Chapter 06 Question

New Biology – a modern approach 1
Chapter 6: The ecosystem

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Structured Questions
Core Section
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* In a field trip, Rose and her classmates collected five different types of seaweed from a rocky shore. They
took down some notes about where the different seaweeds could be found.
Seaweed Habitat
A From very high tide to 3 m below high tide
B From high tide to 2 m below mid tide
C From mid tide to low tide
D From 3 m above low tide to 1 m below very low tide
E From very low tide to 3 m below very low tide
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© Aristo Educational Press Ltd 2007 221
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(i) Complete the line bar graph to show the habitats of the different seaweeds. The line bar of seaweed A is
done for you as an example. (2 marks)
(ii) State the species found between low tide and very low tide. (2 marks)
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(iii) Suggest TWO reasons to explain why there are no seaweeds below region X. (2 marks)
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(iv) State the abiotic factor studied in this field trip. (1 mark)
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(v) State the seaweed which is unable to survive if exposed to the air. Explain your answer. (2 marks)
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(i)
Correct line bar for B, C, D and E. (1/2 mark each) (2 marks)

(ii) D and E (2 marks)
(iii) Less red and blue light can reach this level. (1 mark)
The seaweed cannot efficiently undergo photosynthesis to make food. (1 mark)
(iv) tide (1 mark)
(v) E, (1 mark)
because the surface becomes desiccated if exposed to air. (1 mark)
_________
(9 marks)##
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* In a class discussion, Maria and Johnny argued about the accuracy of two types of pyramids. At the end of the
class, both decided that the pyramid of biomass was more accurate.
The food chain and the pyramids they studied are shown below:
Food chain: A B  C  D
Pyramid of numbers Pyramid of biomass

Answer the following questions by using the letters given in the food chain if necessary.
(i) Suggest reasons for their decision that the pyramid of biomass was more accurate. (2 marks)
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(ii) Suppose B, C and D are mammals. State the organisms that are carnivorous. (1 mark)
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(iii) (1) Construct a food web after organism E has been added. Organism E feeds on producers and is the
food for organism D. (1 mark)
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(2) State the relationship between organisms B and E. (1 mark)
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(3) State the organism directly affected if a herbicide is used. (1 mark)
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(4) State the organism that will accumulate the highest concentration of insecticide if an insecticide
is used. (1 mark)
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(5) Describe the adverse effects produced after prolonged use of insecticides. (2 marks)
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(i) The pyramid of numbers does not take into account the relative sizes of the organisms being studied. (1
mark)
The amount of energy depends on the amount of living materials in the body of the organisms. (1
mark)
(ii) C and D (1 mark)
(iii) (1)
(1 mark)
(2) competition (1 mark)

(3) A (1 mark)
(4) D (1 mark)
(5) The insecticide becomes ineffective for killing the insects (1 mark)
because the insects become more resistant due to mutation. (1 mark)
_________
(9 marks)##
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* In a picnic, Lily found that there were fishes swimming in a freshwater stream. However, she discovered that
water (of 30℃) was discharged out of a factory into the stream.
Two abiotic factors which can affect the fish are oxygen level and water temperature. The following graph
below shows how the oxygen uptake of a fish changes with changing water temperature:
50
45
Oxygen uptake (cm3/kg/hour)
40
35
30
25
20
15
10
0
0 5 10 15 20 25 30 35
Water temperature (℃)
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(i) Fish is a poikilotherm. Define the term ‘poikilotherm’. (1 mark)
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(ii) State the organs that fish use for breathing in oxygen. (1 mark)
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(iii) Calculate the volume of oxygen taken up by a 2-kg fish over a 4-hour period when the water
temperature is 20℃. Show your working. (2 marks)
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(iv) Describe the effect of the change in water temperature on oxygen uptake by a fish. (1 mark)
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(v) Predict the result on the fish population three days after the discharge of 30℃ water by the factory. (4
marks)
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(i) Body temperature changes with the external temperature. (1 mark)
(ii) gills (1 mark)
(iii) Volume of oxygen taken up = 25 x 2 x 4 (1 mark)
= 200 cm3 (1 mark)
(iv) An increase in water temperature leads to an increase in the oxygen uptake by fish. (1 mark)
(v) The population of the fish drops. (1 mark)
At 30℃, the fish has to take up much oxygen. (1 mark)
However, high temperature decreases the solubility of oxygen in water. (1 mark)
Less oxygen is available in water and the fish will then lack oxygen and die. (1 mark)
_________
(9 marks)##
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The diagram below represents a food web in a marsh habitat:
snake
hawk
frog
shrew
cricket
grasshopper
cattail
marsh grass
(i) In the above food web, state the number of kinds of organisms of each of the following:
producers _______________
herbivores _______________
carnivores _______________ (3 marks)
(ii) What do the arrows represent? (2 marks)
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(iii) Write down all the food chains within the food web. (5 marks)
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(i) (1) 2 (1 mark)
(2) 2 (1 mark)
(3) 4 (1 mark)
(ii) The direction of transfer of energy and organic matter. (2 marks)
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(iii) marsh grass  grasshopper  shrew  hawk
marsh grass  grasshopper  shrew  snake
cattail  cricket  frog  snake
cattail  cricket  shrew  hawk
cattail  cricket  shrew  snake (1 mark each) (5 marks)
___________
(10 marks)##
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A team of biologists visited a forest and collected some data about the living organisms as follows:
Trophic level Number of individual/m2 Amount of energy (kcal/m2/year)
Tertiary consumers 0.08 0.004
Secondary consumers 120 4.2
Primary consumers 560 450
Producers 1.2 7000
(i) From the data above, explain the limitation of the pyramid of numbers. (1 mark)
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(ii) Suggest a food chain based on the data provided above. (1 mark)
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(iii) With reference to the data, explain why food chains do not usually exceed four trophic levels.
(2 marks)
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(iv) State the possible fate of energy loss during transforming or incorporation to organisms at other trophic
levels. (3 marks)
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(v) Other than the pyramid of numbers and pyramid of energy, state a type of pyramid which represents
each type of organisms at the tropic levels. (1 mark)
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##
(i) The relative sizes of the organisms at each tropic level in the pyramid of numbers are not known.
(1 mark)
(ii) oak tree  caterpillar  small bird  hawk (or any reasonable answers) (1 mark)
(iii) In going up each trophic level, the amount of energy is greatly reduced. (1 mark)
In tertiary consumers, the amount of energy is 0.004 kcal/m2/year, which may be inadequate to
support organisms at higher trophic levels. (1 mark)
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(iv) - Uneaten dead remains (1 mark)
- Heat loss by respiration (1 mark)
- Egestion and excretion (1 mark)
(v) pyramid of biomass (1 mark)
__________
(8 marks)##
|!|EQA00600006|!|
In a field study of a grassland, the following organisms were found in or around it:
Organisms
Grasshopper Hawk Caterpillar Clover Sparrow
Weight of individuals 10 g 0.2 kg 12 g 0.7 g 50 g
No. of individuals 50 1 41 4000 7
(i) (1) Calculate the biomass of each kind of organism. (5 marks)
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(2) Based on the results in (1), construct a food web which is likely to be found in such a habitat.
(2 marks)
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(ii) (1) Name the producer(s) found. (1 mark)
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(2) What is the role played by the producers in this ecosystem? (1 mark)
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(iii) (1) What is the difference between the diet of a primary consumer and that of a secondary consumer?
(2 marks)
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(2) State the primary and secondary consumers in this ecosystem. (3 marks)
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(iv) If 100 grasshoppers were added into the ecosystem, how would the populations of other organisms be
affected? (2 marks)
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(i) (1) Grasshopper – 500g
Hawk – 200g
Caterpillar – 492g
Clover – 2800g
Sparrow – 350g (1 mark each) (5 marks)
(2)
(2 marks)
(ii) (1) clover (1 mark)

(2) To carry out photosynthesis to synthesise carbohydrates / to start the food chain. (1 mark)
(iii) (1) Primary consumers feed on plants. / They are herbivores. (1 mark)
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Secondary consumers feed on herbivores. / They are carnivores. (1 mark)
(2) Primary consumers – caterpillar and grasshopper (2 marks)
Secondary consumers – sparrow (1 mark)
(iv) The sparrow will increase in number while the clover and caterpillar will decrease in number.
(2 marks)
___________
(16 marks)##
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* The diagram below shows four trophic levels that occur in most ecosystems:
(i) What is the meaning of the term “trophic level”? (2 marks)

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(ii) Name one organism at each trophic level of a grassland community as indicated in the above diagram.
(4 marks)
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(iii) Apart from grassland, name any other THREE habitats that exist in Hong Kong. (3 marks)
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(iv) (1) Which trophic level contains more energy, the first or the fourth one? (1 mark)
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(2) Give a reason for your answer in (1). (2 marks)
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(v) Explain and elaborate on the following:
“Materials are recycled but energy flows in a linear fashion in an ecosystem.” (3 marks)
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(i) Trophic level is the energy level along the energy flow in a food chain. (1 mark)
It also refers to the feeding position in the food chain of an ecosystem. (1 mark)
(ii) 1 trophic level – grass
st
2nd trophic level – grasshopper

3rd trophic level – sparrow
4th trophic level – hawk (or any reasonable answers) (1 mark each) (4 marks)
(iii) shrubland, woodland, freshwater pond, mangrove, sea shore
(any three or any reasonable answers) (1 mark each) (3 marks)
(iv) (1) The first trophic level contains more energy. (1 mark)
(2) Part of the energy is lost as it passes from one trophic level to another. (1 mark)
Energy is lost owing to respiration / excretion / death of an organism. (1 mark)
(v) Due to the presence of microorganisms, materials (elements) recycle in an ecosystem. (1 mark)
On the other hand, as energy is transferred from one organism to another along the food chain, part of
the energy is lost. The supply of solar energy to an ecosystem is essential, therefore energy flows is not
recycled in an ecosystem. (2 marks)
___________
(15 marks)##
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Study the following diagram:
dead
remains
(i) Which compound does A represent? (1 mark)

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(ii) What biological processes do X and Y represent, respectively? (2 marks)
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(iii) State TWO important roles of process Y in the ecosystem. (2 marks)
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(iv) What kind of organism participates in process Z? (1 mark)
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(v) What substance does B represent? (1 mark)
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(vi) What should be added into the ecosystem continuously in order to ensure the recycling of materials? (1
mark)
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(i) carbon dioxide (1 mark)
(ii) X – respiration (1 mark)
Y – photosynthesis (1 mark)
(iii) to release oxygen / filter the air / purify the air (1 mark)
to produce carbohydrates / start the food chain (1 mark)
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(iv) micro-organisms / bacteria / fungi / decomposers (1 mark)
(v) fossil fuel / coal / petroleum (1 mark)
(vi) solar energy / light energy (1 mark)
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(8 marks)##
|!|EQA00600009|!|
The diagram below shows a simplified carbon cycle:
E
A
CO2 in the
atmosphere
C in trees dead bodies
D C
fossil
fuels
(i) Name processes A and B. Where do they occur in plant cells, respectively? (4 marks)
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(ii) Which of the processes in the diagram requires the action of microorganisms? Name and describe the
action. (3 marks)
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(iii) Suggest TWO practical methods to decrease the amount of carbon dioxide in the atmosphere.
(2 marks)
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(i) Process A: Photosynthesis in chloroplasts (2 marks)
Process B: Respiration in mitochondria (2 marks)
(ii) Process E / Decomposition (1 mark)

The decomposers break down the dead organic bodies of the trees. (1 mark)
The carbon element in the organic matters is oxidised to carbon dioxide. (1 mark)
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(iii) Decrease the burning of fossil fuels to reduce the amount of carbon dioxide released to the atmosphere.
(1 mark)
Plant more trees to increase the amount of carbon dioxide fixed. (1 mark)
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(9 marks)##
|!|EQB00600010|!|
* Study the diagram below which shows how the energy flows in an ecosystem:
Secondary consumers
B
Primary consumers
A 130,000
kcal/m2/year Producers
Key: energy flow
(i) What is A? (1 mark)

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(ii) Only about 40% of the energy from A is captured by producers in the food chain. Suggest ways in
which the energy is lost before entering the producers. (2 marks)
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(iii) Given the efficiency of conversion of energy from producers to primary consumers is 13%, calculate
the amount of energy that can reach the level of primary consumers. (1 mark)
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(iv) If the amount of energy that can reach the secondary consumers is 1,600 kcal/m2/year, calculate the
efficiency of conversion of energy from the primary consumers to the secondary consumers. Show
your steps. (2 marks)
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(v) What is B? (1 mark)
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(vi) In which TWO forms is energy transferred to B? (2 marks)
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(vii) What is the role of B in the carbon and nitrogen cycles? (3 marks)
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(i) light energy / solar energy (1 mark)
(ii) Some wavelengths of the light are unsuitable for photosynthesis. (1 mark)
Some of the sunlight is reflected when it hits the leaf surface. (1 mark)
(iii) 130,000 kcal/m /year x 13% = 16,900 kcal/m /year
2 2
(1 mark)
(iv) 1,600 / 16,900 x 100% (1 mark)
= 9.47% (1 mark)
(v) decomposers (1 mark)
(vi) dead remains (1 mark)
excreta (1 mark)
(vii) B breaks down the organic nitrogen and carbon in dead bodies and wastes. (1 mark)
Ammonia is produced during decomposition. (1 mark)
The carbon element in the organic matters is oxidised to carbon dioxide. (1 mark)
__________
(12 marks)##
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|!|EQA00600011|!|
John visited a farm. He found that the observed organisms could be linked in a food chain:
(i) (1) Construct a food chain with three trophic levels, starting with grass. (2 marks)
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(2) State the term used to describe the organism at the highest trophic level. (1 mark)
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(3) Draw a pyramid to show the relative numbers of the constructed food chain. (2 marks)
(ii) Based on the graph below which can be applied to any one of the observed organisms, answer the
following questions.
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 1  2    3    4 
(1) What does stage 2 of the growth curve indicate about the population of rabbits under optimal
conditions with no environmental resistance? (1 mark)
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(2) For the population of eagles, which stage represents a normal condition of balance? Explain your
answer. (2 marks)
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(3) Suggest a reason to explain why there is a decrease during stage 4 for the population of grass. (1
mark)
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(i) (1) grass → rabbit/sheep → eagle (2 marks)
(2) carnivore or secondary consumer (1 mark)
(3) eagles (secondary consumers)
rabbits / sheep (primary consumers)
grass (producers)
(2 marks)
(ii) (1) It indicates that the growth rate is maximal. (1 mark)
(2) Stage 3 (1 mark)
because the growth rate is equal to the death rate. (1 mark)
(3) The grass is grazed by the herbivores. (1 mark)
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(9 marks)##
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Extension Section
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Complete the following paragraph with suitable words selected from the list below:
nitrite nitrogen dioxide nitrate nitrogen fixing bacteria
denitrifying bacteria nitrifying bacteria putrefying bacteria consumers
protein fat producers
All living things need nitrogen. Plants absorb nitrogen in the form of (i)_________________from the
soil and make (ii)_________________. Such nitrogen is transferred along the food chain to the
(iii) _________________.
No organisms can directly use atmospheric nitrogen except (iv) _________________, which live in the
root nodules of leguminous plants.
(v) _________________ are responsible for the breakdown of dead bodies and organic wastes to
ammonia by a process called decomposition. Then the ammonia is oxidised by (vi) _______________ to
nitrate which is then absorbed by the plants again. (3 marks)
##
(i) nitrate (1/2 mark)
(ii) protein (1/2 mark)
(iii) consumers (1/2 mark)
(iv) nitrogen fixing bacteria (1/2 mark)
(v) Putrefying bacteria (1/2 mark)
(vi) nitrifying bacteria (1/2 mark)
_________
(3 marks)##
|!|EQB00600013|!|
* A scientist visited a habitat to investigate the nutrition pattern of the organisms there. He concluded the study
by drawing the following food chains:
Food chain 1: oak → beetle → blackbird → owl
Food chain 2: oak → squirrel → fox → fungus
(i) Name the ultimate source of energy that sustains the food chains. (1 mark)
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(ii) Explain briefly how the owl in the food chain obtains energy. (2 marks)
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(iii) What is the relationship between the beetle and the blackbird? (1 mark)
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(iv) What is the relationship between the beetle and the squirrel? (1 mark)
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(v) Describe what would happen to the leaves of the oak tree that have fallen on the soil. (2 marks)
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(vi) Suggest TWO ways in which the beetle and the squirrel might benefit from the oak tree. (2 marks)
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(i) sunlight (1 mark)
(ii) Sunlight is converted into chemical energy by the oak tree during photosynthesis. (1 mark)
By predation, energy is passed to the beetle first, and then to the blackbird, and eventually to the owl.
(1 mark)
(iii) predation (1 mark)
(iv) competition (1 mark)
(v) The leaves of the oak tree would be decomposed by decomposers (1 mark)
into simple inorganic matter. (1 mark)
(vi) The oak tree provides food for the beetle and the squirrel in the food chain. (1 mark)
The beetle and the squirrel find shelter in the oak tree. (1 mark)
__________
(9 marks)##
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|!|EQB00600014|!|
* Four organisms A, B, C, and D were separated into different groups and put in three glass bottles covered with
lids. The contents of each bottle at the beginning of the experiment and the results observed after a few days
are recorded in the following table:
Bottle Contents at the beginning Results after a few days
of the experiment
Animals (species C) disappeared
1 Animals (species A) living
Plants (species D) unchanged
Animals (species C) living
2 Animals (species B) dead
Plants (species D) partly eaten
Animals (species A) disappeared
3 Animals (species B) living
Plants (species D) unchanged
(i) According to the above results, construct a possible food chain for organisms A, B, C and D.
(2 marks)
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(ii) Which organism was the producer? (1 mark)
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(iii) Which organism was the
(1) primary consumer?
(2) secondary consumer? (2 marks)
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(iv) Explain the disappearance of animals of species C in bottle 1. (1 mark)
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(v) Explain the death of animals of species B in bottle 2. (2 marks)
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(vi) Why would it be impossible to draw any appropriate conclusion from the experiment if all the
organisms were put together in the same bottle? (2 marks)
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(vii) The relationships of another organism X to organisms A, B, C and D were studied in a similar
experiment. The results are recorded in the table below:
Bottle Contents at the beginning Results after a few days
of the experiment
Animal (species X) living
4 Animal (species C) disappeared
Plant (species D) unchanged
Animal (species X) dead
5 Animal (species A) dead
Animal (species X) disappeared
6 Animal (species B) living
Animal (species A) living
7 Animal (species C) disappeared
Animal (species X) living
Construct a food web to show the relationship between organisms X, A, B, C and D. (2 marks)
(viii) What was the feeding relationship between

(1) organisms A and B? (1 mark)
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(2) organisms A and X? (1 mark)
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(ix) If organisms A, C, D and X were put together in one bottle with a large numbers of organisms B, state
the direct effect on other organisms. (3 marks)
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(i) D → C → A → B (all or none) (2 marks)
(ii) Plants (species D) (1 mark)
(iii) (1) Primary consumer – animals (species C) (1 mark)
(2) Secondary consumer – animals (species A) (1 mark)
(iv) Since animals A fed on animals C, animals C disappeared in bottle 1. (1 mark)
(v) Animals B fed on animals A. Since animals A were absent in bottle 2, animals B died of starvation. (2
marks)
(vi) If all organisms were put together in the same bottle, it would be difficult to find which organism was
preyed upon by which and B was the only organism that remained in the bottle. Conclusion on the
feeding relationship of these organisms could not be drawn due to insufficient information. (2
marks)
(vii)
(2 marks)
(viii) (1) prey and predator / predation (B (predator) fed on A (prey)) (1 mark)
(2) competition (A and X competed for food.) (1 mark)
(ix) Number of organisms A and X would decrease. (1 mark)
Number of organisms C would increase while that of plants D would decrease. (2 marks)
___________
(17 marks)##
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|!|EQA00600015|!|
Shown below is a food web of a seashore community:
sea birds
starfish
blennies
fish
dog whelks
periwinkles mussels
barnacles
large seaweeds
limpets small algae
(i) From the food web, select THREE organisms to construct a food chain. (1 mark)
_______________________________________________________________________________
(ii) State TWO ways in which energy may be lost as it passes along a food chain. (2 marks)
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(iii) Using FIVE organisms from the food web, draw a pyramid of numbers of these organisms.
(2 marks)
(iv) The association between some crabs and sea anemones is beneficial to each other. What name is given
to such association? How do they benefit each other? (3 marks)
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(v) Name the relationship between barnacles and mussels. (1 mark)
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(i) large seaweeds → periwinkles → dog whelks (or any reasonable answers) (1 mark)
(ii) Energy is lost owing to respiration / excretion / death. (any two) (2 marks)
(iii)
(or any reasonable answers) (2 marks)

(iv) mutualism (1 mark)
The crab gains protection from the sea anemones which possess sting cells. (1 mark)
On the other hand, the sedentary sea anemones are carried from place to place as the crab moves. (1
mark)
(v) competition (1 mark)
__________
(9 marks)##
|!|EQB00600016|!|
* Study the following diagram which shows the nitrogen cycle in nature.
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(i) Name processes A, B, C, D and E. (5 marks)
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(ii) (1) TWO types of organisms may be involved in process E. Name them. (2 marks)
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(2) Give a term to describe the interaction between these two organisms. (1 mark)
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(3) Briefly describe how they interact with each other through process E. (3 marks)
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(iii) What organisms are involved in processes A, B and C? (3 marks)
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(i) A – denitrification
B – nitrification
C – putrefaction/decomposition/decay
D – excretion
E – nitrogen fixation (1 mark each) (5 marks)
(ii) (1) leguminous plant and rhizobium (nitrogen fixing bacteria) (2 marks)
(2) mutualism (1 mark)
(3) Rhizobium can turn the atmospheric nitrogen into nitrogenous compounds which are used by
leguminous plants to form protein / for growth. The bacteria receive a protected place to live in and
obtain carbohydrates from the leguminous plants. (3 marks)
(iii) Process A–denitrifying bacteria
Process B–nitrifying bacteria
Process C–putrefying bacteria (1 mark each) (3 marks)
___________
(14 marks)##
|!|EQB00600017|!|
* The graph below shows the changes in the populations of Arctic hares (北極兔) and Arctic foxes (北極狐)
over a period of time:
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Arctic hares
Arctic foxes
Number of
animals
Time
(i) Give ONE reason why the hare population decreases from A to B. (2 marks)
_______________________________________________________________________________
_______________________________________________________________________________
(ii) Give TWO reasons why the hare population reaches a peak at C. (3 marks)
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
(iii) Give ONE reason why the fox population reaches a peak at D. (2 marks)
_______________________________________________________________________________
_______________________________________________________________________________
(iv) What would happen to the Arctic hares if the Arctic foxes were deliberately hunted and killed by man?
Explain your answer. (4 marks)
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
(v) Why are the peaks reached by the population of Arctic hares higher than those reached by the
population of Arctic foxes? (3 marks)
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
##
(i) Arctic foxes prey on Arctic hares. (1 mark)
Arctic foxes increase in number, thus more Arctic hares are eaten. (1 mark)
(ii) At C, the number of Arctic fox is small and so less Arctic hares are eaten. (1 mark)
Therefore, as the birth rate is higher than the death rate, the number of Arctic hares increases to a peak
at C. (1 mark)
Also the food supply is abundant and therefore there is less competition. (1 mark)
________________________________________________________________________________________
___________________________________________________________________________________
(iii) More food is available to Arctic foxes because the population of Arctic hares has reached a peak at C.
(1 mark)
Therefore Arctic foxes reproduce rapidly and its population increases and reaches a peak at D. (1
mark)
(iv) At the beginning, the population of Arctic hare would increase rapidly (1 mark)
because its predators have been killed. (1 mark)
Due to the shortage of food caused by competition, many of the Arctic hares would die afterwards. (2
marks)
(v) The Arctic foxes occupy a higher trophic level. (1 mark)
There is energy loss due to respiration / excretion when energy is transferred from one trophic level to
another. (2 marks)
Therefore, a larger number of Arctic hare must be present since there is more energy at this trophic
level. ___________
(14 marks)##
|!|EQB00600018|!|
* The following diagram shows a pyramid of biomass and the concentration of mercury in a food chain. The
area of each rectangle represents the total biomass of organisms at that trophic level in the food chain. The
number of dots in each rectangle indicates the amount of mercury.
sea birds
large fishes
small fishes
algae
(i) Explain why the biomass of large fishes is greater than that of sea birds. (4 marks)
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
(ii) Explain why the concentration of mercury is the highest inside the bodies of sea birds. (2 marks)
_______________________________________________________________________________
_______________________________________________________________________________
(iii) Mercury is a pollutant. Suggest a source of this pollutant. (1 mark)
_______________________________________________________________________________
(iv) If the sea birds ate the small fishes instead of the large fishes, how would their biomass and
concentration of mercury be different? Why? (3 marks)
_______________________________________________________________________________
________________________________________________________________________________________
___________________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
##
(i) Sea birds occupy a higher trophic level. (1 mark)
Energy is lost owing to respiration / excretion (2 marks)
during transfer from one trophic level to another. (1 mark)
(ii) Mercury cannot be eliminated by an organism / it is accumulated in the fat. (1 mark)
The biomass of sea birds is the lowest and so the concentration is the highest. (1 mark)
(iii) from chemical factories (1 mark)
(iv) The biomass of sea birds would be greater and (1 mark)
the concentration of mercury would be lower (1 mark)
because of a shorter food chain. (1 mark)
___________
(10 marks)##
|!|EQB00600019|!|
* The diagram below shows a food web in the deep sea region:
sea birds
salmons
shrimps
phytoplanktons
starfishes
limpets
blue whales
(i) State the ecological relationship(s) between the following pairs of organisms:
(1) sea birds and starfishes (1 mark)
_______________________________________________________________________________
(2) shrimps and starfishes (1 mark)
_______________________________________________________________________________
(ii) Energy is lost when it is transferred from one trophic level to another. Using the energy transfer from
limpets to starfishes as an example, illustrate the ways in which the energy is lost. (3 marks)
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
(iii) (1) State the role played by phytoplanktons in the food web. (1 mark)
_______________________________________________________________________________
(2) Name the external energy source gained by phytoplanktons. (1 mark)
_______________________________________________________________________________
________________________________________________________________________________________
___________________________________________________________________________________
(3) Give ONE abiotic factor that may affect the number of phytoplanktons. (1 mark)
_______________________________________________________________________________
(iv) Although blue whales consume only phytoplanktons, they are the largest mammals on the earth,
averaging 120 tons in weight.
With reference to their diet, suggest reasons why blue whales can reach such an enormous size.
(3 marks)
_______________________________________________________________________________
_______________________________________________________________________________
(v) Describe and explain what would happen to the number of salmons if all the starfishes had been
removed. (2 marks)
_______________________________________________________________________________
_______________________________________________________________________________
##
(i) (1) competition (1 mark)
(2) predation (1 mark)
(ii) Limpets produce energy through respiration and metabolic activities but most energy is lost as heat
to the environment. (1 mark)
Some energy is lost during excretion and egestion. (1 mark)
Some parts of limpets cannot be eaten by starfishes and thus energy is lost. (1 mark)
(iii) (1) producers (1 mark)
(2) light energy / solar energy (1 mark)
(3) temperature / sunlight / pH (any one) (1 mark)
(iv) The food chain is short for energy transfer from planktons to blue whales,
energy loss is minimised. (2 marks)
The blue whales consume a huge amount of planktons every day. (1 mark)
(v) Both starfishes and salmons feed on shrimps. If all the starfishes had been removed, the salmons would
have more food and produce more offspring. (1 mark)
The number of salmons would increase. (1 mark)
__________
(13 marks)##
|!|EQB00600020|!|
* The diagram below shows an ant-house plant found in the rainforest. Ant-house plants have the stem enlarged,
forming tubers with many air-filled chambers where the ants inhabit. The ants are so aggressive that they can
kill insects. The ants dispose their organic wastes within the chambers.
________________________________________________________________________________________
tuber
___________________________________________________________________________________
(i) With reference to the above diagram, state which group of flowering plants it belongs to. Explain
briefly. (2 marks)
_______________________________________________________________________________
_______________________________________________________________________________
(ii) The photograph below shows a transverse section of the tuber of the flowering plant.
chambers
ant
Why are there so many air-filled chambers within the tuber instead of only one? (1 mark)
_______________________________________________________________________________
________________________________________________________________________________________
___________________________________________________________________________________
(iii) Explain how the ant-house plant gains additional nutrients from the ants. (3 marks)
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
(iv) In an experiment, the ants were removed. Predict what might happen to the plant after a week. Explain
briefly. (3 marks)
_______________________________________________________________________________
_______________________________________________________________________________
(v) State how the ants obtained benefits from the ant-house plant. (2 marks)
_______________________________________________________________________________
_______________________________________________________________________________
(vi) (1) Identify the ecological relationship between the ants and the ant-house plant. (1 mark)
_______________________________________________________________________________
(2) Give ONE more example of this association in nature and explain. (3 marks)
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
##
(i) dicotyledons (1 mark)
The plant possesses leaves with a branching network of veins. (1 mark)
(ii) This is to increase the amount of ants that the tuber can carry. (1 mark)
(iii) The organic debris disposed by the ants is broken down into inorganic nutrients by the decomposers.
(2 marks)
The inorganic nutrients can be readily absorbed by the chamber surfaces. (1 mark)
(iv) The plant can be protected against the attack by insects (1 mark)
since the ants are aggressive enough to kill the insects on the plant. (1 mark)
If the ants were removed, the plant might suffer from insect attack. (1 mark)
(v) The ants gained shelter and (1 mark)
protection from the ant-house plant. (1 mark)
(vi) (1) mutualism (1 mark)
(2) lichen (or any reasonable answers) (1 mark)
The algae provide carbohydrates and oxygen to the fungi and the fungi provide carbon dioxide and
protection to the algae. (2 marks)
__________
(15 marks)##
________________________________________________________________________________________

Chapter 06 Question

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Chapter 06 Question

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New Biology – a modern approach 1

Chapter 6: The ecosystem

Correct line bar for B, C, D and E. (1/2 mark each) (2 marks)

Pyramid of numbers Pyramid of biomass

(2) competition (1 mark)

(ii) (1) clover (1 mark)

(i) What is the meaning of the term “trophic level”? (2 marks)

2nd trophic level – grasshopper

(i) Which compound does A represent? (1 mark)

(ii) Process E / Decomposition (1 mark)

(i) What is A? (1 mark)

(viii) What was the feeding relationship between

(or any reasonable answers) (2 marks)

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