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class="fa fa-fw"></i><a href="../2898/paper-2-questions-topic-5-evolution.html">Paper 2 questions Topic 5 Evolution</a></label></li></ul></li><li class=""><label style="padding-left: 0px"><a class="expander" href="#" style="font-size: .9em"><i class="fa fa-fw fa-caret-right"></i></a><a href="../462/01-cell-biology.html">01 Cell biology</a></label><ul class="side-nav level-1"><li class=""><label style="padding-left: 14px"><i class="fa fa-fw"></i><a href="../486/introduction-to-cells-11.html">Introduction to cells 1.1</a></label></li><li class=""><label style="padding-left: 14px"><i class="fa fa-fw"></i><a href="../606/ultrastructure-of-cells-12-.html">Ultrastructure of cells 1.2 </a></label></li><li class=""><label style="padding-left: 14px"><i class="fa fa-fw"></i><a href="../607/membrane-structure-13-.html">Membrane structure 1.3 </a></label></li><li class=""><label style="padding-left: 14px"><i class="fa fa-fw"></i><a href="../575/membrane-transport-14-.html">Membrane transport 1.4 </a></label></li><li class=""><label style="padding-left: 14px"><i class="fa fa-fw"></i><a href="../608/the-origin-of-cells-15.html">The origin of cells 1.5</a></label></li><li class=""><label style="padding-left: 14px"><i class="fa fa-fw"></i><a href="../609/cell-division-16.html">Cell division 1.6</a></label></li></ul></li><li class=""><label style="padding-left: 0px"><a class="expander" href="#" style="font-size: .9em"><i class="fa fa-fw fa-caret-right"></i></a><a href="../463/02-molecular-biology.html">02 Molecular biology</a></label><ul class="side-nav level-1"><li class=""><label style="padding-left: 14px"><i class="fa fa-fw"></i><a href="../577/molecules-to-metabolism-21.html">Molecules to metabolism 2.1</a></label></li><li class=""><label style="padding-left: 14px"><i class="fa fa-fw"></i><a href="../578/water-22.html">Water 2.2</a></label></li><li class=""><label style="padding-left: 14px"><i class="fa fa-fw"></i><a href="../600/carbohydrates-lipids-23.html">Carbohydrates & Lipids 2.3</a></label></li><li class=""><label style="padding-left: 14px"><i class="fa fa-fw"></i><a href="../601/proteins-24.html">Proteins 2.4</a></label></li><li class=""><label style="padding-left: 14px"><i class="fa fa-fw"></i><a href="../585/enzymes-25.html">Enzymes 2.5</a></label></li><li class=""><label style="padding-left: 14px"><i class="fa fa-fw"></i><a href="../602/structure-of-dna-and-rna-26.html">Structure of DNA and RNA 2.6</a></label></li><li class=""><label style="padding-left: 14px"><i class="fa fa-fw"></i><a href="../603/dna-replication-transcription-translation-27.html">DNA Replication, transcription, translation 2.7</a></label></li><li class=""><label style="padding-left: 14px"><i class="fa fa-fw"></i><a href="../604/respiration-28.html">Respiration 2.8</a></label></li><li class=""><label style="padding-left: 14px"><i class="fa fa-fw"></i><a href="../605/photosynthesis-29.html">Photosynthesis 2.9</a></label></li></ul></li><li class=""><label style="padding-left: 0px"><a class="expander" href="#" style="font-size: .9em"><i class="fa fa-fw fa-caret-right"></i></a><a href="../465/03-genetics-sl.html">03 Genetics SL</a></label><ul class="side-nav level-1"><li class=""><label style="padding-left: 14px"><i class="fa fa-fw"></i><a href="../790/genes-31-.html">Genes 3.1 </a></label></li><li class=""><label style="padding-left: 14px"><i class="fa fa-fw"></i><a href="../791/chromosomes-32.html">Chromosomes 3.2</a></label></li><li class=""><label style="padding-left: 14px"><i class="fa fa-fw"></i><a href="../792/meiosis-33.html">Meiosis 3.3</a></label></li><li class=""><label style="padding-left: 14px"><i class="fa fa-fw"></i><a href="../793/inheritance-34.html">Inheritance 3.4</a></label></li><li class=""><label style="padding-left: 14px"><i class="fa fa-fw"></i><a href="../794/genetic-modification-35.html">Genetic Modification 3.5</a></label></li></ul></li><li class=""><label style="padding-left: 0px"><a class="expander" href="#" style="font-size: .9em"><i class="fa fa-fw fa-caret-right"></i></a><a href="../466/04-ecology-.html">04 Ecology </a></label><ul class="side-nav level-1"><li class=""><label style="padding-left: 14px"><i class="fa fa-fw"></i><a href="../795/species-and-communities-41-.html">Species and communities 4.1 </a></label></li><li class=""><label style="padding-left: 14px"><i class="fa fa-fw"></i><a href="../796/energy-flow-42.html">Energy flow 4.2</a></label></li><li class=""><label style="padding-left: 14px"><i class="fa fa-fw"></i><a href="../797/carbon-cycle-43-.html">Carbon Cycle 4.3 </a></label></li><li class=""><label style="padding-left: 14px"><i class="fa fa-fw"></i><a href="../798/climate-change-44.html">Climate change 4.4</a></label></li></ul></li><li class=""><label style="padding-left: 0px"><a class="expander" href="#" style="font-size: .9em"><i class="fa fa-fw fa-caret-right"></i></a><a href="../467/05-evolution-.html">05 Evolution </a></label><ul class="side-nav level-1"><li class=""><label style="padding-left: 14px"><i class="fa fa-fw"></i><a href="../799/evidence-for-evolution-51-.html">Evidence for evolution 5.1 </a></label></li><li class=""><label style="padding-left: 14px"><i class="fa fa-fw"></i><a href="../800/natural-selection-52.html">Natural selection 5.2</a></label></li><li class=""><label style="padding-left: 14px"><i class="fa fa-fw"></i><a href="../801/classification-of-biodiversity-53-.html">Classification of biodiversity 5.3 </a></label></li><li class=""><label style="padding-left: 14px"><i class="fa fa-fw"></i><a href="../802/cladistics-54.html">Cladistics 5.4</a></label></li></ul></li><li class=""><label style="padding-left: 0px"><a class="expander" href="#" style="font-size: .9em"><i class="fa fa-fw fa-caret-right"></i></a><a href="../468/06-human-physiology.html">06 Human physiology</a></label><ul class="side-nav level-1"><li class=""><label style="padding-left: 14px"><i class="fa fa-fw"></i><a href="../579/digestion-absorption-61.html">Digestion & absorption 6.1</a></label></li><li class=""><label style="padding-left: 14px"><i class="fa fa-fw"></i><a href="../580/blood-system-62.html">Blood system 6.2</a></label></li><li class=""><label style="padding-left: 14px"><i class="fa fa-fw"></i><a href="../591/defence-against-disease-63.html">Defence against disease 6.3</a></label></li><li class=""><label style="padding-left: 14px"><i class="fa fa-fw"></i><a href="../592/gas-exchange-64.html">Gas exchange 6.4</a></label></li><li class=""><label style="padding-left: 14px"><i class="fa fa-fw"></i><a href="../593/neurones-and-synapses-65.html">Neurones and synapses 6.5</a></label></li><li class=""><label style="padding-left: 14px"><i class="fa fa-fw"></i><a href="../594/hormones-and-reproduction-66.html">Hormones and reproduction 6.6</a></label></li></ul></li><li class=""><label style="padding-left: 0px"><a class="expander" href="#" style="font-size: .9em"><i class="fa fa-fw fa-caret-right"></i></a><a href="../469/07-nucleic-acids-ahl.html">07 Nucleic acids AHL</a></label><ul class="side-nav level-1"><li class=""><label style="padding-left: 14px"><i class="fa fa-fw"></i><a href="../1160/nucleic-acids-71-hl.html">Nucleic acids 7.1 HL</a></label></li><li class=""><label style="padding-left: 14px"><i class="fa fa-fw"></i><a href="../1157/transcription-72-hl.html">Transcription 7.2 HL</a></label></li><li class=""><label style="padding-left: 14px"><i class="fa fa-fw"></i><a href="../1158/translation-73-hl.html">Translation 7.3 HL</a></label></li></ul></li><li class=""><label style="padding-left: 0px"><a class="expander" href="#" style="font-size: .9em"><i class="fa fa-fw fa-caret-right"></i></a><a href="../470/08-metabolism-ahl.html">08 Metabolism AHL</a></label><ul class="side-nav level-1"><li class=""><label style="padding-left: 14px"><i class="fa fa-fw"></i><a href="../1195/metabolism-81-hl.html">Metabolism 8.1 HL</a></label></li><li class=""><label style="padding-left: 14px"><i class="fa fa-fw"></i><a href="../1196/cell-respiration-82-hl.html">Cell respiration 8.2 HL</a></label></li><li class=""><label style="padding-left: 14px"><i class="fa fa-fw"></i><a href="../1197/photosynthesis-83-hl.html">Photosynthesis 8.3 HL</a></label></li></ul></li><li class=""><label style="padding-left: 0px"><a class="expander" href="#" style="font-size: .9em"><i class="fa fa-fw fa-caret-right"></i></a><a href="../471/09-plant-biology-ahl.html">09 Plant biology AHL</a></label><ul class="side-nav level-1"><li class=""><label style="padding-left: 14px"><i class="fa fa-fw"></i><a href="../1251/transport-in-xylem-91-hl.html">Transport in xylem 9.1 HL</a></label></li><li class=""><label style="padding-left: 14px"><i class="fa fa-fw"></i><a href="../1252/transport-in-phloem-92-hl.html">Transport in phloem 9.2 HL</a></label></li><li class=""><label style="padding-left: 14px"><i class="fa fa-fw"></i><a href="../1253/growth-in-plants-93-hl.html">Growth in plants 9.3 HL</a></label></li><li class=""><label style="padding-left: 14px"><i class="fa fa-fw"></i><a href="../1254/reproduction-in-plants-94-hl.html">Reproduction in plants 9.4 HL</a></label></li></ul></li><li class=""><label style="padding-left: 0px"><a class="expander" href="#" style="font-size: .9em"><i class="fa fa-fw fa-caret-right"></i></a><a href="../472/10-genetics-ahl.html">10 Genetics AHL</a></label><ul class="side-nav level-1"><li class=""><label style="padding-left: 14px"><i class="fa fa-fw"></i><a href="../1341/meiosis-101-hl.html">Meiosis 10.1 HL</a></label></li><li class=""><label style="padding-left: 14px"><i class="fa fa-fw"></i><a href="../1342/inheritance-102-hl.html">Inheritance 10.2 HL</a></label></li><li class=""><label style="padding-left: 14px"><i class="fa fa-fw"></i><a href="../1343/gene-pools-and-speciation-103-hl.html">Gene pools and speciation 10.3 HL</a></label></li></ul></li><li class=""><label style="padding-left: 0px"><a class="expander" href="#" style="font-size: .9em"><i class="fa fa-fw fa-caret-right"></i></a><a href="../473/11-animal-physiology-ahl.html">11 Animal physiology AHL</a></label><ul class="side-nav level-1"><li class=""><label style="padding-left: 14px"><i class="fa fa-fw"></i><a href="../2063/antibody-production-vaccination-111-hl.html">Antibody production & vaccination 11.1 HL</a></label></li><li class=""><label style="padding-left: 14px"><i class="fa fa-fw"></i><a href="../1345/movement-112-hl.html">Movement 11.2 HL</a></label></li><li class=""><label style="padding-left: 14px"><i class="fa fa-fw"></i><a href="../1346/kidney-and-osmoregulation-113-hl.html">Kidney and osmoregulation 11.3 HL</a></label></li><li class=""><label style="padding-left: 14px"><i class="fa fa-fw"></i><a href="../1347/sexual-reproduction-114-hl.html">Sexual reproduction 11.4 HL</a></label></li></ul></li><li class=""><label style="padding-left: 0px"><i class="fa fa-fw"></i><a href="../2824/option-a-neurobiology.html">Option A - Neurobiology</a></label></li><li class=""><label style="padding-left: 0px"><i class="fa fa-fw"></i><a href="../2852/option-b-biotechnology.html">Option B - Biotechnology</a></label></li><li class="expanded parent selected"><label style="padding-left: 0px"><i class="fa fa-fw"></i><a href="option-c-ecology.html">Option C - Ecology</a></label></li><li class=""><label style="padding-left: 0px"><i class="fa fa-fw"></i><a href="../2854/option-d-human-physiology.html">Option D Human physiology</a></label></li></ul></div> <div class="hidden-xs hidden-sm"> <button class="btn btn-default btn-block text-xs-center" data-toggle="modal" data-target="#modal-feedback" style="margin-bottom: 10px"><i class="fa fa-send"></i> Feedback</button> </div> </div> <div class="col-md-9" id="main-column"> <h1 class="page_title"> Option C - Ecology <a href="#" class="mark-page-favorite pull-right" data-pid="2853" title="Mark as favorite" onclick="return false;"><i class="fa fa-star-o"></i></a> </h1> <ol class="breadcrumb"> <li><a href="../../../biology.html"><i class="fa fa-home"></i> Home</a><i class="fa fa-fw fa-chevron-right divider"></i></li><li><span class="gray">Option C - Ecology</span></li> </ol> <article id="main-article"> <style type="text/css">ol.breadcrumb { margin-bottom: 0 }</style><div id="toc-1675505760" class="toc"><a href="#" class="toc-switcher" title="Show table of contents"><small><i class="fa fa-reorder"></i> Table of contents <span class="pull-right"><i class="fa fa-chevron-down"></i></span></small></a><ol><li><a href="#header-1" class="scroll-to" data-target="header-1">C1 Species and communities</a></li><li><a href="#header-2" class="scroll-to" data-target="header-2">C.2 Communities and ecosystems</a></li><li><a href="#header-3" class="scroll-to" data-target="header-3">C.3 Impact of humans on ecosystems</a></li><li><a href="#header-4" class="scroll-to" data-target="header-4">C4 Conservation of biodiversity</a></li><li><a href="#header-5" class="scroll-to" data-target="header-5">C5 Populations - HL</a></li><li><a href="#header-6" class="scroll-to" data-target="header-6">C6 Nutrient cycles - HL</a></li><li><a href="#header-7" class="scroll-to" data-target="header-7">Exam style question on C1</a></li><li><a href="#header-8" class="scroll-to" data-target="header-8">Model answer</a></li><li><a href="#header-9" class="scroll-to" data-target="header-9">Exam style question on C2</a></li><li><a href="#header-10" class="scroll-to" data-target="header-10">Model answer</a></li><li><a href="#header-11" class="scroll-to" data-target="header-11">Exam style question on C3</a></li><li><a href="#header-12" class="scroll-to" data-target="header-12">Model answer</a></li><li><a href="#header-13" class="scroll-to" data-target="header-13">Exam style question on C4</a></li><li><a href="#header-14" class="scroll-to" data-target="header-14">Model answer</a></li><li><a href="#header-15" class="scroll-to" data-target="header-15">Exam style question on C5</a></li><li><a href="#header-16" class="scroll-to" data-target="header-16">Model answer</a></li><li><a href="#header-17" class="scroll-to" data-target="header-17">Exam style question on C6</a></li><li><a href="#header-18" class="scroll-to" data-target="header-18">Model answer</a></li><li><a href="#header-19" class="scroll-to" data-target="header-19">Drag and drop activities</a></li></ol></div><div class="intro-card" readonly="false"><span style="color:#FF0000;"></span><span style="color:#FF0000;"></span><span style="color:#FF0000;"></span><span style="color:#FF0000;"></span><img class="intro-image" readonly="true" src="../../images/12_options/lemur.jpg" style="width: 100px; height: 90px;"> <div class="content" readonly="true"> <div class="text">This page gives outline details of the content of Option C for SL & HL. There are revision questions and lists of student skills required.</div> <div class="text">Helpful for revision. Student can check their understanding and prioritise areas for revision.</div> </div> </div> <div class="panel panel-turquoise"> <div class="panel-heading"><a class="expander pull-right" href="#"><span class="fa fa-plus"></span></a> <div> <p>Key concepts</p> </div> </div> <div class="panel-body"> <div> <p>A set of flashcards to help revise a few important terms from this option.</p> <p style="text-align: center"><iframe height="500" src="https://quizlet.com/716824280/flashcards/embed?i=xxmo&x=1jj1" style="border:0" width="100%"></iframe></p> </div> </div> <div class="panel-footer"> <div> <p>text</p> </div> </div> </div> <div class="panel panel-default"> <div class="panel-footer"> <div> <p>text</p> </div> </div> </div> <div class="panel panel-yellow"> <div class="panel-footer"> <div> <p>These slides summarise the essential understanding and skills in this topic. <br> They contain short explanations in text and images - great revision.</p> <p>Read the slides and look up any words or details you find difficult to understand.</p> <div id="carousel-210" class="dynamic-gallery carousel slide" data-id="210"><div class="carousel-inner" role="listbox"><div class="item active"><a class="fancy" href="../../../std-galleries/5-210/112movement-1.jpg" data-fancybox="gallery-210" title="" data-caption=""><img alt="" src="../../../std-galleries/5-210/112movement-1.jpg"></a></div><div class="item "><a class="fancy" href="../../../std-galleries/5-210/112movement-2.jpg" data-fancybox="gallery-210" title="" data-caption=""><img alt="" src="../../../std-galleries/5-210/112movement-2.jpg"></a></div><div class="item "><a class="fancy" href="../../../std-galleries/5-210/112movement-3.jpg" data-fancybox="gallery-210" title="" data-caption=""><img alt="" src="../../../std-galleries/5-210/112movement-3.jpg"></a></div><div class="item "><a class="fancy" href="../../../std-galleries/5-210/112movement-4.jpg" data-fancybox="gallery-210" title="" data-caption=""><img alt="" src="../../../std-galleries/5-210/112movement-4.jpg"></a></div><div class="item "><a class="fancy" href="../../../std-galleries/5-210/112movement-5.jpg" data-fancybox="gallery-210" title="" data-caption=""><img alt="" src="../../../std-galleries/5-210/112movement-5.jpg"></a></div></div><a class="left carousel-control" href="#carousel-210" role="button" data-slide="prev"><i class="fa fa-fw fa-chevron-left"></i></a><a class="right carousel-control" href="#carousel-210" role="button" data-slide="next"><i class="fa fa-fw fa-chevron-right"></i></a></div><ol class="std-carousel-indicators"><li data-index="0"><img title="Click to view" src="../../../std-galleries/5-210/112movement-1-thumb128.jpg"><li><li data-index="1"><img title="Click to view" src="../../../std-galleries/5-210/112movement-2-thumb128.jpg"><li><li data-index="2"><img title="Click to view" src="../../../std-galleries/5-210/112movement-3-thumb128.jpg"><li><li data-index="3"><img title="Click to view" src="../../../std-galleries/5-210/112movement-4-thumb128.jpg"><li><li data-index="4"><img title="Click to view" src="../../../std-galleries/5-210/112movement-5-thumb128.jpg"><li></li></ol> </div> </div> </div> <div class="panel panel-violet"> <div class="panel-heading"><a class="expander pull-right" href="#"><span class="fa fa-plus"></span></a> <div> <p>Summary</p> </div> </div> <div class="panel-body"> <div> <p class="liWithoutP">This section explains the details which students are required to know.</p> <p class="liWithoutP">There are understandings, skills and suggestions for revision questions.</p> <h3 id="header-1">C1 Species and communities<small class="toc-back-button"><a href="#" class="scroll-to" data-target="toc-1675505760" title="Back to table of contents"><i class="fa fa-chevron-circle-up gray"></i></a></small></h3> <ul> <li class="liWithoutP">Limiting factors affect the distribution of species.</li> <li class="liWithoutP">Keystone species affect community structure.</li> <li class="liWithoutP">The spatial habitat and interactions with other species gives each species a unique role within a community.</li> <li class="liWithoutP">Interactions between species in a community can be classified according to their effect.</li> <li class="liWithoutP"> <hr class="hidden">Two species cannot survive indefinitely in the same habitat if their niches are identical.</li> <li class="liWithoutP">Application: The symbiotic relationship between <em>Zooxanthellae</em> and reef-building coral reef species.</li> <li class="liWithoutP">Skill: Analysis of a data set that illustrates the distinction between fundamental and realized niche.</li> </ul> <div class="blueBg"> <p><strong>Revision Question(s) </strong></p> <ul> <li>Which environmental factors can limit the range of a species of plants or animals?</li> <li>Every species has a unique role in its community - what aspects of its life do we need to describe to understand this?</li> <li>What sorts of relationships can affect the places where organisms are found?</li> <li>Can you think of an example of species which are more abundant when living together than they are living apart?</li> </ul> </div> <div class="yellowBg"> <p><strong>Skills ( can you ...)</strong></p> <ul> <li class="liWithoutP">Use the distribution of one animal and one plant species to illustrate limits of tolerance and zones of stress.</li> <li class="liWithoutP">Use a transect to correlate the distribution of plant or animal species with an abiotic variable.</li> <li class="liWithoutP">Give local examples to illustrate the range of ways in which species can interact within a community.</li> </ul> </div> <h3 id="header-2">C.2 Communities and ecosystems<small class="toc-back-button"><a href="#" class="scroll-to" data-target="toc-1675505760" title="Back to table of contents"><i class="fa fa-chevron-circle-up gray"></i></a></small></h3> <ul> <li class="liWithoutP">Food chains show species in Trophic levels and multiple food chains usually exist within a community, shown by a food web.</li> <li class="liWithoutP">Skill: To compare the pyramids of energy from different ecosystems.</li> <li class="liWithoutP">The respiration rate determines the percentage of ingested energy converted to biomass.</li> <li class="liWithoutP">In closed ecosystems energy but not matter is exchanged with the surroundings.</li> <li class="liWithoutP">Application: Conversion ratio is a useful concept in sustainable food production practises.</li> <li class="liWithoutP"> <hr class="hidden">Climate can be used to predict the type of stable ecosystem that will emerge in an area.</li> <li class="liWithoutP">Skill: to be able to analyse a climograph which shows the connection between the type of ecosystem and climatic factors such as rainfall and temperature. <hr class="hidden"></li> <li class="liWithoutP">Disturbance influences the structure and rate of change within ecosystems.</li> <li class="liWithoutP">Skill: Investigation into the effect of an environmental disturbance on an ecosystem, such as: species diversity, nutrient cycling, water movement, erosion, leaf area index, etc..</li> <li class="liWithoutP">Skill: Analysis of data showing primary succession.</li> </ul> <div class="blueBg"> <p><strong>Revision Question(s) </strong></p> <ul> <li>How quickly is energy lost from an ecosystem?</li> <li>Where does lost energy go?</li> <li>How important is energy efficiency in a closed ecosystem?</li> <li>Why might it be better to consume insects for their protein rather than beef?</li> <li> <hr class="hidden">What determines the type of community which becomes established in different parts of the world?</li> <li> <hr class="hidden">What happens to the number of species in an ecosystem if it is disturbed?</li> <li>In an ecosystem, which places store the nutrients?</li> </ul> </div> <div class="yellowBg"> <p><strong>Skills ( can you ...)</strong></p> <ul> <li class="liWithoutP">Construct Gersmehl diagrams to show the inter-relationships between nutrient stores and flows between taiga, desert and tropical rainforest.</li> <li class="liWithoutP">Consider one example of how humans interfere with nutrient cycling.</li> </ul> </div> <h3 id="header-3">C.3 Impact of humans on ecosystems<small class="toc-back-button"><a href="#" class="scroll-to" data-target="toc-1675505760" title="Back to table of contents"><i class="fa fa-chevron-circle-up gray"></i></a></small></h3> <ul> <li class="liWithoutP">Alien species are introduced species which escape into a local ecosystem and become invasive.</li> <li class="liWithoutP">When alien species become invasive there can be a reduction in the numbers of endemic species because of competitive exclusion or the absence of predators.</li> <li class="liWithoutP">Application: Study of the introduction of cane toads in Australia and one other local example of the introduction of an alien species. <hr class="hidden"></li> <li class="liWithoutP">Biomagnification is the process where pollutants become concentrated in the tissues of organisms at higher trophic levels.</li> <li class="liWithoutP">Application: Discussion of the trade-off between control of the malarial parasite and DDT pollution. <hr class="hidden"></li> <li class="liWithoutP">Macroplastic and microplastic debris has accumulated in marine environments.</li> <li class="liWithoutP">Application: Case study of the impact of marine plastic debris on Laysan albatrosses and one other named species.<span></span></li> </ul> <div class="blueBg"> <p><strong>Revision Question(s) </strong></p> <ul> <li> <p>Competition between species takes place in most ecosystems. What resources do species compete for?</p> </li> <li> <p>Competitive exclusion takes place where one species can't get enough resources, what does this mean?</p> <hr class="hidden"></li> <li>Fish like farmed Salmon can also contain high concentrations of DDT. What could cause this toxicity?</li> </ul> </div> <div class="yellowBg"> <p><strong>Skills ( can you ...)</strong></p> <ul> <li class="liWithoutP">Analyse data illustrating the causes and consequences of biomagnification.</li> <li class="liWithoutP">Evaluate eradication programmes and biological control as measures to reduce the impact of alien species.</li> </ul> </div> <h3 id="header-4">C4 Conservation of biodiversity<small class="toc-back-button"><a href="#" class="scroll-to" data-target="toc-1675505760" title="Back to table of contents"><i class="fa fa-chevron-circle-up gray"></i></a></small></h3> <ul> <li class="liWithoutP">The use of indicator species to assess a specific environmental condition.</li> <li class="liWithoutP">The calculation of a Biotic index, using relative numbers of indicator species. <hr class="hidden"></li> <li class="liWithoutP">Active management of nature reserves or national parks is called <em>In situ</em> conservation.</li> <li class="liWithoutP">Outside their habitat,<em> Ex situ</em> conservation preserves species. <hr class="hidden"></li> <li class="liWithoutP">Biogeographic factors affect species diversity.</li> <li class="liWithoutP">Richness and evenness are components of biodiversity.</li> </ul> <div class="blueBg"> <p><strong>Revision Question(s) </strong></p> <ul> <li>Laysan albatross could be called an indicator species of ocean plastic.</li> <li>What is the best method of conserving species?</li> <li>Why are conservationist escorting to captive breeding and release rather than in-situ conservation?</li> <li>What makes a good nature reserve?</li> <li>How can biodiversity be measured to take into consideration species richness and evenness?</li> </ul> </div> <div class="yellowBg"> <p><strong>Skills ( can you ...) </strong></p> <ul> <li class="liWithoutP">Demonstrate a knowledge of captive breeding and reintroduction of an endangered animal species.</li> <li class="liWithoutP">Analyse data on the impact of island size and edge effects on biodiversity.</li> <li class="liWithoutP">Using Simpson’s reciprocal index of diversity ( Simpsons diversity index) to compare biodiversity.</li> <li class="liWithoutP"><img alt="" src="../../../publications/DP/Group4/d_4_biolo_gui_1402_1/img/C4.png"><br> <em>D</em> = diversity index, <em>N</em> = total number of organisms of all species found and <em>n</em> = number of individuals of a particular species.</li> </ul> </div> <h3 id="header-5">C5 Populations - HL<small class="toc-back-button"><a href="#" class="scroll-to" data-target="toc-1675505760" title="Back to table of contents"><i class="fa fa-chevron-circle-up gray"></i></a></small></h3> <p style="margin-left:2.0pt;"><strong>Understanding(s)</strong></p> <ul> <li class="liWithoutP">The size of a population can be estimated using sampling. e.g. the Lincoln index. <hr class="hidden"></li> <li class="liWithoutP">In an unlimited environment exponential growth pattern of a population occurs.</li> <li class="liWithoutP">As a population size reaches the carrying capacity of the environment the rate of growth slows.</li> <li class="liWithoutP">Limiting factors prevent unlimited growth of populations, e.g. Bottom-up control of algal blooms by lack of nutrients and top-down control of algae by herbivory</li> <li class="liWithoutP">Students should understand how rates of natality, mortality, immigration and emigration can be used to explain the phases of sigmoid growth curve and population size. </li> </ul> <div class="blueBg"> <p><strong>Revision </strong> <strong>Question(s) </strong></p> <ul> <li>If we can't count every member of a population how can we estimate the population size?</li> <li>How can we estimate the reliability of methods used to estimate population?</li> <li>What are the requirements of successful reproduction, and survival of offspring?</li> <li>How would an increase in the death rate or the birth rate affect a population size.</li> <li>What might individuals do in times of hardship to increase their survival chances?</li> <li>How can we use Capture - mark - release - recapture methods to estimate fish stocks?</li> <li>What are the limitations of such methods?</li> </ul> </div> <div class="yellowBg"> <p><strong>Skills ( can you ...)</strong></p> <ul> <li class="liWithoutP">Evaluate methods of estimating fish stocks in the marine environment (Oceans and seas).</li> <li class="liWithoutP">Understand how to use the capture-mark-release-recapture method to estimate the population size of an animal species.</li> <li class="liWithoutP">Interpret data about the sustainability of fishing practices, including the effect of population size, age and reproductive status.</li> <li class="liWithoutP">Model the sigmoid growth curve using a simple organism such as yeast or species or duckweed.</li> </ul> </div> <h3 id="header-6">C6 Nutrient cycles - HL<small class="toc-back-button"><a href="#" class="scroll-to" data-target="toc-1675505760" title="Back to table of contents"><i class="fa fa-chevron-circle-up gray"></i></a></small></h3> <p style="margin-left:2.0pt;"><strong>Understanding(s)</strong></p> <ul> <li class="liWithoutP">Atmospheric nitrogen is converted to ammonia by Nitrogen-fixing bacteria.</li> <li class="liWithoutP"><em>Rhizobium</em> bacteria have a mutualistic relationship with some plants and fix nitrogen in roots..</li> <li class="liWithoutP">Bacteria will reduce nitrate in the soil back to atmospheric nitrogen in anaerobic conditions, (Denitrification)</li> <li class="liWithoutP">e.g. in waterlogged soil where insectivorous plants are adapted to survive the low nitrate levels. <hr class="hidden"></li> <li class="liWithoutP">The application of fertilizer adds Phosphorus to the phosphorus cycle</li> <li class="liWithoutP">The harvesting of agricultural crops removes phosphorous from the cycle.</li> <li class="liWithoutP">The rate of turnover in the phosphorus cycle is much slower than the nitrogen cycle.</li> <li class="liWithoutP">Availability of phosphate may become limiting to agriculture in the future. <hr class="hidden"></li> <li class="liWithoutP">Leaching of mineral nutrients from agricultural land into rivers causes eutrophication and leads to increased biochemical oxygen demand.</li> </ul> <div class="blueBg"> <p><strong>Revision </strong> <strong>Question(s) </strong></p> <ul> <li>What are the different molecules which make up the nitrogen cycle?</li> <li>How can nitrogen from the air be fixed into organic molecules?</li> <li>Why do wetland areas often have low nitrate soils and insectivorous plants?</li> <li>How can phosphorous be added and removed from the soil?</li> <li>Where does the phosphorous for fertilizer manufacture come from?</li> <li>Why is the pḧospĥorus cycle slower that the nitrogen cycle?</li> </ul> </div> <div class="yellowBg"> <p><strong>Skills ( can you ...)</strong></p> <ul> <li class="liWithoutP">Draw and label a diagram of the nitrogen cycle.</li> <li class="liWithoutP">Assess the nutrient content of a soil sample.</li> </ul> </div> <ul> </ul> </div> </div> <div class="panel-footer"> <div> <p>text</p> </div> </div> </div> <div class="panel panel-default"> <div class="panel-heading"><a class="expander pull-right" href="#"><span class="fa fa-plus"></span></a> <div> <p>Exam style question on C1</p> </div> </div> <div class="panel-body"> <div> <h3 id="header-7">Exam style question on C1<small class="toc-back-button"><a href="#" class="scroll-to" data-target="toc-1675505760" title="Back to table of contents"><i class="fa fa-chevron-circle-up gray"></i></a></small></h3> <p>Community structure is the distribution of organisms within an ecosystem.</p> <p>Answer the question on a piece of paper, then check your answer against the model answer.</p> <div class="box"> <p><strong>Explain the importance of the following factors in determining community structure.</strong></p> <ul> <li><strong>Keystone species. (2 marks)</strong></li> <li><strong>Limiting factor. (2 marks)</strong></li> <li><strong>Competitive exclusion. (2 marks)</strong></li> </ul> <p><em>Examiner hint: Examples are useful to help with your explanation.</em></p> <hr> <hr> <hr> <hr></div> <p>Click the + icon to see a model answer.</p> <button class="btn btn-xs bg-turquoise showhider"><i class="fa fa-fw fa-plus"></i></button><section class="hiddenbox hidden"> <div class="box"> <h3 id="header-8">Model answer<small class="toc-back-button"><a href="#" class="scroll-to" data-target="toc-1675505760" title="Back to table of contents"><i class="fa fa-chevron-circle-up gray"></i></a></small></h3> <p><strong>Explain the importance of the following factors in determining community structure.</strong></p> <ul> <li><strong>Keystone species. (2 marks)</strong></li> <li style="margin-left: 40px;"><span style="color:#FF0000;">Keystone species are species within a community that have a major effect on other populations within a community.</span></li> <li style="margin-left: 40px;"><span style="color:#FF0000;">Predators control the population of herbivorous prey which, if uncontrolled may overgraze the plant species, lowering productivity/example.</span></li> <li style="margin-left: 40px;"><span style="color:#FF0000;">Sea otters reducing sea urchin population. (other relevant example)</span></li> <li><strong>Limiting factor. (2 marks)</strong></li> <li style="margin-left: 40px;"><span style="color:#FF0000;">A limiting factor is the single abiotic factor that limits population size of a species.</span></li> <li style="margin-left: 40px;"><span style="color:#FF0000;">Extremes of temperature limit species distribution to those species that can tolerate heat stress.</span></li> <li style="margin-left: 40px;"><span style="color:#FF0000;">Camel blood temperature variation in the day and night is an adaptation to temperature extremes. (other relevant example)</span></li> <li style="margin-left: 40px;"><span style="color:#FF0000;">Water stress/low water availability can exclude some (mesophytic) plants from environments.</span></li> <li style="margin-left: 40px;"><span style="color:#FF0000;">Xerophytes can tolerate water stress (other relevant example).</span></li> <li><strong>Competitive exclusion. (2 marks)</strong></li> <li style="margin-left: 40px;"><span style="color:#FF0000;">Two species cannot coexist in the same environment if their niches completely overlap.</span></li> <li style="margin-left: 40px;"><span style="color:#FF0000;">Species have evolved such that their niches do not completely overlap by competing for some resources but not others/evolved to narrow the niche they inhabit to avoid direct competition for one or more resource.</span></li> <li style="margin-left: 40px;"><span style="color:#FF0000;">Wading birds such as herons and egrets may compete for food sources but use different nesting sites. (other relevant example)</span></li> </ul> <p><em>Knowledge of correct terminology and precise examples are important in this topic</em></p> <span style="color:#0000FF;"></span><span style="color:#FF0000;"></span></div> </section> </div> </div> <div class="panel-footer"> <div> <p>text</p> </div> </div> </div> <div class="panel panel-default panel-expandable"> <div class="panel-heading"><a class="expander" href="#"><span class="fa fa-plus"></span></a> <div> <p>Exam style question on C2</p> </div> </div> <div class="panel-body"> <h3 id="header-9">Exam style question on C2<small class="toc-back-button"><a href="#" class="scroll-to" data-target="toc-1675505760" title="Back to table of contents"><i class="fa fa-chevron-circle-up gray"></i></a></small></h3> <p>Gersmehl diagrams are representations of ecosystems.</p> <p>Answer the question on a piece of paper, then check your answer against the model answer below.</p> <p><em>Examiner hint - in a structured answer, use brief sentences.</em></p> <div class="dottedBox"> <p><strong>The diagram below represents a Gersmehl diagram of a temperate forest ecosystem.</strong></p> <p><img alt="" src="../../images/richard/option/gs-dia-right.jpg" style="width: 488px; height: 356px;"></p> <ol> <li><strong>Explain what is shown in a Gersmehl diagram. (2 marks</strong></li> </ol> <hr> <p><strong> 2.Complete the table below to indicate what is represented by each arrow. (2 marks)</strong></p> <table border="1" cellpadding="0" cellspacing="0"> <tbody> <tr> <td style="width:159px;"> <p><strong>Arrow number</strong></p> </td> <td style="width:227px;"> <p><strong>Represents</strong></p> </td> </tr> <tr> <td style="width:159px;"> </td> <td style="width:227px;"> <p>Uptake by plants</p> </td> </tr> <tr> <td style="width:159px;"> </td> <td style="width:227px;"> <p>Tissue death</p> </td> </tr> <tr> <td style="width:159px;"> </td> <td style="width:227px;"> <p>Decomposition of litter</p> </td> </tr> <tr> <td style="width:159px;"> </td> <td style="width:227px;"> <p>Weathering input</p> </td> </tr> <tr> <td style="width:159px;"> </td> <td style="width:227px;"> <p>Leaching</p> </td> </tr> <tr> <td style="width:159px;"> </td> <td style="width:227px;"> <p>Rainfall gain</p> </td> </tr> <tr> <td style="width:159px;"> </td> <td style="width:227px;"> <p>Loss in runoff water</p> </td> </tr> </tbody> </table> <p><strong> 3. Predict how the diagram would be different if a desert ecosystem was depicted. (2 marks)</strong></p> <hr> <hr> <hr> <hr> <hr> <hr></div> <button class="btn btn-xs bg-turquoise showhider"><i class="fa fa-fw fa-plus"></i></button><section class="hiddenbox hidden"> <h3 id="header-10">Model answer<small class="toc-back-button"><a href="#" class="scroll-to" data-target="toc-1675505760" title="Back to table of contents"><i class="fa fa-chevron-circle-up gray"></i></a></small></h3> <p><strong>The diagram below represents a Gersmehl diagram of a temperate forest ecosystem.</strong></p> <p><strong>1. Explain what is shown in a Gersmehl diagram. (2 marks)</strong></p> <ul> <li><span style="color:#FF0000;">The flow and storage of energy within an ecosystem/within nutrient sinks.</span></li> <li><span style="color:#FF0000;">The size of the circle is proportional to the energy in the nutrient sink. </span></li> </ul> <p><strong>2.<span style="color:#FF0000;"></span>Complete the table below to indicate what is represented by each arrow. (2 marks)</strong></p> <table border="1" cellpadding="0" cellspacing="0"> <tbody> <tr> <td style="width:159px;"> <p>Arrow number</p> </td> <td style="width:227px;"> <p>Represents</p> </td> </tr> <tr> <td style="width:159px;"> <p><span style="color:#FF0000;">4</span></p> </td> <td style="width:227px;"> <p>Uptake by plants</p> </td> </tr> <tr> <td style="width:159px;"> <p><span style="color:#FF0000;">3</span></p> </td> <td style="width:227px;"> <p>Tissue death</p> </td> </tr> <tr> <td style="width:159px;"> <p><span style="color:#FF0000;">7</span></p> </td> <td style="width:227px;"> <p>Decomposition of litter</p> </td> </tr> <tr> <td style="width:159px;"> <p><span style="color:#FF0000;">6</span></p> </td> <td style="width:227px;"> <p>Weathering input</p> </td> </tr> <tr> <td style="width:159px;"> <p><span style="color:#FF0000;">5</span></p> </td> <td style="width:227px;"> <p>Leaching</p> </td> </tr> <tr> <td style="width:159px;"> <p><span style="color:#FF0000;">2</span></p> </td> <td style="width:227px;"> <p>Rainfall gain</p> </td> </tr> <tr> <td style="width:159px;"> <p><span style="color:#FF0000;">1</span></p> </td> <td style="width:227px;"> <p>Loss in runoff water</p> </td> </tr> </tbody> </table> <p style="margin-left:72.0pt;"><span style="color:#FF0000;">6 or 7 correct, 2 marks</span></p> <p style="margin-left:72.0pt;"><span style="color:#FF0000;">3 to 5 correct 1 mark</span></p> <p style="margin-left:72.0pt;"><span style="color:#FF0000;">2 or less correct, no mark</span></p> <p><strong>3. Predict how the diagram would be different if a desert ecosystem was depicted. (2 marks)</strong></p> <ul> <li><span style="color:#FF0000;">Overall lower amounts of energy/smaller circles/thinner arrows.</span></li> <li><span style="color:#FF0000;">Very little energy/smaller circle stored in plants/biomass.</span></li> <li><span style="color:#FF0000;">More energy/larger circle stored in soil.</span></li> <li><span style="color:#FF0000;">Lower rates of transfer/arrow thickness reduced</span></li> </ul> <p><em>Examiner hint - refer to the diagram to construct your answer.</em></p> </section> <div> </div> </div> <div class="panel-footer"> <div> </div> </div> </div> <div class="panel panel-default panel-expandable"> <div class="panel-heading"><a class="expander" href="#"><span class="fa fa-plus"></span></a> <div> <p>Exam style question on C3</p> </div> </div> <div class="panel-body"> <h3 id="header-11">Exam style question on C3<small class="toc-back-button"><a href="#" class="scroll-to" data-target="toc-1675505760" title="Back to table of contents"><i class="fa fa-chevron-circle-up gray"></i></a></small></h3> <p>Biological control has benefits but also has associated risks.</p> <p>Answer the question on a piece of paper, then check your answer against the model answer below.</p> <p><em>Examiner hint – the 6-mark question in the Option paper requires detail. Examples are very useful in your response.</em></p> <div class="dottedBox"> <p><strong>Discuss the benefits and drawbacks of the use of alien species in biological control. (6 marks)</strong></p> <hr> <hr> <hr> <hr> <hr> <hr></div> <button class="btn btn-xs bg-turquoise showhider"><i class="fa fa-fw fa-plus"></i></button><section class="hiddenbox hidden"> <h3 id="header-12">Model answer<small class="toc-back-button"><a href="#" class="scroll-to" data-target="toc-1675505760" title="Back to table of contents"><i class="fa fa-chevron-circle-up gray"></i></a></small></h3> <p><strong>Discuss the benefits and drawbacks of the use of alien species in biological control. (6 marks)</strong></p> <ul> <li><span style="color:#FF0000;">Alien species are species not normally found/not endemic in an environment.</span></li> <li><span style="color:#FF0000;">Alien species can be used in biological control to control populations of invasive species.</span></li> <li><span style="color:#FF0000;">Invasive (alien) species are introduced species that have a considerable impact on native species.</span></li> <li><span style="color:#FF0000;">Because there are associated risks, the use of a biological control agent must be preceded by valid/detailed research</span></li> </ul> <p>Benefits</p> <ul> <li><span style="color:#FF0000;">Biological control is usually highly specific.</span></li> <li><span style="color:#FF0000;">Biological agents are introduced to control a particular pest/alien/invasive species and not damage other (native) species.</span></li> <li><span style="color:#FF0000;">Biological control avoids or minimises the use of herbicides or pesticides.</span></li> <li><span style="color:#FF0000;">The use of herbicides or pesticides may damage local species or enter the food chain.</span></li> <li><span style="color:#FF0000;">It is generally very effective in controlling the particular alien species.</span></li> <li><span style="color:#FF0000;">Once introduced, the control agent should be self-sufficient/should not need to be reintroduced into the environment.</span></li> </ul> <p> Risks</p> <ul> <li><span style="color:#FF0000;">Biological control limits the population of a pest/alien/invasive species but does not (usually) eradicate it.</span></li> <li><span style="color:#FF0000;">The introduced agent may predate other (native) species.</span></li> <li><span style="color:#FF0000;">The introduced agent may disrupt food chains/outcompete local species.</span></li> <li><span style="color:#FF0000;">Biological control is generally a slow process/expensive to set up.</span></li> </ul> <p><strong>Examples</strong> should be given credit both as examples if they illustrate a benefit or risk and if they correspond to points in the mark scheme.</p> <p><strong>Benefit</strong> – <span style="color:#FF0000;">Cactus moths from South America were introduced in South Africa/Australasia to control populations of Prickly Pear cactus that was outcompeting local species.</span></p> <p>(This point would gain two points in the mark scheme, one for the example and one for a benefit of biological control.)</p> <p><strong>Risk</strong><span style="color:#FF0000;"> - Approximately 100 Cane toads were introduced to Australia from Hawaii in 1934 to control an insect pest, Corn borer. The population is now over 200 million and is depleting insect populations/out competing local species.</span></p> <p>(This point would gain two points in the mark scheme, one for the example and one for the risk of outcompeting local species.)</p> <p><em>Relevant examples gain a mark, they can be from your local environment.</em></p> </section> <div> </div> </div> <div class="panel-footer"> <div> </div> </div> </div> <div class="panel panel-default panel-expandable"> <div class="panel-heading"><a class="expander" href="#"><span class="fa fa-plus"></span></a> <div> <p>Exam style question on C4</p> </div> </div> <div class="panel-body"> <h3 id="header-13">Exam style question on C4<small class="toc-back-button"><a href="#" class="scroll-to" data-target="toc-1675505760" title="Back to table of contents"><i class="fa fa-chevron-circle-up gray"></i></a></small></h3> <p>There are many methods of conservation of individual species and of ecosystems.</p> <p>Answer the question on a piece of paper, then check your answer against the model answer below.</p> <p><em>Examiner hint – the 6-mark question in the Option paper requires detail, examples are important in your response.</em></p> <div class="dottedBox"> <p><strong>Discuss the conservation of species and communities. (6 marks)</strong></p> <hr> <hr> <hr> <hr> <hr> <hr></div> <button class="btn btn-xs bg-turquoise showhider"><i class="fa fa-fw fa-plus"></i></button><section class="hiddenbox hidden"> <h3 id="header-14">Model answer<small class="toc-back-button"><a href="#" class="scroll-to" data-target="toc-1675505760" title="Back to table of contents"><i class="fa fa-chevron-circle-up gray"></i></a></small></h3> <p><strong>Discuss the conservation of species and communities. (6 marks)</strong></p> <ul> <li><span style="color:#FF0000;">In situ conservation is the conservation of species within their environment.</span></li> <li><span style="color:#FF0000;">In situ conservation example could include hunting and fishing seasons, game parks.</span></li> <li><span style="color:#FF0000;">In situ conservation requires the conservation of the community/ecosystem/natural environment.</span></li> <li><span style="color:#FF0000;">Endangered/rare species must be conserved within their natural community.</span></li> <li><span style="color:#FF0000;">In situ conservation can improve diversity/richness and evenness (of a community).</span></li> <li><span style="color:#FF0000;">Human interference may affect in situ conservation, for example poaching/human activity e.g. logging needs to be prevented.</span></li> <li><span style="color:#FF0000;">Ex situ conservation is the conservation of a species in an artificial environment.</span></li> <li><span style="color:#FF0000;">Breeding programmes can increase numbers which then can be introduced into the environment.</span></li> <li><span style="color:#FF0000;">Breeding programmes can ensure that healthy individuals are bred</span></li> <li><span style="color:#FF0000;">Example, seed banks for plants, breeding programmes for sea horses in aquaria/Giant Panda in zoos, botanical gardens.</span></li> <li><span style="color:#FF0000;">Conservation requires international cooperation/cooperation among scientists.</span></li> <li><span style="color:#FF0000;">Cooperation needed to exchange information/maintain habitats/biodiversity.</span></li> </ul> <p>Any relevant example can gain marks</p> <p><em>Example:<span style="color:#FF0000;"> In situ conservation of the Bengal tiger in India where wildlife sanctuaries have been created to maintain the natural environment suitable for the survival and reproduction of the tiger.</span></em></p> <p><em>Gains 2 marks.</em></p> <p><em>Examples should be given and they need to be sufficiently precise to gain a mark. If the example also illustrates one of the mark points, that will also gain credit.</em></p> </section> <div> </div> </div> <div class="panel-footer"> <div> </div> </div> </div> <div class="panel panel-default panel-expandable"> <div class="panel-heading"><a class="expander" href="#"><span class="fa fa-plus"></span></a> <div> <p>Exam style question on C5</p> </div> </div> <div class="panel-body"> <h3 id="header-15">Exam style question on C5<small class="toc-back-button"><a href="#" class="scroll-to" data-target="toc-1675505760" title="Back to table of contents"><i class="fa fa-chevron-circle-up gray"></i></a></small></h3> <p>Evaluating population graphs is an important aspect of this topic</p> <p>Answer the question on a piece of paper, then check your answer against the model answer below.</p> <p><em>Examiner hint – use the information provided in your response</em></p> <div class="dottedBox"> <p><strong>10 pairs of Ring necked parakeets, (Psittacula kremeri), native to South America, were accidentally released into mainland Greece in 1980 and have become an invasive non-native species. Their diet consists of fruit, nuts, seeds and berries.</strong></p> <p><strong>The graph shows estimated population size of the parakeets from 1980 to 1998 in a northern suburbs of Athens.</strong></p> <p><strong><img alt="" src="../../images/richard/option/pop-graph.jpg" style="width: 350px; height: 210px;"></strong></p> <p><strong>Explain the population growth phases shown on the graph as 1, 2 and 3. (6 marks)</strong></p> <p><em>Examiner hint: Use correct terminology.</em></p> <hr> <hr> <hr> <hr> <hr> <hr></div> <button class="btn btn-xs bg-turquoise showhider"><i class="fa fa-fw fa-plus"></i></button><section class="hiddenbox hidden"> <h3 id="header-16">Model answer<small class="toc-back-button"><a href="#" class="scroll-to" data-target="toc-1675505760" title="Back to table of contents"><i class="fa fa-chevron-circle-up gray"></i></a></small></h3> <p><strong>Explain the population growth phases shown on the graph as 1, 2 and 3. (6 marks)</strong></p> <p>1</p> <ul> <li><span style="color:#FF0000;"><u>Exponential</u> phase.</span></li> <li><span style="color:#FF0000;">Natality exceeds mortality.</span></li> <li><span style="color:#FF0000;">Low competition for resources causes a quick increase in population/little intraspecific competition.</span></li> </ul> <p>2</p> <ul> <li><span style="color:#FF0000;"><u>Transitional</u> phase</span></li> <li><span style="color:#FF0000;">Natality rate is slowing and mortality increasing.</span></li> <li><span style="color:#FF0000;">Slow population growth as resources become scarcer/competition increases.</span></li> </ul> <p>3</p> <ul> <li>P<span style="color:#FF0000;">lateau phase</span></li> <li><span style="color:#FF0000;">Natality and mortality are balanced.</span></li> <li><span style="color:#FF0000;">Small variations based on availability of resources</span></li> <li><span style="color:#FF0000;">Emigration may cause lowering of population numbers</span></li> </ul> <p><em>Equations gain credit.</em></p> </section> <div> </div> </div> <div class="panel-footer"> <div> </div> </div> </div> <div class="panel panel-default panel-expandable"> <div class="panel-heading"><a class="expander" href="#"><span class="fa fa-plus"></span></a> <div> <p>Exam style question on C6</p> </div> </div> <div class="panel-body"> <h3 id="header-17">Exam style question on C6<small class="toc-back-button"><a href="#" class="scroll-to" data-target="toc-1675505760" title="Back to table of contents"><i class="fa fa-chevron-circle-up gray"></i></a></small></h3> <p>C6</p> <p>Nitrogen, in the form of nitrate ions, is a major soil nutrient for plants. It is combined with carbohydrate from photosynthesis to form amino acids. Bacteria have a role in increasing nitrate availability in soil but they can also reduce it.</p> <p>Answer the question on a piece of paper, then check your answer against the model answer below.</p> <div class="dottedBox"> <p><strong>Discuss how bacteria can affect the availability of soil nitrate for use by plants. (6 marks)</strong></p> <p><em>Examiner hint: The question concerns the nitrogen cycle but needs to be confined to the role of bacteria and soil nitrate availabilty.</em></p> <hr> <hr> <hr> <hr> <hr> <hr></div> <button class="btn btn-xs bg-turquoise showhider"><i class="fa fa-fw fa-plus"></i></button><section class="hiddenbox hidden"> <h3 id="header-18">Model answer<small class="toc-back-button"><a href="#" class="scroll-to" data-target="toc-1675505760" title="Back to table of contents"><i class="fa fa-chevron-circle-up gray"></i></a></small></h3> <ul> <li><span style="color:#FF0000;">Bacteria have a role in both increasing and decreasing nitrate availability in soil.</span></li> <li><span style="color:#FF0000;">Organic nitrogen in leaf litter is recycled by saprotrophic bacteria to ammonia.</span></li> <li><span style="color:#FF0000;">Ammonia is converted to nitrite/nitrate by nitrifying bacteria/Nitrobacter/Nitrosomonas</span></li> <li><span style="color:#FF0000;">Nitrogen fixing bacteria/Rhizobium/Azotobacter can fix nitrogen gas by converting it to ammonia.</span></li> <li><span style="color:#FF0000;">Azotobacter/some nitrogen fixing bacteria live in soil.</span></li> <li><span style="color:#FF0000;">Rhizobium is found in nodules of leguminous plants.</span></li> <li><span style="color:#FF0000;">Rhizobium has a mutualistic relationship with the plant/Rhizobium provides nitrate/ammonia to the plant, receives carbohydrates from the plant.</span></li> <li><span style="color:#FF0000;">When the plants die and decompose, nitrate/ammonia is added to soil.</span></li> <li><span style="color:#FF0000;">Nitrifying bacteria/nitrogen fixers increase soil nitrate/nitrogen availability for plants.</span></li> <li><span style="color:#FF0000;">Denitrifying bacteria/Pseudomonas reduce nitrate to nitrogen gas/remove oxygen from nitrate (for respiration).</span></li> <li><span style="color:#FF0000;">Denitrifying bacteria lower nitrate availability for plants.</span></li> </ul> <p>Leaching, fertilisers, lightning are not given credit as the question is only on the role of bacteria.</p> </section> <div> </div> </div> <div class="panel-footer"> <div> </div> </div> </div> <div class="panel panel-green"> <div class="panel-heading"><a class="expander pull-right" href="#"><span class="fa fa-plus"></span></a> <div> <p>Test yourself</p> </div> </div> <div class="panel-body"> <div> <h3 id="header-19">Drag and drop activities<small class="toc-back-button"><a href="#" class="scroll-to" data-target="toc-1675505760" title="Back to table of contents"><i class="fa fa-chevron-circle-up gray"></i></a></small></h3> <p>Test your ability to construct biological explanations using the drag and drop question below.</p> <div class="tib-quiz" data-stats="5-926-2853"><p>C1 The picture shows students taking a sample along a line transect.</p><p><img alt="" src="../../images/richard/option/transect.jpg" style="width: 259px; height: 194px;"></p><div class="label label-default q-number">1</div><div class="exercise shadow-bottom"><div class="q-question"><p> </p><p> </p><p class="gap-drop"> <span class="q-text-draggable draggable" draggable="true">distribution</span> <span class="q-text-draggable draggable" draggable="true">edaphic</span> <span class="q-text-draggable draggable" draggable="true">human</span> <span class="q-text-draggable draggable" draggable="true">gradient</span> <span class="q-text-draggable draggable" draggable="true">random </span> <span class="q-text-draggable draggable" draggable="true">touching</span> <span class="q-text-draggable draggable" draggable="true">repeatable</span> </p></div><div class="q-answer"><p>A transect is used in ecological studies to investigate the <input type="text" style="height: auto;" data-c="distribution"> <span class="review"></span> of a species in relation to an <input type="text" style="height: auto;" data-c="edaphic"> <span class="review"></span> factor such as soil pH.</p><p>In order for the data collected along a transect line, the methodology used must be a <input type="text" style="height: auto;" data-c="random "> <span class="review"></span> sample (not subject to <input type="text" style="height: auto;" data-c="human"> <span class="review"></span> bias), <input type="text" style="height: auto;" data-c="repeatable"> <span class="review"></span> (an accurate record of the methodology and sampling method) and positioned along an environmental <input type="text" style="height: auto;" data-c="gradient"> <span class="review"></span> .</p><p>The species <input type="text" style="height: auto;" data-c="touching"> <span class="review"></span> the line are recorded and a graphical representation of the species distribution against the edaphic factor can be obtained.</p></div><div class="q-explanation"><p><em>Examiner hint: Ecologicla methods must have random sampling and be repeatable.</em></p></div><div class="actions"><span class="score" data-score="0"></span><button class="btn btn-default btn-sm btn-xs-block text-xs-center check"><i class="fa fa-check-square-o"></i> Check</button></div></div><div class="totals"><span class="score"></span><button class="btn btn-success btn-block text-center check-total"><i class="fa fa-check-square-o"></i> Check</button></div></div><hr> </div> </div> <div class="panel-footer"> <div> <p>text</p> </div> </div> </div> <div class="tib-quiz" data-stats="5-927-2853"><p>C2 Food webs are an important aspect of this topic.</p><div class="label label-default q-number">1</div><div class="exercise shadow-bottom"><div class="q-question"><p> </p><p class="gap-drop"> <span class="q-text-draggable draggable" draggable="true">relationships</span> <span class="q-text-draggable draggable" draggable="true">accurate</span> <span class="q-text-draggable draggable" draggable="true">omnivores</span> <span class="q-text-draggable draggable" draggable="true">season</span> <span class="q-text-draggable draggable" draggable="true">single</span> <span class="q-text-draggable draggable" draggable="true">community</span> <span class="q-text-draggable draggable" draggable="true">herbivores</span> <span class="q-text-draggable draggable" draggable="true">multiple</span> <span class="q-text-draggable draggable" draggable="true">trophic</span> <span class="q-text-draggable draggable" draggable="true">availability</span></p></div><div class="q-answer"><p>Food webs are a more <input type="text" style="height: auto;" data-c="accurate"> <span class="review"></span> indication of feeding <input type="text" style="height: auto;" data-c="relationships"> <span class="review"></span> within a <input type="text" style="height: auto;" data-c="community"> <span class="review"></span> than food chains. This is because many consumers, for example <input type="text" style="height: auto;" data-c="omnivores"> <span class="review"></span> , may feed at different <input type="text" style="height: auto;" data-c="trophic"> <span class="review"></span> levels in the web and because their feeding habits may change with food <input type="text" style="height: auto;" data-c="availability"> <span class="review"></span> , their their age and the <input type="text" style="height: auto;" data-c="season"> <span class="review"></span> of the year. This positions the producers and consumers in <input type="text" style="height: auto;" data-c="multiple"> <span class="review"></span> food chains in a particular food web.</p></div><div class="q-explanation"><p>Animals may change their food sources at different stages in their life.</p></div><div class="actions"><span class="score" data-score="0"></span><button class="btn btn-default btn-sm btn-xs-block text-xs-center check"><i class="fa fa-check-square-o"></i> Check</button></div></div><div class="totals"><span class="score"></span><button class="btn btn-success btn-block text-center check-total"><i class="fa fa-check-square-o"></i> Check</button></div></div><hr> <div class="tib-quiz" data-stats="5-928-2853"><p>C3 Biomagnification and bioaccumulation of toxins, pollutants and industrial chemicals are a serious environmental concern.</p><div class="label label-default q-number">1</div><div class="exercise shadow-bottom"><div class="q-question"><p> </p><p class="gap-drop"> <span class="q-text-draggable draggable" draggable="true">stable</span> <span class="q-text-draggable draggable" draggable="true">producers</span> <span class="q-text-draggable draggable" draggable="true">concentration</span> <span class="q-text-draggable draggable" draggable="true">excreted</span> <span class="q-text-draggable draggable" draggable="true">ingestion</span> <span class="q-text-draggable draggable" draggable="true">highest</span> <span class="q-text-draggable draggable" draggable="true">successive</span> <span class="q-text-draggable draggable" draggable="true">metabolised</span> <span class="q-text-draggable draggable" draggable="true">higher</span> <span class="q-text-draggable draggable" draggable="true">persistent</span> <span class="q-text-draggable draggable" draggable="true">lower</span> <span class="q-text-draggable draggable" draggable="true">egestion</span> <span class="q-text-draggable draggable" draggable="true">metals</span> <span class="q-text-draggable draggable" draggable="true">carnivores</span> </p></div><div class="q-answer"><p>Biomagnification is the increase in <input type="text" style="height: auto;" data-c="concentration"> <span class="review"></span> of a toxin at <input type="text" style="height: auto;" data-c="successive"> <span class="review"></span> higher levels in a food chain. It occurs when the toxin is <input type="text" style="height: auto;" data-c="persistent"> <span class="review"></span> (chemically <input type="text" style="height: auto;" data-c="stable"> <span class="review"></span> in the environment or the organism), slow to be <input type="text" style="height: auto;" data-c="metabolised"> <span class="review"></span> and not <input type="text" style="height: auto;" data-c="excreted"> <span class="review"></span> as waste. This causes bioaccumulation in the organisms at one level of the food chain.</p><p>Heavy <input type="text" style="height: auto;" data-c="metals"> <span class="review"></span> and persistent pesticides enter aquatic ecosystems and are incorporated into <input type="text" style="height: auto;" data-c="producers"> <span class="review"></span> and then consumers by <input type="text" style="height: auto;" data-c="ingestion"> <span class="review"></span> achieving biomagnification, increasing concentrations in the <input type="text" style="height: auto;" data-c="higher"> <span class="review"></span> levels of food chains. The toxic effects are particularly evident in top <input type="text" style="height: auto;" data-c="carnivores"> <span class="review"></span> as the concentrations are greatest at the <input type="text" style="height: auto;" data-c="highest"> <span class="review"></span> level of the food chain.</p></div><div class="q-explanation"><p><em>Biomagnification will occur when a toxic compound is persistent and not excreted.</em></p></div><div class="actions"><span class="score" data-score="0"></span><button class="btn btn-default btn-sm btn-xs-block text-xs-center check"><i class="fa fa-check-square-o"></i> Check</button></div></div><div class="totals"><span class="score"></span><button class="btn btn-success btn-block text-center check-total"><i class="fa fa-check-square-o"></i> Check</button></div></div><hr> <div class="tib-quiz" data-stats="5-929-2853"><p>C4 Richness and evennes are two indicators of biodiversity.</p><div class="label label-default q-number">1</div><div class="exercise shadow-bottom"><div class="q-question"><p> </p><p class="gap-drop"> <span class="q-text-draggable draggable" draggable="true">each</span> <span class="q-text-draggable draggable" draggable="true">Simpson’s</span> <span class="q-text-draggable draggable" draggable="true">Darwins</span> <span class="q-text-draggable draggable" draggable="true">community</span> <span class="q-text-draggable draggable" draggable="true">Biodiversity </span> <span class="q-text-draggable draggable" draggable="true">high</span> <span class="q-text-draggable draggable" draggable="true">different</span> <span class="q-text-draggable draggable" draggable="true">lower</span> <span class="q-text-draggable draggable" draggable="true">Evenness</span></p></div><div class="q-answer"><p> <input type="text" style="height: auto;" data-c="Biodiversity "> <span class="review"></span> is the variety of living organisms present in a particular area. It has two components:</p><ol><li value="NaN">Richness – the number of <input type="text" style="height: auto;" data-c="different"> <span class="review"></span> species in the area.</li><li value="NaN"> <input type="text" style="height: auto;" data-c="Evenness"> <span class="review"></span> – the relative abundance of the species in the area.</li></ol><p> <input type="text" style="height: auto;" data-c="Simpson’s"> <span class="review"></span> reciprocal index takes account of both richness and evenness, a <input type="text" style="height: auto;" data-c="high"> <span class="review"></span> value represents a more biodiverse <input type="text" style="height: auto;" data-c="community"> <span class="review"></span> .</p></div><div class="q-explanation"><p><em>It is important to distinguish between richness and evenness.</em></p></div><div class="actions"><span class="score" data-score="0"></span><button class="btn btn-default btn-sm btn-xs-block text-xs-center check"><i class="fa fa-check-square-o"></i> Check</button></div></div><div class="totals"><span class="score"></span><button class="btn btn-success btn-block text-center check-total"><i class="fa fa-check-square-o"></i> Check</button></div></div><hr> <div class="tib-quiz" data-stats="5-930-2853"><p>C5 The photograph shows quadrat sampling.</p><p><img alt="" src="../../images/richard/option/quadrat.jpg" style="width: 259px; height: 194px;"></p><div class="label label-default q-number">1</div><div class="exercise shadow-bottom"><div class="q-question"><p> </p><p class="gap-drop"> <span class="q-text-draggable draggable" draggable="true">valid</span> <span class="q-text-draggable draggable" draggable="true">numbered</span> <span class="q-text-draggable draggable" draggable="true">repeats</span> <span class="q-text-draggable draggable" draggable="true">mapped</span> <span class="q-text-draggable draggable" draggable="true">random</span> <span class="q-text-draggable draggable" draggable="true">bias</span> <span class="q-text-draggable draggable" draggable="true">malpractice</span> <span class="q-text-draggable draggable" draggable="true">animal</span> <span class="q-text-draggable draggable" draggable="true">heterogenous</span> <span class="q-text-draggable draggable" draggable="true">counted</span> <span class="q-text-draggable draggable" draggable="true">homogeneous</span> <span class="q-text-draggable draggable" draggable="true">big</span> </p></div><div class="q-answer"><p>Quadrat sampling a method that can be used to sample plant or non-moving <input type="text" style="height: auto;" data-c="animal"> <span class="review"></span> populations in a relatively <input type="text" style="height: auto;" data-c="homogeneous"> <span class="review"></span> area.</p><p>The chosen area is <input type="text" style="height: auto;" data-c="mapped"> <span class="review"></span> then delineated by a <input type="text" style="height: auto;" data-c="numbered"> <span class="review"></span> grid. A pair of coordinates is generated using <input type="text" style="height: auto;" data-c="random"> <span class="review"></span> numbers on a calculator. This avoids human <input type="text" style="height: auto;" data-c="bias"> <span class="review"></span> . The quadrat is paced on the part of the grid as decided by the random numbers and the number of each species present in the quadrat is <input type="text" style="height: auto;" data-c="counted"> <span class="review"></span> . Sufficient <input type="text" style="height: auto;" data-c="repeats"> <span class="review"></span> must be taken to ensure a <input type="text" style="height: auto;" data-c="valid"> <span class="review"></span> sample.</p></div><div class="q-explanation"><p><em>Quadrat sampling must be repeatable and random.</em></p></div><div class="actions"><span class="score" data-score="0"></span><button class="btn btn-default btn-sm btn-xs-block text-xs-center check"><i class="fa fa-check-square-o"></i> Check</button></div></div><div class="totals"><span class="score"></span><button class="btn btn-success btn-block text-center check-total"><i class="fa fa-check-square-o"></i> Check</button></div></div><hr> <div class="tib-quiz" data-stats="5-931-2853"><p>C6 Phosphorus is a common limiting factor for plant growth and ecosystem abundance.</p><div class="label label-default q-number">1</div><div class="exercise shadow-bottom"><div class="q-question"><p class="gap-drop"> <span class="q-text-draggable draggable" draggable="true">fertilisers</span> <span class="q-text-draggable draggable" draggable="true">insoluble</span> <span class="q-text-draggable draggable" draggable="true">dissolve</span> <span class="q-text-draggable draggable" draggable="true">nucleic</span> <span class="q-text-draggable draggable" draggable="true">inorganic</span> <span class="q-text-draggable draggable" draggable="true">membrane</span> <span class="q-text-draggable draggable" draggable="true">organic</span> <span class="q-text-draggable draggable" draggable="true">ATP</span> <span class="q-text-draggable draggable" draggable="true">cell walls</span> <span class="q-text-draggable draggable" draggable="true">improve</span> <span class="q-text-draggable draggable" draggable="true">soluble</span> <span class="q-text-draggable draggable" draggable="true">Recyclers</span> <span class="q-text-draggable draggable" draggable="true">disrupt</span> <span class="q-text-draggable draggable" draggable="true">water</span> <span class="q-text-draggable draggable" draggable="true">consumers</span></p></div><div class="q-answer"><p>Phosphorus is a major component in organisms of <input type="text" style="height: auto;" data-c="nucleic"> <span class="review"></span> acids, <input type="text" style="height: auto;" data-c="ATP"> <span class="review"></span> and plasma <input type="text" style="height: auto;" data-c="membrane"> <span class="review"></span> phospholipids.</p><p>Phosphates are found as rocks. As the phosphate containing rocks are eroded and <input type="text" style="height: auto;" data-c="dissolve"> <span class="review"></span> they go into solution in soil <input type="text" style="height: auto;" data-c="water"> <span class="review"></span> or in aquatic systems. Plants take up these <input type="text" style="height: auto;" data-c="soluble"> <span class="review"></span> phosphates from the soil, converting them to organic phosphates which are ingested by <input type="text" style="height: auto;" data-c="consumers"> <span class="review"></span> .</p><p> <input type="text" style="height: auto;" data-c="Recyclers"> <span class="review"></span> return the phosphates to the soil from the decaying bodies of animals and plants.</p><p>Humans <input type="text" style="height: auto;" data-c="disrupt"> <span class="review"></span> the phosphorus cycle by the use of <input type="text" style="height: auto;" data-c="fertilisers"> <span class="review"></span> and removal of crop plants leaving less organic phosphate for soil recycling.</p></div><div class="q-explanation"><p><em>The phosphate cycle has no gaseous component and is more easily disrupted by humans than the nitrogen cycle. Phosphates in soil are a vital nutrient for plants.</em></p></div><div class="actions"><span class="score" data-score="0"></span><button class="btn btn-default btn-sm btn-xs-block text-xs-center check"><i class="fa fa-check-square-o"></i> Check</button></div></div><div class="totals"><span class="score"></span><button class="btn btn-success btn-block text-center check-total"><i class="fa fa-check-square-o"></i> Check</button></div></div><hr> <div class="panel panel-fucsia"> <div class="panel-footer"> <div> <p>text</p> </div> </div> </div> <hr class="thin"> <div id="modal-feedback" class="modal fade" tabindex="-1" role="dialog"> <div class="modal-dialog" role="document"> <div class="modal-content"> <div class="modal-header"> <h4 class="modal-title">Feedback</h4> <button type="button" class="close hidden-xs hidden-sm" data-dismiss="modal" aria-label="Close"> <span aria-hidden="true">×</span> </button> </div> <div class="modal-body"> <div class="errors"></div> <p><strong>Which of the 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