1. Which is more polluted? – tick the box. (1 mark)
□ Countryside
□ City
2. What is the name of the living thing below? (1 mark)
Lichen
3. The graph shows the average height of seedlings grown in
different concentrations of polluted air.
(i) Give the average height of seedlings grown in the medium
concentration of polluted air. (1 mark)
30mm
(ii) How does increasing the concentration of polluted air affect the
average height of seedlings? Use data to support your answer. (2
marks)


Higher the concentration, the lower the average height
Data to support
(iv) Give one source of air pollution. (1 mark)
=




Burning fossil fuels
Cars/combustion engines
Factories/power stations
Any valid response
6. Name three pollutants that are released through burning of fossil fuels. (3 marks)




NOx or Nitrogen oxides/
SOx or Sulphur (di)oxides
Air particulates
CO2/CO
4.



a) Define the term indicator species. (2 marks)
An organism/species which can tell you about levels of pollution
They can only survive in specific levels of pollution
Example given for context
Define what a symbiotic relationship is. (2 marks)


A relationship between two organisms that live together
It is beneficial for both organisms.
Which two living things live together to form a lichen? (2 marks)
Fungi & algae
5. Some students studied two grassy areas. One area was frequently walked
over and used as a playing field. The other was rarely walked over. The
students estimated the number of five different plants growing in the two
areas to see if they were affected by being walked on. The results are shown
in the table below.
a) Complete the bar chart to show these results. You will need to use a key to
show the differences between the bars. (3 marks)
Marks:
1) All bars correctly plotted (2 ) – all bars correct –
a. 2 marks,
b. 1/ 2 plants wrong, 1 marks
c. 3+ incorrect – 0 marks
2) All bars correctly following key provided
b) Explain which two plants are most affected by the amount the grass is walked
over. Use data to support your answer. (4 marks)



Plant C (1) because there is a large decrease in number of plants from 100 to 5
when you change from a rarely walked on area to a frequently walked on area
Plant D (1) because there are is a significant increase in the number of plants –
24. (or other relevant comparison)
These are the plants that show the biggest differences in the number of them
when you compare number of rarely walked on/walked on area.
c. Which plant is not affected by the amount the grass is walked over? (1 mark)
Plant E
6. As well as being pollution indictors, lichens are also indicators of the age of a
forest. The more species of lichen present, the older the forest.
a) What would be the best way of collecting data on lichens to compare the ages
of two very large forests? (1 mark)
□
□
□
□
Examine every tree in the two forests.
Examine 10 trees from each forest.
Examine the oldest trees in each forest.
Examine the trees in one square kilometre of each forest.
5. The table shows how many different species of lichen were recorded at set
distances from a city centre.
The least polluted air is found . . .
□
□
□
□
in the city centre.
2 km from the city centre.
4 km from the city centre.
6 km from the city centre.
b) What evidence supports this? Describe the relationship and give examples from
the table (2 marks)


More species of lichen found the further away from the city
Data to support answer.
6. a) Describe the trend in the number of people who own no car. Use data
to support your answer. (3 marks)
 Fewer car owners over time
 2 pieces of data to compare 2 periods of time.
 Explanation of change of rate
b) In 1950s the average cost of a car was £64000. By 1970, the cost reduced to
£27000 (adjusted for inflation). Explain what impact this has had on car
ownership – use data to support your answer. (4 marks)
 In 1950, low car ownership (1)/ data to support (1)
 As the cost of owning a car decreased, the number of people owning cars
increased (1)/ data to support (1)

The number of people owning more than one car also increased (1 mark)/
data(1 mark).
Award maximum of 2 marks for use of data.
Describe and explain impact of increasing cars use on humans and the
environment. Marks are available for quality of written communication. (6 marks)
Marks are available for quality of written response in addition of scientific
content
0 marks
Level 1 (1-2
Level 2 (3-4
Level 3 (5-6
marks)
marks)
marks)
No relevant
There is some
There is a good
There is a clear
content
relevant content
description of the and detailed
describing the
impacts on
description of the
impacts on
humans and the
impacts on
humans and the
environment.
humans and the
environment.
environment.
Example of points made in response:







Cars burn fossil fuels.
therefore pollutants being given off.
For example, particulates cause…Increasing respiratory illnesses
Such as asthma.
They release NOx/SOx which cause acid rain
Which can damage habitats and buildings.
CO2 is released which contributes towards global warming/climate
change
Which person is giving an opinion? (1 mark)
Hammed
Which person is making a prediction? (1 mark)
Sarah
Suggest two people are providing evidence for climate change? (2
marks)
Lee and Mia
Which of the two people is providing the stronger piece of evidence and
why? (2 marks)

Mia

Because it is quantitative data rather than qualitative (or any other wording)
Describe the formation of fossil fuels. Marks are available for quality of written
communication. (6 marks)
Marks are available for quality of written response in addition of scientific
content
0 marks
Level 1 (1-2
Level 2 (3-4
Level 3 (5-6
marks)
marks)
marks)
No relevant
There is some
There is a good
There is a clear
content
relevant content
description of the and detailed
describing the
formation of a
description of the
formation of a
fossil fuel
formation of a
fossil fuel
fossil fuel
Example of points made in response:







Fossil fuels, such as coal, oil and gas
…are formed from the dead remains of living plants and animals.
Oil was formed from dead plankton on the sea.
The dead plankton would sink to the bottom of the ocean.
Over many years, layers would build up with sand and dead plankton.
Over millions of years, under high levels of heat and pressure
The fossils became oil.
a) Using the information provided in the graph above, explain how
indicator species can be used to assess water quality. [3 marks]

Bloodworms are indicators of high levels of pollution and are found close
to sewage discharge or where pollution levels are high [1].


Mayfly nymphs are indicators of low levels of pollution [1] and are found
downstream from sewage discharge or where pollution levels are low [1].
Alternative, valid responses will be given credit.
b) The following year, the scientists carried out the study again to find out
if water pollution levels were improving or deteriorating. Name one
thing they have to do if to make the survey a fair test? (1 mark)



Same time of year/day
Same amount of time spent in the area (6 hours)
Same species monitored
c) Evaluate the scientists’ study
i) Do you think firm conclusions can be drawn from the data? Why/why
not? (2 marks)


Yes (1) because there is a clear pattern in the results. (1)
Yes (1) - The results were as you would expect with blood worm closer
to the sewage and mayflies further away (1).
ii) What may have made it difficult to estimate the number of each
species? (1 mark)


Large number make it difficult to count
Living things may move from one area to another
i) Suggest two things they could do to strengthen the data they
collected. (2 mark)



Spend more time in the area
Monitor a broader range of species
Any other valid response
(b) (i) In which direction does the wind blow the pollution from the factory? (1 mark)
x
From the factory towards the west
(ii) Which row in the table shows a correct distribution of lichens? (1 mark)
x
SECTION B
1 (a) The pie chart shows different ways of treating rubbish
(ii)
Complete the table using the information in the pie chart (2
marks).
Way of treating rubbish
Recycling
Percentage
14
Burning
20
Landfill
66
(ii) Which way of treating rubbish is used least? (1 mark)
Recylcing
Explain two disadvantages of using landfill over recycling. (2 marks)




Running out of space
Toxicity of waste/non-biodegradable
Running out of raw materials
Other valid response
2. The diagram shows the process of deforestation.
i)
What is deforestation? (1 mark)
The chopping down of forest (or otherwise worded)
(ii) What impact does deforestation have on the amount of carbon
dioxide in the atmosphere. Explain your answer. (2 marks)


More CO2
CO2 used in photosynthesis
Define the term ‘respiration’ (2 marks)
Releasing energy from food/glucose using oxygen (1), producing carbon dioxide
and water (1)
Glucose + oxygen  Carbon dioxide + water
3. Name 3 types of fossil fuels (3 marks)
o
o
o
o
Coal (1)
Oil (1)
(Natural) Gas (1)
Any other named fossil fuel e.g. petrol
3. Name 3 things that you can do to reduce a carbon footprint.





Use public transport/walk (1)
Use less electricity (1)
Buy local food (1)
Do not fly/ take fewer flights (1)
Any valid response
By what process does Carbon Dioxide get removed from the air?

Photosynthesis.
Broken down by decomposers
What is the name given to process A? (1 marks)
Respiration
Name two type of decomposer that will break down the dead
material. (2 marks)


Fungi (1)
Bacteria (1)



Many plants lose their leaves in the Autumn. Explain how the carbon they are
made from gets recycled to make new leaves in the future (3 marks).
Carbon in the leaves gets broken down by decomposers
Decomposers respire, releasing carbon into the air (as carbon dioxide)
The carbon dioxide is used in photosynthesis to make new leaves.
For each of the following, state whether the material the object is made from is
natural or technical by ticking the correct box. (3 marks)
Natural
Faeces (poo)
Plastic bucket
Marble bench
Computer screen
Technical
Explain why our current use of technical materials is unsustainable. Marks are
available for quality of written communication. (6 marks)
Marks are available for quality of written response in addition of scientific
content
0 marks
Level 1 (1-2
Level 2 (3-4
Level 3 (5-6
marks)
marks)
marks)
No relevant
There is some
There is a good
There is a clear
content
relevant content
description of
and detailed
describing why
why technical
description of
technical
materials are
why technical
materials are
unsustainable.
materials are
unsustainable.
unsustainable.
Example of points made in response:







Technical materials are made from raw materials
We are running out of raw materials.
Technical materials are usually non-biodegradable so create large
amounts of waste.
This usually ends up in land-fill and does not get reused.
This is a linear process and so is unsustainable.
When technical materials are broken down they can make the
ground toxic.
This damages the environment.
Describe 3 potential impacts of climate change. (3 marks)






Increased flooding
More unpredictability of weather
Melting of ice caps
Changes to species distribution
More famine/drought
Any other valid comment