9A Quick Quiz

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

9Aa 2 Inherited characteristics in humans are

1 Variation is: caused by:
A blood.
A a disease.
B children learning things from their
B the scientific name for fertilisation.
parents and at school.
C differences in characteristics. C genetic information.
D similarities in characteristics. D the country in which children grow up.
2 Of the following, which is the best example 3 Genetic information can be found in a
of an environmental variation? sperm cell in the:
A a suntan A cytoplasm. B tail.
B blood group C tip of the head. D nucleus.
C chin shape 4 The overall shape on this chart is called:
D having ear lobes

3 Environmental variation is caused:

A when organisms breed.
B by environmental factors.
C by varieties.
D by problems in the brains of some
animals.

4 What sort of variation does this chart show?

A even distribution
B uneven distribution
C normal distribution
D norman distribution.

9Ac
1 Each chromosome contains one molecule
of a certain substance. What is this
substance?
A disrespectful B dominant
A integrin
C discontinuous D continuous
B deoxyribodipyrimidine
9Ab C DNA
1 Of the following, which is the best example D protein
of an inherited variation? 2 The total number of chromosomes in a
A eye colour human liver cell is 46. So the number of
chromosomes in a human egg cell is:
B speaking Spanish
A 23. B 46.
C a scar
C 92. D 0.
D a broken leg

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3 A gene is:
9A 9Ae
Quick Quiz

A the first part of an organism’s scientific 1 This bird lives along the seashore. It feeds on
name. shellfish buried in the sand. There are plenty
of shellfish for the birds and no diseases.
B a short section of a chromosome.
C a type of cell.
D a molecule found in the nucleus of cells.
4 The structure of the long molecule found in
chromosomes was worked out by:
A Holmes and Watson. Some of the adult birds have slightly longer
beaks and others have slightly shorter
B Bonnie and Clyde.
beaks. The cause of this is most likely to be:
C Watson and Crick.
A environmental factors.
D Adenine and Thymine.
B how much the birds use their beaks.
9Ad C how much the birds stretch their beaks.
1 Which of these is least likely to cause the D genes.
endangerment of a species? 2 Think about the birds in the previous
A changes in physical environmental question. What will happen to the number
factors of birds with the slightly longer beaks,
B competition from other organisms compared to those with slightly shorter
beaks, when there is plenty of food?
C decrease in predators
D human activities A The number of longer-beaked birds will
go down compared to the number of
2 Which of these is least likely to be used for shorter-beaked birds.
conservation? B The number of longer-beaked birds will
A banning the sale of items made from a go up compared to the number of
certain animal shorter-beaked birds.
B creating a reservoir C The numbers of longer-beaked birds
C setting up a nature reserve and shorter-beaked birds will not
D building a zoo change much.
3 Which feature of this animal suggests that D Longer-beaked birds will disappear
it is prey for larger animals? altogether.
3 Evolution is:
A what happens after an organism
becomes endangered.
B a gradual change in the characteristics
of organisms over time.
C when organisms decide to change their
A spines on its body features to cope with a change in
B long nose conditions.
C small ears D something that caused changes to
D whiskers happen in animals, such as dinosaurs,
but does not occur any longer.
4 Which of these would you expect to find in
a gene bank? 4 The theory of evolution that most scientists
believe today was put forward by:
A gametes
A Hall and Oates.
B single genes
C money for conservation projects B Orville and Wilbur Wright.
D sand C Lamarck and Drinker Cope.
D Wallace and Darwin.

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 9A Quick Quiz Answer Sheet

Name Class Date

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

Topic Answers I can already…

9Aa 1 State what variation is.
2 Identify examples of environmental variation.
3 Explain how environmental variation is caused.
4 Classify different types of variation.

9Ab 1 Identify examples of inherited variation.

2 Explain how inherited variation is caused.
3 Describe how information is stored in cells.
4 Interpret graphs showing continuous variation.

9Ac 1 Describe the structure of chromosomes.

2 State the number of chromosomes found in different human cells.
3 Describe the structure of genes.
4 Recognise the names of some different scientists in the discovery of
the structure of genes.
9Ad 1 Explain how changes in an ecosystem cause endangerment
and extinction.
2 Suggest methods of conservation.
3 Explain why organisms have certain adaptations.
4 Explain what gene banks are.
9Ae 1 Describe why there are variations in adaptations.
2 Describe what happens to variations in a population over time.
3 State what evolution is.
4 Recall who explained evolution in terms of natural selection.

Quick Quiz: At the start:

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

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 9A Word Sheets

9Aa – Monsters and myth

Word Pronunciation Meaning
genus jeen-ous A group of similar organisms. The genus name is the
first word in the scientific name for a species (the
second word is the ‘species name’). Different closely
related species belong to the same genus.
journal A scientific magazine in which scientists publish their
findings by writing articles called scientific papers.
scientific paper An article written by scientists and published in a
science magazine called a journal. It is like an
investigation report but usually shows the results and
conclusions drawn from many experiments. Scientific
papers are often just called papers.
species spee-shees or A group of organisms that can reproduce with each
spee-sees other to produce offspring that will also be able to
reproduce.
variation vair-ee-ay-shun The differences between things.

9Aa – Environmental variation

Word Pronunciation Meaning
abiotic factor Something that is abiotic has nothing to do with living
organisms (e.g. temperature, the wind).
biotic factor An activity of an organism that affects another
organism (such as competition or predation).
characteristic kar-ack-ter-iss-tick A feature of an organism.
classification Sorting things into groups.
continuous Continuous data can take any value between two limits.
Examples include length, mass, time.
continuous variation When the value of a variable is continuous, it shows
continuous variation.
discontinuous Data values that can only have one of a set number of
options are discontinuous. Examples include shoe
sizes and blood groups.
discontinuous When the value of a variable is discontinuous, it shows
variation discontinuous variation.
environment The conditions in a habitat caused by physical
environmental factors and living organisms.
environmental factor Anything that can change the conditions in a habitat or
the organisms that live there.
environmental Differences between organisms caused by
variation environmental factors.
physical A non-living factor that can change the conditions in a
environmental factor habitat (e.g. amount of light, rainfall).
resource rez-ors Something needed by an organism. For example,
plants need light as a resource and animals need food
as a resource.
species spee-shees or A group of organisms that can reproduce with each
spee-sees other to produce offspring that will also be able to
reproduce.

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 9A Word Sheets

9Ab – Inherited variation

Word Pronunciation Meaning
fertilisation fert-ill-I-zay-shun Fusing of a male gamete with a female gamete.
fuse fewz When two things join together to become one.
gamete gam-meet A cell used for sexual reproduction.
gene jeen Section of the long strand of DNA found in a
chromosome, which contains instructions for a
characteristic.
genetic information jen-et-tick The inherited instructions that control your
characteristics.
inherit A feature that an organism gets from a parent is
inherited.
inherited variation Differences between organisms that are passed on to
offspring by their parents in reproduction.
normal distribution If the value of a variable changes in a continuous way,
it will often show a normal distribution. This means that
the middle values of the data range are most common
and values at the highest and lowest extremes are least
common. This sort of data forms a bell shape on charts
and graphs.
nucleus new-clee-us The ‘control centre’ of a cell, where genetic information
is found.
offspring The new organisms produced by reproduction.
parent An organism that has produced offspring.
sexual reproduction Reproduction that needs two individuals to produce a
new organism of the same type.
zygote zY-goat Another term for ‘fertilised egg cell’.

9Ab – Probability (WS)

Word Pronunciation Meaning
correlation cor-al-lay-shun A relationship between two variables. If an increase in
one variable appears to cause an increase in the other,
it is a positive correlation. An increase in one variable
linked with a decrease in the other is a negative
correlation.
estimate An approximate answer, often calculated from a sample
or using rounded values.
probability The likelihood of something happening.
sample To take a small part of something to investigate. You
use a sample to draw conclusions about what the larger
whole is like.

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 9A Word Sheets

9Ac – DNA
Word Pronunciation Meaning
cell division The splitting of a parent cell to form two identical
daughter cells. The daughter cells both contain the
same genetic information as the parent cell.
chromosome krow-mO-sOwm A structure found in the nuclei of cells. Each
chromosome contains one enormously long DNA
molecule.
DNA A substance that contains genetic information. Short for
deoxyribonucleic acid.
gene jeen Section of the long strand of DNA found in a
chromosome, which contains instructions for a
characteristic.
sex chromosome krow-mO-sOwm Chromosome that determines the sex of an organism.
In humans, males have one X sex chromosome and
one Y sex chromosome, while females have two Xs.

9Ad – Genes and extinction

Word Pronunciation Meaning
adaptation The features that something has to enable it to do a
certain job or survive in a particular place.
biodiversity bI-O-die-ver-sit-ee The range of different species of organisms in an area.
competition com-pet-ish-un There is competition between organisms that need the
same resources as each other. We say that they
compete for those resources.
ecosystem All the physical environmental factors and all the
organisms that are found in a habitat.
endangered en-dayn-jerd When a type of organism is in danger of ceasing to
exist.
extinct An organism that no longer exists is extinct.
food web Many food chains linked together, showing the flow of
energy through organisms in a habitat.
gene bank Any facility that stores genetic material from different
organisms (e.g. seeds, gametes, tissue samples).
native Naturally found in a certain area.

9Ae – Natural selection

Word Pronunciation Meaning
evolution A change in one or more characteristics of a population
over a long period of time.
natural selection A process in which an organism is more likely to
survive and reproduce than other members of the
species because it possesses a certain inherited
variation.

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 9Aa Quick Check

Name Class Date

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

3 across

6 across

9 across

1 down

2 down

4 down

5 down

6 down

7 down

8 down

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 9Ab Quick Check

Name Class Date

1 a Look at the statements in part b below. On a separate piece of paper, write a ‘missing
words’ exercise to cover these statements. You will need to provide a box of the missing
words and some sentences with blanks to fill in.
b Try out your exercise on a friend and get feedback. Tick () the boxes below to show what
your friend thinks you have understood well and what you may need to work on a bit more.
Understood well Needs work
Give examples of inherited variation.
Explain how inherited variation is caused.
Describe where genetic information is stored.
Describe what genetic information does.

2 a Look at the pictures of the family below. Complete the table to show which features each
child got from each parent.

Samantha Jeffrey
Features from Features from Features from Features from
mother father mother father

b Jeffrey eats a lot of sweets and has many fillings in his teeth. What is this type of
variation called?

c The chart shows the number of

60–70-year-olds with different numbers of
filled teeth. Is this continuous or
discontinuous data?

d A line has been drawn on the chart to show

its overall shape. What is this shape called?
z

e Draw another line on the graph to show what the overall shape might be if the people ate
more sweets.

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 9Ab Quick Check WS

Name Class Date

1 What is probability? Tick () one.

The ability to solve problems. The likelihood of something happening.
How good someone is at speaking in public. A type of average of a set of numbers.

2 Write down each of the following as a probability. Show your working and give your answers as a
fraction, a decimal and a percentage.
a The probability of throwing ‘tails’ on a coin flip.

Answer: fraction decimal percentage .

b The probability of throwing a 1 using a single dice.

Answer: fraction decimal percentage .

c The probability of randomly picking a certain playing card from a pack of 52 playing cards.

Answer: fraction decimal percentage .

d The probability of meeting a random person who is left-handed. There are about 110 left-handed
people in every 1000 in the world.

Answer: fraction decimal percentage .

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 9Ac Quick Check

Name Class Date

Use the words in the box to help you complete a concept map for your work on this unit.

cell cell division chromosome DNA fertilisation Francis Crick

gene genetic information James Watson nucleus
sex chromosome zygote

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 9Ad Quick Check

Name Class Date

1 There have been five times in the history of the Earth when vast numbers of its species
became extinct. The last ‘great extinction’ event was 65 million years ago. This is thought to
have been caused by a giant meteorite hitting Earth.
Draw a flow chart to explain how this event could have caused the extinction of the dinosaurs.

2 a Some scientists think that the Earth is in the middle of another ‘great extinction’ event,
caused by humans. Suggest one reason why we should conserve organisms.

b Explain one way of doing this.

3 The drawing shows Amargasaurus cazaui. It lived in hot, humid, marshy areas where the tall
plants and trees had thick, soft leaves.

a Label the drawing to show one other adaptation the dinosaur had to help it survive.
b Imagine that the area in which the dinosaur lived got much colder. Explain what would
happen to the numbers of this species living in the area.

c Imagine that the plants on which the dinosaur fed died out and were replaced by plants with
tougher leaves. Explain what would happen to the numbers of this dinosaur species living in
the area.

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 9Ae Quick Check

Name Class Date

The drawings show two dinosaurs. The one at the bottom of the page may have evolved from the
one at the top of the page.
Choose one characteristic and add labels, drawings and notes to this page to explain how Darwin
would have explained how one dinosaur evolved into the other.

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 9A Progression Check

Name Class Date

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

Topic At the end of the unit:

9Aa
Identify and give examples of environmental variation, and explain
how it can be caused.
UK NC, iLS, CEE * * * * *
Tell the difference between continuous and discontinuous
variation.
UK NC, iLS, CEE * * * * *
Explain why environmental variation can make classification and
identification difficult.
UK NC, iLS, CEE * * * * *
Explain what a species is. UK NC, iLS, CEE * * * * *
9Ab
Identify and give examples of inherited variation, and explain its
cause.
UK NC, iLS, CEE * * * * *
Describe where genetic information is stored and what it does. UK NC, CEE * * * * *
Identify and interpret normal distribution. UK NC * * * * *
9Ab Working Scientifically
Describe what probability is. UK NC, iLS, CEE * * * * *
Calculate probabilities from experimental data. UK NC, iLS, CEE * * * * *
Express probabilities as percentages, decimals and fractions. UK NC, iLS, CEE * * * * *
9Ac
State what chromosomes are made of. UK NC * * * * *
State the number of pairs of chromosomes in most human cells. UK NC * * * * *
Describe where genes are found and what they do. UK NC * * * * *
Describe the roles played by Watson, Crick, Franklin and Wilkins
in the discovery of the structure of DNA.
UK NC * * * * *
Describe the relationship between DNA, chromosomes, genetic
information, genes and the cell nucleus.
UK NC * * * * *
9Ad
Explain how changes in abiotic and biotic factors in an ecosystem
can cause endangerment and extinction.
UK NC, iLS, CEE * * * * *
Explain how particular adaptations affect an organism’s distribution
and its chances of survival.
UK NC, iLS, CEE * * * * *
Explain why preserving biodiversity is important and ways of
preserving it.
UK NC * * * * *
9Ae
Explain how natural selection determines the survival of certain
variations of adaptations within a population.
UK NC * * * * *
Explain how natural selection can lead to evolution. UK NC * * * * *

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 9A Summary Sheets

A species is a group of organisms that

are able to reproduce to give offspring
that are also able to reproduce.
Members of the same species have
very similar characteristics (features).
However, there is variation in these
characteristics.
All tigers have stripes but there is variation in the stripes
between each tiger. This is inherited variation.

Environmental variation
Some characteristics vary due to environmental factors in an organism’s surroundings
(its environment). There are living or biotic factors (the activities of other organisms, such as
competition, predation and disease). There are also abiotic factors, which are non-living physical
factors such as the amount of sunlight. These factors can cause environmental variation.
All the organisms and physical environmental factors in an area form an ecosystem.

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

Chromosomes, genes and DNA

An organism’s characteristics are controlled by genetic information contained in a code in DNA.
James Watson and Francis Crick discovered the structure of DNA by making use of the data of
other scientists, such as Rosalind Franklin and Maurice Wilkins.
Each chromosome contains a long molecule of DNA. Certain sections of that DNA molecule
contain the genetic information and are called genes.

In humans there are 23 different types of chromosome. Most cells have two copies of each type.
Gametes, however, only have one copy of each type of chromosome. When two gametes fuse
during fertilisation, they form a zygote that contains the chromosomes from both gametes.
For some characteristics, scientists can work
out the probability that a child will inherit that
characteristic. Probabilities are shown as
percentages, decimals or fractions.

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

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 9A Summary Sheets

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

If conditions in a habitat change, then variation in a characteristic may help some members of a
species to survive better than others. Imagine a new predator moves into the area in which jack
rabbits live. By chance, some jack rabbits will have slightly longer hind legs that allow them to run
faster. These are the jack rabbits that are more likely to survive and reproduce. So, the next
generation of jack rabbits will have slightly more rabbits with longer hind legs.
This process is known as natural selection. Charles Darwin and Alfred Russel Wallace both came
up with the idea that it is natural selection happening over and over again, over a long period of
time, that causes evolution.

Endangerment and extinction

Changes in an ecosystem can cause species to become endangered or extinct. This is usually
due to:
● changes in physical environmental factors
● competition from other organisms
● disease
● human activities (e.g. hunting, clearing habitats, using poisons).
We can try to stop this happening and preserve biodiversity (the number of species) by:
● protecting areas and setting up nature reserves
● setting up breeding programmes in zoos
● banning the hunting of some animals or the collecting of wild plants
● setting up gene banks (to store parts of organisms, such as seeds and gametes).
We should preserve biodiversity because:
● organisms depend on one another (they are interdependent)
● we won’t be able to make use of organisms if they become extinct
● more biodiverse areas recover better from natural disasters.

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 Triceratops (Plenary 6 in Topic 9Ae)
In the table below, examples of how progression bands might be interpreted for this activity are given. It is suggested that a student needs to
demonstrate work at a progression band in two different strands to achieve that band.

Recalling Explaining Using knowledge Using evidence Applications and

implications
Working Students correctly use the Students re-use information Students re-use information
towards term ‘habitat’. given to explain what given to explain how we
Developing Triceratops used one of its know something about
Exemplar: Triceratops lived
in a forest habitat. characteristics for. Triceratops.
Exemplar: Triceratops used its Exemplar: it was attacked by
front horn to dig up roots. T. rex because T. rex marks
9A

have been found on

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Triceratops fossils.
Developing Students use the terms Students outline why dinosaurs Students identify variation Students use information

purchasing institution only. This material is not copyright free.

‘variation’ and ‘extinction’ became extinct. between Triceratops and given to explain how we
correctly. Exemplar: a change in the Titanoceratops. know something about
Exemplar: There are conditions on Earth meant that Exemplar: Triceratops had Triceratops.
differences (variation) dinosaurs could no longer a much bigger, lower horn Exemplar: Triceratops used
between Triceratops and survive. than Titanoceratops. its front horns for defence
Titanoceratops. against predators such
as T. rex.
Developing + Students identify or give Students explain how changes Students use information Students make
examples of further in an ecosystem can cause given to explain how an deductions about
environmental variation. extinction. adaptation would have been Triceratops adaptations
Exemplar: one Exemplar: a meteorite could important. from the information
environmental variation of have hit the Earth 65 million Exemplar: Triceratops could given.
Triceratops would be holes years ago, causing massive dust eat the tough tree-fern and Exemplar: Triceratops
in its frill. clouds, which blocked out the palm leaves because it had a had a short neck and so
Students identify or give Sun so dinosaurs had too little to beak to pull at the leaves would have eaten plants
examples of further eat. and slicing teeth that could that were growing near
inherited variation. cut the tough plant material the ground.
up finely to be digested.
Exemplar: one inherited
variation between
Triceratops and
Titanoceratops was the size
of its horns.
Assessment Task
Open-ended

Page 1 of 2
 Recalling Explaining Using knowledge Using evidence Applications and
implications
Securing Students describe where Students explain how Students fully explain a Students identify adaptations Students outline how it
genetic information is found. environmental variation is wide variety of adaptations of Triceratops further to could be possible to
Exemplar: genetic information caused. and how they would aid the those given. bring dinosaurs back to
is found in the nuclei of cells. Exemplar: environmental survival of the animal. Exemplar: Triceratops had life.
variation is caused by factors in Exemplar: explanations of big, wide feet to stop them Exemplar:
the environment, such as other the frill, upper horns, lower sinking into the ground. They chromosomes contain
dinosaurs or the temperature. horns, teeth, beak, wide had big tails for balance. the instructions for
Students explain how inherited feet, strong, short legs, tail. making an organism,
variation is caused (not including so if we could find
genes). dinosaur chromosomes
we might be able to
Exemplar: inherited variation is
recreate them.
variation that an organism
9A

inherits from its parents.

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Securing + Students describe the Students explain how natural Students explain how the Students describe how a Students suggest how it
relationship between cells, selection may have changed adaptations of Triceratops large meteorite crater off the could be possible to

purchasing institution only. This material is not copyright free.

nuclei, chromosomes, genes, Titanoceratops. would have limited the coast of Mexico provides bring dinosaurs back to
DNA and genetic information. Exemplar: if leaves became habitats it could have evidence that a meteorite life using knowledge
They state what is meant scarce, the animals that by survived in. impact led to the extinction of of DNA.
by evolution. chance had a slightly longer, Exemplar: its beak was the dinosaurs. Exemplar:
Exemplar: evolution is the lower horn would have been good at pulling large Exemplar: there is a crater chromosomes contain
change in the characteristics better at digging up roots. They leaves, but it would not off the coast of Mexico DNA, and this has the
of a species over a long would therefore have been more have been able to survive caused by a meteorite code for inherited
period of time. likely to survive and reproduce. outside forests on more impact that happened at the characteristics. If we
open land due to the lack same time that the dinosaurs could find intact
of suitable food. became extinct. dinosaur DNA we might
be able to bring them
back to life. However,
DNA degrades and so
this is highly unlikely.
Assessment Task
Open-ended

Page 2 of 2
 9A Assess Yourself!

Name Class Date

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

Name Class Date

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

I have…
stated what variation is.
* * * * *
outlined why dinosaurs became extinct. * * * * *
used the information given above to explain how we know something about
Triceratops (e.g. that it was food for T. rex). * * * * *
identified examples of environmental variation.
* * * * *
identified examples of inherited variation.
* * * * *
explained how changes in an ecosystem cause extinction.
* * * * *
identified the adaptations of Triceratops in the labels above.
* * * * *
explained how environmental variation is caused.
* * * * *
outlined how some variation is caused by inheriting characteristics from parents. * * * * *
explained the adaptations of Triceratops in the labels above.
* * * * *
identified and explained some adaptations of Triceratops that are not in
the labels. * * * * *
described the relationship between cells, nuclei, chromosomes, genes, DNA and
genetic information. * * * * *
described how variations in adaptations can change how likely an organism is to
survive compared with other members of the same species. * * * * *
stated what evolution is.
* * * * *
explained how natural selection works.
* * * * *
What could you do to improve?

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 WSI Assessment: Pea practical (Exploring 2 in Topic 9Ab)
This mark scheme assumes that the frozen peas have been thawed before comparing them with the fresh peas.

Planning Obtaining Presenting Considering Evaluating

(DAPS)
Working Students identify an aim (e.g. ‘to see if Following Students record results Students provide a Students make a simple
towards there are differences between frozen instructions, or clearly (e.g. in a table simple description of suggestion as to how
Developing and fresh peas’). with help, given to them). what was found, linking to improve the
They identify a prediction or make a students make cause and effect investigation (e.g. ‘make
simple prediction (without a reason) some (e.g. ‘the fresh peas sure frozen peas are
(e.g. ‘fresh peas will be heavier’). observations. had a larger mass than properly thawed by
9A

They outline a simple method to find the frozen peas’). leaving them to thaw
overnight, and make

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out what happens (e.g. ‘I will weigh the They may use incorrect
peas and compare them’). terminology. sure they are dry’).

purchasing institution only. This material is not copyright free.

Developing Students make a prediction with a Students use Students record their Students draw a Students suggest
reason, and recognise that simple apparatus data using ordered straightforward improvements in their
experimentation is an appropriate way appropriately tables or labelled conclusion and identify work, giving simple
of testing this prediction (the reasoning (e.g. measure diagrams or clearly the evidence that they reasons (e.g. ‘I could
may contain errors, e.g. ‘fresh peas masses using a laid-out descriptions. have used (e.g. ‘the thaw the peas in a
are going to be heavier because they properly Where appropriate, pea plants chosen for closed box to make
are bigger’). zeroed balance). they clearly show the frozen peas are a type sure that water does
They plan to use simple, appropriate If questioned, they intervals between that have less mass not evaporate
apparatus (e.g. balance with a fine scale). are able to state measurements and than peas grown for from them’).
They decide on an appropriate their sample size. the range of sale as fresh peas’).
approach, including deciding whether measurements. They communicate their
to use a fair test (e.g. they identify one They plot simple bar conclusions using
independent variable (type of pea) and charts where possible appropriate scientific
plan to measure various features of the (bar charts may have language (e.g. using
peas (mass, diameter) and compare small errors, such as words such as ‘vary’,
them). missing units, axes ‘characteristic’).
They write a method as a series of mislabelled and slightly
steps, including what they will look for. inappropriate scales.
They state one way in which they However, the
and/or others will remain safe (e.g. not bars should be plotted
eating the peas). accurately).
WS Investigations

Page 1 of 4
 Planning Obtaining (DAPS) Presenting Considering Evaluating
Developing + Students state a prediction with a Students accurately Students use more Students analyse their Students evaluate their
reason using scientific knowledge record readings complex bar charts, findings and draw working methods to
(e.g. ‘the type of pea plant chosen (e.g. they carry out frequency diagrams, conclusions making make practical
for frozen peas will be one that can measurements for scatter graphs, pie clear use of their suggestions for
be frozen without losing its flavour each type of pea in charts or line graphs to evidence (e.g. ‘there improvements, which
or texture’). turn, carefully present data, as was definitely more are backed up with
They plan a systematic approach, recording results and appropriate (any simple variation between these scientific reasons
which includes the number of any additional notes bar charts will be two varieties of pea (e.g. ‘The peas may be
measurements that they will take of interest, such as accurately drawn with than within each starting to dry out,
and the overall range of the colour of the pea, all the appropriate variety, which we can which could affect the
measurements (e.g. ‘I will measure the smoothness of features, or data is see from the shapes of results. Perhaps all the
the masses of many peas of each the pea). grouped to allow a bar the bar charts’). peas could be kept in a
9A

type and then calculate means’). They identify when chart to be drawn They point out fridge until their masses

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measurements without gaps, e.g. inconsistencies and are measured’).
should be repeated showing the spread of anomalies in their data.
masses in the peas).

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and carry out those They communicate their
repeats. ideas using some
scientific and
mathematical
conventions and
terminology (e.g. using
units such as ‘mg’).
WS Investigations

Page 2 of 4
 Planning Obtaining (DAPS) Presenting Considering Evaluating
Securing Students state a prediction with a Students collect data Students present data Students analyse Students consider how
reason using scientific knowledge with an appropriate using a wide range of findings to draw valid good their evidence is
obtained from secondary sources of degree of accuracy. neat and accurate conclusions that are in supporting their
information or using scientific They identify the charts and graphs. consistent with the conclusion (e.g. ‘The
knowledge at this level (e.g. ‘I found need to repeat They decide whether to evidence (for a fresh peas look as
out that people breed different types of measurements and include or ignore conclusion to be valid it though they have been
peas (varieties) for different reasons. observations. inconsistencies and must only use the allowed to grow for
I think that peas that are to be frozen anomalies in their evidence presented by longer as some of them
need to be harder so that they can charts and graphs, students and must have almost burst. The
withstand freezing and so they will be pointing these out answer the original aim frozen peas look as
smaller and have less mass’). where appropriate. of the investigation). though they are
They plan an appropriate approach, They manipulate dehydrating. These
9A

selecting and using secondary sources numerical data to make factors, as well as the

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of information (e.g. ‘the water content comparisons and draw genetic factors, may
of the peas may be different and this conclusions (e.g. alter the characteristics.
calculating mean It would be better to

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may just be due to the way in which
they were grown, so we should dry all masses for different harvest both varieties
the peas and look at the dry masses’). pea types). fresh and compare
They state the number and spread of They communicate them rather than using
measurements that they will make, qualitative and some that have been
justifying their choices. quantitative data frozen’).
effectively using
scientific conventions
and terminology
(e.g. they include
descriptions as well as
measurements and
mean calculations).
WS Investigations

Page 3 of 4
 Planning Obtaining (DAPS) Presenting Considering Evaluating
Securing + Students formulate scientific Students collect data Students present Students identify Students evaluate their
questions and hypotheses by systematically and with graphical data using limitations in primary evidence to make
synthesising information from a precision and lines or curves of best and secondary data. reasoned suggestions
variety of sources (e.g. ‘I found out accuracy, using a fit (e.g. a line of best fit They decide whether to about how their working
on the internet that the peas used range of apparatus is drawn on a scatter include or exclude methods could be
for freezing are a different variety (e.g. using a balance graph for mass vs anomalous results and improved (e.g. ‘We
from those used for fresh peas. I to measure mass and volume of fresh peas explain their choice. should grow pea plants
found out that the ones used for displacement cans and (from different sources) They explain how data of the different varieties
freezing are smaller and slightly measuring cylinders to and frozen peas (from could be interpreted in in the same
harder to stop too much damage measure volume). different sources)). different ways (e.g. ‘The conditions’).
occurring during processing. I think differences that I have They describe how
that the frozen peas will have a seen could be due to factors that they did not
9A

higher density than the fresh ones’). differences in the genes attempt to control may

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They identify variables that cannot of the two varieties, but have affected the
easily be controlled and plan equally it could be results, describe how
these factors might be

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appropriate ways to take account of because the frozen
this (e.g. ‘If we are to ignore peas are harvested better controlled, and
environmental factors we need to before the fresh peas. explain the effects of
take frozen peas from different This allows the latter to better controlling them
manufacturers and fresh peas from add more dry mass. (e.g. ‘We don’t know
different shops to compare them, to Alternatively, the how long the peas grew
make sure that all frozen peas are freezing may have before harvest or how
different from all fresh peas. We some effect on the the environment
also need to do the experiment on peas, making the frozen affected growth, or the
dried peas to try to account for the ones become more effect of processing’).
fact that the peas are grown in dense). They consider whether
different conditions and may have their data is sufficient
had different amounts of water’). for the conclusions they
have drawn (e.g. ‘There
were too many
variables that we could
not control to be able to
draw a useful
conclusion from this
practical’).
WS Investigations

Page 4 of 4
 9A End of Unit Test Standard (S)

Name Class Date

1 Give the meaning of the word ‘habitat’.

(Total for Question 1 = 1 mark)

2 The drawings show a mother and her
two daughters.

(a) Give one characteristic that both sisters and their mother have.

(1)

(b) Give one characteristic both sisters have but their mother does not have.

(1)

(Total for Question 2 = 2 marks)

3 The drawing shows a camel and some of its adaptations for living in a desert. In the desert,
nights can be very cold and days can be very hot.

(a) Name the physical environmental factor described above.

(1)

(b) State the characteristic that helps the camel hide from predators.

(1)

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 9A End of Unit Test Standard (S)

(c) State which characteristic helps the camel survive for some time without food.

(1)

(d) Suggest one reason why camels have wide feet.

(1)

(Total for Question 3 = 4 marks)

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

(a) What is foot X adapted for? Tick one box.

A hunting

B fishing

C scratching the dirt

D swimming

(1)
(b) What is foot Y adapted for? Tick one box.

A hunting

B fishing

C scratching the dirt

D swimming

(1)
(Total for Question 4 = 2 marks)

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 9A End of Unit Test Standard (S)

5 The bar chart shows the lengths of ten carrots. Five carrots are of one type of carrot plant (A)
and five carrots are of a different type of carrot plant (B).

(a) Describe two differences between type A carrots and type B carrots.

(2)

(b) Suggest one reason for the differences you described in part (a).

(1)

(c) Some distributions of data show a bell shape. What is the name of this bell shape? Tick one
box.

A an average distribution

B a normal distribution

C a median distribution

D a curved distribution

(1)

(Total for Question 5 = 4 marks)

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 9A End of Unit Test Standard (S)

6 Blowflies lay their eggs on the bodies of dead animals. The ‘maggots’ hatch out of the eggs and
then eat the dead animals.
Ten blowfly maggots are put in the centre of a piece of apparatus called a choice chamber. The
choice chamber has four areas with different sets of conditions. The positions of the maggots
after 15 minutes are shown in the diagram.

(a) Use the results

to complete the
bar chart.
(1)

(b) What conclusion can be made from the investigation? Tick one box.

A Maggots like damp and light places best.

B Maggots like damp and dark places best.

C Maggots like dry and light places best.

D Maggots move to dark and light places.

(1)

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 9A End of Unit Test Standard (S)

(c) Suggest one reason for how this adaptation of blowfly maggots helps the maggots to survive.

(1)
(Total for Question 6 = 3 marks)

7 The table shows three different variations in humans. Put ticks () in the boxes to fully describe
the types of variation for each.

Variation Inherited Environmental Continuous Discontinuous

number of scars
blood group
height
(Total for Question 7 = 3 marks)

8 Dinosaurs died out 65 million years ago.

Many scientists think dinosaurs died out because a meteorite hit the Earth and sent huge
amounts of dust into the atmosphere. This dust affected the plants.
Explain how the effect of the dust on the plants could have caused the dinosaurs to die out.

(Total for Question 8 = 2 marks)

9 A fish called the blue pike used to live in the Great Lakes of Canada. The blue pike became
extinct in 1975. The extinction was partly because a new species of fish had been put into the
lakes.
(a) Describe how putting a new species in the lakes could have reduced the population of blue
pike.

(1)
(b) There were several reasons why the blue pike became extinct. Describe a human activity
that could have helped cause blue pike to go extinct.

(1)
(Total for Question 9 = 2 marks)

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 9A End of Unit Test Standard (S)

10 (a) The red panda is an endangered mammal. Red pandas live in the trees in the forests in
China. Explain one way of making sure the red panda does not become extinct.

(1)

(b) Give one reason why we should try to keep a high biodiversity.

(1)
(Total for Question 10 = 2 marks)

11 (a) Which part of a cell are chromosomes found in? Tick one box.

A cell surface membrane

B nucleus

C cytoplasm

D cell wall

(1)
(b) Name one substance found in chromosomes. Tick one box.

A DNA

B chlorophyll

C fibre

D haemoglobin

(1)
(c) Explain how chromosomes cause inherited characteristics.

(2)
(Total for Question 11 = 4 marks)

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 9A End of Unit Test Standard (S)

12 Deer mice live in the USA. The deer mice live on the ground.
In hills where there is a lot of pale sand, the mice are usually a pale colour. In other places, the
deer mice are usually a dark colour. Explain the difference in colour.

(Total for Question 12 = 1 mark)

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 9A End of Unit Test Higher (H)

Name Class Date

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

Variation Inherited Environmental Continuous Discontinuous

number of scars
blood group
height
(Total for Question 1 = 3 marks)

2 Blowflies lay their eggs on the bodies of dead animals. The ‘maggots’ hatch out of the eggs and
eat the dead animals.
Ten blowfly maggots are put in the centre of a piece of apparatus called a choice chamber. The
choice chamber has four areas with different sets of conditions. The positions of the maggots
after 15 minutes are shown in the diagram.

(a) What conclusion can be made from the investigation? Tick one box.

A Maggots like damp and light places best.

B Maggots like damp and dark places best.

C Maggots like dry and light places best.

D Maggots move to dark and light places.

(1)
(b) Suggest one reason for how this adaptation of blowfly maggots helps the maggots to
survive.

(1)

(Total for Question 2 = 2 marks)

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 9A End of Unit Test Higher (H)

3 A fish called the blue pike used to live in the Great Lakes of Canada. The blue pike became
extinct in 1975. The extinction was partly because a new species of fish had been put into the
lakes.
(a) Describe how putting a new species in the lakes could have reduced the population of blue
pike.

(1)

(b) There were several reasons why the blue pike became extinct. Describe a human activity
that could have helped cause blue pike to go extinct.

(1)

(Total for Question 3 = 2 marks)

4 (a) The red panda is an endangered mammal. Red pandas live in the trees in the forests in
China. Explain one way of making sure the red panda does not become extinct.

(1)
(b) Give one reason why we should try to keep a high biodiversity.

(1)
(Total for Question 4 = 2 marks)

5 Dinosaurs died out 65 million years ago.

Many scientists think dinosaurs died out because a meteorite hit the Earth and sent huge
amounts of dust into the atmosphere. This dust affected the plants.
Explain how the effect of the dust on plants could have caused the dinosaurs to die out.

(Total for Question 5 = 2 marks)

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 9A End of Unit Test Higher (H)

6 Deer mice live in the USA. The deer mice live on the ground.
In hills where there is a lot of pale sand, the mice are usually a pale colour. In other places, the
deer mice are usually a dark colour. Explain the difference in colour.

(Total for Question 6 = 1 mark)

7 (a) Which part of a cell are chromosomes found in? Tick one box.

A cell surface membrane

B nucleus

C cytoplasm

D cell wall

(1)

(b) Name one substance found in chromosomes. Tick one box.

A DNA

B chlorophyll

C fibre

D haemoglobin

(1)

(c) Explain how chromosomes cause inherited characteristics.

(2)

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 9A End of Unit Test Higher (H)

(d) Complete the diagram below to show the total number of chromosomes in some different
human cells. Write the correct number of chromosomes in each white square.

(2)
(e) What is process X? Tick one box.

A cell death

B cell subtraction

C cell division

D cell growth

(1)
(f) Explain why two brothers (not identical twins) look similar to each other, but do not look
exactly the same as each other.

(1)
(Total for Question 7 = 8 marks)

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 9A End of Unit Test Higher (H)

8 The charts show the beak sizes of a bird species called the Galapagos ground finch.
The top chart shows the beak size during a time of normal rainfall (measured and counted in
1976).
The lower chart shows the beak size of the birds in 1978 after a drought in 1977. During the
drought, plants produced fewer seeds. The seeds that the plants produced were larger than the
seeds produced when there was normal rainfall.

(a) Explain what caused the difference between the two charts.

(4)

(b) Name the process described in your answer to part (a).

(1)

(Total for Question 8 = 5 marks)

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 9A Mark Scheme

Quick Quiz
Answers Marks
Topic Q1 Q2 Q3 Q4

9Aa C A B D

9Ab A C D C

9Ac C A B C

9Ad C B A A

9Ae D C B D

End of Unit Test Mark Scheme Standard (S)

Question Part Step Answer Mark scheme
1 1st the place where an organism lives 1 mark
2 a 1st one of: black/dark hair; lobed ears 1 mark
b 1st one of: freckles; chin shape; nose shape 1 mark
3 a 1st temperature 1 mark
b 1st the colour of its fur 1 mark
c 2nd the store of fat in its humps 1 mark
d 3rd to stop them sinking into the sand 1 mark
4 a 2nd A hunting 1 mark
b 2nd D swimming 1 mark
5 a 1st  Type B carrots are longer than Type A 2 marks – 1 for each point
carrots.
2nd  There is more variation in the lengths of
carrots of Type A than of Type B.
b 3rd One of: physical environmental/abiotic factors; 1 mark
inherited factors
c 6th B normal distribution 1 mark
6 a 2nd Correctly drawn bars: 3 maggots in dry and 1 mark – both bars must
dark; 6 maggots in damp and dark be correct for the mark
b 4th B Maggots like damp and dark places best. 1 mark
c 5th It helps them to find their food (inside bodies of 1 mark
dead animals).
(Accept: their food is found in these conditions;
to prevent them from becoming dehydrated; to
hide from predators.)
7 4th Following parts of table are ticked: 3 marks – 1 mark for each
number of scars: Environmental, Discontinuous fully correct row in the
blood group: Inherited, Discontinuous table
height: Inherited, Environmental, Continuous

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 9A Mark Scheme

Question Part Step Answer Mark scheme

8 4th Expected answer is: 2 marks – 1 mark for each
 lack of photosynthesis (caused by dust point
stopping sunlight reaching the Earth)
 not enough food/energy to support the other
organisms in the food chains.
(Accept: answers based on other hypotheses
based on their merits (e.g. dust blocking
sunlight and causing a fall in temperatures
resulting in slow photosynthesis, or plants
being covered in dust and so slowing
photosynthesis).)
9 a 5th The other fish competed with the blue pike for 1 mark
resources/food/shelter.
(Accept: other fish could have been predators
of the pike, or other fish gave the pike
diseases.)
b 4th overfishing, pollution 1 mark
(Accept: acid rain (although this was not a
factor).)
10 a 4th One of: 1 mark – an idea must be
 setting up a nature reserve to ensure that accompanied by an
the habitat is preserved explanation for the mark
 banning the hunting of red pandas to make
sure that more of them survive and
reproduce
 setting up a breeding programme to
increase their numbers.
(Accept other answers on their merits but each
idea must be accompanied by an explanation.)
b 6th One of: to stop other animals/plants/organisms 1 mark
in the same food web becoming endangered/
extinct; to ensure the survival of species that
may be of use to humans in the future.
11 a 5th B nucleus 1 mark
b 5th A DNA 1 mark
c 6th  they come from an organism’s parents 2 mark – 1 mark for each
 they contain genetic information/genes for point
characteristics
12 6th Deer mice that happen to be darker but live in 1 mark
sandy-coloured soils are more likely to be
spotted and eaten by predators.
(Accept explanations in terms of the dark mice
surviving better on the darker-coloured soils.)

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 9A Mark Scheme

Final Step Calculation

Marks Step
0–7 1st or below
8–9 2nd
10–11 3rd
12–15 4th
16–21 5th
22–25 6th
26+ 7th

End of Unit Test Mark Scheme Higher (H)

Question Part Step Answer Mark scheme
1 4th Following parts of table are ticked: 3 marks – 1 mark for each
number of scars: Environmental, fully correct row in the
Discontinuous table
blood group: Inherited, Discontinuous
height: Inherited, Environmental, Continuous
2 a 4th B Maggots like damp and dark places best. 1 mark
b 5th It helps them to find their food (inside bodies of 1 mark
dead animals).
(Accept: their food is found in these conditions;
to prevent them from becoming dehydrated; to
hide from predators.)
3 a 5th The other fish competed with the blue pike for 1 mark
resources/food/shelter.
(Accept: other fish could have been predators
of the pike, or other fish gave the pike
diseases.)
b 4th overfishing, pollution 1 mark
(Accept: acid rain (although this was not a
factor).)
4 a 4th One of: 1 mark – an idea must be
 setting up a nature reserve to ensure that accompanied by an
the habitat is preserved explanation for the mark
 banning the hunting of red pandas to make
sure that more of them survive and
reproduce
 setting up a breeding programme to
increase their numbers.
(Accept other answers on their merits but each
idea must be accompanied by an explanation.)
b 6th One of: to stop other animals/plants/organisms 1 mark
in the same food web becoming endangered/
extinct; to ensure the survival of species that
may be of use to humans in the future.

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 9A Mark Scheme

Question Part Step Answer Mark scheme

5 4th Expected answer is: 2 marks – 1 mark for each
 lack of photosynthesis (caused by dust point
stopping sunlight reaching the Earth)
 not enough food/energy to support the other
organisms in the food chains.
(Accept answers based on other hypotheses
based on their merits (e.g. dust blocking
sunlight and causing a fall in temperatures
resulting in slow photosynthesis, or plants
being covered in dust and so slowing
photosynthesis).)
6 6th Deer mice that happen to be darker but live in 1 mark
sandy-coloured soils are more likely to be
spotted and eaten by predators.
(Accept: explanations in terms of the dark mice
surviving better on the darker-coloured soils.)
7 a 5th B nucleus 1 mark
b 5th A DNA 1 mark
c 6th  they come from an organism’s parents 2 marks – 1 mark for each
 they contain genetic information/genes for point
characteristics
d 7th  46 chromosomes found in sperm- and 2 marks – 1 mark for each
egg-making cells and zygote point
 23 (or half the number of) chromosomes in
the sperm and egg cells (even if starting
number of chromosomes is incorrect).
e 6th C cell division 1 mark
f 7th Each gamete that is made contains a slightly 1 mark
different mix of chromosomes/genes/genetic
information from the parent.
8 a 6th normal distribution 1 mark
b 7th  bigger beaks are better for crushing bigger 4 marks – 1 mark for each
seeds point
 during the drought there was less to eat and
so greater competition between the birds
 birds that by chance had a slightly bigger
beak would be able to get more food than
those that had slightly smaller beaks
 the larger beaked birds would be more likely
to survive and reproduce and their offspring
would inherit the bigger beaks (the result of
which we see in the lower chart)
c 7th natural selection 1 mark
(Accept: ‘survival of the fittest’.)
(Do not accept: evolution.)

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 9A Mark Scheme

Final Step Calculation

Marks Step
0–5 3rd or below
6–8 4th
9–12 5th
13–16 6th
17–20 7th
21+ 8th

Quick Check answers

Quick Check Answers
9Aa Possible clues
Across:
3 Something required by an organism from its habitat to survive.
6 Another word for ‘features’.
9 A term for ‘non-living’.
Down:
1 Variables that affect organisms.
2 Sorting organisms into groups.
4 Differences between organisms.
5 Having values that can only be chosen from a certain set of values.
6 Having values that can be any number between two limits.
7 The surroundings of an organism.
8 A group of organisms that can breed with one another to produce offspring that
can also reproduce.
9Ab 1 Students’ own responses.
2 a Samantha: features from mother – unlobed ears, upturned nose; Features
from father – protruding chin, curly hair. Jeffrey: Features from mother –
straight hair, receding chin; Features from father – lobed ears, straight nose.
b environmental variation
c discontinuous (you can’t have half a filling)
d normal distribution
e another bell-shape but shifted to the right
9Ab WS 1 The likelihood of something happening.
2 a 1/2 0.5 50%
b 1/6 0.17 17%
c 1/52 0.019 (or 0.2) 1.9% (or 2%)
d 11/100 0.11 11%
9Ac Students’ own concept maps.
9Ad 1 Students’ own flowcharts showing one theory for why the dinosaurs became
extinct in a series of clear steps, for example:

plants die due to dinosaurs

meteorite
hits Earth
 dust goes into
atmosphere
 lack of sunlight for  die due to
photosynthesis lack of food

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 9A Mark Scheme

Quick Check Answers

2 a One of: to preserve organisms we might need in the future; to preserve
ecosystems; to preserve food webs; to keep the world beautiful.
b One of: nature reserves to protect organisms; zoos to make sure organisms
survive; gene banks to preserve cells, such as gametes, that could be used
to regenerate organisms if they become extinct. Note the need for an
explanation.
3 a Examples include: eyes on the side of its head – gave it all-round vision to
spot danger; long neck – allowed it to find leaves in a wide area around its
body and/or to see predators (when lifted) and/or to eat leaves higher off the
ground; large feet – to stop it sinking into the ground; long tail – for balance.
b The numbers may go down because the animals would lose too much heat.
The flaps of skin on the necks would transfer too much ‘heat’ to the
surroundings. Note the need for a fuller explanation of how the animals
would lose too much heat for the higher level.
c The numbers may go down because the animals would not get sufficient
energy from their food. The animals can only digest the soft leaves and the
tougher leaves would not be digested. Note the need for a fuller explanation
of why the new plants are unsuitable for the higher level.
9Ae Students’ own responses. Ensure that students phrase things in such a way that it
is obvious that the genetic variation already exists and is being selected by changes
in the environment. The environment does not cause the variations. Note also that
the ‘selection’ process usually occurs to a greater extent when there is an increase
in the death rate of an organism (e.g. due to a shortage of a resource, increase in
disease or predators) and some animals are by chance naturally better adapted to
get that resource (e.g. food) than others. They are then more likely to survive and
reproduce.

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