2.3.1 According to this article, what does the term “dead zone” mean? (1)       2.3.2 The article discusses “human activities on land” that are partly responsible for these dead zones.  Explain how farmers can be contributing towards the creation of these dead zones.  Discuss the link between farming activities and eutrophication in detail. (6)         2.3.3 Explain why a person who eats a shellfish taken from a dead zone could die from respiratory failure. (2)       2.3.4 What term do we use to describe scientists who specialize in studying marine ecosystems? (1)      

3.2 The blue button below is attached to the food label that is found on a box of Smarties. Study it carefully and answer the questions that follow: TO VIEW THE DIAGRAM, RIGHT CLICK ON THE BUTTON BELOW AND OPEN IT IN A NEW TAB.            

2.3 The case study below deals with the problem of eutrophication in an ecosystem.  Read it carefully and answer the questions that follow:   Ecological impacts of eutrophication (Case study: Eutrophication and dead zones) Dead zones are very-low oxygen areas (hypoxia) in the ocean where marine life including fish, crabs and clams cannot survive. In the 1970s oceanographers began noting increased instances of dead zones. A 2008 study counted 405 dead zones worldwide. Hypoxia is a natural phenomenon that occurs periodically in coastal waters around the world. During the last 50 years, however, increases in key pollutants from human activities on land have thrown many coastal ecosystems out of balance, resulting in expanded dead zone regions. The consumption of shellfish (eg. mussels, clams) from these dead zones is one of the most common ways for algal toxins to impact human health. The toxins cause a person to become incapacitated due to the paralytic effects of the toxin and can cause the person to die due to paralysis of the lungs. http://www.coastalwiki.org/wiki/Case_studies/eutrophication    

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1.4.1 Use the dichotomous key in the diagram, and identify the species numbered.  Start each answer with a CAPITAL LETTER. a)     1 b)     4 c)     5 d)     7 (2X4 = 8)    a) [A] b) [B] c) [C] d) [D]   1.4.2 Identify the kingdom that these organisms belong to. (2)   [E]  

2.2 The blue button below is linked to the case study. Read the case study below and answer the questions that follow: TO VIEW THE DIAGRAM, RIGHT CLICK ON THE BUTTON BELOW AND OPEN IT IN A NEW TAB.    

  TEST INSTRUCTIONS 1)       The answers you provide must be your own, original work. No copying from any source is allowed. No marks will be awarded for work that is copied. 2)       Read all the questions carefully. 3)       Answer ALL the questions IN the quiz – do not leave any blank and do not write your answers on paper. 4)       Use the mark allocation as a guide to how much information is required in your answers. 5)       A file upload may be required. You will need paper, a pencil, a ruler and a scanner, scanning App or phone camera. 6)       Only hand draw diagrams, flow charts or tables on a separate piece of paper when asked to do so. 7)       All drawings should be done in pencil and labelled in blue or black ink. 8)       The diagrams in this question paper are not necessarily drawn to scale. 9)       You may use a calculator if necessary.

3.3 An experiment was carried out by Teneo students to determine the action of the enzyme Pepsin on uncooked egg white.  The students expected to see certain colour changes occurring in the test tubes.   Three test tubes, labelled A, B and C were placed in a water bath of 37C.   Test tube A contained:  3 ml egg white + 1ml pepsin solution + 1ml Biuret reagent   Test tube B contained:  3 ml egg white + 1ml pepsin solution (boiled) + 1ml Biuret reagent   Test tube C contained: 3ml egg white + 1ml pepsin solution    

3.1.1 Provide a suitable heading for this graph. (2)       3.1.2 Identify the independent variable in this experiment. (1)     3.1.3 Why were kittens of the same litter used in the experiment? (1)       3.1.4 For the kittens in group A – what were the THREE most important sources of energy in their diet? (3)       3.1.5 a)  After how many days did the average mass of Group B start to decrease drastically? (1)         b)  Suggest a reason for this. (2)     c)  What conclusion can you draw from this? (1)       3.1.6 On which days were the masses of groups A and B equal? (2)       3.1.7 What was the average mass of the kittens in group B on day 23? (2)      

1.3 Indicate whether each of the statements in COLUMN I applies to A ONLY, B ONLY, BOTH A and B or NONE of the items in COLUMN II. Choose A, B, A and B or NONE from the dropdown list.   2X5 (10)