2021-22 Term 3 Revision Guide

Grade

Name: __________________________________________________

8 Class: _________ Teacher: _________________________________

Date: _____________________

Biology

INSTRUCTIONS

Write your answers clearly on the question paper.

Answer all the questions.
Check your books/page numbers for additional support/extra revision.
Check how many marks there are for every question.
When you finish, re-read each question and check your answers.
Contact your teacher if you need help.

Page 1 of 14
 Section 2: Adaptation and survival

Sub sections: Learning objectives:

14.1. Adaptation Pages 172 173
Explain the ways in which living things are adapted to their
14.2. Extreme adaptations Pages 174 175
habitats
14.3. Survival Pages 176 177
14.5. Studying the natural world Pages 180 181 Explain the ways living things are adapted to challenging
environments
Recognise that existing adaptations can become less useful if the
environment changes
Understand how scientists study the natural world

Key Words:

Adaptations Camouflage Streamlined Insulators

Summary:

o Adaptations are specialised characteristics that help an organism to survive

o Adaptations help animals to find food and avoid predators
o Adaptations that save water help organisms survive in hot dry places
o Some desert plants have long horizontal roots, thick stems, small fleshy leaves, spines or waxy coatings. Others are able to dry out without dying
o Desert animals extract water from food, avoid sweating, and produce concentrated urine.
o Adaptations that conserve heat help animals survive in cold places
o Arctic animals have rounded bodies and thick layers of fat and fur

Page 2 of 14
 Section 3: Energy Flow

Sub Sections: Learning Objectives

Name Course Book
Construct food chains and webs and explain what they show
15.1. Food webs page 184 185
15.2. Energy flow page 186 187 Model energy flow through food chains
15.3. Decomposers page 188 189 Explain the role of decomposers
15.4. Changing populations page 190 191 Describe the factors affecting the size of populations
15.5. Facing extinction page 192 193 Describe factors affecting the size of populations

Key Words:

Biodiversity Population Pyramid of numbers

Decomposers Population Secondary consumers
Interdependent Primary consumers Tertiary consumers
Invasive species Pyramid of biomass Trophic level

Summary:
o Energy is passed along food chains from producers to consumers
o Each step in a food chain represents a trophic level
o Food chains link to form food webs
o Pyramids of number show the number of organisms in each trophic level
o Pyramids of biomass show their mass
o Energy is lost at each trophic level so the total biomass drops
o Decomposers break down dead plants and animals to release energy
o They release minerals from plant and animal wastes, and return carbon dioxide to the air.
o Population sizes are normally controlled by the amount of food available, and the numbers killed by predators and diseases.
o A species with no predators can reproduce quickly until the large numbers cause pollution, disease, or lack of food.
o Sustainable development could stop this happening to humans and preserve other species.

Page 3 of 14
 Section 4: Human Influences

Sub-sections: Learning Objectives:

Name Course Book - Describe the causes and consequences of air pollution
16.1. Air pollution page 198 199 - Compare evidence from first-hand experience with secondary
16.3. Water pollution page 202 203 sources
16.4. Saving rainforests page 204 205 - Look critically at sources of secondary data
- Describe the causes and consequences of water pollution
- Understand why deforestation is happening
- Discuss ways of limiting deforestation

Keywords:
Lichens Acid rain Persistent organic pollutants
Living indicators Flue gas desulfurisation Bioaccumulation
Sulfur dioxide Eutrophication Deforestation
Oxides of nitrogen Living indicators Recycle

Summary:
o Sulphur dioxide is released when fuels are burned
o Oxides of nitrogen are released from car engines
o Sulphur dioxide and oxides of nitrogen dissolve in rainwater and make it acidic
o Lichens are living indicators of air pollution
o Only a few lichen species can grow where sulphur dioxide concentrations are high
o Water can be polluted by fertilisers or sewage
o Decomposers reproduce quickly in polluted water and lower its oxygen content
o Low oxygen levels in water kill fish and many invertebrates
Page 4 of 14
 o Indicator species can be used to monitor pollution
o The removal of trees from forests is deforestation
o It gives growing populations an income and extra space.
o The loss of trees destroys habitats and damages the environment.
o Forests can attract tourists and bring economic benefits.
o We can reduce the need to clear forests by using fewer resources and less energy.

Section 5: Variation and Classification

Sub-sections: Learning Objectives:
Name Course Book Use and construct keys
17.1. Using keys page 208 209 Understand that organisms inherit characteristics from their
17.2. What makes us different? Page 210 211 parents through genetic material that is carried in cell nuclei
17.3. Chromosomes page 212 - 213 Recognise that genes are parts of chromosomes
17.4. Investigating inheritance page 214 215 Understand that we inherit two copies of each chromosomes,
17.5. Selective breeding page 216 217 one from each parent
Use ideas about dominant and recessive genes to predict the
characteristics offspring will inherit
Describe how selective breeding can produce new varieties

Keywords:
Key DNA Recessive
Genes Genes Selective breeding
Chromosomes Dominant Mutation

Summary:

o Keys use a series of questions to distinguish each species from all the rest
o We inherit some characteristics from each parent because we inherit genes from them
o Genes influence most of our characteristics by controlling our cells
o A copy of the genes we inherited is stored in the nucleus of every cell
o
Page 5 of 14
o Each fertilised egg contains a unique combination of genes
o Genes are parts of chromosomes and are made of DNA
o The nucleus of a human cell contains 23 pairs of chromosomes
o One of the chromosomes in each pair was inherited from each parent
o Females have two identical sex chromosomes (XX)
o Males have two different sex chromosomes (XY)
o Eggs and sperm each contain one chromosome from each pair
o Fertilised eggs are equally likely to produce males or females
o Our features are influenced by the genes we inherit
o Genes come in pairs and organisms can inherit two different versions of a gene
o When one gene of a pair is dominant, it controls a characteristic
o Members of a species can vary because they have different combinations of genes
o Selective breeding produces animals with specific features by controlling which animals produce offspring
o Over many generations this can produce new varieties of plant and new breeds of animal
o Members of a species have different characteristics
o These make some individuals more likely to survive than others
o The survivors reproduce and pass their useful characteristics to the next generation
o Over many generations these characteristics become more common and the species change
o Living things can be genetically engineered to make useful products by adding genes from other organisms to them.
o Plants and animals produce complicated chemicals that are difficult for chemists to make
o Genes from plants and animals can make bacteria or yeast cells produce these useful chemicals.
o Micro-organisms grow and reproduce faster than plants and animals so they can produce useful chemicals fas

Page 6 of 14
 Question 1:

1. State the 3 main parts of the circulatory system.

[3]
Air pollution
The table shows secondary data about the sulfur dioxide released in four different parts of the world
between 1990 and 2010.
Sulfur dioxide (millions of tonnes per year)
Year Europe USA Asia
1980 59 24 15
1990 42 20 34
1995 31 16 40
2000 26 15 53
2010 18 14 79
In every country, fuels are burnt to provide energy for power stations, transport, factories and homes. The
Scientists used this information to calculate the values in the table.
1 Did the scientists who produced the table take any measurements?
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________

2 Describe how the scientists obtained their data.

________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________

3 How have sulfur dioxide emissions changed in Europe, the US and Canada and give two possible
reasons for the change.
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
4 Display the data for China and India on a line graph. Use a different colour for each country.

Page 7 of 14
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________

5 Describe how sulfur dioxide emissions have changed in India and China.
________________________________________________________________________________________
________________________________________________________________________________________
Question 2:

1. Sources of greenhouse gases

Present the data in the table as a pie chart.
[5]

Source of greenhouse gases Percentage of world Number of

greenhouse gas emissions degrees on
from this source pie chart
Supplying energy (for power
stations, industry, transport, 74 266
heating buildings)
Producing food 12.5 45
Deforestation 10 36
Waste disposal and treatment 3.4 13

Page 8 of 14
 Question 3:

1. Fish absorb insecticides from sea water and store them in their fat. The insecticides are passed on
when the fish are eaten. They end up inside the last animal in their food chain. Colour these animals
from pale pink to bright red to show the amount of insecticide present in each animal.
[4]

Page 9 of 14
 Question 4:

Orang-utan
Orang-utan numbers have fallen rapidly in recent years due to deforestation. Research the situation and
write a report to explain:
1 why orang-utan need large areas of forest
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________

2 how the people of Borneo could earn a living without removing all their trees.
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________

Page 10 of 14
 Question 5:

Identifying pond life

Use the key below to identify invertebrates A to E.

Page 11 of 14
 Question 6:

Label the diagrams below in the correct order.

Then add labels to explain how the cells divide and multiply.
Suitable labels are listed below but they are not in the correct order.
A The two cells take in nutrients and grow back to their original size, ready to divide again.
B Each new cell gets a complete nucleus with a full set of genes.
C The two sets of genes are pulled apart to make identical copies of the original nucleus.
D The cell divides completely to make two smaller cells.
E The cell makes a copy of every gene in the nucleus.

Page 12 of 14
 Question 7:
complete the inheritance table below.

Parents Next generation

short short
tall (type 1) tall (type 1)
short tall (type 1)
tall (type 2) tall (type 2)

4 Summarise the results in words.

__________________________________________________________________________________________

__________________________________________________________________________________________
5 The tall (type 2) parents are actually the next generation plants produced by tall (type 1) and short parents. How
does that help explain the results?

__________________________________________________________________________________________

__________________________________________________________________________________________

Page 13 of 14
 Question 8:

Fast evolution
Since 1973, two scientists have visited one of the Galapagos Island every year. Each year they captured the
finches on the island and measured their beaks.
The chart below shows how the finch population changed between1976 and 1978.

1 What happened to the total number of finches on the island between 1976 and 1978?

__________________________________________________________________________________________
2 How did the average depth of the finches, beaks change between 1976 and 1978?

__________________________________________________________________________________________

______________________________________________________________
3 In 1977 there was very little rain. The plants on the island produced fewer seeds. Most finches starved. A few

the deepest beaks. Suggest why the birds with the deepest beaks raised more offspring in 1977.

______________________________________________________________

______________________________________________________________
4 In 1984 the weather was exceptionally warm and wet. The plants on the island produced more small soft
seeds than normal. The birds with the biggest beaks found it harder to pick these up.
Suggest how this changed the average beak depth in the next generation.

______________________________________________________________

______________________________________________________________

Page 14 of 14