Cycles within Ecosystems (Edexcel GCSE Combined Science: Biology): Exam Questions

Figure 1 shows a diagram of the water cycle.

(i) Describe how clouds are formed at X in Figure 1.

(3)

(ii) Suggest how water is returned to the water table from the atmosphere with reference to process Y in Figure 1.

(1)

The map in Figure 2 shows the location of the Marshall Islands, an archipelago situated close to Hawaii in the Pacific Ocean.

Figure 2

In 2016, a drought hit the Marshall Islands leading to a severe shortage of drinking water for the inhabitants of the island.

(i) Explain why an island, such as those in the Marshall Islands, can suffer from the effects of a drought despite being surrounded by the ocean.

(1)

(ii) Describe a method which could be used to obtain potable drinking water from saline water. (2)

The data in Figure 3 shows the relative volumes of water transferred through each part of the water cycle annually.

Figure 3

Calculate the percentage of the total water transferred that falls through precipitation.

Figure 1 shows an outline of the carbon cycle.

Figure 1

Describe the roles of living organisms in the cycling of carbon.

Suggest a consequence to the living world of substances such as carbon not being recycled. 

Figure 1 shows the carbon cycle.

Figure 1

(i) Identify the processes labelled A, B, C, D and E.

(5)

(ii) Give the letter of the process that reduces the carbon dioxide in the atmosphere.

(1)

Deforestation has an impact on both the carbon cycle and the water cycle.

Describe and explain the effect of deforestation on levels of carbon and water in the atmosphere.

Figure 2 shows the carbon dioxide concentration of the atmosphere between 1955 and 1995.

Figure 2

(i) Calculate the difference in atmospheric carbon dioxide concentration in Europe between 1980 and 1990.

(2)

(ii) Suggest an explanation for the fluctuations in carbon dioxide concentration during a year as seen in Figure 2.

(3)

Nitrogen is an essential element for plant growth. Most plants can only use nitrogen in the form of nitrate ions. Only legumes that have bacteria living in root nodules, as shown in Figure 1, can use nitrogen from the air.

Figure 1

(i) Explain how nitrate ions help plants to grow.

(1)

(ii) Outline how nitrogen in the air is converted into nitrates which can be used by the plants.

(2)

Figure 2 shows the nitrogen cycle. Different stages have been numbered 1 to 8.

Figure 2

(i) Complete the table to match up the stages in the nitrogen cycle with the corresponding number, or numbers, from Figure 2.

The first row has been done for you.

(ii) Explain how nitrates are absorbed into plants at stage 8.

(3)

Earthworms are invertebrates that live in the soil. As they move through the soil, they create air pockets between the soil particles.

Suggest why this may lead to an increase in nutrients in the soil.

Plants use nitrate ions to make proteins and chlorophyll.

(i) What effects will a low nitrate ion concentration in soils have on plants?

(1)

☐ A Reduced growth and darker green leaves

☐ B Reduced growth and lighter green leaves

☐ C Increased growth and darker green leaves

☐ D Increased growth and lighter green leaves

(ii) Which organisms convert nitrogen to nitrate ions during the nitrogen cycle?

(1)

☐ A Bacteria

☐ B Mammals

☐ C Fungi

☐ D Worms

Figure 1 shows part of a root as seen using a light microscope.

Figure 1

Figure 2 shows information about the two types of cell labelled in Figure 1.

Figure 2

(i) Calculate the surface area to volume ratio of the root hair cell.

(2)

(ii) Explain the benefit to the plant of having root hair cells.

(2)

Algae are green plants.

Figure 3 shows the number of algae in a lake in the United Kingdom during one year.

Figure 3

Explain the changes in the number of algae in the lake from February to June.

A student investigated the effect of nitrate ion concentration on plant growth.

She placed barley seedlings in three test tubes containing different concentrations of nitrate fertiliser.

Test tube 1 contained distilled water with 1 pellet of nitrate fertiliser.
Test tube 2 contained distilled water with 2 pellets of nitrate fertiliser.
Test tube 3 contained distilled water with 3 pellets of nitrate fertiliser.

After 7 days, the lengths of the seedlings were measured.

Figure 1 shows an example of the apparatus used.

Figure 1

(i) Describe a control for this investigation.

(2)

(ii) The nitrate fertiliser contains the chemical compound potassium nitrate. The hazard symbol on the bag of potassium nitrate fertiliser is shown in Figure 1.

Figure 1

Which hazard does this symbol represent?

(1)

(iii) Give a method, other than measuring the change in length, that would show the growth of the seedlings.

(1)

Figure 2 shows the results of this investigation.

Figure 2

(i) Explain why there are differences in the change in the lengths of the seedlings.

(2)

(ii) Explain how nitrate ions were absorbed by the seedling in test tube 3.

(3)

Farmers use crop rotation to reduce the need to add nitrate fertilisers to the soil.

Plants such as peas and beans have a mutualistic relationship with nitrogen-fixing bacteria.

Explain why farmers use these plants in their crop rotation cycle.

Explain how cabbages, earthworms and squirrels contribute to the carbon cycle.

Figure 1 shows the global movement of carbon into or out of the atmosphere.

Figure 1

Calculate the net mass of carbon added to the atmosphere each year.

Joseph Priestley was a scientist who investigated how green plants and combustion affected the carbon cycle.

Figure 2 shows his first experiment.

Figure 2

(i) State why the candle was not burning after three minutes.

(1)

(ii) Joseph Priestley continued the investigation but placed a plant inside the bell jar as shown in Figure 2.

Figure 2

He observed that the candle stayed alight for two minutes more than the candle in the bell jar in the first experiment.

Explain his observation.

(2)

(iii) State two variables that would need to be controlled to compare these two experiments.

(2)

Nitrogen is cycled through the environment.

Describe the roles of bacteria in the nitrogen cycle.

State three ways the concentration of nitrates in soil can be increased.

A gardener wants to use some compost to maximise the vegetable growth in his garden. He has decided to use natural compost and has been told that he should aim for an optimum carbon to nitrogen ratio of 25:1 for the most fertile compost.

Using the Internet, the gardener found the following information (in Figure 1) about the nutrient content of some different types of natural compost.

Type of material to compost Mass of carbon in sample / g Mass of nitrogen in sample / g Carbon:nitrogen ratio Sheep manure 17.50 2.50   Horse manure 18.00 0.75 24:1 Poultry manure 12.00 2.00 6:1

Figure 1

(i)

Calculate the ratio of carbon to nitrogen for sheep manure as shown in Figure 1.

(1)

(ii)

Explain which type of compost would be the best for the gardener to use on his garden.

(2)