterflies that pollinated the holly flowers were known to spend most of their time at the edges of forests, rarely penetrating into deep forest for very long, The researchers inspected samples of holly flowers in each forest area, and counted the numbers of ovaries that were turning into fruits, They then calculated the mean number of fruits per flower in each area. The graph shows their results 06 04 Mean number of fruits per flower 02 ‘Area A ‘Area B ‘Area Describe the results shown in the graph. b_ Use your own knowledge to outline what happens in a flower after itis pollinated, in order to form a fruit.Eee © Using the information in the introduction to this exercise, suggest explanations for the results obtained. Iris ikely that your suggested reasons are not actually proved by these results. Suggest how the researchers could \ ‘modify their original experiment to test one of your suggestions more fully and reliably € It could be argued that this research suggests itis better to leave small patches of forest rather than large ones. However, most conservationists would say that this is not correct. With reference to this research, and using your ‘own thoughts about the importance of forests, discuss these two points of view. 16Repaduconn pans a us17 Reproduction in humans Definitions to learn | ‘© sexually transmitted infection an infection that is transmitted via body fluids through sexual contact, J Exercise 17.1 Gametes ‘Answer this question without looking anything up — you should be able to do it from memory. Remember to draw label lines with a ruler, and make sure that the end of the line touches the part of the cell that you are labelling. The labels should be written horizontally, and should not overlap the diagram. ‘The diagrams show human female and male gametes. Use black or dark bluc to label all the structures on each gamete that you would find in any anianal cell, b_ Use red or another contrasting colour to label all the structures on each gamete that are adaptations for their specialised functions. Explain how each feature that ycu label helps the cell to perform its function.eewl © Exercise 17.2 Gas exchange in the placenta and lungs This exercise asks you to use data to make a comparison between two very different body organs — the placenta and the lungs — which have some functions in common (AO2). It would be a good idea to plan your answers to parts bil and c before you begin to write. ‘he placenta is an organ that allows a mother’s blood and her fetus's blood to be brought very closely together, without mixing. Substances are exchanged by diffusion between the two blood systems. ‘The lungs also contain surfaces where substances are exchanged by diffusion, (This is not the case in the fetus, whose Jungs do not function until after it is born.) ‘The table shows some features ofthe placenta and the lungs in a human, Feature Placenta | Lungs total surface area/ m* 16 55 thickness of the barrier across which substances must diffuse/um | >> = approximate rate ofblood ow | 594 | aga em? per minute @ Explain how the structure of the lungs provides the large surface area shown in the table. b_ Oxygen moves by diffusion across the exchange surface in both the placenta and the lungs. i State precisely where oxygen moves to and from in the lungs. i. Explain fully why the net movement of oxygen is in this direction,© Use the data in the table, and your knowledge of the features of gas exchange surfaces, to explain why more ‘oxygen can be absorbed per minute across the lungs than across the placenta d_ Oxygen is not the only substance that crosses the placenta from the mother's blood to the fetus’ blood. ‘ Amino acids move across the membranes of the cells in the placenta by active transport. [Explain how active transport differs from diffusion, ii. Explain why cells carrying out active transport need a good supply of oxygen. 17 Reproduction in humans DeaExercise 17.3 Breast-feeding statistics ‘Answering these questions should be fairly straightforward. There is practice in drawing a bar chart (you can use the self-assessment check list for graphs on page 16 if you like — just change the parts about points and to bars) ani ing about the meaning of the data (A02). ‘The World Health Organization (WHO) recommends that all children between birth and four months old should be breast-fed. By the time they are six months old, they should still be breast-fed but should also be receiving some other types of food. ‘The table shows data collected in one year in eight countries in the Caribbean and Latin America. It shows the percentage of children up to four months old that were being exclusively breast-fed, and the percentage that were being exclusively bottle-fed. Cony Exclusive breast-feeding | Exclusive bottle-feeding up to 4 months up to 4 months Bolivia oA 35 Brazil 41 31 Colombia 16 72 Dominican Republic 10 al Guatemala 51 26 Haiti 3 36 Paraguay 7 56 Peru ol 29 Plot these data as a bar chart on the grid opposite. b_ Explain what is meant by ‘exclusively breast-fed € Suggest why the two figures for each country do not add up to 100. d_ Which country has the best record for breast-feeding?| € Suggest why WHO recommends that children up to four months old should be exclusively breast-fed. rrroetecee noms : - : eeExercise 17.4 Birth control data ‘This exercise involves considering the best way of displaying data (AO2). It is worth trying out two or three ideas, before making your final decision. “The table shows data on the effectiveness of several birth control methods in a western country. Percentage of women using the _| Percentage of women using the Method method who became pregnant in | method who continued to use it for the first year of use more than one year ‘Rone 85 diaphragm 40 2 ‘condom 4 a pill (oral contraceptive) 0 86 1D 08 78 surgical - female sterilisation 05 100 surgical - male vasectomy o1 100) Display these data as a graph or chart, on the grid on the next page. You should spend some time thinking about the best way of doing this. Try to make it easy to see the differences between the effectiveness of each method. Suggest explanations forthe difference in the percentage of women who became pregnant in the first year of using condom and a diaphragm as a method of birth contro © Explain why the pill isa very effective method of birth control d_ Suggest explanations for the difference in the percentage of women who continued to use a diaphragm or the pill for more than one year. =17 Reproduction in humans. GUE} t }18 Inheritance Lr TOTES ONL) @ inheritance _ the transmission of genetic information from generation to generation © chromosome _a thead-ike structure of DNA, canying genetic information inthe form of genes @ gene a length of DNA that codes for a protein @ allele any one of two or more altemative forms of a gene (G¢ haploid nucleus _a nucleus containing a single set of unpaired chromosomes (e.g. in sperm and egg cells) in body cells) © diploid nucleus a nucleus containing two sets of chromosomes (e. © mitosis nuclear division aiving rise to genetically identical cells © meiosis reduction division in which the chromosome number is halved trom diploid to haploid, resulting in genetically different cells © genotype genetic make-up of an organism in terms of the alleles present © phenotype the features of an organism © homozygous having two identical alleles of a particular gene. Two identical homozygous individuals that breed together will be pure-breeding ® heterozygous having two different alleles of a particlar gene, not pure-breeding © dominant an allele that is expressed if it is present © recessive an allele that is only expressed when theres no dominant allele ofthe gene present } sex-linked characteristic a characteristic in which the gene responsible is located on a sex chromosome, which ‘makes it more common in one sex than in the other ~~.Pe Ss Exercise 18.1 Fruit fly inheritance SS AI ‘The start of this exercise asks you to think about earlier work on classification and the binomial system of naming species. You then practise using a genetic diagram to predict the results of crosses between organisms. Fruit fies, Drosophila melanogaster, are often used for research into genetics. The diagram shows a fruit fy. A State three features, visible in the diagram, that chow that the frit fly isan insect 1 2 3 b_ Whatis the gemus of the fruit fly? © Fruit flies can have normal wings or vestigial (really small) wings. The allele for normal wings, N, is dominant. ‘The allele for vestigial wings, n, is recessive. ‘Complete the table to show the possible genotypes and phenotypes for fruit fly wings Genotype Phenotyped_ Complete the genetic diagram to predict the genotypes and phenotypes of the offspring of a heterozygous ‘normal-winged fly and a vestigial-winged fly. phenotypes of parents normal wings vestigial wings ‘genotypes of parents 7 OO gametes from vestigial-winged fly gametes from snormal-winged fly € The two flies had 82 offspring Predict approximately how many of these would have vestigial wings. =D <-Exercise 18.2 Black and chestnut horses This exercise is all about being able to use genetic terms correctly, and drawing correct genetic diagrams (AO1 and A02). Remember that, when you show the gametes that can be produced by each parent, you only need to show two if there are two different types of gametes produced. f only one type of gamete is possible, then you need only show that one. In horses, the colour of the coat is determined by genes. One gene determines whether or not the black pigment, melanin, is produced. Horses with the genotype BE or Ee are black, while horses with the genotype ee are chestnut (brown). a Write down: T the symbol for the allele that allows melanin to be preduced ii_ the genotype ofa heterozygous horse lil the phenotype of a horse that is homozygous recessive b_ A black stallion was mated with a chestnut mare. The foal that was born was chestnut. i. What was the genotype of the black stallion? Explain how you worked this out. ii Construct a genetic diagram, similar to the one in Exercise 18.1, to explain how the chestnut foal was produced, (There is space on the next page).ill Ifthe same stallion and mare are bred together again, what are the chances of the second foal being chestnut? Explain your answer. =DSS Exercise 18.3 Pedigree This exercise asks you to work out genotypes, given some information about phenotypes in a family (AO2). You will also use your knowledge of genetics to think about the advice that a counsellor might give to a member of this family ‘The family tree shows the incidence ofa genetic disease called PKU in four generations ofa family. © oo How b O | oO= oO © O 5 @ © @ @ Describe one piece of evidence from the diagram that suggests PKU is caused by a recessive allele. b_IFPKU is caused by a recessive allele, explain why it is unlikely that mutation in person 4 was responsible for their disease.© Deduce the genotypes of persons 1, 2, 3 and 4. Use the symbol q for the PKU allele and the symbol Q for the normal allele. Person 5 is worried that her children might have PKU. She talks to a genetic counsellor. What might she be told? GCSE BiologyPS © Exercise 18.4 Sex linkage in fruit flies You have learnt about sex linkage in humans, and here you will use that knowledge to work out an answer to ‘a question about sex linkage in fruit flies (AQ2). Take care to choose symbols that you will not confuse with ‘one another, and remember that you should also show the chromosomes (X orY) when you write genotypes involving sex-linked genes. In fruit fies, as in humans, males have an X and a ¥ chromosome, and females have two X chromosomes. ‘There isa gene on the X chromosome that affects eye colour. The dominant allele of this gene produces red eyes, and the recessive allele produces white eyes Suggest suitable symbols for the two alleles of this gene 1b Construct a genetic diagram to predict the ratios of eye colour in male and female offspring of a white-eyed male fly and a heterozygous red-eyed female fly ee 11719 Variation and natural selection finitions to learn © mutation a genetic change }# gene mutation a change in the base sequence of DNA ® natural selection the greater chance of passing on of genes by the best adapted organisms © adaptive feature an inherited feature that helps an organism to survive and reproduce in its environment orthe inherited functional features of an organism that increase is fitness }® fitness the probability of an organism surviving and reproducing in the environment in which itis found © variaton differences between individuals of the same species |e process of adaptation the process, resulting from natural selection, by which populations become more suited to their environment over many generations Exercise 19.1 Water hyacinth experiment ‘There is a tough magnification calculation inthis exercise, using a unit you may not be familiar with. Don’t ‘worry — you are not supposed to know this unit ~ the fask is about being able to use your understanding of ‘magnification and the information given to work out the answer to a problem (402). (It's not easy, though!) The exercise will also help you to look carefully at data and make comparisons (also AQ2), and to think about adaptations of plants that grow in water. ‘Water hyacinths are aquatic plants that originally came from Brazil, but now grow in waterways in many tropical countries. They are sometimes used to help to clean up polluted water, as they are able to take up pollutants such as heavy metals. ‘An experiment carried out in China investigated differences in the structure of the leaf epidermis of water hyacinth. plants grown in clean water and in polluted water. ‘The diagram and table show some oftheir results. =D «--Upper epidermis of a water hyacinth leat ‘grown in polluted water Type of water | UbPerorlower | Meanwidth of | Meanlength of — | Mean number of a ‘epidermis stomatal pore/ym | guard cell/ym | stomata per mm? . upper 4 7 283 lower 4 a os upper 3 5 2.80 polluted = lover 3 3 Ty From the data in the table, what is the mean length of a guard cell in the upper epidermis of a water hyacinth leaf ‘grown in polluted water? b_ Measure the length, in mm, of a guard cell in the diagram of the epidermis of a water hyacinth leaf. mm Now convert your answer in mm to an answer in jm. L mm = 1000 um, um 19¥aiatan and natural econ°e ‘Now use your answer to a, and your answer to b in jum above, to calculate the magnification of the diagram. ‘Write down the formula that you use, and show your working. € Explain how the results in the table for water hyacinth leaves grown in clean water indicate that this plant is adapted for growing in water. 4d Compare the characteristics ofthe leaf epidermis of the plants growing in clean water with plants growing in polluted water. ED ---— a a le Exercise 19.2 Big-horn sheep In this exercise, you will use your understanding of natural selection to try to work out what has caused a ‘change in the characteristics of big-horn sheep (AO2). The question also takes you back to work you covered carlier ~ it's important to be able to deal with questions that cover more than one part of your syllabus. Big-horn sheep live on rocky mountain sides in Canada, The males have very large horns. The size oftheir horns is caused by their genes. State one feature shown in the drawing that is found only in mammals. b i Name the part ofa cell that contains the genes ii In which cells in the big-horn sheep's body will the gene for horn size be present? 19Varation and natural selection (QUAN‘€_ Hunters kill big-horn sheep and keep their horns as trophies. They kill the sheep with the largest horns. “The graph shows how the average size of the horns in ¢ population of big-horn sheep changed between 1970 and 2005. Mean horn length em 1970 1975 1980 1985 1990 1995 2000 2005 Year Explain how hunting of big-horn sheep could have cavsed the general trend shown in the graph. In summer it may be very hot in the mountains, but in winter it is very cold. i Explain how the big-horn sheep’ sweat glands can help to keep them cool in summer. Il Explain how vasoconstriction can help to keep the sheep warm in winter [Cambridge IGCSE® Coordinated Sciences 0654/03, Question 4, May/June 2006] ~~Exercise 19.3 Selective breeding for high milk yield This exercise contains some real data about the effects of artificial selection to try to develop herds of cows that produce more milk than usual. You will need to use your knowledge of selection pressures and their effects, to make sense of the data and suggest explanations for the results (A02). For the very last part of the question, you'll need to think back to work you covered much earlier in your course. In 1965, a long experiment was begun to find out if artificial selection could increase the milk yield of cows. In one set of cows, artificial selection for high milk yield wascarried out in each generation. These were called the selected line, In the other set, there was no artificial selection. These were -alled the control line. Both sets of cows were kept under the same conditions. ‘The mean milk yield from the cows that were born in each year from 1965 to 1990 was calculated. ‘The results are shown in the graph. i selected line ‘0 ta Mean milk yield per cow 8 Ne 1965, 1970 1975 1980 Year of cow’ birth 1985 1990 @ Calculate the change in mean milk yield per cow between 1965 and 1990 for ithe selected line, Hi the control line. 19Variton and natal section rrr)b Describe how artificial selection would have been carried out in the selected line. © Suggest a reason for the results for the control line. The researchers also looked at the costs of health treatment in each of the two breeding lines. The table shows some of the results. Cost of treatment in | Cost of treatment Neakh problem, selected ine/$ | in control line/$ ‘masts (inflammation ofthe udder) 5 16 lameness 10 6 i Suggest an explanation for the results shown in thetable. Ii State and explain one reason, other than health treatment costs, why it would be more expensive to keep the cows from the selected line than the cows from the control line. [Cambridge IGCSE* Coordinated Sciences 0654/03, Question 3, October/November 2007] —---20 Organisms and their environment STC La) @ food chain a diagram showing the flow of eneray from cne organism to the next beginning with a producer @ food web a network of interconnected food chains @ producer an organism that makes its own organic nutrients usualy using energy from sunlight, through Photosynthesis ‘© consumer an organism that gets its eneray by feeding on other organisms @ herbivore an animal that ges its energy by eating plants © carnivore an animal that gets its eneray by eating other animals |©¢ decomposer an organism that gets its energy from dead or waste organic matter © trophic level _ the positon of an organism in a food chain, food web or pyramid of numbers, biomass or energy ‘© population a group of organisms of one species, ving and interacting in the same area at the same time |@* community all ofthe populations of different species in an ecosystem © ecosystem a unit containing all ofthe organisms and their environment, interacting together, in a given area e.g.a decomposing log or a lake © Exercise 20.1 Energy transfer in a food chain | This exercise involves a percentage calculation — remember to show your working clearly. You'll also need to : think about how to explain quite difficult ideas clearly. The diagram on page 126 shows the quantity of energy contzined within four trophic levels of food chain 20 Orgs adh eve20810 | 3400 380 20 What is meant by the term ‘trophic level’? b_ Underneath each box in the diagram above, write the correct term for the organisms in that trophic level, € I Calculate the percentage of energy in the first trophic level that is transferred to the fourth trophic level. Show your working. ii. Describe where all the rest of the energy goes. d_ Use the information in the diagram to explain: i why the populations of predators are normally smaller than the populations of their prey why food chains rarely have more than four or five links. =~© Exercise 20.2 Fish tank Nitrogen cycles take place in water as well as on land, and in this exercise, you will use your understanding of the nitrogen cycle to explain some changes taking place in a tank of water (A02).. A fish tank was filled with water and some bacteria were added. Some phytoplankton (microscopic plants) were then introduced. The tank was put into a dark place and left for eight months. At intervals, the water was tested to find out what it contained. The results are shown in the graph below. ead phytoplankton trate ‘Amount per den? Nov" Dec" Jan" Feb" Mar" Apr | May | June | Jul | Aug Month Explain why the phytoplankton died so quickly. b ‘The phytoplankton contain nitrogen in their cells, In whst form is most of this nitrogen? Explain why the quantity of dead phytoplankton decreased during the first two months of the experiment. fier one month, ammonia began to appear inthe water. Explain where this ammonia came from. | 20 Ors nd eeeee ain © State the times at which nitrate began to appear in the water, and when its concentration began to increase. f Explain where the nitrate came from. Exercise 20.3 Goats on an island This is another exercise that tests your understanding of several different parts of the syllabus, and asks ‘you to use your knowledge and understanding to suggest explanations and make predictions (AO2). It’s not actually a true story, but it could bet In the 19th century, a ship travelling across the southern Pacific Ocean stopped at an island to collect fresh water. ‘The sailors left one male goat, P, and two female goats, Q and R, on the island, hoping that they would breed and so provide food if the ship stopped there again. There were no predators living on the island. The goats were able to feed on grass and other plants, but this food ‘was in a limited supply. 1 On the axes below, sketch a curve to show what would happen to the size of the goat population over the next few years. Size of goat population goats left on| ‘sland ED --PS = _

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