B3 Life On Earth Workbook

OCR 21st Century Science: B3 Life on Earth
B3 Module Introduction
Pages 7273 in the Student Book provide an introduction to this module.
When and how to use these pages

These pages summarise what students should already know from KS3 or from previous GCSE units and provide
an overview of the content that they will learn in this module.
o Use these pages as a revision lesson before you start the first new topic.
o Brainstorm everything that students remember about the different topics using the headings as a starting
point. Compare your list with the points on page 72.
o Use the questions on page 72 as a starting point for class discussions.

o Ask students if they can tell you anything about the topics on the right-hand page.
o Make a note of any unfamiliar / difficult terms and return to these in the relevant lessons.
Suitable answers to the questions on page 72 are:
o Amphibians are cold blooded, and take on the temperature of the environment around them. They lay
eggs. They have moist, thin skin and can easily dehydrate, so they tend to live in damp areas, and spend some
of their time in water and some on land.
o For example: dead leaves woodlouse blackbird sparrowhawk
o A cactus is adapted to the dry desert environment it lives in. It has specially adapted leaves called spines
that reduce water loss and discourage animals from eating it. It has a wide shallow root system to catch the
maximum amount of water when it rains.
You could revisit these pages at the following points:
o before lesson b3_03 on food chains, pages 8081

o before lesson b3_06 on variation, mutation and evolution, pages 8687
o before lesson b3_10 on biodiversity, pages 9495.
Overview of module
This module allows students to consider the way that scientific theories are developed and become accepted,
using the context of the theory of evolution. Students are introduced to the idea of biodiversity and how organisms
support each other in their habitats and ecosystems. Students consider the issue of extinction and how the rate of
extinction can be reduced. They go on to learn how biodiversity can help to maintain sustainability and how
humans can manage their lives and industries to maximise sustainability.
Obstacles to learning
Students may need extra guidance with the following terms and concepts:
Adaptation
While some species are able to adapt to changes in their habitats, even when these changes happen quite quickly,
students must not be left with the impression that all species will be able to adapt to changes caused by the effect
of humans, for example on the climate. Some organisms may be able to adapt to these changes, but many will not
be able to adapt quickly enough and instead will become extinct.
Energy transfer in food chains
The calculation of efficiency of transfer of energy will not have been met before (unless students have done this in
other contexts in physics). Students should, however, be aware from previous work on food chains that not all the
energy is passed on to the next level of the food chain. It is important that they do not refer to the energy lost at
each level of the food chain. The energy is not lost it passes out of the food chain into the environment.
Nutrient recycling
Students may need to be reminded that the system being considered is essentially closed; for example, all the
carbon released or absorbed still remains in the Earth or its atmosphere. The system can get out of balance with
increasing quantities of carbon dioxide in the atmosphere, but the amount of carbon overall remains the same.
Environmental monitoring
Observations of environmental change are made at a wide range of scales, from the nitrate and phosphate levels
of garden ponds through to global-scale observations of temperature and concentration of gases in the
atmosphere. Different methods are used at these different scales and this can be quite confusing for students.
COLLINS NEW GCSE SCIENCE
HarperCollinsPublishers Ltd 2011
B3 Module Introduction continued

Time scale of development of life on Earth
It is really important that students have an idea of how long the Earth has been here, how long there has been life
on Earth and the relatively tiny amount of time humans that have inhabited the Earth.
Genetic and non-genetic variation
A main stumbling block to avoid is that students think that non-genetic differences can be passed on. Make sure
they all understand that a man who spends a lot of time bodybuilding, for example, and becomes very muscular,
will not have muscular children. His large muscles are due to environmental factors, not genetic variation.
Evolution
A common misconception is that humans evolved from monkeys. Humans and monkeys had a common ancestor
fairly recently (in evolutionary time); humans began to evolve separately from monkeys about 30 million years ago,
but one did not evolve from the other.
Biodiversity
Students may hold misconceptions about what is causing the rapid decline in diversity (human activity is primarily
to blame, followed by the effects of climate change) and the idea that humans do benefit from the loss of diversity
in respect of increased housing, areas for transport infrastructure and other services.
Students should understand the importance of maintaining habitats, rather than focusing on individual species.
Sustainability and biodegradability
Students may think that biodegradable packaging is not damaging to the environment and is a sustainable product
because it biodegrades after use. They should be reminded that biodegradable packaging uses a lot of energy in
its manufacture and transport.
Practicals in this module

In this module students will do the following practical work:
Making an eco-column
Modelling how an introduced species can out-compete an existing species for food
Monitoring ammonia and nitrate levels in a fish tank as it becomes established
Planning a habitat survey to establish the effects of the increase of water temperature on the organisms in a
river
o Examining a fossil box or fossil collection
o Producing a presentation on maintaining ecosystems
o
o
o
o
There are opportunities to carry out fieldwork in local and regional habitats. Any fieldwork that investigates
biodiversity and environmental change would be suitable for example:
o
o
o
o
a study of the diversity of trampled and untrampled areas of the school field
a comparison of the diversity of plant or insect life in a number of disturbed and less disturbed local habitats
an investigation into the biodiversity of different freshwater streams, and how this relates to nitrate levels
a comparison of the diversity of insect life in a farmed field and a hedgerow.
Fieldwork allows students to explore science outside the classroom and provides a good opportunity to plan their
own investigations. Students should think about the hypothesis they are testing as part of the planning, also what
equipment will be most appropriate and what the risks of their method might be. They should also consider, prior to
beginning the fieldwork, how they will present the data they collect,
Key vocabulary covered in this module

adaptation species habitat competition food web interdependence
extinction native species non-native species
photosynthesis efficiency decomposer detritivore
carbon carbon cycle carbon dioxide combustion respiration decomposition nitrogen cycle
nitrates proteins nitrogen-fixing bacteria denitrifying bacteria
non-living indicator living indicator phytoplankton lichens
extinct fossils evolution mutation gene pool fossil record
natural selection selective breeding
mutation evolutionary change fossil record isolated
classification common ancestor
biodiversity genetic diversity mass extinction event
sustainability intensive crop production monoculture predate
Life Cycle Assessment biodegradable
B3 Module Checklist
Pages 100101 in the Student Book provide a student-friendly checklist for revision.

This checklist is presented in three columns showing progression, based on the grading criteria. Bold italic means
Higher tier only.
Remind students that they need to be able to use these ideas in various ways, such as:
o interpreting pictures, diagrams and graphs

o applying ideas to new situations
o explaining ethical implications
o suggesting some benefits and risks to society
o drawing conclusions from evidence they have been given.
These pages can be used for individual or class revision using any combination of the suggestions below.
o Ask students to construct a mind map linking the points on this checklist.
o Work through the checklist as a class and note the points that need further class discussion.
o Ask students to tick the boxes on the checklist worksheet (on the Teacher Pack CD) if they feel confident
that they are well prepared for the topics. Students should refer back to the relevant Student Book pages to
revise the points they feel less confident about.
o Ask students to use the search terms at the foot of the relevant Student Book pages to do further research
on the different points in the checklist.
o Students could work in pairs, and ask each other what points they think they can do, and why they think that
they can do those, and not others.
B3 Module Checklist continued
Module summary
In the introduction to this module, students were presented with a number of new ideas. Work through the list
below as part of their revision. Ask students to write their own summaries and mind maps using this list as a
starting point.
Classification and adaptation

o scientists all over the world use the same classification system
o fossils and DNA evidence allow us to see how organisms are related to each other
o organisms are adapted to their environment
o organisms both depend on other species and compete with them
Nutrient cycles and indicators

o carbon and nitrogen are continually recycled in the environment
o environmental change can be monitored with living and non-living indicators
Natural selection and evolution

o when organisms are well adapted to their environments they are often more successful
o when better adapted individuals have more offspring than others it is known as natural selection
o the process of natural selection can lead to species changing over time
o some species become extinct because they cannot change as quickly as their environment
o evidence for evolution is seen in the living world, in fossils and in DNA
Biodiversity and sustainability

o biodiversity is the variation of species on Earth
o human activity has caused and continues to cause many species become extinct, reducing biodiversity
o sustainability means leaving the environment in the same state as it is now for future generations
o there are many ways to increase the sustainability of our lives
Checklist B3 Aiming for A

Use these checklists to see what you can do now. Refer back to the relevant topic in your
Student Book if you are not sure. Look across the rows to see how you could progress
bold italic means Higher Tier only.
Remember that you will need to be able to use these ideas in various ways, such as:
interpreting pictures, diagrams and graphs
applying ideas to new situations
explaining ethical implications
suggesting some benefits and risks to society
drawing conclusions from evidence that you are given.
Working towards an A grade

Aiming for Grade C
understand that organisms that
share a habitat compete for
resources;
Aiming for Grade A
explain the interdependence of living

organisms using food webs
understand that if the environment

changes, or a new predator or
disease arrives, some species will
go extinct because they cannot
adapt quickly enough;
explain how a population change in
one organism can impact on other
organisms
understand that the energy that
plants absorb from the Sun through
photosynthesis is stored in their
tissues and is transferred to other
organisms when the plants are
eaten;
calculate the efficiency of energy

transfer between levels of a food chain
understand that energy passes out

of a food chain at each level via
heat, waste products and inedible
parts, and this means that food
chains have a limited length
understand the carbon cycle and
also the recycling of nitrogen
compounds in the nitrogen cycle
understand the roles of nitrogenfixing bacteria and denitrifying

bacteria in the nitrogen cycle
OCR 21st Century Science: B3 Checklist

Aiming for Grade C
describe how the environment can
be monitored using living and nonliving indicators, and explain the
advantages and drawbacks of each
of these methods;
Aiming for Grade A
explain why it is useful for scientists to

monitor long-term environmental
change
give examples of living indicators
understand that there is variation between individuals of the same species and that
some of that variation is due to genetic differences; and that these genetic
differences can be passed on and this can lead to evolution
explain the process of
natural selection and describe the
similarities between natural
selection and selective breeding;
understand the role of mutations,

environmental changes, natural
selection and isolation in the formation
of new species;
understand how Darwin developed

his theory of evolution by natural
selection; understand that the fossil
record and DNA analysis of species
provide evidence for evolution
understand why Darwins theory of

evolution is a better scientific
explanation than others
understand that there is a vast

range of organisms on Earth and
many of these have not yet been
identified and classified;
understand that classification of

organisms and fossil organisms is aided
by DNA analysis and shows their
evolutionary relationship;
understand how the classification of

organisms is organised and why it
is useful
understand why biodiversity should be

conserved for future generations, and
explain why the rate of extinctions is
increasing
understand that maintaining

biodiversity is important because it
helps to improve sustainability;
understand that sustainability can be

improved when manufacturing and
packaging products, and explain ways
to make these processes more
sustainable
give examples of unsustainable

farming practices and explain how
these could be improved
Checklist B3 Aiming for C

o achieve your forecast grade in the exam you will need
Use these checklists to see what you can do. Refer back to the relevant topic in your
Student Book if you are not sure.
Remember that you will need to be able to use these ideas in various ways, such as:
interpreting pictures, diagrams and graphs
applying ideas to new situations
explaining ethical implications
suggesting some benefits and risks to society
drawing conclusions from evidence that you are given.
Working towards a C grade
Aiming for Grade E

understand what a species is, and
explain through examples how
different species are adapted to
their environments
Aiming for Grade C
understand that organisms that share a

habitat compete for resources;
understand that if the environment
changes, or a new predator or disease
arrives, some species will go extinct
because they cannot adapt quickly
enough;
explain how a population change in one
organism can impact on other
organisms
understand that the Sun provides

the energy for nearly all food
chains, and that plants use this
energy for a process called
photosynthesis
understand that the energy that plants

absorb from the Sun through
photosynthesis is stored in their tissues
and is transferred to other organisms
when the plants are eaten;
understand that energy passes out of a
food chain at each level via heat, waste
products and inedible parts, and this
means that food chains have a limited
length
understand the carbon cycle,

including the processes of
combustion, respiration,
photosynthesis, and decomposition
and the role of microorganisms
understand the carbon cycle and also

the recycling of nitrogen compounds in
the nitrogen cycle
OCR 21st Century Science: B3 Checklist

Aiming for Grade E
understand that environmental
change can be measured using
living and non living indicators
Aiming for Grade C
describe how the environment can be

monitored using living and non-living
indicators, and explain the advantages
and drawbacks of each of these
methods;
give examples of living indicators
recall that life on Earth began about

3500 million years ago and that it
has evolved from very simple
organisms
understand that there is variation

between individuals of the same
species and that some of that variation
is due to genetic differences; and that
these genetic differences can be
passed on and this can lead to evolution
understand the term natural

selection
explain the process of natural selection

and describe the similarities
between natural selection and selective
breeding;
understand how Darwin developed his
theory of evolution by natural selection;
understand that the fossil record and
DNA analysis of species provide
evidence for evolution
understand that biodiversity refers

to the variety of life on Earth;
understand that organisms are
classified into groups according to
similarities in characteristics
describe what is meant by
sustainability
understand that there is a vast range of

organisms on Earth and many of these
have not yet been identified and
classified;
understand how the classification of
organisms is organised and why it is
useful
understand that maintaining biodiversity
is important because it helps to improve
sustainability;
give examples of unsustainable farming
practices and explain how these could
be improved
B3 Evaluating and analysing evidence

Pages 7879 in the Student Book prepare students for assessment.

This activity provides an opportunity to build and assess the skills that students will use when analysing and
evaluating data.
Ask students to:
o read through the context and tasks, listing any terms that they do not understand
o as a whole class or in small groups, discuss the tasks to ensure that all students understand the terminology
used and to clarify what is required
o work in small groups or individually to answer the questions for each task.
If time allows, ask the students to mark one anothers work using the mark scheme provided.
Notes
Students are presented with a novel context that they need to consider and engage with. They need to interpret the
evidence presented and apply their understanding to construct explanations in answer to the questions. Some of
these can be worked out fairly easily, but some of the later ones are more speculative and this gives an insight into
a different aspect of thinking scientifically.
Answers
Task 1
Predators are organisms that prey on the snakes; the snakes prey is what it will eat.
The conditions are ideal for the snakes because they have an ample supply of food and very little that is trying
to catch them. They are well adapted to the environment in Guam, with plenty of trees.
Task 2
Tropical plant (e.g. orange)
The snake has little competition, either for food or shelter, but its population will be limited by its food supply.
As the birds become extinct, so the snakes have to switch to other prey such as lizards. If they cant adapt to
this change in the supply of food, their numbers will start to drop. It is also likely that if the population of brown
tree snakes were larger than any disease that affects them would spread more rapidly.
tropical bird
brown tree snake
Task 3
The mice may be eaten by other animals; it is also possible that the decaying bodies will be affected by
microbes that are harmful to other living things.
They are tagging the bodies with tiny transmitters so they can track their position.
That if the transmitter has moved it is a snake that has moved the body, and that if a transmitter hasnt moved
the body hasnt been eaten.
This would be expensive; using a small number of transmitters will give a good indication of the proportion that
have been moved.
Task 4
The snakes have had a huge and negative effect on the native bird population, and this in turn is impacting on
other species. If the snake population isnt controlled this will continue and could spread to other islands. On
the other hand, it is humans that caused the introduction of the snakes into Guam, but the snakes are suffering
slow deaths as a result.
B3 Evaluating and analysing evidence continued
Task 5
brown tree snakes
birds
lizards
spiders
insects
plants
This web shows that the snakes prey on both birds and lizards. If the bird numbers drop then the snakes will
switch to catching lizards, so the lizard numbers will drop. However a reduction in the bird population may result in
the spider population increasing.
Mark scheme
For grade E, students should show that they can:
o understand what a species is, and how species are adapted to their environments.
For grades D, C, in addition show that they can:
o understand what a species is, and that organisms that share a habitat compete for resources
o understand that is the environment changes, or a new predator or disease arrives in the habitat, some
species will go extinct because they cannot adapt quickly enough
o explain how a population change in one organism can impact on other organisms in the same food web.
For grades B, A, in addition show that they can:
o explain the interdependence of living organisms using food webs.
B3 Exam-style questions
Pages 102103 in the Student Book are exam-style questions.

These questions are based on the whole of Module B3 and cover a range of different types of questions that
students will meet in their written exams.
o
o
o
o
The questions could be used as a revision test once youve completed the module.
Work through the questions as a class as part of a revision lesson.
Ask students to mark each others work, using the mark scheme provided.
As a class, make a list of the questions that most students did not get right. Work through these as a class.
Notes on the worked example

The worked example asks students to read a piece of text about resistance in head lice to permethrin, a common
treatment. This is an example of an AO2 question students are asked to apply what they know about the
development of resistance in bacteria to the novel context of head lice.
The question also requires the students to access and interpret text that is taken directly from a scientific paper and
is somewhat complex. Strategies to help students with this type of question include: asking them to highlight and
annotate the text as they read it; asking them to summarise the text in a few sentences before they read the
questions about it.
Assessment Objectives
These exam-style questions cover the Assessment Objectives as described below.
Assessment Objectives
Questions
AO1
Recall, select and communicate their knowledge and

understanding of science
AO2
Apply skills, knowledge and understanding of science in

practical and other contexts
AO3
Analyse and evaluate evidence, make reasoned judgements

and draw conclusions based on evidence
1, 3
2a, b, 4a, 5, 6,
worked example
2c, 4b
Answers
These answers are also supplied on the Teacher Pack CD, so students can mark their own or their peers work.
Question
number
Answer
1a
maintaining
decreases
locally
2a
13 million years ago
From the fossil record; DNA analysis
More similarities between humans and

chimpanzees than between humans and
orangutans;
We shared a common ancestor with
chimpanzees more recently than with
orangutans.
Additional notes
1 mark each
Mark
2
1
B3 Exam-style questions continued

3
Points that could be included:

Thick, waxy cuticle to prevent water loss; spines
instead of leaves to reduce water loss and to
discourage animals from eating it; shallow, wide
root systems to collect the maximum water when
it rains; possibly stumpy shape to give a smaller
surface area from which water is lost.
For 56 marks:
Adaptations and their functions
correctly described. All information is
relevant, clear and organised in a
structured way. Specialist terms used
correctly. Few if any errors in grammar,
punctuation and spelling.
For 34 marks:
Some adaptations given but their
functions may not be clearly described.
For the most part information is relevant
and presented in a structured way.
Specialist terms used for the most part
correctly. Occasional errors in
grammar, punctuation and spelling.
For 12 marks:
Some adaptations given but not their
functions. Answer may be simplistic.
Limited use of specialist terms. Errors
of grammar, punctuation and spelling
hinder communication.
For 0 marks:
Insufficient or irrelevant science.
Answer not worthy of credit.
4a
Efficiency (%): 50, 10, 3
1 mark each
Efficiency higher up a food chain is lower;

Organisms further up the chain are more active
and use more energy from respiration and, in the
case of the bird, to keep warm.
5a
If there is loss of biodiversity in a food chain, it is

likely to affect those at higher levels of the chain.
If bird populations are healthy it is unlikely there
is loss of species lower down the food chain.
Loss of breeding and year-round foraging

habitats, leading to:
fewer places to nest;
fewer young raised;
birds less able to survive the winter.
Increase nesting sites, for example maintain wide
hedgerows; provide areas for birds to forage and
feed, for example wild flower banks pr field
margins; do not cultivate fields when groundnesting birds may be nesting there; use as little
insecticide as possible to maintain bird food
supplies (birds will also eat the insects from the
crops); any other sensible suggestion.
6a
They need large territories; they are reluctant to

migrate; older forest is a specialised habitat that
cannot easily be replicated or replaced.
A ban or restriction on logging in areas of oldgrowth forest; in younger forests, providing

nesting sites (such as owl nest boxes); plan
areas of logging to avoid fragmentation of habitat.
1
1
1
1
1
any 3 points
1 mark each
any 3 sensible suggestions
b3_01 Making and observing an ecosystem
Making an eco-column
Objectives
In this activity you will:
create and observe an ecosystem with stacked habitats in a column made from plastic
bottles.
Equipment and materials

four 2-litre soft drinks bottles with the labels removed PTFE tape cloth tape quick-drying glue
old tights spider eggs and larvae of fruit flies plants such as butterworts, Venus flytraps and sundews
compost pond water and pond plants sand/gravel
Be careful if you are using scissors to cut the bottles they can easily slip. Also
beware of the bottles sharp edges after they are cut.
Method
Prepare the column from the bottles, if not already done for you (see technician sheet
b3_01).
A different habitat can be created in each of the units of the eco-column. See the illustration
on the next sheet.
The eco-column can remain intact for several weeks. Observe how it changes over time.
Remember that the living creatures should be returned to their natural habitats when you
take the eco-column apart.
Questions
1
Suggest a food chain that is found in your eco-column, or in the one shown above.
The eco-column here represents a number of wetland habitats. Can you think of
another set of habitats that you could make into an eco-column?
b3_01 Making and observing an ecosystem continued
A spider can live in the top of the

eco-column and will make a den
here.
This layer can contain a fly nursery.

Fruit fly eggs can be laid here, and
the larvae and flies can live on
decaying fruit (such as bananas).
An insect-eating bog can be

established under the fly nursery.
Plants such as Venus flytraps will
catch any flies that stray within their
reach.
A pond can be made in the bottom

with some gravel, pond water
(include some pond-dwelling insects
if you can) and pond weed.
b3_01 Technician sheet continued
A spider can live in the top of the

eco-column and will make a den
here.
This layer can contain a fly nursery.

Fruit fly eggs can be laid here, and
the larvae and flies can live on
decaying fruit (such as bananas).
An insect-eating bog can be

established under the fly nursery.
Plants such as Venus flytraps will
catch any flies that stray within their
reach.
A pond can be made in the bottom

with some gravel, pond water
(include some pond-dwelling insects
if you can) and pond weed.
b3_01 Species and adaptation

1
1
How species are adapted to their habitat

These boxes explain how a polar bear is adapted to its habitat. Complete the gaps in
the sentences. Choose from:
claws
insulate
nostrils
blubber
white fur
cold
black
snow
The environment in the habitat is .
helps to camouflage the bear from prey that

it is stalking.
The thick fur also helps to the bear against the cold when it
is swimming in the icy water.
Like a whale, the bear also has a layer of (about 10 cm thick
in an adult) under the skin to help to keep it warm.
Their skin under the fur is not white but . This helps to absorb
the heat energy from the sun.
Ecostock/Shutterstock
Large paws allow the bear to easily walk over ice and .
Digging in the snow and ice is made easier because the bear has large
The of the bear close

underwater to make swimming easier.
b3_01 Species and adaptation continued

2
The boxes explain how a water lily is adapted to its habitat. Complete the gaps in the
sentences. Choose from:
absorb sunlight
surface
water movement
waxy cuticle
wind
supported
The plant is able to

have a very thin stem
because the leaves are
by
the water.
501room/Shutterstock
These plants have their roots in the mud of the bottom of the pond, but the leaves float on
the of the water.
The upper surface of the leaf has a thick that repels water
to keep it as dry as possible.
The pigment for photosynthesis is found in the upper part of the leaf (above the surface of
the water) because that is where the plant is able to .
Floating leaves are tough because they have to withstand and
.
Competition in the savannah
Draw a food web for a savannah habitat, with these eight species in it:
tree, goat, mouse, rabbit, jackal, owl, lion, wild cat, snake
Choose one animal or plant in your food web. Describe which animals or plants it eats or
preys on, what eats or preys on your chosen plant, and which other species are in
competition with it.
Interdependence (Higher tier only)
Animals and plants in a food web all affect one another. Again choose one animal or plant
from the food web you drew above. Describe what the effects would be on all the other
species in the food web if your chosen animal or plant was removed entirely from the
habitat (for example by becoming extinct).
b3_02 Changes and challenges

Adlie Penguins live in the Antarctic. They have been well studied
for longer than 50 years. The number of Adlie penguins is
decreasing rapidly on the northern tip of the Antarctic peninsula,
which used to be an important habitat for them. The effects of
climate change on the penguin populations of the Antarctic are well
known. As the habitat warms, Adlie penguins, which are well
adapted to the cold, are out-competed by other species of penguins
that are less well adapted to the cold. Adlie penguins need small
stones to make their nesting sites, which means they need snowfree areas near close by so that they can find these stones. The
warmer atmosphere in the north of the peninsula has led to more
snowfall and fewer suitable nesting sites. As the ice sheet in
Antarctica has retreated further south, the penguins have followed it
and eventually there will be no more Adlie penguin colonies on the
northern tip of the Antarctic peninsula.
When species cannot survive change
Summarise the information above about the Adlie penguins, explaining why they are at
risk.
Summarising is a skill and it can be learnt. First you should skim-read the information,
picking out the key points. In this case, the key points are:
The penguins are found in

Their habitat needs to provide them with
The threats to their habitat are
When you have found the key pieces of information in the text, read them carefully and
then put them into your own words.
b3_02 Changes and challenges continued
When the competition is too great
The Cane toad and Signal crayfish are both species that were introduced to a new habitat.
They caused serious problems for the native wildlife there. Read about these in your
Student Book on pages 7677.
Work in a pair or a group of three. Use the internet or the books provided to investigate
another species that caused problems when it was introduced to a new habitat.
You may be asked to present your findings to another group, who will assess your
presentation. The criteria they will use to judge your presentation are:
gave a clear explanation of how and why the non-native species was introduced
gave a clear explanation of the problems the introduced species caused and which
other species were affected
gave a clear description of the likely outcome (for example, will the non-native species
be eradicated, will it co-exist with the native species, or will it take over?)
Effects of human intervention
This table shows the number of organisms of four different species found in 1 hectare of
grassland after weedkiller was applied.
Time after
weedkiller
applied
Weed plants
Weed-eating Insectinsects
eating birds
Foxes
200
400
30
159
324
22
80
146
Estimate the approximate numbers of insect-eating birds and foxes where the table
has been left blank.
Describe and explain the pattern in the data above.
Use the data from the table, and what you know about food webs, to explain why
organic farms provide more sustainable habitats for wildlife.
b3_03 Chains of life

1
1
Energy in sunlight
Cut out the cards at the bottom of this sheet. Arrange them to form the equation for
photosynthesis. Write it here.
.
.
Fill in the gaps to complete the text below.

The light from the Sun provides the energy for a very important process
called . .
In this process, dioxide and , together
with the energy from sunlight, react to form and
oxygen.
Plants can store in the form of starch in their cells and
tissues. Other organisms can get this energy by the
plants.
water
glucose
carbon dioxide
energy from Sun
oxygen
b3_03 Chains of life continued
Energy transfer through food chains
Not all the energy in an organism is passed on to the next level of a food chain. Some of it
passes out of the food chain, and is eventually transferred into heat energy. The efficiency
of energy transfer between one level of a food chain and the next can be calculated using:
percentage efficiency
energy in tissues 100%

energy in food eaten
percentage efficiency = 8 kJ 100% = 4%

200 kJ
1 Calculate the percentage efficiency of transfer for the following organisms:

a) A giant land snail has ingested 2000 J of energy and has 200 J of energy in its
edible tissues.
b) A cow has 24 kJ of energy in its edible tissues and has ingested 600 kJ of energy
through the grass and feed it has eaten.
c) A maize plant has absorbed 4 kJ of energy from sunlight and has 1 kJ of energy
available in its tissues.
2 Explain why the three organisms in question 1 have such different efficiencies of
energy transfer. (Hint: think about where they are in the food chain.)
The role of decomposers and detritivores
Decomposers play a vital role in food chains, recycling carbon and nutrients to be used
again. Examples include bacteria and fungi
1
Honey fungus is an example of a decomposer. It breaks down dead wood, although

sometimes it will also infect living plants. Explain why a tree in a public place with
honey fungus growing on it may be dangerous and need to be cut down.
(Higher tier only)

Detritivores feed on dead matter and begin the decay process by breaking it down into
smaller pieces. Examples of detritivores include woodlice and earthworms.
2 Explain, using ideas about surface area, why smaller pieces of dead matter can be
broken down more quickly by microorganisms.
b3_04 The nitrogen cycle
Monitoring ammonia and nitrate levels in a fish tank
Objectives
In this activity you will:
find out how the nitrogen cycle becomes established in a fish tank.
Like all living creatures, fish excrete waste products. One of these waste products is
ammonia from the breakdown of proteins. Ammonia can reach levels extremely toxic to fish
in the confined environment of an aquarium. Over time, bacterial colonies are established in
the tank that can convert ammonia to nitrates and then to nitrates.
This experiment allows you to monitor the changes in ammonia and nitrate in an
establishing fish tank.
Equipment and materials
newly set up fish tank with goldfish and plants testing kits for ammonia and nitrates
Method and results

Use the testing kits to test the nitrate and ammonia levels in a fish tank every two days from
the day it is set up, for a month.
Plot the results for nitrate and ammonia on a graph.
Describe what happens to the ammonia and nitrate levels as the fish tank becomes
established.
Questions
1
Explain why the ammonia levels rise initially, and then fall.
Explain which part of the nitrogen cycle is illustrated by this experiment.
Carry out some research on the new tank syndrome and explain how the process of
establishing the nitrogen cycle in a new fish tank can be speeded up.
b3_04 Recycling nutrients

1
The carbon cycle
Write the names of the processes into the boxes to show how the carbon cycle operates.
b3_04 Recycling nutrients continued
The nitrogen cycle
Complete this table to show how the nitrogen cycle works. Choose from the boxed text
below the table.
Description of what occurs
Part of nitrogen cycle
Plants absorb nutrients from

the soil and use them for
growth
Plants and animals die and

decay
Animals excrete waste
Animals eat plants
protein in plants
proteins in animals
proteins in plants and animals
nitrates in soil
nitrates in soil
proteins in plants
products from breakdown of proteins
nitrates in soil
b3_04 Recycling nutrients continued
The role of bacteria in the nitrogen cycle (Higher tier only)
The complete nitrogen cycle shows how nitrogen from the atmosphere is changed into
nitrates, which plants can use to make proteins. This is called nitrogen fixation. It also
shows how nitrates in the soil can be changed back into atmospheric nitrogen. This is
called denitrification.
Use the diagram to state four ways in which nitrogen is converted to nitrates.
How do nitrates get returned to the atmosphere?
Fertilisers add artificially created nitrates to the soil where plants are grown. Explain
why fertilisers are used.
b3_05 Environmental indicators

1
1
Indicators of environmental change

The environment can be monitored by living indicators and by non-living indicators.
a) Explain what these are.
A living indicator is ..
A non-living indicator is ..
b) Why are mayflies useful as environmental indicators? .
.
Sort these statements into those that are about living indicators and those that are
about non-living indicators:
A You need to be able to identify the species being used as an indicator.
B Surveys using these indicators can take a long time.
C Surveys using these indicators are quick and easy to do.
D These indicators take a snapshot of the pollution level, and will not show a
problem that is periodic.
E These indicators give values for pollution levels that are easy to understand.
F
These indicators give a true indication of the health of a habitat, as they are
affected by a periodic pollution problem.
Living indicators: .
Non-living indicators: ..
What environmental indicators can tell us
Some lichens need clean unpolluted air to grow successfully. They are sensitive to
pollution such as sulfur dioxide.
A city council commissioned scientists to carry out a survey of lichens in the city graveyard
every five years to monitor the effect of pollution levels on organisms.
Different lichens are sensitive to different levels of pollution as shown below.
Lichens that grow when air is:
Very polluted
Moderately polluted
A little polluted
Not polluted
Hypogymnia physodes
(VP1)
Evernia prunastri
(MP1)
Parmelia caperata
(LP1)
Usnea subfloridana
(NP1)
Xanthoria parietina
(VP2)
Foraminella ambigua
(MP2)
Graphis scripta
(LP2)
Parmelia perlata
(NP2)
On the next sheet is the data collected from lichens sampled over a 15-year period.
b3_05 Environmental indicators continued
Year
Species
1975
VP1
VP2
MP1
MP2
LP1
LP2
NP1
NP2
VP1
VP2
MP1
MP2
LP1
LP2
NP1
NP2
1980
Number of lichens
in sample
0
0
11
0
43
58
45
24
59
61
55
32
10
0
0
0
Year
Species
1985
VP1
VP2
MP1
MP2
LP1
LP2
NP1
NP2
VP1
VP2
MP1
MP2
LP1
LP2
NP1
NP2
1990
Number of lichens
in sample
15
0
0
12
29
46
21
0
0
0
12
0
24
36
48
36
1 Describe the pattern in the lichen growth over the 15-year survey. What conclusions
can you draw about the sulfur dioxide levels over this time?
2 A factory that emitted high levels of sulfur dioxide was built during the survey.
Approximately when was it built? When did it stop operating? Explain your answers.
3 Lichen species have different sensitivity to environmental pollutants. Explain why it is
possible to get a long-term idea of the pollution in the environment by studying the
lichen species that grow there.
Interpreting data on environmental change
Environmental consultants undertake habitat surveys for individuals and organisations, to

establish if a particular activity has had, or is likely to have, an environmental impact.
Imagine you are an environmental consultant. A factory has been built and is about to start
operating. It uses river water as a coolant and then releases it, at a slightly higher
temperature, back into the river. You have been asked to plan a survey to establish the
effects of the increase of temperature of the water on the organisms there.
Draw up a table of the things you would like to survey and whether you will use a living or
a non-living indicator.
Then add the details to your plan. Think about:
a) how you will measure the temperature of the water and over what period of time
b) how you will measure the impact of any temperature rise
c) how you will measure if there are any pollutants being added to the stream by the
return of the coolant water.
b3_06 Variation, mutation and evolution

1
The start of life on Earth
Complete the sentences using the words in the list below.

evolution
simple
variation
fossils
millions
3500 million
complex
Evidence shows that life on Earth began . years ago.

The first life forms were probably very . . Over . of
years, many of these organisms became extinct, but some of them gradually changed to
form the more . organisms we see on Earth today.
The skeletons and traces of these ancient animals and plants are found as
. inside rocks. The age of the rocks can be determined accurately to
help us to find out what lived when.
. between living things can result in . . Some
differences between individuals, if they are genetic, can be passed on to offspring.
What is a mutation?
Suggest an order for these sentences to form a paragraph that explains how mutation can
lead to the evolution of a new species:
A
In time, the advantageous gene will spread through the population becoming more
common, and eventually the norm.
A mutation is a change in genetic information. Mutations in sex cells can be passed on

to the next generation.
If organisms change so much that they become unable to produce fertile offspring with
the original organisms, a new species is said to have evolved.
Conversely, if the mutation is an advantage the organism is likely to have more

offspring, and the advantageous gene is likely to be more common in the next
generation.
If a mutation gives an organism a big disadvantage, the organism is likely to die

before reproducing or have few offspring, thus decreasing the chance of that gene
appearing in the next generation.
Order: ..
b3_06 Variation, mutation and evolution continued
Explaining the theory of evolution
When writing explanations, the use of connectives (words that show how one idea is linked
to another) is vital for clear meaning.
Use the most appropriate connectives from this list to join the following sentences about
evolution correctly.
however
for instance
as a result
although
unlike
a)
Fossils provide excellent evidence for the evolution of species ..

organisms that are mostly made of soft tissues do not form such good fossils so we
have fewer examples of those.
b)
The rocks that fossils form in can be accurately dated, .. scientists

are very clear about when each fossil was formed.
c)
If a mutation is an advantage to an individual, they are likely to have more offspring,

.. if an animal has a mutation that makes it more camouflaged, it
may be better at catching prey and less likely to be predated.
d)
Some mutations occur in body cells; .. mutations in sex cells,

these cannot be passed on to offspring.
e)
The theory of evolution is based on data and observations ..

scientists also used creative thought to see how the data might fit together.
b3_07 The great competition of life

1
Variation and natural selection
Which of these features would make a lion more likely to survive to reproduce?
A
Faster runner than other lions
Good at working in a pack
Attractive to lions of the opposite sex
Well camouflaged
Quick reactions
Strong able to bring prey down to the ground to kill it
For each one that you choose, explain why this feature would be an advantage.
..
..
..
..
..
..
..
..
..
..
..
..
b3_07 The great competition of life continued
Natural selection and selective breeding
The variety of dog species seen today has come about because of selective breeding by
humans. Complete the table below that shows some breeds of dog, their original roles and
the traits that humans selectively bred for when creating the breed.
Choose from these to complete the table:
Retrieving wildfowl shot by owner, sometimes over water
Stamina, striking looks
Companion or lap dog
Border terrier
Dog species
Original role of dog breed
Labrador retriever
Obedient, good swimmer, thick

coat
Enter rabbit warrens and fox

holes to kill vermin
Dalmatian
Traits selected for
Obedient, will not back down

when challenged, needs lots of
exercise
Trot along behind carriage
King Charles spaniel
Small, quiet, does not need a

lot of exercise
b3_07 The great competition of life continued
Natural selection in action
Planning an investigation
Plan to answer the question: How is group size related to vigilant behaviour in humans?
Generating a hypothesis
What do you think the answer is? Write a statement of what you think you will find out.
Choosing equipment and method

What equipment and resources will you need? How will you carry out the investigation?
You may need to carry out a pilot test or observation to get a better idea of what you will
need. A pilot test is a trial run of the experiment to find out how best to carry out the
experiment, what equipment you will need, the range of readings you will need to take and
anything else you will need to take into consideration to get reliable results.
Considering risks
Are there any risks associated with collecting data for this practical? How can you control
these risks and keep them to a minimum?
Understanding the variables

You need to think about what variable (factors) are important, which variables you can
control and which are out of your control. Again, a pilot observation before you start
collecting the main data set will be useful. In this investigation, the pilot observation will
give you a better idea of what vigilant behaviour looks like in humans and what might
affect it.
Gathering data
You will need to consider carefully what you are going to measure and how you will collect
and record data. How many different group sizes will you observe? What will you do if the
group size changes during your observations? All this should be a part of your planning.
Analysing data
Have you got enough data? You may need to plan to collect more. How will you present
your data?
Drawing a conclusion
Can you make a reliable conclusion? Does it agree with your original hypothesis?
b3_08 Evolution has the answers

1
Mutation and evolution
Choose words from the selections provided to fill the gaps.

a) Mutations are changes in . that affect the features of an organism
or the way it behaves.
genes / organisms / time
b) Some mutations are useful to an organism and make it more likely to
have .
illness / problems / offspring
c) These genes are likely to become more common in the population because they are
passed on to the next generation ....
in the same way as other genes / less often than other genes / more often than other
genes
d) Over .. , a large group of organisms may have this
new feature or behaviour.
a few days / a few months / very long periods of time
e) If the change is so dramatic that the organisms with the mutation cannot have
. with those without the mutation, a new species has evolved.
fertile offspring / infertile offspring / sex
f) Not all evolution results in new species. Sometimes a group of organisms or the whole
species will undergo an evolutionary change, but they can still produce fertile offspring
together. So they are still the same , although some individuals
may be different from others.
species / group / individuals
b3_08 Evolution has the answers continued
Isolation and environmental change
When a habitat in which a species has evolved changes slowly, over many hundreds or
thousands of years, the species may be able to adapt to these changes and evolve to live
in the changed habitat. More rapid changes, such as effects we are now seeing caused by
climate change, present more of a challenge to species. They may not be able to respond
to the changes quickly enough and may become extinct.
Decide where the numbered statements [14] below fit in the spaces [AD] in the table.
Slow change, for example the arrival of an
ice age
Fast change, for example
[B]
Mutations happen at normal rate. Many

organisms die in the initial stages of the
change. A few better-adapted organisms
may survive, although in isolated pockets
Better adapted organisms have more

offspring, and these offspring are better
adapted to the changed environment
Organisms are unable to reproduce

because the habitat is not suitable, or
because they are isolated from other
members of the same species
[C]
Genes for adaptation to the new habitat are

not able to spread through the population
The species becomes better adapted to the

new environment and is able to survive
[D]
[1] Mutations happen at normal rate. These

mean that some organisms will have better
adaptations to the changed environment
[2] Genes for adaptation to the new

environment spread through the population
[3] Species becomes extinct
[4] The flooding of a habitat
[A]
The tree of life
How long ago is it thought the first simple life forms evolved on Earth?
Why did so many different species evolve on Earth?
How has DNA analysis helped scientists to determine the evolutionary relationships
between species?
Why is a diagram showing evolutionary relationships known as the tree of life?
b3_09 Evidence from fossils and from DNA

1
Classifying organisms
Organisms used to be classified simply by what they looked like. Now scientists are able to
classify organisms based on their DNA. The more similar the DNA of two species, the
more recently they shared a common ancestor.
Look at this extract from a tree of life.
Now circle the statements that are true:

A is the common ancestor of B, C and D.
B and C are the same species.
D has become extinct.
B is the ancestor of D.
B and C are more closely related than B and D.
b3_09 Evidence from fossils and from DNA continued
The fossil record and DNA evidence for evolution
Decide where the numbered statements below [14] fit into the spaces [AE] in the table.
When was
it
available?
Fossil record
DNA analysis
[A]
[B]
What does [C]

it allow?
Allows testing on living organisms to

find out how they are linked by
evolution
What
methods
are used?
[D]
Uses observation to determine how

similar organisms are to each other
Does it
Supports the theory of evolution
support
the theory
of
evolution?
[E]
[1] Allows predictions to be made and then

tested about the structure of intermediate
organisms, including those that are extinct
[2] Studies DNA sequences to determine

how similar organisms are to each other
[3] Supports theory of evolution
[4] Not available when Charles Darwin first

proposed his theory of evolution by natural
selection
[5] Was available (in part) when Charles

Darwin first proposed his theory of
evolution by natural selection
b3_09 Evidence from fossils and from DNA continued
Our developing understanding of evolution
In a small group, plan a short (5 minute) presentation about the evidence for evolution, and
how this evidence over time has added to our understanding of the theory of evolution.
You could include:
the three types of evidence for evolution and how they have changed over time
the people involved in developing our understanding of evolution
why Darwins theory was a better scientific explanation that Lamarcks
a relevant example of a topic to do with evolution that is in the news at the moment.
You will be assessing one anothers presentations. Your teacher will help you as a class to
come up with the judging criteria you will use.
Presentation 1
Criteria
Comment
How this could have been

improved
Comment

improved
Comment

improved
Presentation 2
Criteria
Presentation 3
Criteria
b3_10 We need diversity

1
Conserving biodiversity
You are a student journalist working as environment correspondent for an online

newspaper. A story has broken about an overseas government that plans to sell a large
area of their countrys tropical rainforest. It is likely that this will be cut down and the land
used for palm oil plantations. You have been asked to write a 150-word article giving a
summary of:
what biodiversity is
why biodiversity is important
why tropical rainforests are such important places.
Rate of extinctions
This is a large copy of the graph on page 94 of your student Book. Use the graph to
estimate the number of species extinctions over the 200 years from 1800 to 2000.
Year
1800 1820 1840 1860 1880 1900 1920 1940 1960 1980 2000
Extinctions
Now answer the questions on the next sheet.
b3_10 We need diversity continued
From your table, how many extinctions were there from 1800 to 1900?
How many extinctions were there from 1900 to 2000?
What does this tell you about the rate of extinctions?
Suggest a reason for your answer to question 4, using data from the graph.
How many extinct species might there be by 2020? Explain how you reached your
answer.
Classifying living things
Summarise in four or five sentences the reasons why it is important to have a worldwide
classification system for identifying species. Use all these key words:
accurately
characteristics
DNA analysis
monitor
b3_11 A sustainable future

1
What we mean by sustainability
Sustainability means finding a way to meet our own needs without stopping future
generations from meeting their needs too. We can increase sustainability by cutting down
on the energy we use and the resources we waste.
How could you make your own life more sustainable? Discuss this with a partner and then
complete the table.
Area of my life
How I could make it more sustainable
The food I eat
The clothes I wear
The things I buy
The transport I use
The importance of maintaining ecosystems
We dont always know which species is the one that keeps things balanced in an
ecosystem. Choose one of the three examples below to research and discover why it is so
important in maintaining the ecosystem where it lives.
Use the internet for your research but do not cut and paste. Read the information and
then summarise it in your own words.
1 The prairie dog of the southwest US
2 The tiger shark in Shark Bay, Western Australia
Amanda Cotton/Alamy
Dave Massey/Shutterstock
b3_11 A sustainable future continued

3 The African elephant on African grasslands
palko72/Shutterstock
Maintaining biodiversity on farmland
Do some research to find out which species are under threat in your local area. A useful
website to visit is Natural Englands Nature on the Map site, where you can get
information about areas that are being protected and why, and which species are
important and under threat.
Choose one species under threat in your region.
Find out its habitat requirements and whether or not these could be provided on farmland.
If they could, explain how the land could be managed for this species.
Summarise your findings on one side of A4 paper.
b3_12 Thinking ahead

1
Reducing waste
Complete the sentences using these words:

energy
generations
pollution
sustainability
packaged
resources
Sustainability is about using the available to us in such a way

that future can use them too.
We can improve the of our own lifestyles by choosing what we
eat, use and wear carefully.
The sustainability of a product is to do with the amount of it takes
to produce the product, how it is and how much
is created during its manufacture.
Improving sustainability
Carry out a survey of the packaging that you and your family use over two or three days.
Use this table to record your findings and then answer the questions on the next sheet.
Type of packaging
Products using this

packaging
Can it be
recycled
locally?
Quantity
(approximate % of
total packaging
used, by volume)
Plastic film
Cardboard
Glass
Waxed or treated board
Thick plastic
Polystyrene
Other
Combination of two or
more other types
b3_12 Thinking ahead continued

1
What was the most common packaging in your survey?
Could it be recycled where you live?
How could the packaging of the products you use at home be more sustainable?
What could you do to improve the overall sustainability of the products you buy?
Improving packaging
Large outlets, like supermarkets, have a great impact on the amount of packaging there is
on the products they sell. They can ask their suppliers to reduce the amount of packaging,
and they can decide to stop stocking over-packaged products.
However, customers want their food and other items to be undamaged when they unpack
them at home.
Work with a partner to draw up a Code of Conduct for Packaging for supermarkets to use.
Remember to include:
guidelines about what types of material are most sustainable

what information suppliers should provide to customers about disposal of the packaging
the amount of packaging needed.

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OCR 21st Century Science: B3 Life on Earth

When and how to use these pages

o Use the questions on page 72 as a starting point for class discussions.

o before lesson b3_03 on food chains, pages 8081

COLLINS NEW GCSE SCIENCE

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B3 Module Introduction continued

Practicals in this module

Key vocabulary covered in this module

COLLINS NEW GCSE SCIENCE

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OCR 21st Century Science: B3 Life on Earth

When and how to use these pages

o interpreting pictures, diagrams and graphs

COLLINS NEW GCSE SCIENCE

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B3 Module Checklist continued

Classification and adaptation

Nutrient cycles and indicators

Natural selection and evolution

Biodiversity and sustainability

COLLINS NEW GCSE SCIENCE

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OCR 21st Century Science: B3 Life on Earth

Checklist B3 Aiming for A

Working towards an A grade

Aiming for Grade A

explain the interdependence of living

understand that if the environment

calculate the efficiency of energy

understand that energy passes out

COLLINS NEW GCSE SCIENCE

understand the roles of nitrogenfixing bacteria and denitrifying

HarperCollinsPublishers Ltd 2011

OCR 21st Century Science: B3 Checklist

Aiming for Grade A

explain why it is useful for scientists to

give examples of living indicators

understand the role of mutations,

understand how Darwin developed

understand why Darwins theory of

understand that there is a vast

understand that classification of

understand how the classification of

understand why biodiversity should be

understand that maintaining

understand that sustainability can be

give examples of unsustainable

COLLINS NEW GCSE SCIENCE

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OCR 21st Century Science: B3 Life on Earth

Checklist B3 Aiming for C

Working towards a C grade

Aiming for Grade E

Aiming for Grade C

understand that organisms that share a

understand that the Sun provides

understand that the energy that plants

understand the carbon cycle,

COLLINS NEW GCSE SCIENCE

understand the carbon cycle and also

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OCR 21st Century Science: B3 Checklist