Ecology
Paper -4
1.2 Fig. 2.1 is a photograph of a ground-living beetle. Fig. 2.1 7 5090/61/M/J/10
(a) Make a large labelled drawing of this beetle. [5]
(a) drawing marks: well proportioned, head thorax abdomen cleanly drawn, min.
length 7 cm ; 6 legs, correct orientation ; segments shown on leg/antenna ;
antennae, palps and eyes shown correctly positioned ; [4] labels: head, thorax and
abdomen (2 for 1 mark) ; antenna(e) (R feelers) ; (compound) eyes ; leg ;
wing/elytra ;
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(b) Measure and record:
the length of the beetle in Fig. 2...............36.
mm......................................................................
the length of your
drawing .................76mm.............................................................................
Calculate the magnification of the beetle in your drawing. Show your working
clearly.
M=Image size /Actual size
(76/36)mm= 1.7
magnification .......X
1.7.........................................................................................................[4]
It is sometimes useful to know how many living organisms are present in a
particular habitat, but impossible to catch and count them. One way of
estimating how many ground-living beetles there are in a habitat is to use pitfall
traps, similar to that shown in Fig. 2.2.
A number of pitfall traps are placed in the area and left for a period of time.
The containers in the pitfall traps are collected, any beetles in them are counted
and recorded [A], marked and then released back into the same habitat.
The containers in the pitfall traps are replaced after a day and left for the same
period of time as before.
Again the containers in the pitfall traps are collected and the number of beetles
counted and recorded [B].
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The number of beetles with marks in this second group are counted and
recorded [C].
The formula can then be used to give an estimate of the total number of
beetles in the habitat. 8 5090/61/M/J/10
Table 2.1 shows the results of an investigation carried out like this in a
particular area.
Table 2.1
C I) Use the formula to estimate the total number of beetles in the
habitat.
12x10/2
estimated number
.......60............................. [1]
II) Suggest why the use of pitfall traps might be an inaccurate way of
estimating the number of ground-living beetles.
Small sample might be taken. Or Some beetles might escape from the pitfall trap.
........................................................................[1]
Some students used pitfall traps to estimate the number of ground-living beetles in
two different habitats, an open grassland area and a shady wooded area.
They recorded the numbers of ground-living beetles caught in the traps each day
for 5 days, returning the beetles to the same habitat each day.
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The results are shown in Table 2.2. Table 2.2
d ) (i) Complete Table 2.2 by calculating the total number of ground-living beetles
caught in each habitat. [1]
(ii) Suggest two reasons why there were more ground-living beetles found in the
shady woodland area compared with the open grassland area.
Shady woodland has more moisture in soil, have low temperature , light
(intensity) is less which help them to survive . Also availability of food might be
the reason for the beetles to choose shady place. It might help them for avoiding
predators. 2]
(iii) Suggest why the number of beetles varies from day to day.
environmental factors , weather ( it might raining ) , population change….....[1]
(iv) Ground-living beetles were the only species found in the traps. Suggest a
possible reason for this.
Beetles might be the only species in that habitat , they might ate other captives .
the trap might designed only for ground-living organisms .[1
[Total: 16]
2.2 Figs. 2.1 and 2.2 show two different insects. 5090/61/O/N/10
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Fig. 2.1
Fig. 2.2 (Not drawn to the same scale)
(a) List four visible features that are the same in both insects.
1. .........6 legs......................................
2. ........segmented bodies.../ head/thorax/ three body regions.................
3. ..............compound eyes…
4. ........wings../ veins ......... [4]
(b) Complete Table 2.1 with four pairs of differences that are visible in these
insects.
Table 2.1
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4 wings 2 wings
thin or smooth legs
thick or hairy legs
short / thick legs long / thin legs
large eyes/ mouthparts absent small eyes/ mouthparts present
(c) In the specimen from which Fig. 2.1 was made, the length of the wing
labelled W was 40 mm. Calculate the magnification of the insect shown in
Fig. 2.1. Show your working clearly.
63–69 mm ; correct expression – measurement over 40 ; magnification well
expressed × or times up to 2 dp no units
Actual size – 40 mm
Image size 64 mm
M=I/A
magnification = .........................................
[3] [Total: 11]
3.3 Fig. 3.1 is a photograph of a locust, an insect. 5090/61/M/J/11
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(a) (i) Make a large drawing of one back leg of this insect
correct leg drawn with clear, clean lines at least 8cm wide ; jointed segments well
proportioned ; detail of claw at end; at least 6 spines drawn ;
(ii) Calculate the ratio of the length of one front leg in Fig. 3.1 to the length of this
back leg in Fig. 3.1.
measurements correct ; ratio calculated and correctly expressed ;
length of front leg ............2cm =20 mm...................
length of back leg ...................................... ratio .....................................
Fig. 3.2 shows the locust in flight
Fig. 3.3 shows two other insects, an aphid and a fly
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(b) With reference to Fig. 3.2 and Fig. 3.3, list three similar features of these
insects.
1. segments body parts.
2. jointed body three parts ( head ,thorax , abdomen).
3. pair of eyes , 6 / 3 pairs of legs , antennae .3]
(c) (i) Describe two differences between the locust and the fly.
Locust has 2 pairs of wings but fly has one pair of wings.
Hairs are present on fly whereas it is absent on locust .2]
(ii) Describe one difference between the locust and the aphid. ......
wings on fly / no wings on aphid .......[1]
(iii) Calculate the magnification of the drawing of the fly.
size of drawing /1.5 ; magnification correct with x or times to 2 d.p. ; [2]
Magnification ..................................................[2] [Total: 14]
4. 3 Some students investigated the disease, called Black Spot, in rose bushes.
They collected 20 rose leaflets at random from rose bushes growing in an area
where the air was polluted. Fig. 3.1 shows the rose leaflets collected.
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(a) Count the number of spots on each leaflet shown in Fig. 3.1. There are 5
leaflets with 3 spots. Complete Table 3.1 for the other leaflets.
Table3.1
(d) Construct a bar chart of the data in Table 3.1.
(e) 0x=5 boxes =1 unit heading(number of spots / leaflets
(f) Oy=8 boxes= 1 unit heading( number of leaflets)
(g)Total 5 bar (0-1).(2-3),4,(5-6) 7-8
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number of spots / leaflets
Fig. 3.2 shows another 20 rose leaflets collected from an area where the air was
clean.
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c) Using the information in Fig. 3.1 and Fig. 3.2, describe the effect of air
pollution on this disease.
more / larger spots in non-polluted area .more air pollution less disease / leaves
more healthy in polluted area.........[1]
(d) Suggest one improvement to make this investigation more reliable.
By taking larger sample and use more leaflets .
compare leaflets of same age / same size / same position on plant / same bush ;
all leaves from same species......... [1] [Total: 7]
4.3 A student wanted to investigate how beetles respond to humidity. Ten similar
beetles were collected from beneath leaves on the ground in a forest and taken to
the laboratory. In the laboratory, the apparatus shown in Fig. 3.1 had been set up
and left in place for 15 minutes. 5090/61/O/N/15
The stopper was taken out of the central hole. The beetles were put into the
container and the stopper replaced.
(a) (i) Suggest why the student waited for 15 minutes before introducing the
beetles into the apparatus. .. allow conditions to stabilise..............[1]
(ii) The dry part of the container had been treated with a chemical drying agent.
Suggest one advantage and one disadvantage of doing this.
advantage ...........so that it remain dry .
disadvantage ....... : It may contain toxic / poisonous which might kill the beetles
and can affects behavior actions of beetles........[2]
(b) (i) Suggest one variable in this investigation, apart from humidity, that may
affect the distribution of the beetles. ........... light ; heat from lamps /(higher)
temperature.................................[1]
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(ii) Suggest how this effect could be reduced.
light – turn light off/remove light/place light centrally / add second lamp above
moist paper/ cover container ;
temperature – move lamp further away / use a heat screen / introduce a fan........[1]
(h) After 20 minutes, the student observed that all the beetles had settled on the
moist paper. Design an investigation, using similar apparatus, to show the
effect of light on beetle distribution.
We will take one transparent container for keeping the light condition and
another opaque container for dark condition where other conditions like
temperature, humidity would keep the same . we will add 10 beetles to
apparatus for 20 minutes for beetles to response . we will count and record the
number of beetles in light and dark container . we repeat the whole experiment
at least for three times to increase the reliability. 4] [Total: 9]
5.2 Fig. 2.1 shows leaves from four different trees: horse chestnut, laurel,
hornbeam and oak. 5090/61/M/J/16
Fig. 2.1
(a) In the space below, make a large drawing of the horse chestnut leaf. You do not
need to label your drawing.
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shape: laurel elongated/ long/ oval ; oak irregular/ nonuniform/ lobes / indentations
/AW ; edge: laurel smooth ; oak smooth/AW
[5]
(b) There are several differences between these leaves, which can be used to
identify each leaf. Complete Table 2.1 by describing the overall shape and the edge
(margin) of the laurel leaf and the oak leaf. The shape and edge of the hornbeam
have been described for you.
Table 2.1
laurel elongated/ long/ oval ; oak irregular/ nonuniform/ lobes / indentations /AW ;
edge: laurel smooth ; oak smooth/AW ;
Elongated irregular
smooth smooth
c) (i) The actual maximum width of the laurel leaf is 40 mm. Measure and
record the maximum width of this leaf in Fig. 2.1. Draw a line on Fig. 2.1 to
show where you have taken this measurement.
appropriate line drawn on Fig. 2.1 ; maximum with of leaf = 18mm ;
maximum width = ...........................................................[2]
(ii) Calculate the magnification of the laurel leaf in Fig. 2.1. Show your
working.
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magnification = 18 ÷ 40/ correct formula stated ; (×) 0.45 ;
magnification × ...........................................................[2] [Total: 13]
8.1 In the beetroot plant, cells in the root contain a red pigment. This pigment
remains in the cells unless the cells are damaged. If beetroot tissue is placed in
water and the cells are damaged, the pigment leaves the cells and colours the
water. Some students investigated the effect of temperature on the release of the
red pigment from beetroot tissue. They followed these instructions:
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(i) Suggest why the beetroot cylinders were all cut to 30mm × 10mm.
to be able to compare the results AW ; same surface area / size in contact with the
water ; so temperature is the only variable ;
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. To ensure all cylinders have the same Surface area so that they can be compared
.............................................................................................................................. [2]
(ii) Explain why the beetroot cylinders were washed before starting the
investigation.
to remove any pigment from surface AW ;
To ensure no pigment is stuck to the exterior or
to remove any pigment from surface
.............................................................................................................................. [1]
(iii) Suggest what the students concluded from their observations and explain your
answer.
conclusion : Increased temperature allows more pigment to spread
explanation ...... as heat damages the cells / cell membranes so more pigments will
be there................................................................................................ [2]
as temperature increases, more pigment / red colour is released ORA ; heat
damages the cells / cell membranes ;
(iv) State two possible sources of error in the method used. For each, explain how
the method could be improved.
source of error 1 Not placed in water for same time.....................
improvement 1 do one at a time / time separately
error 2 ...... the water may cool............................................
improvement 2 ...... Use of electric water bath to maintain constant temperature
[4]
(cylinders) not all in the water for the same time ; do one at a time / time separately
; volume of water (in each test-tube) not exactly the same / not measured ; measure
the volume of water used ; temperature of water baths not maintained / water
cools ; method of maintaining at set temperature ;
(b) Another student used an instrument called a colorimeter to obtain a numerical
value for the colour in each test-tube. She did the experiment twice.
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(i) Explain how repeating the experiment makes the observations of colour more
reliable.
average or mean can be calculated / shows up anomaly ;
.... Allows us to take a mean................................................................................ [1]
Some of the readings from the colorimeter are shown in the table.
1.1
2.2
4.8
8.6 9.2
(ii) The colorimeter reading at 80°C for experiment 1 was:
Insert this reading into the table of results. [1]
(iii) Calculate the average reading for each temperature and complete the table. [2]
(iv) On the grid construct a line graph to show the relationship between
temperature and average colorimeter readings. Join your points with ruled, straight
lines.
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temperature on x-axis + both axes fully labelled ; linear scales with
values at origin / scale break of both axes + good use of grid ; all four plots
clear and correct ; ruled lines drawn ;
(i) (v) Use your graph to determine the average colorimeter reading for 55
°C.
Show your working on your graph.
.................4.2................. arbitrary units [2]
Total: 19]
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1 The photograph shows a leaf of a southern beech tree. 5090/61/O/N/20
(a) (i) Make a large drawing of the leaf in the space below
drawing at least 8 cm long ; drawn with a sharp pencil + continuous lines +
no shading ; leaf length greater than width + stalk drawn with double line +
closed at end ; four teeth on left side of leaf + five teeth on right side of leaf ;
smooth edge to leaf + first point on right higher then left ;
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(ii) On the photograph draw a straight line to join F and G.
Measure and record the length of the line 34-36mm
.........................
On your drawing draw a straight line in the same position as on the photograph.
Measure and record the length of the line. ........................ [3]
(iii) Calculate the magnification of your drawing compared to the original size of
the leaf.
Space for working. M=I/A
magnification × ......................................................... [2]
measurement for
F-G in photograph 34–36 ;
two lines drawn in same positions ;
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correct measurement of candidate’s line on drawing ± 1mm
+ correct
unit ;
(b) Biological keys can be used to identify species. A biological key for five
different species of
southern beech tree is shown below.
Use this key to identify the name of the tree whose leaf is shown in the photograph
on page 8.
To use the key start at 1 and read the two alternatives, (a) and (b). Decide which
one is
correct and tick [3] the box next to that option. If indicated, go to the next number.
Continue
with this procedure until you identify the tree leaf in the photograph.
✔
️
✔
️
Red Beech
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