PMT

Cambridge International AS & A Level

* 9 8 1 8 5 6 9 5 0 7 *

BIOLOGY 9700/52
Paper 5 Planning, Analysis and Evaluation February/March 2022

1 hour 15 minutes

You must answer on the question paper.

No additional materials are needed.

INSTRUCTIONS
● Answer all questions.
● Use a black or dark blue pen. You may use an HB pencil for any diagrams or graphs.
● Write your name, centre number and candidate number in the boxes at the top of the page.
● Write your answer to each question in the space provided.
● Do not use an erasable pen or correction fluid.
● Do not write on any bar codes.
● You may use a calculator.
● You should show all your working and use appropriate units.

INFORMATION
● The total mark for this paper is 30.
● The number of marks for each question or part question is shown in brackets [ ].

This document has 16 pages. Any blank pages are indicated.

DC (CE/SG) 303227/4
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1 Some students wanted to investigate the effect of light intensity on the rate of photosynthesis in
the Brazilian waterweed, Egeria densa. This plant is found in freshwater ponds.

The students used the apparatus shown in Fig. 1.1 in their investigation. A stand and clamp were
used to hold the apparatus in a vertical position.

plunger of syringe

gas collected
bubbles of gas given
syringe barrel off by Egeria densa

Egeria densa pond water

containing sodium
hydrogencarbonate

rubber tubing
cm

meniscus
0.0

capillary tubing
2.0
4.0
6.0
8.0

Fig. 1.1

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The students carried out these steps to set up the apparatus shown in Fig. 1.1.

• Some sodium hydrogencarbonate was added to a sample of pond water as a source of

carbon dioxide.

• The syringe barrel was filled with the pond water containing sodium hydrogencarbonate.

• A fresh piece of E. densa was cut under water.

• The cut stem was quickly placed in the pond water in the syringe barrel.

• The plunger was replaced, as shown in Fig. 1.1, and adjusted until the meniscus in the
capillary tubing was near the top of the scale.

• A bench lamp was used as a light source.

The students noticed that bubbles of gas were given off from the E. densa. As the gas collected in
the syringe barrel, the meniscus moved down the capillary tube. The plunger of the syringe did not
move.

The students used the apparatus to investigate the effect of different light intensities on the rate of
photosynthesis in E. densa.

(a) Suggest a suitable control for this investigation.

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(b) (i) Describe a method, using the apparatus shown in Fig. 1.1, that the students could use to
investigate the effect of light intensity on the rate of photosynthesis of E. densa.

Your method should be set out in a logical order and be detailed enough to allow another
person to follow it.

The steps carried out to set up the apparatus shown in Fig. 1.1 should not be included.

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(ii) Complete the sketch graph to predict the results that you would expect from the method
you have given in (b)(i).

Include axis labels with units in your answer.

[3]

(c) The students decided to use paper chromatography to separate the photosynthetic pigments
found in E. densa leaves.

• E. densa leaves were ground up in a small volume of solvent to make a concentrated

solution of pigments.

• The different pigments in the solution were separated using paper chromatography.

• The distance moved by the solvent was measured on the completed chromatogram.

• The distances moved by the pigments were also measured.

• The Rf values were calculated for these pigments.

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Table 1.1 shows the results.

Table 1.1

pigment colour of distance moved distance moved

Rf value
number pigment by pigment / mm by solvent / mm

1 orange 105 107 0.98

2 yellow 94 107 .................

3 blue–green 62 107 0.58

4 green 45 107 0.42

(i) Complete Table 1.1 by calculating the Rf value for pigment 2.

Give your answer to two significant figures.

The formula for the calculation of Rf is:

distance moved by pigment
Rf = distance moved by solvent
[1]

(ii) The students used a published source to find the Rf values for three of the pigments that
they expected to be present.

• Rf of carotene = 0.95

• Rf of chlorophyll a = 0.60

• Rf of chlorophyll b = 0.50

The students correctly identified pigment 1 as carotene, pigment 3 as chlorophyll a and

pigment 4 as chlorophyll b.

The calculated Rf values were not exactly the same as the Rf values in the published
source.

Describe one difficulty with paper chromatography that could explain why the Rf values
calculated by the students were not exactly the same as the published data.

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2 An invasive alien species is a species that has been introduced into an ecosystem where it is not
normally found and causes harm to this ecosystem. Invasive alien species can change habitats,
reduce biodiversity and cause the extinction of native species. Saltcedar trees, Tamarix spp., are
invasive alien species introduced to North America from Europe and Asia in the early 1800s.

A biologist carried out an investigation in a woodland ecosystem next to the Virgin River in Arizona,
North America. In the woodland, there were areas that contained only saltcedar trees and areas
that contained a mixture of native tree species and saltcedar trees.

The biologist wanted to test the hypothesis that:

The diversity of rodents (mice and rats) is lower in areas with only saltcedar trees than in
areas with a mixture of native tree species and saltcedar trees.

(a) Identify the independent variable in this investigation.

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(b) The biologist decided to trap rodents in an area with only saltcedar trees and to trap rodents
in an area with a mixture of native tree species and saltcedar trees.

The biologist:

• placed 25 small mammal traps at random sites in each area of woodland

• baited each trap with 10 g of food for rodents

• checked each trap after 24 hours

• identified any rodents caught in the trap

• marked the rodents with an ear tag and released them back into the woodland

• carried out this trapping process on four days in April.

The number of different individuals of each rodent species trapped during the four trapping
sessions was recorded.

(i) Identify three variables, other than the small mammal trap and ear tag, that the biologist
standardised in this investigation.

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(ii) Describe a method that the biologist could have used to select the trap sites randomly.

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(c) Table 2.1 shows the results of the investigation.

Table 2.1

number of individuals (n)

species area with a mixture of

area with only saltcedar
native tree species and
trees
saltcedar trees
deer mouse 5 4
western harvest mouse 2 1
desert woodrat 0 1
long-tailed pocket mouse 1 2
Merriam’s kangaroo rat 0 1
total (N) 8 9

Simpson’s index of diversity (D) is a method of assessing biodiversity.

The formula for Simpson’s index of diversity is:

D = 1 - e/b l o
n 2
N
key to symbols:

n = number of individuals of each species present in the sample

N = the total number of all individuals of all species present in the sample

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(i) The Simpson’s index of diversity (D) for the area with only saltcedar trees is 0.531.

Calculate Simpson’s index of diversity (D) for the area with a mixture of native tree
species and saltcedar trees.

You may use Table 2.2 for your working.

Write the value for Simpson’s index of diversity (D) on the dotted line.

Give your answer to three significant figures.

Table 2.2

number of
bnl
species individuals n 2

(n) N N

deer mouse 4

western harvest mouse 1

desert woodrat 1

long-tailed pocket mouse 2

Merriam’s kangaroo rat 1

total (N) 9

Simpson’s index of diversity (D) = ...............................................................

[2]

(ii) With reference to Table 2.1 and the values for D in the two different areas, state and
explain the conclusions that can be made from the results of the investigation.

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(d) Fig. 2.1 shows a deer mouse, Peromyscus maniculatus, from North America.

Fig. 2.1

The biologist extended the study to investigate the abundance of the deer mouse. The
biologist wanted to test a new hypothesis that:

The abundance of the deer mouse is higher in areas with only saltcedar trees than in
areas with a mixture of native tree species and saltcedar trees.

The biologist used the trapping procedure described previously to calculate the abundance
of the deer mouse in eight areas with only saltcedar trees and eight areas with a mixture of
native tree species and saltcedar trees.

The biologist then calculated the mean abundance of the deer mouse in each type of
woodland.

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Fig. 2.2 shows the biologist’s results.

mean abundance
of the deer mouse 3
/ arbitrary units (au)

0
areas with only areas with a mixture
saltcedar trees of native tree
species and
saltcedar trees

Fig. 2.2

(i) The standard error (SE) for the mean abundance of the deer mouse in each type of
woodland was 0.8 au.

Plot SE error bars on Fig. 2.2. [1]

(ii) Explain, with reference to Fig. 2.2, what these SE error bars indicate about the data.

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(iii) The biologist then analysed these data using a t-test to compare the abundance of the
deer mouse in the two types of woodland.

State a null hypothesis for the t-test.

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3 Mussels, Mytilus edulis, are molluscs that live in sea water on the shorelines of coastal regions
around the world. Mussels are a popular seafood and so are widely cultivated. After harvesting
the mussels, the mussel farmer must replace them with young mussels. This is often done by
collecting young mussels from wild marine ecosystems.

Fig. 3.1 shows mature mussels after harvesting.

Fig. 3.1

The slipper limpet, Crepidula fornicata, is an invasive alien species introduced into Europe from
North America. Slipper limpets compete with the mussels and reduce the yield of mussels.
Sometimes slipper limpets are accidentally collected with young mussels. Mussel farmers want to
prevent the introduction of slipper limpets when re-stocking their mussel farms.

Fig. 3.2 shows slipper limpets.

Fig. 3.2

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Scientists investigated the best way to kill slipper limpets without harming the mussels. The
scientists put 30 slipper limpets (length > 30 mm) into each of four trays. Each tray of slipper
limpets was exposed to a different test condition for a period of three days at a temperature of
12 °C to 13 °C. The four test conditions are shown in Table 3.1.

Table 3.1

test condition details of test condition

1 air exposure leave organisms exposed to the air
2 brine rinse at the start of day 1, rinse organisms with a saturated salt (sodium chloride)
solution for 5 minutes and then leave exposed to the air
3 repeat brine rinse at the start of day 1, day 2 and day 3, rinse organisms with a saturated salt
(sodium chloride) solution for 5 minutes and then leave exposed to the air
4 brine soak at the start of day 1, soak organisms in a saturated salt (sodium chloride)
solution for 1 hour and then leave exposed to the air

This procedure was repeated with one tray of 30 slipper limpets (length < 30 mm) and one tray of
30 mussels (length > 30 mm) for each of the four test conditions.

After three days, the scientists counted the number of dead slipper limpets and dead mussels in
each tray.

The scientists repeated the whole investigation at a temperature of 4 °C to 5 °C, using fresh
samples of slipper limpets and mussels.

The results of these tests are shown in Fig. 3.3A and Fig. 3.3B.

A mussel farmer concluded from the results of the investigation shown in Fig. 3.3 that:

Young mussels used to re-stock the mussel farm should be given a brine soak treatment to
kill any slipper limpets that are present.

Evaluate this conclusion.

You should use the data in Fig. 3.3A and Fig. 3.3B to support your answer.

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A
100
12 °C to 13 °C

80

60
percentage
death rate
40

20

0
1. air exposure 2. brine rinse 3. repeat brine rinse 4. brine soak
B
100
4 °C to 5 °C

80

60
percentage
death rate
40

20

0
1. air exposure 2. brine rinse 3. repeat brine rinse 4. brine soak
key
mussel (>30 mm) slipper limpet (>30 mm) slipper limpet (<30 mm)

Fig. 3.3

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