9 A

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 a tattoo
A 23. B 46.
C a scar
C 92. D 0.
D a broken leg

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3 A gene is:
9 A
Quick Quiz

9Ae
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
B a short section of a chromosome. of shellfish for the birds and no diseases.
C a large, blue, ghost-like entity that lives
in a lamp and grants wishes.
D a molecule found in the nucleus of cells.
4 The structure of the long molecule found in
chromosomes was worked out by:
Some of the adult birds have slightly longer
A Holmes and Watson. 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.
C how much the birds stretch their beaks.
9Ad
D genes.
1 Which of these is least likely to cause the
endangerment of a species? 2 Think about the birds in the previous
question. What will happen to the number
A changes in physical environmental
of birds with the slightly longer beaks,
factors
compared to those with slightly shorter
B competition from other organisms beaks, when there is plenty of food?
C decrease in predators A The number of longer-beaked birds will
D human activities 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
and shorter-beaked birds will not
C setting up a nature reserve
change much.
D building a zoo
D Longer-beaked birds will disappear
3 Which feature of this animal suggests that altogether.
it is prey for larger animals?
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
conditions.
B long nose
D something that caused changes to
C small ears happen in animals, such as dinosaurs,
D whiskers but does not occur any longer.
4 Which of these would you expect to find in 4 The theory of evolution that most scientists
a gene bank? believe today was put forward by:
A gametes A Hall and Oates
B single genes B Orville and Wilbur Wright
C money for conservation projects C Lamarck and Drinker Cope
D sand
D Wallace and Darwin.

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 9 A
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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 9 A
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
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.

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 9 A
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.
genetic information jen-et-tick The inherited instructions that control your
characteristics.
inherit A feature that an organism gets from a parent is
inherited.
inherited variation Differences between organisms that are passed on to
offspring by their parents in reproduction.
normal distribution If the value of a variable changes in a continuous way, it
will often show a normal distribution. This means that the
middle values of the data range are most common and
values at the highest and lowest extremes are least
common. This sort of data forms a bell shape on charts
and graphs.
nucleus new-clee-us The ‘control centre’ of a cell, where genetic information
is found.
offspring The new organisms produced by reproduction.
parent An organism that has produced offspring.
sexual reproduction Reproduction that needs two individuals to produce a
new organism of the same type.
zygote zY-goat Another term for ‘fertilised egg cell’.

9Ab WS – Probability
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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 9 A
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
adapted If something has adaptations for a certain job or for
survival in a particular place, it is said to be adapted to
that job or place.
biodiversity bI-O-die-ver-sit-ee The range of different species of organisms in an area.
competition com-pet-ish-un There is competition between organisms that need the
same resources as each other. We say that they
compete for those resources.
ecosystem All the physical environmental factors and all the
organisms that are found in a habitat.
endangered en-dayn-jerd When a type of organism is in danger of ceasing to exist.
extinct An organism that no longer exists is extinct.
food web Many food chains linked together, showing the flow of
energy through organisms in a habitat.
gene bank Any facility that stores genetic material from different
organisms (e.g. seeds, gametes, tissue samples).
native Naturally found in a certain area.

9Ae – Natural selection

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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 9 Aa
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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 9 A
Progression Check

Name Class Date

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

Topic At the end of the unit:

9Aa
Identify and give examples of environmental variation. * * * * *
Explain how environmental variation is caused. * * * * *
Tell the difference between continuous and discontinuous variation. * * * * *
Explain why environmental variation can make classification and
identification difficult. * * * * *
9Ab
Identify and give examples of inherited variation. * * * * *
Explain how inherited variation is caused. * * * * *
Describe where genetic information is stored and what it does. * * * * *
Identify normal distribution. * * * * *
9Ab Working Scientifically
Describe what probability is. * * * * *
Calculate probabilities from experimental data. * * * * *
Express probabilities as percentages, decimals and fractions. * * * * *
9Ac
State what chromosomes are made of. * * * * *
State the number of pairs of chromosomes in most human cells. * * * * *
Describe where genes are found and what they do. * * * * *
Describe the roles played by Watson, Crick, Franklin and Wilkins in the
discovery of the structure of DNA. * * * * *
Use a model to illustrate the relationship between cells, cell nuclei, DNA,
chromosomes, genetic information and genes. * * * * *
9Ad
Explain how changes in an ecosystem can cause endangerment
and extinction. * * * * *
Suggest methods of conservation. * * * * *
Explain how particular adaptations affect the chances of survival in a habitat. * * * * *
Explain why preserving biodiversity is important and the role of gene banks. * * * * *
9Ae
Explain how natural selection determines the survival of certain variations of
adaptations within a population. * * * * *
Explain how natural selection can lead to evolution. * * * * *

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 9 A
Summary Sheets

A species is a group of organisms that

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

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

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

Chromosomes, genes and DNA

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

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

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

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 9 A
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 7 in Topic 9Ae)
In the table below, examples of how levels might be interpreted for this activity are given. It is suggested that a student needs to demonstrate
work at a level in two different strands to achieve that level.

Level 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
Level 4 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
9

front horn to dig up roots. T. rex because T. rex marks

A

have been found on

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Triceratops fossils.
Level 4 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
Triceratops.

1
Exemplar: There are conditions on Earth meant that Exemplar: Triceratops had
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.
Level 5 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 environmental Exemplar: a meteorite could important. from the information
variation of Triceratops would have hit the Earth 65 million Exemplar: Triceratops could given.
be holes in its frill. years ago, causing massive dust eat the tough tree-fern and Exemplar: Triceratops
Students identify or give clouds, which blocked out the palm leaves because it had a had a short neck and so
examples of further Sun so dinosaurs had too little to beak to pull at the leaves would have eaten plants
inherited variation. eat. and slicing teeth that could that were growing near
cut the tough plant material the ground.
Exemplar: one inherited
up finely to be digested.
variation between Triceratops
and Titanoceratops was the
size of its horns.
Assessment Task
Open-ended

Page 1 of 2
 Level Recalling Explaining Using knowledge Using evidence Applications and
implications
Level 6 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
9

Exemplar: inherited variation is

recreate them.
variation that an organism
A

inherits from its parents.

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Level 7 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

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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

2
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
 9 A
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.

Level Planning Obtaining (DAPS) Presenting Considering Evaluating

Working Students identify an aim (e.g. ‘to see if Following instructions, Students record results Students provide a Students make a simple
towards there are differences between frozen or with help, students clearly (e.g. in a table simple description of suggestion as to how
Level 4 and fresh peas). make some given to them). what was found, linking to improve the
They identify a prediction or make a observations. cause and effect investigation (e.g. ‘make
simple prediction (without a reason) (e.g. ‘the fresh peas sure frozen peas are
(e.g. fresh peas will be heavier). had a larger mass than properly thawed by
9

They outline a simple method to find the frozen peas’). leaving them to thaw
A

out what happens (e.g. ‘I will weigh the They may use incorrect overnight, and make
sure they are dry’).

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peas and compare them’). terminology.
Level 4 Students make a prediction with a Students use simple Students record their Students draw a Students suggest

purchasing institution only. This material is not copyright free.

reason, and recognise that apparatus data using ordered straightforward improvements in their
experimentation is an appropriate way appropriately tables or labelled conclusion and identify work, giving simple

1
of testing this prediction (the reasoning (e.g. measure masses diagrams or clearly the evidence that they reasons (e.g. ‘I could
may contain errors, e.g. ‘fresh peas using a properly laid-out descriptions. have used (e.g. ‘the thaw the peas in a
are going to be heavier because they zeroed balance). Where appropriate, pea plants chosen for closed box to make
are bigger’). If questioned, they are they clearly show the frozen peas are a type sure that water does
They plan to use simple, appropriate able to state their intervals between that have less mass not evaporate
apparatus (e.g. balance with a fine scale). sample size. measurements and than peas grown for from them’).
They decide on an appropriate 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 (bar charts may have language (e.g. using
the peas (mass, diameter) and small errors, such as words such as ‘vary’,
compare 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
 Level Planning Obtaining (DAPS) Presenting Considering Evaluating
Level 5 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 for (e.g. they carry out frequency diagrams, conclusions making make practical
frozen peas will be one that can be measurements for scatter graphs, pie clear use of their suggestions for
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 of bar charts will be two varieties of pea (e.g. ‘The peas may be
measurements that they will take and interest, such as the accurately drawn with than within each starting to dry out,
the overall range of measurements colour of the pea, the all the appropriate variety, which we can which could affect the
(e.g. ‘I will measure the masses of smoothness of the features, or data is see from the shapes of results. Perhaps all the
9

many peas of each type and then pea). grouped to allow a bar the bar charts’). peas could be kept in a
A

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

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

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out those repeats. They communicate their
ideas using some
scientific and

2
mathematical
conventions and
terminology (e.g. using
units such as ‘mg’).
WS Investigations

Page 2 of 4
 Level Planning Obtaining (DAPS) Presenting Considering Evaluating
Level 6 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
9

They plan an appropriate approach, They manipulate dehydrating. These

A

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.
It would be better to

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may just be due to the way in which calculating mean
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

3
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
 Level Planning Obtaining (DAPS) Presenting Considering Evaluating
Level 7 Students formulate scientific questions Students collect data Students present Students identify Students evaluate their
and hypotheses by synthesising systematically and with graphical data using limitations in primary evidence to make
information from a variety of sources precision and lines or curves of best and secondary data. reasoned suggestions
(e.g. ‘I found out on the internet that accuracy, using a fit (e.g. a line of best fit They decide whether to about how their working
the peas used for freezing are a range of apparatus is drawn on a scatter include or exclude methods could be
different variety from those used for (e.g. using a balance graph for mass vs anomalous results and improved (e.g. ‘We
fresh peas. I found out that the ones to measure mass and volume of fresh peas explain their choice. should grow pea plants
used for freezing are smaller and displacement cans and (from different sources) They explain how data of the different varieties
slightly harder to stop too much measuring cylinders to and frozen peas (from could be interpreted in in the same
damage occurring during processing. measure volume). different sources)). different ways (e.g. ‘The conditions’).
I think that the frozen peas will have a differences that I have They describe how
9

higher density than the fresh ones’). seen could be due to factors that they did not
A

They identify variables that cannot differences in the genes attempt to control may

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easily be controlled and plan of the two varieties, but have affected the
appropriate ways to take account of equally it could be results, describe how

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this (e.g. ‘If we are to ignore because the frozen these factors might be
environmental factors we need to take peas are harvested better controlled, and
frozen peas from different before the fresh peas. explain the effects of

4
manufacturers and fresh peas from This allows the latter to better controlling them
different shops to compare them, to add more dry mass. (e.g. ‘We don’t know
make sure that all frozen peas are Alternatively, the how long the peas grew
different from all fresh peas. We also freezing may have before harvest or how
need to do the experiment on dried some effect on the the environment
peas to try to account for the fact that peas, making the frozen affected growth, or the
the peas are grown in different ones become more effect of processing’).
conditions and may have had different dense). They consider whether
amounts of water’). their data is sufficient
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
 9 A
End of Unit Test (S)

Name Class Date

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

[1 mark]
2 The drawings show a mother and her
two daughters.

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

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

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

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

[1 mark]
b What characteristic of the camel allows it go without food for some time?

[1 mark]
c Suggest why camels have wide feet.

[1 mark]
d What physical environmental factor is described in the introduction to this question?

[1 mark]

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 9 A
End of Unit Test (S)

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

a Suggest what foot X is adapted for.

[1 mark]

b Suggest what foot Y is adapted for.

[1 mark]

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

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

[2 marks]

b Suggest how the differences may have been caused.

[1 mark]

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

[1 mark]

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 9 A
End of Unit Test (S)

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

a Use the results to complete the bars

on the bar chart.
[1 mark]

b Suggest how this adaptation of

blowfly maggots helps them to
survive.

[1 mark]

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

Variation Inherited Environmental Continuous Discontinuous

number of piercings
blood group
height
[3 marks]

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

[2 marks]

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 9 A
End of Unit Test (S)

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

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

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

[1 mark]
b Give one reason why we should try to preserve biodiversity.

[1 mark]
10 a Where in a cell would you expect to find chromosomes?

[1 mark]
b Name one substance that you would find in a chromosome.

[1 mark]
c Explain how chromosomes cause inherited characteristics.

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

[1 mark]

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 9 A
End of Unit Test (H)

Name Class Date

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

Variation Inherited Environmental Continuous Discontinuous

blood group
height

[2 marks]

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

a Write a conclusion for the investigation.

[1 mark]

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

[1 mark]

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

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

[1 mark]

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 9 A
End of Unit Test (H)

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

[1 mark]
b Give one reason why we should try to preserve biodiversity.

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

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

[1 mark]
7 a Where in a cell would you expect to find chromosomes?

[1 mark]
b Name one substance that you would find in a chromosome.

[1 mark]
c Explain how chromosomes cause inherited characteristics.

[2 marks]

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 9 A
End of Unit Test (H)

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

[9A_EOUT_FigG – fertilisation diagram]

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

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

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

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

[1 mark]

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 9 A
End of Unit Test (H)

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

[4 marks]

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

[1 mark]

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 9 A
Mark Scheme

Quick Quiz
Answers Marks
Topic Q1 Q2 Q3 Q4

9Aa C A B D

9Ab A C D C

9Ac C A B C

9Ad C B A A

9Ae D C B D

End of Unit Test Mark Scheme Standard (S)

Question Part Level Answer Mark scheme
1 3 the place where it lives 1 mark
2 a 3 one of: black/dark hair; lobed ears 1 mark
b 3 one of: freckles; chin shape; nose shape 1 mark
3 a 3 the colour of its fur 1 mark
b 3 the store of fat in its humps 1 mark
c 4 to stop them sinking into the sand 1 mark
d 4 temperature 1 mark
4 a 4 grabbing other animals or piercing/ripping flesh 1 mark
b 4 swimming 1 mark
5 a 3  Type B carrots are longer than Type A 2 marks – 1 for each point
carrots.
4  There is more variation in the lengths of
carrots of Type A than of Type B.
b 4 one of: environmental factors; inheritance 1 mark
c 6 normal distribution 1 mark
6 a 4 completed bars showing 3 and 6 maggots 1 mark – both bars must
respectively be correct for the mark
b 5 Maggots move to/prefer dark and damp places 1 mark
c 6 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 5  number of piercings: environmental, 3 marks – 1 mark for each
discontinuous fully correct row in the
 blood group: inherited, discontinuous table
 hair length: inherited, environmental,
continuous

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 9 A
Mark Scheme

Question Part Level Answer Mark scheme

8 5 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 6 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 5 overfishing, pollution 1 mark
Accept: acid rain (although this was not a
factor)
10 a 5 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 6 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; to keep a habitat looking beautiful
11 a 6 nucleus 1 mark
b 6 One of: DNA; deoxyribonucleic acid; protein 1 mark
c 6  they come from an organism’s parents 2 mark – 1 mark for each
 they contain genetic information/genes for point
characteristics
12 6 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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 9 A
Mark Scheme

Final Level Calculation

Marks Level Marks Level
0–5 2 or lower 15–16 4 (high)
6–7 3 (low) 17–18 5 (low)
8–9 3 (secure) 19–20 5 (secure)
10 3 (high) 21–22 5 (high)
11–12 4 (low) 23+ 6+
13–14 4 (secure)

End of Unit Test Mark Scheme Higher (H)

Question Part Level Answer Mark scheme
1 5  blood group: inherited, discontinuous 2 marks – 1 mark for each
 hair length: inherited, environmental, fully correct row in the
continuous table
2 a 5 Maggots move to/prefer dark and damp places 1 mark
b 6 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 6 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 5 overfishing, pollution 1 mark
Accept: acid rain (although this was not a
factor)
4 a 5 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 6 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; to keep a habitat looking beautiful

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 9 A
Mark Scheme

Question Part Level Answer Mark scheme

5 5 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 6 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 6 nucleus 1 mark
b 6 One of: DNA; deoxyribonucleic acid; protein 1 mark
c 6  they come from an organism’s parents 2 marks – 1 mark for each
 they contain genetic information/genes for point
characteristics
d 7  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 as there are in the
sperm- and egg-making cells and zygote
(even if starting number of chromosomes
is incorrect).
e 6 cell division 1 mark
Accept: mitosis (although students are unlikely
to have come across this term)
f 7 each gamete that is made contains a slightly 1 mark
different mix of chromosomes/genes/genetic
information from the parent
8 a 6 normal distribution 1 mark
b 7  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 7 natural selection 1 mark
Accept: ‘survival of the fittest’
Do not accept: evolution

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 9 A
Mark Scheme

Final Level Calculation

Marks Level Marks Level
0–6 4 or lower 12–13 6 (low)
7–8 5 (low) 14–15 6 (secure)
9–10 5 (secure) 16–17 6 (high)
11 5 (high) 18+ 7+

Quick Check answers

Quick Check Answers
9Aa L5–6 Possible clues
Across:
3 Something required by an organism from its habitat to survive.
6 Another word for ‘features’.
9 A term for ‘non-living’.
Down:
1 Variables that affect organisms.
2 Sorting organisms into groups.
4 Differences between organisms.
5 Having values that can only be chosen from a certain set of values.
6 Having values that can be any number between two limits.
7 The surroundings of an organism.
8 A group of organisms that can breed with one another to produce offspring that
can also reproduce.
9Ab 1 L5–7 Students’ own responses.
2 a L5 Samantha: features from mother – unlobed ears, upturned nose; from
father – protruding chin, curly hair. Jeffrey: features from mother – straight
hair, receding chin; from father – lobed ears, straight nose.
b L5 environmental variation
c L5 discontinuous (you can’t have half a filling)
d L6 normal distribution
e L7 another bell-shape but shifted to the right
9Ab WS 1 L4 The likelihood of something happening.
2 a L5–6 1/2 0.5 50%
b L5–6 1/6 0.17 17%
c L5–6 1/52 0.019 (or 0.2) 1.9% (or 2%)
d L5–6 11/100 0.11 11%
9Ac Students’ own concept maps.
9Ad 1 L5 Students’ own flowcharts showing one theory for why the dinosaurs became
extinct in a series of clear steps, for example:

plants die due to dinosaurs

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

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 9 A
Mark Scheme

Quick Check Answers

2 a L5–7 One of: to preserve organisms we might need in the future; to
preserve ecosystems; to preserve food webs; to keep the world beautiful.
b L5–7 One of: nature reserves to protect organisms; zoos to make sure
organisms survive; gene banks to preserve cells, such as gametes, that
could be used to regenerate organisms if they become extinct. Note the
need for an explanation.
3 a L6 Examples include: eyes on the side of its head – gave it all-round vision
to spot danger; long neck – allowed it to find leaves in a wide area around
its body and/or to see predators (when lifted) and/or to eat leaves higher off
the ground; large feet – to stop it sinking into the ground; long tail – for
balance.
b L5–7 The numbers may go down because the animals would lose too much
heat. The flaps of skin on the necks would transfer too much ‘heat’ to the
surroundings. Note the need for a fuller explanation of how the animals
would lose too much heat for the higher level.
c L5–7 The numbers may go down because the animals wouldn’t get enough
to eat. The animals can only digest the soft leaves and the tougher leaves
would not be digested. Note the need for a fuller explanation of why the new
plants are unsuitable for the higher level.
9Ae L5–7 Students’ own responses. Ensure that students phrase things in such a way
that it is obvious that the genetic variation already exists and is being selected by
changes in the environment. The environment does not cause the variations. Note
also that the ‘selection’ process usually occurs to a greater extent when there is an
increase in the death rate of an organism (e.g. due to a shortage of a resource,
increase in disease or predators) and some animals are by chance naturally better
adapted to get that resource (e.g. food) than others. They are then more likely to
survive and reproduce.
9Ae Lit L6 We can see natural selection occurring.
Peppered moths are usually pale but occasional ones are dark. In the nineteenth
century, the dark form became much more common in polluted areas because the
pale ones could easily be seen by birds and eaten.
The dark form was always there and people just hadn’t noticed that there were so
many of them.
But studies in the twentieth century have shown that the pale form has become
much more common again, since factories have stopped producing so much
pollution.
Changes in the numbers of the different forms of moth are clearly matched to
changes in conditions in the ecosystem, and so this remains an excellent example
of natural selection.
We can see natural selection occurring in the Galapagos Islands.
Finches with medium-sized beaks generally eat medium-sized seeds. In 1977 there
was a drought on the islands. The plants produced fewer but larger seeds. Finches
with slightly bigger beaks than other members of the species survived better
because they could eat these larger seeds.
The finches with the slightly bigger beaks were just those that had become fatter
than the others in a previous year and so could survive the lack of food. They may
just have become fatter because they had found a really good source of seeds that
other birds hadn’t found.
But in 1984 and 1985, there were heavy rains and the seeds produced by the plants
were small and soft. The numbers of birds with the slightly bigger beaks decreased
but those with slightly smaller beaks were better able to feed on these smaller
seeds and so survived.
The fact that changes in the finch population are clearly matched to changes in
conditions in the ecosystem shows that natural selection is occurring.

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