Marine Science Ans - p1-40

CAMBRIDGE IGCSE™ MARINE SCIENCE: COURSEBOOK
Exam-style questions and sample answers have been written by the authors. In examinations, the way marks are awarded may
be different.
Coursebook answers
Key skills
Practical Task 0.1: Measuring distances
1 Answer should include the idea of using equipment to provide flat ‘ends’ to measure to.
2 Checking equipment ensures that measurements are consistent with different pieces
of equipment.
3 The idea of waves affecting readings and identifying the times of high tide and low tide.
Practical Task 0.2: Test-tube investigations

1 Repeat the tests.
2 Results are qualitative / colours or observations are limited to the type of
substance present.
3 In Practical Task 0.1 results are numbers / quantitative, in Practical Task 0.2 results are
words / qualitative.
Practical Task 0.3: Separating techniques

1 Increase the temperature of the salt solution while evaporating.
2 Repeat the process using a filter paper with smaller holes.
3 The calculation requires the mass of sand and salt mixture used and the mass of salt obtained.
Practical Task 0.4: Heating and cooling samples

1 Repeat the experiment and see if the results are similar.
2 Plot a (line) graph of temperature (along y-axis) against time (along x-axis).
3 Repeat the experiment using different concentrations of salt water.
4 It is difficult to see the temperature on the thermometer without opening the freezer.
Practical Task 0.5: Using an electronic balance

1 Water vapour / condensation appears on the inside of the test-tube.
2 The mass decreases.
3 It has given off water vapour / broken down into another substance.
Practical Task 0.6: Measuring gas production

1 To make the reading of the volumes accurate.
2 This would be recorded at time = 0, this volume could be subtracted from all the results
to obtain the volume of gas produced each minute.
3 Use a larger measuring cylinder.
1 Cambridge IGCSE™ Marine Science – Parkin & Roobottom © Cambridge University Press 2022
Key skills continued

Practical Task 0.7: Using a microscope
1 The answer depends on lenses used in class but might for example be eyepiece lens:
10× and objective lens: 4× to give a total of 10 × 4 = 40× magnification.
2 The paper is too thick to allow the light to easily pass through.
Questions
1 Volume: using a ruler to measure the dimensions of the cube in mm or cm.
Mass: using a balance in g.
2 a measuring cylinder
b cm3
c test-tube, test-tube rack, dropping pipette
3 a inverted measuring cylinder full of water.
b Place the container into a water bath at a fixed temperature. (Accept use a Perspex
screen between the lamp and the container or using an LED bulb that does not
get warm.)
c Any one from: water spills could cause slips – clear any spills straight away; risk of
electrocution – dry hands before handling electrical equipment; risk of cuts from
broken glass – clamp the measuring cylinder in place to prevent it from falling
and breaking.
Worked example 0.1

1 Answers will vary – identical results with different equipment show the measurements are
likely to be accurate, different results show that at least one of the pieces of equipment is
not accurate.
2 Continuous, quantitative data
3 a discrete, quantitative data
b could have missed some birds or counted some birds more than once
c calculate an average by adding up the totals from each learner and dividing by the
number of learners.
Worked example 0.2

1 a Independent = distance down the shore, Dependent = number of species / different
types of organisms.
b The number of different types of organisms depends on the distance down the shore.
2 a Independent = temperature of water, Dependent = amount of solid that dissolves.
b The amount of solid that dissolves depends on the temperature of the water.
c Volume of water (use same volume); type of solid being dissolved (use the same
substance in each experiment).

Worked example 0.3
1 a Independent = temperature, Dependent = rate of bubbles produced.
b Keep the lamp at the same distance throughout the experiment. Change the
temperature of the water, for example, by placing the beaker in a water bath at
different temperatures.
c Burns from hot water – limit the temperature of hot water to no more than 50 oC.
d Very hot water could kill the plant – limit the temperature of hot water to no more
than 50 oC. You do not want to kill the plant unnecessarily.
2 Method has bullet points; is in a logical sequence; identifies equipment and how to use it
in words or with a diagram; includes plan to obtain replicate results.
It includes a suitable method of changing the temperature, for example, using a water
bath, thermometer and hot water, or a water bath with a thermostat and heater.
Worked example 0.4

1 a Independent = distance from sea (at low tide), Dependent = number of organisms
(of each type).
b
Number of organisms
Distance / m
anemone starfish crab limpet barnacle
2 5 3 6 0 0
4 8 1 8 0 0
6 4 0 3 9 0
8 0 0 0 12 63
10 0 0 0 3 72
c Risk of treading on organisms – take care to avoid stepping on any organisms.

d Type of organism: categoric data (qualitative); distance from sea: continuous
(quantitative); number of organisms: discrete (quantitative).
2 Note: It appears the 6 minute result at a distance of 45 cm is an anomaly and the mean
4.5 − 0.5
for 9 minutes is = 1.5
2
Distance from Volume of gas collected / cm3
plant / cm 3 minutes 6 minutes 9 minutes mean
15 3.2 3.1 3.2 3.2
30 1.9 2.1 2.0 2.0
45 1.3 2.7 0.0 1.3
60 0.6 0.5 0.7 0.6
75 0.1 0.1 0.1 0.1

Worked example 0.5
1 a
Temperature / oC Volume of gas collected / cm3
0 minutes 2 minutes 4 minutes 6 minutes
21 0.2 1.0 1.8 2.7
25 0.5 1.7 3.0 4.5
29 0.3 2.1 4.0 5.7
36 1.2 3.4 4.7 7.0
41 0.1 2.8 5.6 8.2
1 b, c, d Temperature / oC Volume of gas collected / cm3

2 minutes 4 minutes 6 minutes mean
21 0.8 0.8 0.9 0.8
25 1.2 1.3 1.5 1.3
29 1.8 1.9 1.7 1.8
36 2.2 1.3 2.3 2.3
41 2.7 2.8 2.6 2.7
Worked example 0.6

1

Worked example 0.7
1 20
15
Number of crabs
10
0
0 2 4 6 8 10
Width of crab / cm
2 20
Estimated number of
15
fish / thousands
10
0
2000 2005 2010 2015 2020
Year
Worked example 0.8

1 a result at 30 cm (18 cm3)
b There is a decrease in volume of gas produced as distance increases. The decrease
is rapid closer to the plant and levels off as the distance increases, particularly
after 35 cm.
2 a No appreciable increase in solubility as temperature increases.
b Increase in solubility as temperature increases, solubility more than doubles from
40 g dm−3 to 95 g dm−3.
Worked example 0.9

1 a Measuring water using a beaker – the markings for volume on a beaker are
approximate and this will give an inaccurate volume of 100 cm3.
b Measuring the salt to the nearest whole gram (e.g. 4 g) is imprecise.
c Use a 100 cm3 measuring cylinder instead of a beaker to measure volume of water
– this will give a more precise volume of 100 cm3 of water. Measure mass of salt
to nearest 0.1 g to make masses more precise. These will give much more precise
salinities compared to the method described.
2 a result for 2 g solution (10.6 g)
b The sample was not prepared accurately, it contained more than 2 g of salt and/or
less than 100 cm3 water so had greater salinity than it should have.

Exam-style questions
1 a measuring cylinder to measure water and electronic balance to measure salt; suitable
volume of water (e.g. 50 cm3 or 100 cm3); suitable mass of salt (e.g. 0–10 g); plans for
five different salinities (five different masses of salt added to separate samples); [4]
b (at least) two columns drawn with a ruler and enclosed in a border (accept more
columns for replicate readings); heading in first column indicating salinity or mass
of salt in sample (with appropriate units); heading in second column for mass of
(20 cm3) sample of water, including units (g); [3]
c 20.8 (g); [1]
[Total: 8]
2 a The value of 8.0 is an anomalous result; [1]
b Take the mean of the remaining two values = 7.6 [1]
c x-axis labelled as time (minutes) and y-axis labelled as pH; axis scales are regular and
time 0–10 minutes uses over half the grid; points plotted accurately +/− half a small
square; line of best fit drawn; [4]
d As time increases, so the pH decreases; [1]
[Total: 7]
3 Diagram at least as large as the crab in the photo; proportions correct (size and shape of
legs and pincers relative to size and shape of body); neat lines (single clear outline) and
no shading used; label line ending on a pincer with correct label; [4]
[Total: 4]
4 Equipment: tape measure or measuring line and quadrat; [both required for 1 mark]
Method: place tape measure/line on shore so that it stretches from edge of sea up
the shore; [1]
place quadrat at regular distances along the line; [1]
count number of crabs in each quadrat; [1]
Variables:
Independent = distance up shore
Dependent = number of crabs; [both required for 1 mark]
Safety considerations: avoid touching animals that may sting, bite, etc.
and Ethical considerations: avoid stepping on/harming any animals; [1]
[Total: 6]
Chapter 1
Getting started
• Both the Sun and the Moon rise and fall in the sky each day due to the rotation of the Earth on its axis
every 24 hours.
• The movement of tectonic plates causes earthquakes and volcanoes.
• Oceans are much larger and deeper than seas. Seas are often a smaller part of an ocean, and may be
partially enclosed by land.
• Tides are the consistent rising and falling of sea level linked to the position of the Moon and the Sun
relative to the Earth. Currents are the persistent flow of water in a particular direction.
Marine science in context

1 The magnetic material must be moving to cause the Earth’s magnetic field to change.
The Earth’s magnetic field is created by molten iron in the outer core; this is heated by
radioactive processes occurring in the solid inner core that create convection currents in
the molten outer core. Over time these convection currents can cause the Earth’s magnetic
field to move. This is not an instant process; it is estimated this can take 100–1000 years,
which is fast in geological time scales, but slow to us.
2 The beach was a successful nesting site when the now-adult turtle hatched, so it is likely
to be a good site for offspring to develop as it will probably still have good conditions.
Some learners may be aware of evolution and the concept of survival of the fittest.
They may relate this to turtles that have evolved the ability to return to the same beaches.
This could be regarded as a successful survival strategy compared to turtles that are
unable to return to the same beaches.
Activity 1.1
As the Earth moves around the Sun, the length of daylight and night changes. The changes
are greatest further from the Equator, with equal lengths of daylight and night at the Equator
all year round. The intensity of light is greatest at the Equator and weakest at the poles.
When a pole is pointing away from the Sun that pole receives no light at all for long periods
of time; but when a pole points towards the Sun the poles experience constant daylight.
Questions
1 gravity
2 from the surface towards the centre of the Earth: crust, mantle, outer core, inner core
3 iron in the core
Activity 1.2
When heated, the colour from the granules usually rises to the surface, moves along the top of
the water, and then moves back down the other side of the container. As the water is heated
more, the colour will spread to evenly mix throughout all of the water and the convection
current is less visible.
Small floating objects placed in the middle of the water are pushed to the side by the
convection currents. Convection currents in the mantle are much slower and result in
movement of the tectonic plates above the mantle; this is similar to the movement of floating
objects placed on the water.
Chapter 1 continued
Questions
4 a theory that the Earth’s crust is broken into pieces / plates that move around as a result
of convection currents in the mantle.
5 a move towards each other (can be shown in a diagram)
b move apart from each other (can be shown in a diagram)
c slide past each other (can be shown in a diagram)
6 a Divergent and convergent
At divergent boundaries: plates move apart, magma is forced up through the gap
between the plates and erupts. The molten lava cools and solidifies, forming a cone.
Repeated eruptions build up the height of the volcano.
At convergent boundaries: plates push into each other, the denser plate subducts
and melts in the magma. This builds pressure in the magma, forcing molten
magma up through faults or cracks in the plate above, resulting in lava erupting,
cooling and solidifying to form a cone. This builds up over time to make the
volcano larger.
b All of them: divergent, convergent and transform. At each plate boundary
earthquakes are caused by pressure building as plates try to move although they
are in fact stuck. The plates then suddenly slip, causing a release of energy in
an earthquake.
7 a fast-moving wave created by ocean floor displacement or landslides
8 a It is winter, little light / heat reaches the North Pole / Arctic Circle, making it very
cold there.
b Atlantic
9 The oceans are interconnected as a World Ocean.
10 a Pacific (in the Mariana Trench)
b Pacific
11 Mid-ocean ridges are underwater mountain ranges, formed at divergent plate
boundaries. Ocean trenches are deep channels in the ocean floor, formed at convergent
plate boundaries.
Activity 1.3
Tidal amplitude increases as the Sun, the Earth and the Moon become more aligned with
each other (i.e. the Sun, the Earth and the Moon form a straight line). Tidal amplitude
decreases as the Sun, the Earth and the Moon become less aligned.
Activity 1.4
Posters should include an attempt to explain what rip currents are; this is best supported
with a diagram showing the movement of the water away from the beach in a rip current.
The poster should clearly identify that a swimmer can escape a rip current by swimming at
right angles to the current so they are not pushed any further out to sea.
Chapter 1 continued
Questions
12 Spring tides are caused by the Earth, the Moon and the Sun lining up in a straight line, so the
gravitational forces causing the tides are added together to create a greater tidal range /
amplitude. Neap tides are caused by the Earth, the Moon and the Sun being at right angles to
each other, so the gravitational forces are in different directions, which causes a smaller
tidal range / amplitude.
13 a constant flow of water in a particular direction
14 prevailing wind direction, spinning of the Earth, tides and changes in water density
15 Tides: regular changes in height of sea level, caused primarily by the rotation of the
Earth each day and the orbit of the Moon around the Earth. Flow of water changes
direction as tide rises and falls.
Ocean currents: a continuous flow of seawater in a particular direction, caused by
prevailing winds and changes in density of water. Tides can also create ocean currents,
but currents do not create tides.
Ocean gyres: a large system of circulating currents. Ocean gyres are produced by ocean currents.
1 a gravity; [1]
b i at right angles / perpendicular; [1]
ii reduced tidal amplitude / neap tides; gravitational attraction to the Sun
and the Moon are in different directions; [2]
[Total: 4]
2 a
any three points from: two plates move towards each other; get stuck / pressure
builds up; plates suddenly slip; energy suddenly released as earthquake; [3].
b fast moving wave; long wavelength wave; as it nears coast the wave slows and
increases in height; [3]
c sudden displacement of a large volume of water; caused by an underwater
earthquake (or a landslide or underwater volcano); [2]
d drowning / loss of life; loss of property/belongings; [2]
[Total: 10]
3 a A = abyssal plain; B = ocean trench; C = mid-ocean ridge; [3]

b repeated eruptions will increase its height; until it breaks through the surface
of the ocean to form an island; [2]
[Total: 5]
4 a current is a persistent flow of water in a particular direction; currents are caused
by prevailing winds; and spinning of the Earth; a gyre is formed by ocean surface
currents circulating; they circulate in opposite directions in the Northern Hemisphere
compared to the Southern Hemisphere; [5]
[Total: 5]
Chapter 2
Getting started
1 • solid
• liquid and gas
• solid and liquid
• gas
• liquid and gas
2 • Solids have particles that are in a fixed position.

• Liquids and gases contain particles that can move past each other; these particles
will flow to the bottom of the container (for a liquid) to have the same shape as the
bottom of the container or (for a gas) will spread out to fill the container completely.
• Solids and liquids contain particles that are a constant distance from each other, so
will occupy a fixed volume.
• Gases have large spaces between their particles; these particles can be pushed closer
together to compress the gas into a smaller space.
• Liquids and gases contain particles that can move past each other so these materials
can flow.

1 Points discussed might include:
• choice of materials to withstand conditions in deep seawater
• design of equipment used to withstand the pressures of pressurised air
• design of equipment used to withstand pressure of deep water
• design of equipment used to provide air to the diver at a pressure that will not cause
injury to the diver
• poor weather conditions
• barriers to women in science/idea that a woman could not or should not attempt
the dive.
2 It is important that other scientists are able to replicate the research to see if they get
similar results, or to identify areas in the method that could be improved to improve
results in the future.
Activity 2.1
1 Energy is needed to separate all of the particles in the material; this occurs at the surfaces
of the material, so it takes time for all of the material to change state.
2 It takes a different amount of energy to separate different types of particles, e.g. due to
different sized particles or a different strength of attraction between different particles.
3 Liquid molecules with the most kinetic energy escape during evaporation so the liquid
that remains has lower kinetic energy and is cooler.
Chapter 2 continued
Questions
1 a Sketches should show:
• solid: particles closely packed, mostly touching and in a regular arrangement
• liquid: particles closely packed but slightly bigger spaces than in a solid, mostly
touching but in an irregular arrangement
• gas: very few particles, far apart and not touching
b • solid: vibrating in fixed positions, unable to move past each other
• liquid: vibrating more than in a solid, constantly hitting each other and able to
move past each other
• gas: fast moving, colliding with other particles
2 a °C / degrees Celsius.
b the kinetic energy of the particles in a substance
Practical task 2.1

1 If carried out correctly the water level in the container with floating ice should not
change, but the level of water with land-based ice should increase.
2 Land-based ice melts and adds extra water, causing the sea level to rise. Floating ice has a
lower density than liquid water, so when the floating ice melts it takes the same volume as
water displaced by the ice, having no effect on sea level.
3 Water from melting glaciers (which are land-based ice), will contribute to sea level rises.
Melting sea ice will not contribute to sea level rises.
4 Melting glaciers in mountains and ice sheets on Antarctica are land based so will add
extra water to the oceans causing sea levels to rise. The area of land covered by ice in
Antarctica is also very large, so this could add significant volumes of water to the oceans.
Melting sea ice in the Arctic is floating ice and this will not cause sea levels to rise (but it
will have other effects).
Questions
3 The random movement of particles from an area of high concentration to an area of
lower concentration, down a concentration gradient.
4 a Evaporation: particles gain kinetic energy and move further apart.
b Condensation: particles lose kinetic energy and move closer together.
c Freezing: particles lose kinetic energy and move closer together, becoming
regularly arranged.
d Melting: particles gain kinetic energy and move further apart to become less
regularly arranged.
5 Ice floating on water has a lower density than water, so the volume of water from melted
ice is the same as the volume occupied by the ice in the water. As a result, the sea level
will not change. Ice melting on land adds extra water, resulting in the sea level increasing.
6 a The sketch should show water evaporating (leaving the surface) of oceans and land,
condensation of water vapour forming clouds, precipitation (e.g. rain, snow, hail)
over oceans and land, surface run-off of water from land into the ocean.
b Temperature of water (warmer water causes more evaporation), wind speed (faster winds
cause more evaporation), air humidity (lower humidity causes more evaporation)
Chapter 2 continued
Practical task 2.2
1 A suitable line graph would include the following points:
• both axes labelled on the graph to show ‘Concentration (g dm−3)’on the x-axis and
‘Temperature at which crystals appear (°C)’ on the y-axis
• points plotted on the line graph with small distinct crosses or marks that identify the
point to within 1 mm
• a line of best fit drawn to show the trend of the points plotted.
2 The results should show an increase in temperature at which crystals appear as the
concentration increases. This suggests that increasing temperature allows a greater mass
of salt to dissolve.
3 Answers will depend on learners’ results.
Practical task 2.3

1 Different substances dissolved in the water affect the pH of the water sample.
2 Salts dissolved in the water; water pollutants released by industry into rivers which enter
the ocean; carbon dioxide dissolving from the atmosphere into seawater; acid rain / acidic
gases from burning fossil fuels and from volcanic activity; tectonic activity in oceans
releasing acidic gases into the water.
3 Repeat the readings and calculate an average. Compare with results from other groups.
Practical task 2.4

1 As the concentration of carbon dioxide increases, the pH decreases.
2 Nitrogen, oxygen and carbon dioxide, plus argon and tiny amounts of other gases
3 Suggestions might include bubbling pure carbon dioxide into the water (e.g. carbon
dioxide produced by reacting acid with limestone or marble chips or using carbon dioxide
from a gas cylinder), or compare with bubbling in air with no / less carbon dioxide to see
if there is a difference.
4 A pH meter
Questions
7 seawater = mixture
oxygen = element
calcium carbonate = compound
8 Seawater has a pH of approximately 8.3, which decreases (e.g. to 8.2, 8.1, etc.) or
becomes less alkaline / more acidic when carbon dioxide is added.
9 The Baltic Sea is in a cooler climate resulting in less evaporation from the sea’s surface
than the Red Sea. The Baltic Sea is also surrounded by land, providing lots of fresh water
run-off when compared to the Red Sea which has very little fresh water running off into
the water.
10 During a high tide the sea level in the estuary will rise as more seawater enters the estuary,
increasing the salinity of water in the estuary. During a low tide the sea level will fall
and freshwater will continue to flow into the estuary, diluting the seawater further and
reducing the salinity.
Chapter 2 continued
Practical task 2.5
1 The mass of carbon dioxide lost should increase as temperature increases.
2 As temperature increases, the amount of carbon dioxide dissolved in the water decreases.
3 Repeat the readings and calculate an average. Compare with results from other groups.
Practical task 2.6

1 As temperature increases, the volume of water increases.
2 The mass of water has not changed so if the volume of water increases the density of the
water has decreased.
3 Repeat the readings and calculate an average. Compare with results from other groups. Use a
tube with volume measurements marked on to measure the change in volume of the water.
4 If global ocean temperatures increase, the volume occupied by the seawater will increase,
causing sea levels to rise.
Practical task 2.7

1 A suitable line graph would include the following points:
• both axes labelled on the graph to show ‘Salinity (ppt)’ on the x-axis and ‘Density of
the water sample (g cm−3)’ on the y-axis
• points plotted on the line graph with small distinct crosses or marks that identify the
point to within 1 mm
• a line of best fit drawn to show the trend of the points plotted.
2 As salinity increases, the density of water increases.
3 Use a more precise balance that records mass to more than 1 decimal place. Use a more
precise syringe or equipment to measure volume more precisely.
Questions
mass
11 density = volume
12 As temperature increases, the solubility of gases decreases.
13 Increasing the temperature gives the water particles more energy, so they vibrate faster
and push other water particles further apart, increasing the volume of space occupied by
the same number of particles. This decreases the density of the water.
14 Colder water has a higher density so it sinks below warmer water (which has a
lower density).
Practical task 2.8

1 Answer will vary depending on results obtained. Possible reasons for any differences
include: the depth the disc can be seen at is a personal judgement / results might vary
from one person to another person.
2 Changes over a year might be due to changes in:
• the concentration of phytoplankton (microscopic algae) in the water: more
phytoplankton would decrease the depth at which the disc disappears
• the amount of sediment suspended in the water: this could increase after heavy rain
causing sediment to be carried into the ocean / water in run-off.
Chapter 2 continued
3 Taking an average reading from a group of people instead of just one person. Using a
light sensor to lower into the water and record the light intensity at different depths.
Activity 2.2
Diagram should show two layers, labelled, with the hot water on top and the cold water below.
There may be a third layer between the other two layers where some mixing has occurred.
Activity 2.3
Diagram should show the colour moving up towards the surface, then along the surface (away
from the fan). The colour may then move back to the bottom on the opposite side of the
container (away from the fan).
Questions
15 a Light penetration: decreases
b Pressure: increases
c Temperature: decreases
d Salinity: increases
e Dissolved oxygen: decreases to a minimum, then slowly increases again with depth
16 It is used to investigate light penetration in water. Slowly lower the Secchi disc into water
until it is no longer visible, and record the depth it disappears at. Then slowly raise the
Secchi disc until it is visible, and record the depth. Calculate the average depth from the
two measurements.
17 a The movement of cold, nutrient-rich water from the deep ocean to the surface
b The usual surface winds (away from the coast of South America) are weaker or
reversed, slowing, or stopping the upwelling from occurring, resulting in warmer
waters and fewer nutrients at the surface off South America
1 a Changes in arrangement of particles Changes in energy
in particles
evaporating particles move far apart from each other particles gain / have
/ lots of space between particles [1] lots of kinetic energy [1]
condensing particles move close enough to be particles lose kinetic

touching and vibrating against other energy [1]
particles frequently [1]
b precipitation = 485, evaporation = 485; the two numbers are the same – the total
amount of water evaporating equals the total amount of water precipitating; [2]
c Temperature of the water: warmer water results in faster evaporation; [1]
Wind strength / speed: stronger / faster winds result in faster evaporation; [1]
Air humidity: lower humidity results in faster evaporation; [1]
[Total: 9]
Chapter 2 continued
2 lower salinity than usual; caused by: less seawater in the estuary (due to the wind
pushing seawater away); low tide means less seawater in the estuary than normal,
more rain water (fresh water) falling into the estuary (from the storm); more
(freshwater) run-off of water occurring from land (due to extra rain falling on land
and flowing into the estuary from the river); [4]
[Total: 4]
3 a Method described including these points:
• heat water samples containing potassium chloride to different temperatures
• how to measure the temperature
• how to record the mass of potassium chloride dissolved
• how to measure the volume of water used
• how to determine the temperature at which a known mass of potassium chloride
dissolves OR how to determine the mass of potassium chloride that dissolves in
a fixed volume of water at a fixed temperature
• how to check reliability of results / plan to repeat measurements
• safety point such as wearing eye protection while heating, taking care with hot
water, mopping up water spills.
one mark for each point up to maximum of; [4]
b Suitable equipment to:
• heat the water (e.g. kettle, Bunsen burner)
• contain water samples (e.g. test-tubes, beakers)
• measure the temperature of water samples (e.g. thermometer or temperature probe)
• record the mass of potassium chloride added (e.g. electronic balance)
• stir the solution (e.g. glass rod/stirring stick).
one mark for each point up to a maximum of; [3]
c line graph; expect the mass of potassium chloride dissolved/solubility to
increase as temperature increases; [2]
[Total: 9]
4 a thermocline; [1]
b tropical waters: starts at a higher temperature at the surface; decreases rapidly, then
levels off at deeper depths; polar waters: starts at a low temperature at the surface
and changes very little with increasing depth; [3]
c density at the surface will be low as water is warmer, and warm water has
lower density; density will increase as depth increases due to cooler water
which has a greater density; [2]
[Total: 6]
Chapter 2 continued
5 Light penetration Pressure Salinity
change as decreases increases increases
depth increases
(get deeper) [1] (for all three
changes)
explanation light enters from as depth increases water with higher
the surface and there is a greater mass salinity is denser so
is absorbed by of water above pushing sinks beneath water
water as depth down, increasing with lower salinity [1]
increases [1] pressure [1]
[Total: 4]
6 a In a normal year cold water upwells off the coast of Peru in South America.
This water is rich in nutrients. In an El Niño year the upwelling stops and a warm
current replaces the cold current; [3]
b normal year: winds push warm water away from the coast, pulling cold
water from the deep ocean; El Niño year: winds push towards the coast,
stopping cool water from upwelling; [2]
[Total: 5]
Chapter 3
Getting started
• Diagrams of animal cells should have a nucleus, cell membrane and cytoplasm.
Diagrams of plant cells should have a nucleus, cell membrane, cell wall, vacuole
and chloroplasts.
• There are a great many potential correct answers. Mammals could include otters, seals,
whales and dolphins; birds could include seagulls, shore birds and ducks; reptiles could
include different species of turtle and sea snakes; fish could include sharks, rays, tuna,
and many others; crustaceans could include shrimp, crabs and lobsters; molluscs could
include mussels, whelks, squid and octopus; plants could include seagrasses; seaweeds
could include kelp and bladderwrack.
• Adaptations include green fronds or blades to trap light and photosynthesise, the
leaves have a large surface area, flexible stems to bend in the currents and air bladders
to float.

1 Kelp forests bring energy into food webs so without them there would be little energy
or food for other organisms. Kelp forests provide shelter from predators and harsh
weather conditions. Nursery and breeding areas are often found in kelp forests so they are
important in maintaining animal populations. Photosynthesis by kelp releases oxygen so
other organisms can respire.
2 Kelp removes carbon dioxide, so preserving kelp forests reduces global warming and
ocean acidification. Kelp can be a food source for people. Kelp can be used in many
products, including toothpaste. Kelp is a nursery ground for many species, so kelp
forests maintain fish populations for trawling. Kelp can be farmed and used as a
sustainable biofuel.
Activity 3.1
1 X = nucleus, Y = cell membrane, Z = cytoplasm
2 P = cell wall, Q = chloroplast
Activity 3.2
Cell structure Animal cell Plant cell Bacterial cell
cell membrane present present present
cytoplasm present present present
nucleus present present absent
mitochondria present present absent
cell wall absent present present
chloroplasts absent present absent
large permanent vacuole absent present absent
Chapter 3 continued
Questions
1 nucleus: control of the cell
mitochondria: aerobic respiration
chloroplast: photosynthesis
permanent vacuole: stores sap
cell membrane: controls movement of substances into and out of cell
2 chloroplast, cellulose cell wall, large permanent vacuole
3 a 0.25 mitochondria per µm3; 0.75 mitochondria per µm3
b Different cells have different volumes, and a larger cell would be expected to have
more mitochondria; density gives a better measure of respiration rates.
c Muscle cells are very active so require a lot of energy for movement, skin cells have
less activity; sperm cells have to swim so require more mitochondria than skin cells
but do not require as much energy as muscle cells.
4 Plants are all multicellular, so despite having chloroplasts and a cell wall, Chlorella is
a protoctist.
5 domain: Eukarya; kingdom: animals; genus: Carcharhinus; species: amblyrhynchos.
6 a operculum
b nares
c scales
7 a dorsal and anal
b pectoral and pelvic
c pectoral and pelvic
Activity 3.3
Models will vary from group to group. Good quality models will label all the fins, the fins will be in the
correct proportions and there will be annotations to explain their roles in thrust, yaw, pitch and roll.
Questions
8 a echinoderm
b crustacea
c cnidaria
d mollusc
e annelid
9 a vertebrates, crustacea, molluscs, annelids
b cnidaria
c echinoderms
Activity 3.4
Learners should work in groups to produce an information booklet. A wide range of
invertebrate species may be considered. The peer assessors should be non-marine scientists so
the activity assesses communication as well as factual information.
Chapter 3 continued
Practical task 3.1
1 The drawing has broken lines, shading is present, label lines are not straight, and some do
not meet the diagram. A correct diagram should have solid lines, no shading and straight
label lines that meet the desired point on the diagram.
2 bilateral symmetry, nuclei in cells, segmented body
Questions
10 a 25 000 μm
b 5000 mm
c 2 500 000 μm
d 0.005 cm
11 a 35 000 ÷ 250 = ×140
b 35 ÷ 150 = ×0.233
12 actual radius = 25 ÷ 250 = 0.1 mm
area = π × 0.12 = 0.03 mm2
Practical task 3.2

1 Structure Onion cell Cheek cell Aquatic plant cell
nucleus present present present
chloroplast absent absent present
cell wall present absent present
cytoplasm present present present
cell membrane present present present
2 Mitochondria are too small and the resolution and magnification of the light microscope
is not high enough to see them.
3 Cytoplasm, cell membrane and a cell wall (although not made from cellulose) would also
be present in a bacterial cell.
Practical task 3.3

1 a sea slater
b edible crab
2 Dichotomous keys are quicker to use as the questions direct the user along a route.
Using photographs would require a large number of photographs to be worked through.
Chapter 3 continued
Questions
13 Asexual reproduction has one parent; sexual reproduction has two parents. Asexual
reproduction produces genetically identical offspring; sexual reproduction produces
genetically different offspring. Asexual reproduction occurs by budding or splitting;
sexual reproduction occurs by fusion (joining) of sex cells.
14 Rhizomes for stability and asexual reproduction; many leaves with large surface area
to trap light for photosynthesis; flexible stalks so they do not break in water currents;
flowers for sexual reproduction; roots to absorb minerals.
15 Rhizomes stabilise the substrate, prevent erosion and reduce wave speeds; rhizomes are
used for asexual reproduction so that seagrass can colonise an area quickly.
Activity 3.5
This is a peer-review activity and learners should be encouraged to focus on the quality of
the information when assessing. A series of posters along a corridor wall is an excellent
learning resource.
Questions
16 More female turtles would be produced, so there is a lower chance of each female mating
and reproducing, so fewer offspring are produced.
17 Larval stage allows coral to be distributed to different areas, so there is less competition
with the parent polyps.
18 During the day they escape from predators as there is little light at depth. At night they
are able to feed on phytoplankton that is present in the upper layers.
19 Melting ice releases algae causing a bloom in krill; the whales are able to access large
amounts of food around Antarctica when the bloom occurs. As the weather becomes
colder and the ice refreezes, there is less food around Antarctica so the whales migrate
further north where there is more food. Breeding grounds are in shallow areas where
there are fewer predators that would hunt the calves; the warmer temperatures prevent
the calves cooling down as they lose heat more quickly than adults.
20 The large structures may affect the animals’ memory of where landmarks are; they are a
risk to the migrating animals as they may cause collisions; the magnetic fields from wires
may affect navigation.
1 a Taxonomic level This alga
Domain [1] Eukarya
Kingdom Protoctists
Genus Chlamydomonas [1]
Species reinhardii [1]
b i chloroplast; cell wall; [2]

ii control movement of substances in / out of cell; [1]
iii measurement of cell width; conversion to mm; calculation of magnification; [3]
Chapter 3 continued
c no photosynthesis; respiration continues; using glucose; so starch is
broken down; [3]
[Total: 12]
2 a i correct proportions; mouth, lateral line, eyes and all fins drawn; no shading;
continuous lines used; [4]
ii one mark for each correct label; [5]
caudal fin dorsal fin
lateral line pectoral fin operculum
b i thrust / propulsion; [1]

ii any three points from: control of pitch; moving head up and down; control of
yaw; moving side to side; braking; [3]
c any two points from: birds use internal fertilisation; birds lay hard-shelled eggs;
offspring develop externally; fish have scales / birds have feathers; [3]
[Total: 16]
3 a any three points from: asexual reproduction has one parent / sexual reproduction has two
asexual offspring are genetically identical / sexual offspring are genetically different
asexual: no mating / sexual: mating
asexual: no gametes, budding occurs / sexual: gametes / sex cells used
asexual: no fertilisation or fusion / sexual: fertilisation or fusion; [3]
b any five points from: eggs hatch on beach; young move towards sea and swim to open
ocean; many are consumed; mature over next 15–25 years; mate at sea; females move
back to same beach as where hatched; dig nests for eggs; repeat visits to beach; [5]
c i allows distribution; less competition; for food / light / oxygen; [3]
ii any five points from: tank in dark and tank in light; same volume of water; same substrate;
same for other abiotic factor, e.g. oxygen, salinity; repeats; count how many settle on
substrate; leave for same time; same age and species of larvae / coral; [5]
[Total: 16]
4 a i anchorage; obtain minerals; [2]
ii any three points from: stabilises root in soil; asexual reproduction; to produce
identical plants; and grow quickly; [3]
Chapter 3 continued
b i linear axes; labels; units on axes; correct plots; points joined with
straight lines; [5]
ii constant until 2010; decrease after 2010 / 2011; [2]
c i 9 / 100 × 250 = 22.5 kg; 22.5 × 7 = 157.5 kg; [2]
ii any two points from: amount of seagrass has fallen, meaning less food; manatees
eat few other food sources so populations is under threat; [2]
iii loss of sediment stability; so more erosion / coastal damage; [2]
OR
loss of nursery grounds / shelter; so more predation / fewer offspring produced; [2]
[Total: 18]
5 a squid avoid predators during the day; squid can feed without predation at night; [2]
b i warmer weather in Summer; ice melts, releasing algae; krill increase due to algal
blooms; [3]
ii fewer predators so calves are protected; more food as warmer / more light; [2]
iii any two points from: magnetic fields; Sun / stars / Moon; landmarks; mental maps;
scents; [2]
[Total: 9]
Chapter 4
Getting started
• The spider diagram should have a meal written in the middle. Lines should radiate to
nutrients (proteins, carbohydrates, lipids, vitamins and minerals). Details of specific
vitamins and minerals may be given and functions of some of the nutrients should be
linked to them. Sharing work with other learners will give a mix of foods.
• A list may include: movement, growth, making molecules, active transport, breathing,
keeping warm (there may be others mentioned).

1 Top predators take several years to grow and reach maturity so they will not breed for
several years. Top predators need sufficient food and it takes time for each level of the
food chain to become re-established.
2 Fish and other species do not stay within national boundaries. Top predators may have
large territories that stretch over areas belonging to several nations.
Questions
1 a protein
b carbohydrate and lipid
c lipid
2 Vitamin A and vitamin D are fat soluble so will be dissolved in the oil of the fish.
3 Fur will be crushed at depth, reducing the layer of insulating air, fat is not affected by
depth and so acts as a good insulator.
Practical task 4.1

1 A: starch and sugar; B: sugar, protein and fat; C: protein and fat
2 The tests give an indication of the presence or absence but there is no way of quantifying
the results.
Activity 4.1
Unsaturated fats have a lower melting point so stay liquid at lower temperatures. Fish are
cold-blooded and so can have a body temperature that is lower than the melting points of
saturated fats. If a fish stored saturated fats, the low fish body temperature would cause the
fats to solidify.
Example points could be: oily fish has omega-3 oils, which protect against heart disease, and
are rich in unsaturated oils, vitamin A for eyesight and vitamin D for bones.
Questions
4 a in haemoglobin for oxygen transport
b bones, shells and skeletons
c chlorophyll
5 The coral skeletons will gradually be eroded by the more acidic water leading to death of
the corals.
Chapter 4 continued
6 Extra nitrate and magnesium will increase protein production and chlorophyll production
so that algae will photosynthesise more and their population will increase.
7 D, C, B, A
8 The environment is cold and dark at the seabed, so productivity / photosynthesis is low;
energy is fixed at the surface by photosynthesis and moves to the seabed in the form of
marine snow / dead organic material.
9 Nutrients pass to producers and then pass to fish. If the fish are removed, there is less waste
and decay and less marine snow falling to the seabed. If less waste reaches the seabed, fewer
nutrients are made available to producers so fewer producers are present to feed fish.
Activity 4.2
Answers could focus on how fish open their mouths, the opercula close, the floor of the mouth
moves down and water enters; the fish closes their mouth and raises the floor of the mouth,
the opercula open as water is pushed over the gills. The gills have many primary and secondary
lamellae (filaments) to give them a large surface area, have thin walls and good blood supply.
Practical task 4.2

1 It is expected that the starch snacks would have the highest energy, followed by the bread
and the cereal.
2 The higher energy foods will have a higher lipid content (oil or fat).
3 It makes a valid comparison as larger masses of food would have more energy.
Questions
10 glucose + oxygen → carbon dioxide + water
11 Fat is more energy dense so that more energy is stored in a smaller volume/mass; fat also
provides buoyancy.
12 Myoglobin stores oxygen in the muscles so cetaceans can dive for long periods of time
without returning to the surface; tuna has an oxygen store so that it can maintain aerobic
respiration in its muscles over long distances.
Practical task 4.3

1 The data should show that the rate of oxygen production will decrease as the light
intensity decreases (distance increases).
2 As the distance increases, the light intensity decreases so there is less energy available
for photosynthesis.
3 The water bath maintains the temperature and stops the lamp from heating
the water; a change in temperature would affect the rate of photosynthesis
and make the results invalid.
Activity 4.3
Less upwelling occurs during El Niño events so that fewer mineral ions are returned to
the surface. This means that producer organisms have less nitrate and magnesium so do
not grow. Lower photosynthesis means that there is less growth of the phytoplankton and
so less energy enters the food web. There is less food for primary consumers and other trophic
levels so fish catches are lower.
Chapter 4 continued
Questions
13 carbon dioxide + water → glucose + oxygen
14 Chlorophyll absorbs the light energy, which is then used for photosynthesis.
15 a Low light intensity due to the silt is the limiting factor.
b Low temperature due to the cold is the limiting factor.
c Low levels of carbon dioxide due to few respiring animals is the limiting factor.
d Low concentration of minerals due to the lack of upwelling is the limiting factor.
Activity 4.4
A food web like:
otter shrimp
large fish
zooplankton
sea urchin
small fish
kelp
microalgae
1 sea urchins, small fish

2 microalgae → shrimp → small fish → large fish → otter
3 six
Questions
16 a two from: whale shark, zooplankton, reef fish, turtle, land crab, lobster
b two from: bait fish, frigate bird, octopus, whale shark, predatory fish
c two from: reef shark, predatory fish, robber crab, silvertip shark
17 a one from: whale shark, reef fish
b one from: bait fish, predatory fish, silvertip shark, reef shark, octopus, frigate bird,
robber crab
18 Turtles would decrease due to fewer land crabs so less larvae for the turtles to eat.
19 three from: movement, respiration, not eaten, not digested, excretion, harvesting
20 a 10%; 6%
b Different organisms respire at different rates / are less digestible / less eaten /
harvested more / move more.
21 Less productivity so less energy for primary consumers and less energy for secondary
consumers, and so on.
Chapter 4 continued
Activity 4.5
This will vary depending on the question asked.
1 a i tilapia; [1]
ii 18.7 / 100 = 0.187; 0.187 × 250 = 46.75 g; [2]
iii mackerel; due to highest lipid content; [2]
iv 4 / 100 = 0.04; 0.04 × 1.6 = 0.052 g; [2]
v any three points from: lipid has high energy; but less mass than carbohydrate; lot
of energy stored in small space; less energy needed to move a lighter body; tilapia
has less fat as it does not need energy to swim far; mussels have a low respiration
rate as they do not move so have more carbohydrate; [3]
b add biuret solution; lilac colour is positive result; [2]
c any four points from: waste / dead mackerel / excretion; sinks as marine snow;
decomposed at seabed; by bacteria; moves up via upwelling; [4]
[Total: 16]
2 a i add the three values; divide by three; [2]
ii linear axes on more than half of the grid; labels for both axes; units on axis;
accurate plots (+/− half square); points joined with straight lines with no
extrapolation; [5]
iii increase (in number of openings of operculum); level off at 17 °C; [2]
b any two points from: salinity; oxygen; carbon dioxide; food; volume of water; [2]
c i oxygen; carbon dioxide + water; [2]
ii any 3 points from: respiration takes place in cells, gas exchange takes place via
a surface; respiration is a chemical process; respiration releases energy;
gas exchange is the movement of gases; [3]
[Total: 16]
3 a i bacteria; plants; [2]
ii carbon dioxide; glucose + oxygen; [2]
iii chlorophyll; [1]
b i both rates increase; with sediment, rate levels off at a lower carbon dioxide
concentration; [2]
ii any 3 points from: more raw material for photosynthesis; carbon dioxide limits
rate at lower concentrations; with sediment light intensity is lower; light is a
limiting factor; [3]
iii any 3 points from: dredging releases sediment; less light; less photosynthesis;
less food / energy for primary consumers; so less energy for secondary consumers; [3]
[Total: 13]
4 a seagrass; [1]
b a predator catches, kills; and eats prey animals; dolphin / great white shark / tiger
shark / killer whale; [3]
c seagrass → mackerel → bottlenose dolphin → great white shark → killer whale; [1]
d any two points from: eat dead / decaying organic material; pass nutrients to
decomposers; to make nutrients available to producers; [2]
[Total: 7]
Chapter 4 continued
5 a to make a valid comparison over same area; [1]
b herring [1]
c i 2100 / 22 000 × 100 = 9.54545; 9.5%; [2]
ii any four points from: respiration; movement; excretion; harvesting; not all eaten;
not digested; death / decay; heat loss; [4]
[Total: 8]
Chapter 5
Getting started
• Cnidaria (anemones), echinoderms (starfish), molluscs (mussels), crustacea (barnacles),
macroalgae and microalgae.
• Oxygen: if levels fall too low organisms cannot respire. Carbon dioxide: too little will reduce
photosynthesis, too much will poison animals. Temperature: low temperature will slow
chemical reactions / respiration and could even cause organisms to freeze, high temperature
will cause organisms to overheat and die. Dehydration: will kill organisms. High salinity:
will dehydrate and kill organisms. Light intensity: high light intensity will make animals seek
shelter, low light intensity will slow photosynthesis. Wind: will be dehydrating.

1 Rapidly increasing populations require more food, especially rice, and the protein found
in fish / shrimp. The shrimp are a high demand product so will bring in money and
increase employment and standards of living.
2 Things that learners might mention include: loss of coastal protection from erosion; loss of
protection against storms; pollution (due to eutrophication); loss of nursery grounds for fish
so fish populations drop, reducing fish catches; affects food chains; loss of a carbon sink;
increased global warming and flooding.
Activity 5.1
Population
Prey population
Predator population
Time
• Predator population will increase as prey population increases.
• If predator population increases too much, prey population falls.
• If prey population is low, predator population falls due to lack of food.
• Prey population then increases as there are fewer predators.
Questions
1 a community
b population
c environment
2 four
3 a It is not possible to see if they can breed together.
b Asexual organisms do not have two parents to breed together.
Chapter 5 continued
Activity 5.2
Posters should include both positive and negative effects. Positive effects are that protection was easily and
cheaply available for everyone, so that fewer people caught the virus. Negative effects are the waste in the
ocean and the impact this has on marine life.
Questions
4 coastal areas, especially coastal areas in the highest latitudes
5 Macroalgae require anchorage to the substrate. The open ocean is too deep for anchorage
and sufficient light, as there is no light at depth.
6 More run-off of mineral ions from rivers and land / coastal upwellings; more minerals
such as magnesium (needed for making chlorophyll); more chlorophyll so more
photosynthesis by producers; more energy enters food webs.
Practical task 5.1

1 10 quadrats should be a reasonable number; too many becomes too time consuming and
too few means the sample is no longer representative and the result is easily affected by
outliers (outliers are data that are very different to others).
2 Assumed that the distribution is even; if it is patchy, it will be affected by whether or not
the quadrat lands in the patches; rare species could easily be missed and so would appear
absent, or if the quadrat happened to land in areas with the rare species, their numbers
would be over estimated.
3 Selection of the coordinates randomly avoids bias.
Activity 5.3
Results will vary according to what text has been used.
One 2 cm × 2 cm quadrat will normally not be representative, especially for rarer letters.
Fewer quadrats will be okay for frequently found letters such as e, s, a. Rare letters such as q
and x will be less accurate.
Practical task 5.2

1,2 The answers will depend on the data generated by the learners; conclusions should try to
link patterns for the different species.
Practical task 5.3

1 Accuracy will depend on the learners’ data.
2 Placing the pole too deep into the ground; if the distance between learners is too great,
there is more error when judging the angle; lining up the same place on the poles is
subjective (which means that there is error from human judgement).
Practical task 5.4

1 This standardises the measurement so that it is the same for all particles and makes it less
subjective (dependent on human judgement).
2 More larger sized particles are found higher up the shore as only stronger waves will have
the energy to carry large particles far up the shore.
Chapter 5 continued
Practical task 5.5
1 As a percentage is calculated, the mass should not affect the results. However, the
results may become more prone to error if smaller sample masses are used if there are
anomalous samples.
2 Sandy substrates dry out faster as the larger particles retain less organic material and it is
organic material that retains water.
Activity 5.4
Learners should think about how to catch or attract prey (bioluminescent lures, large mouth
parts, backward facing teeth, large stomach); slow movement to reduce respiration rate
due to little food and low levels of oxygen; brown or black colouration for camouflage;
bioluminescence on the underside to camouflage against the surface.
Questions
7 any two of: attract mates; find prey; illuminate the substrate; scare away predators; lure
prey; camouflage
8 angler fish: bioluminescent lure to attract prey; brown colour for camouflage; large
mouth and teeth to catch prey; low respiration rate due to lack of food and oxygen
gulper eel: large mouth and backward facing teeth; stomach that can swell to trap large
prey; brown colour for camouflage; low respiration rate due to lack of food and oxygen
9 low oxygen levels and few nutrients means less aerobic respiration; less energy released;
less muscle contraction
Activity 5.5
Answers will depend on what the learners have produced; all zones should be identified along
with abiotic factors and at least one organism in each zone.
Questions
10 Harsh abiotic factors (for example: dry, high salt, low temperature) means few producers;
little amounts of food are brought into food chains, so there are few consumers.
11 Upper zone: more exposure; colder; more variable temperatures; drier. Accept the
opposite for lower zone.
12 Conditions are less harsh and more time is spent under water; more producers; more
energy brought into food chains; more shelter for organisms.
13 Sandy shores have the following characteristics: larger particles; less organic material;
retain less water; more unstable when dry; steeper. Accept the opposite for muddy shores.
14 Burrow deep to escape from predators; haemoglobin to trap oxygen when in the burrow
so they can respire; setae to secure them in their burrow.
15 Sand is more unstable so no macroalgae can be secure there; few producers on sand; little
energy brought in to support food chains.
16 Coastal section: has more water-saturated soil; is underwater more frequently; soil has
less oxygen; soil is less stable. Accept the opposite for middle section.
17 Mudskippers: store air inside gill cavities; breathe through permeable skin; pectoral and
pelvic fins are adapted to be like limbs; eyes on top of head to spot predators.
Chapter 5 continued
18 Aerial roots so they are out of water / soil; absorb oxygen; as water and soil are low in oxygen; so roots
can respire.
Activity 5.6
Lionfish populations are very large in the Caribbean Sea. They have few predators; consume
many species so there is lots of food for them in the Caribbean Sea; reproduce at a high rate;
are destroying species richness on reefs; may have come from fish discarded from aquaria;
control for fishing for them and selling the meat / training sharks to eat them.
Questions
19 Large grinding teeth to break off and grind up coral.
20 Volcanic eruption makes an island; fringing reef forms; island erodes and subsides;
lagoon forms; barrier reef emerges.
21 Release of nutrients from fertiliser into the oceans; leads to algal blooms and
overcompetition for light; algae die and decompose; the decomposer bacteria use up the
oxygen for respiration; this reduces the oxygen in the water.
increase in crown of thorns starfish due to starfish larvae feeding on plankton;
increase of algae growing over reef, which blocks light; so less photosynthesis in
coral polyps.
1 a All the individuals of one species in an area at a set time; [1]
b 3.5 − 2.7 = 0.8; 0.8/3 = 0.266666666…; = 0.27; [3]
c i linear scales that use at least half the axis; axes labelled; units on axes; anchovies
plotted; mackerel plotted; plotted points joined with straight lines; [6]
ii increase up to 2012; then decrease; [2]
iii any three points from: anchovy population increases when there are fewer
mackerel to eat anchovies; as anchovy population increases so does mackerel
population as there is more food (anchovies) for the mackerel to eat; anchovy
population reduces as they are predated; mackerel population decreases when
there are fewer anchovy for the mackerel to eat; [3]
[Total: 15]
2 a i ny four points from: sunlight zone has more light; more wavelengths of light; is
a
warmer; has more oxygen; has more carbon dioxide at surface; [4]
ii any three points from: sunlight zone has higher temperature; higher light
intensity; more producers; more photosynthesis; more energy brought into food
chains; [3]
iii any four points from: no photosynthesis in deep sea; so no energy directly enters;
lanternfish get energy from ocean’s surface; bring energy to deep-sea food chains;
as food for secondary consumers; lanternfish release waste; so minerals are also
brought to the deep sea; [4]
b any three points from: attract mates; confuse predators; attract food; signalling;
illuminate the seabed; camouflage; [3]
[Total: 14]
Chapter 5 continued
3 a i correct angles for A–B and B–C; straight lines joining points; [2]
ii larger grains create a steeper profile, or the reverse argument; [1]
b i use of quadrat; random locations; at least ten repeats; count number of
worms / casts; [4]
ii iron (but also accept carbon, hydrogen, oxygen and sulfur); [1]
iii any five points from: more organic material on muddy beach; so more food;
less oxygen on muddy shore; because fewer air spaces; species A has
haemoglobin so can bind oxygen; species B out competes A on sandy shore;
species A outcompetes species B on muddy shore; [5]
[Total: 13]
4 a a ny four points from: pneumatophore is an aerial root; points out of water /
soil; to obtain oxygen; prop roots are out of water; provide support during
tidal movements; [4]
b trees with pneumatophores grow near the water as they are underwater more often;
trees with prop roots grow higher up as the tidal strength is reduced more inland; [2]
c any three points from: melting ice caps / glaciers; higher sea levels; flooding
mangroves; more trees with pneumatophores / fewer with prop roots; [3]
d any four points from: eyes on top of head to spot predators; breathes through skin;
stores water in gill cavities; fins rotated down; to act as legs; [4]
[Total: 13]
5 a i any six points from: tentacles; for feeding / defence; stinging cells; mouth;
(mouth) for ingesting food; stomach for digesting food; skeleton for
attachment / protection; [6]
ii both benefit / mutualism; zooxanthellae gain protection / minerals / carbon
dioxide; coral polyp gains nutrients / carbohydrate; [3]
b i 2.1; week °C; [2]
ii death rate increases; steady then sharper decrease; [2]
iii any four points from: increased heat stress; more bleaching; more coral death;
damage to food chains; as less productivity; [4]
[Total: 17]
Chapter 6
Getting started
• There are lots of answers that could be given for this; examples include:
• removing organisms from their habitat and not returning them
• trampling over habitats / nesting places
• scaring animals due to noise and light from boats / on the shore
• leaving behind litter that can damage organisms
• throwing waste food into the sea / on the shore
• driving to the location using fossil fuels and increasing pollution
• using toilets that release waste into the sea
• damage to coral reefs from boats and diving
• picking up animals from seabed when diving.
• There are also lots of different answers that could be given here; examples include:
• taking all rubbish and waste home / putting in bins
• recycling waste
• not feeding animals like seagulls
• not removing animals from habitats
• cycling / walking to the shore
• not touching corals and organisms on seabed when diving
• not making too much noise when sailing.

1 This will vary according to what each learner thinks is the most important. Examples
could include:
• release of plastic into oceans and seas
• climate change from carbon dioxide release
• fertiliser pollution
• damage from oil spills
• over harvesting of species.
2 This will also vary depending on what each learner thinks are solutions. Examples
could include:
• reducing carbon emissions by using renewables / reducing air conditioning / reducing
central heating / reducing vehicle use
• reducing over harvesting by using more aquaculture
• preventing release of fertilisers
• recycling plastics and other materials so that they do not end up in the oceans
• not transporting oil around the world
• raising awareness of issues by education.
Activity 6.1
1 Learners should find a series of maps of Singapore to show how the coastline has
changed and how the area has expanded.
2 land reclamation
Chapter 6 continued
3 Land reclamation initially caused a loss of habitats, particularly wetlands. Sand was
dredged from other areas around the world to make new land areas causing loss of
habitats elsewhere in the world.
4 Singapore now carries out risk assessments, educates people to a high level about
environmental issues, increases areas of natural habitats by returning some developed
land to wetlands and forests, bans illegal imports of building materials and has strict
legislation on development.
Questions
1 a any three of: recreation and tourism; building materials; coastal protection; food;
medicine; nursery areas for fish reproduction; wood (other answers are possible).
b any three of: damage from recreation / tourism, e.g. pollution, litter and plastic
release, trampling, collection of organisms; damage from boats / diving; land
reclamation; building and development; dredging for sand and mud; blast fishing;
shrimp farming; oil spills (other answers are possible).
2 Infrastructure refers to the services and other developments that are necessary in a
community; examples include road and transport networks, water supplies, sewers, waste
removal, shops, medical care, schools (other examples may also be given).
3 Landings of both groups increase. Landings of rays have decreased in recent years but
landings of sharks have continued to rise. Demand for both has increased over time. The
decrease in landings of rays may be due to restrictions on catching them, overfishing
(so that populations have fallen) or a fall in demand.
Activity 6.2
This activity will vary depending on the species chosen by the learners. It is a good activity
for learners to develop an appreciation of how and why some species are affected by human
activity. Learners can compare the status of different species, the populations of different
species and the threats to them.
Questions
4 Ecotourism is tourism that prevents damage to the natural environment. It aims to
educate people about environmental issues and promote cultural awareness.
5 any three of: competition for land or resources; pollution (there are many aspects of
pollution such as plastic pollution, pollution of water with sewage, runoff of fertiliser,
release of carbon dioxide from transport); damage to ecosystems; removal of organisms;
scaring of organisms / trampling nest sites (other examples may also be given)
6 a Advantages of education are that it brings awareness of issues and encourages people
to go home and educate others; disadvantages are that it is expensive and depends on
whether people agree with the information being given to them.
b Advantages of limiting water use are that there is more water for natural habitats and
for farming in the local community; disadvantages are that it could cause hygiene
issues if there is too little water to wash goods properly, and people may not want to
stay at resorts with limited water.
c Advantages of using renewable energy are: it will not run out, it is less polluting and
eventually a resort may be able to generate all its electricity; disadvantages are that it
is expensive to set up and may not generate enough electricity at all times of the year.
Chapter 6 continued
Activity 6.3
Posters should include information about:
• where the Great Barrier Reef is located
• why the Great Barrier Reef is an area of scientific interest
• why the Great Barrier Reef is a World Heritage Site
• how the Great Barrier Reef Marine Park Authority manages the sites, including bans on
development, controls on tourism, education, monitoring the state of the reefs.
Questions
7 a China
b Maldives
8 78(.16)%
9 a China, Bangladesh, India, Nigeria, UK, Malaysia, New Zealand, US, Kenya, Sri
Lanka, Maldives
b Population sizes, demand within the country, suitability of coastline or land for
aquaculture, availability of investment to set up aquaculture, importance of seafood
exports as part of the economy, (there may be other correct reasons).
10 Restrictions can be placed on: gear used; number of trips; sizes of boats; seasons or times
of year; catch sizes; species that are allowed to be caught; areas that may be fished.
11 No large-scale commercial fishing, which prevents foreign boats coming into the waters;
preventing fishing for all boats in the outer areas (more than 12 km out) protects fish;
local people are allowed to fish within the 12 km area so they can still keep their jobs.
Marine organisms are protected and, by preventing access for big, foreign fishing fleets,
the jobs of local people are secured.
12 International agreements are useful because: marine organisms do not stay within the
boundaries of one nation and the high seas are not owned by anyone; they are less useful
because they are only respected by countries that sign the agreements.
Activity 6.4
The debate will depend on the arguments presented.
• for the ban: benthic trawling destroys the seabed, damages habitats and takes a lot of bycatch
• against the ban: people need food and jobs, a total ban would cause hunger and a loss of
employment; there are modern methods that can be used to reduce bycatch and seabed
damage (such as pulse fishing).
Questions
13 Bycatch is the term given to the non-target organisms that are caught by accident.
14 a Boat lays out net while moving in a circle; the nets wrap around a fish shoal; the rope
is pulled in, which seals the base of the net; and then the net is hauled on deck.
b Pole and line fishing: chummer throws baitfish and splashes water; the rod is made
from wood or fibreglass, the line is nylon and the hook has no bait or barb; tuna are
caught and flicked onto the deck of the boat.
Chapter 6 continued
15 Pole and line fishing is very selective and has very little bycatch. Longlining catches
many non-target species such as turtles, birds and dolphins as these are attracted to the
baited hooks. Pole and line fishing catches fish one at a time so there is less chance of
overfishing. Longlines have thousands of hooks, so it is easy to overfish.
16 any three of: compass, charts, GPS, sonar, radar.
17 An FAD (fish aggregation device) is a floating platform with an anchor line. Algae grow
around the platform, attracting bait fish. Larger fish are then attracted by the bait fish.
18 The sailors use a chart to plot a course. On the chart is a compass rose with which they
can work out which way is north. They then use the compass to follow the correct route.
Sonar spots underwater obstacles and radar spots obstacles above water. GPS could be
used to pinpoint the exact location of the ship.
Activity 6.5
The design of the aquaculture system will vary. Key features will include:
• methods of regular feeding that prevent overfeeding – this will reduce waste that leads to
decay and oxygen loss
• separating organisms of different ages to reduce cannibalism
• methods of removing waste, e.g. water currents
• not overstocking the fish (or other species) so that there is less disease spread
• using biological control organisms rather than using pesticides and antibiotics that would
leak into the water outside the farmed area
• using nets and cages to prevent predators getting in and fish (or other species) getting out
and breeding with or competing with wild fish.
Questions
19 Any four of: fish, crustaceans, seaweed, molluscs, echinoderms. (Specific examples would
also be correct.)
20 a Open aquaculture systems are located in natural waters; closed systems are located
in tanks.
b In open systems, natural water currents remove waste and provide oxygen. In closed
systems, the water is pumped through filter systems and oxygenated by pumping air
through it.
21 a Using plant-based food reduces overfishing for the species of fish that would be used
to make pellets.
b Keeping a low stocking density reduces the amount of waste faeces and reduces the
spread of diseases.
c Not over-feeding fish results in less waste so there is less decay and oxygen levels are
not reduced.
d The detritivores eat the waste faeces and excess food so that it does not decay.
22 a Deep Water Horizon in the US.
b The amount of oil lost has increased over time. This could be due to larger container
ships or drilling in riskier areas due to increased demand for oil.
Chapter 6 continued
Activity 6.6
Answers to this will vary according to the country chosen. Learners should look critically at
the proportions of energy that are renewable and non-renewable, and consider the types of
renewable energy that may be appropriate. For example, wave power would not be suitable for
a country with little coastline; solar power would not be appropriate for a country with very
high or low latitudes. Other renewables may be considered, such as hydroelectric power and
osmosis-driven generators.
Questions
23 Oil is used to make fuels (e.g. petrol, diesel, kerosene), plastics, paints and roads.
24 The four MARPOL standards are:
• double hulls for oil tankers – this reduces risk of oil spills if there is a collision
• no washing out of holds at sea – this reduces risk of oil spills in the sea
• control of sewage release – this reduces risk of pollution of the sea with wastes
• control of garbage release – this reduces risk of pollution of the sea with plastics.
25 Benefits of renewable fuels: they do not run out; they do not release carbon dioxide so
less impact on climate; they do not need transporting so there is no risk of spills; they
do not cause other pollution. Drawbacks of renewable fuels: they may not be suitable
for all areas or times of year; they may not produce enough electricity; some can damage
animals / affect navigation of animals; they can damage the seabed.
Benefits of fossil fuels: they have high energy density; they are reliable and can be used
anywhere and at any time; they are easy to transport and easy to use. Drawbacks of fossil
fuels: they will run out; they can pollute if lost during transport; they release pollutant
gases such as carbon dioxide that cause climate change.
Activity 6.7
This will produce a wide range of activities. Learners should review other learners’ work and
decide how well it gives the message about plastic pollution.
Questions
26 Nitrates contain nitrogen, which is used to make amino acids and proteins for growth.
Magnesium is used to make chlorophyll for photosynthesis.
27 Fertiliser dissolves in rainwater and runs off into the water. Algae grow, producing a
bloom. Some algae die due to lack of light. The dead algae are decomposed by bacteria.
Bacterial respiration uses up oxygen in the water.
28 Animal faeces and rotting plant material need to be broken down by bacteria before
they release the nutrients. This is a slow, steady release of nutrients so fewer nutrients are
washed off the land into the water.
Chapter 6 continued
Activity 6.8
The school designs will vary but could include:
• more cycle racks, cycle routes and walk-to-school schemes; also car-sharing schemes
could be included
• ventilation to encourage natural cooling to reduce the need for air conditioning;
insulation and double glazing to reduce need for central heating
• light switches that automatically switch off and low-energy light bulbs
• composting to remove wastes from kitchens
• water recycling methods
• well designed, so there is lots of natural light and less need for artificial lighting.
Questions
29 Any four of: loss of habitats; disruption to food chains; sea level rises; climate changes;
weather pattern changes; extinctions; ice sheet and glacier melting.
30 The greenhouse effect is the natural reflection of radiation back towards the Earth by
greenhouse gases in the atmosphere; it maintains the temperature of the planet. The
enhanced greenhouse effect is an increased reflection of radiation back towards the Earth
due to additional greenhouse gases in the atmosphere.
31 An increase in temperature leads to ice sheets and glaciers melting and the water from
this melting process entering the oceans. The increase in temperature of the oceans causes
thermal expansion.
32 Species richness is a measure of how many different species are in an area at a
particular time.
33 Lionfish are an invasive species and are not native to the Caribbean Sea. They have few
predators and eat a wide range of foods. They are causing a reduction in the number of
native species around coral reefs in the Caribbean Sea.
34 An MPA will conserve the whole ecosystem so that the sharks will have habitats, food
sources and predators. This means there is a chance that populations will be maintained
in the long term.
1 a a ny three points from: building materials; tourism and recreation; food; coastal
defences; medicines; accept other correct answers; [3]
b i any two points from: plastic pollution / litter; sewage pollution; habitat loss;
disturbing organisms; damage to coral reefs; removing shells (or alternative
wording); accept other correct answers; [2]
ii 30; years; [2]
iii any three points from: does not release carbon dioxide; so less global warming /
climate change; less sea level rise; less habitat loss; less transport of oil / oil
drilling; so less risk of oil spills; [3]
iv any two points from: wind may not always be strong enough to drive wind
turbines; wave energy may be low; may not be a tidal area; may be dark (e.g.
during the night / winter) so not enough light for solar power; energy demand
may be too high when there are lots of visitors; [2]
[Total: 12]
Chapter 6 continued
2 a i 1260 − 495 = 765; 765/12 = 63.75; 63.8 tonnes per year; [3]
ii linear scales; axes labelled; units on axes; points plotted correctly; points joined
with straight lines; [5]
iii there is an increase in 2010; then a decrease; [2]
iv any two points from: decrease in demand; overfishing; decreased fish population;
migration of fish from area; [2]
b i any four points from: use long nylon fishing lines; tow lines from boat / attach line
to buoys at surface; have many hooks / over 100 hooks; use of barbed hooks;
hooks have bait; hooks are attached to main line by small nylon lines / snoods; [4]
ii any four points from: there is a high rate of bycatch; because bait attracts non-
target species; refer to a correct example of bycatch, e.g. seabirds / dolphins /
sharks / turtles; animals cannot free themselves from the hooks / line; so that
animals, drown / suffocate / cannot get oxygen; lost lines become ghost nets /
continue to trap and kill animals; using large numbers of hooks can cause
overfishing; [4]
c A diagram that shows the platform at the top with an anchor line; floats by the
platform; correct proportions and labels for floats and platform; [3].
[Total: 23]
3 a i any two points from: stop predator entry; stop escape of fish; which could spread
disease / affect food chains / breed with wild fish; [2]
ii any three points from: wrasse remove pests; pesticides / antibiotics would leak
out; and get into food chains; and would produce resistant pests / bacteria
(accept reverse for wrasse); [3]
b i feeding less often increases algae; feeding less often reduces oxygen (or reverse); [2]
ii any four points from: feeding less frequently increases waste; as not all food eaten;
decay releases nutrients; algae population increases; algae die and decompose;
bacteria use up oxygen in respiration (or reverse); [4]
c i animals that eat dead organisms / organic waste; [1]
ii lobsters / sea cucumbers eat the waste food / faeces; less waste to decay; the
lobster and sea cucumbers can be sold; [3]
[Total: 15]
4 a any two points from: fuel / named fuel; plastic; paint; roads / roofs; [2]
b any four points from: no / fewer oil spills after collisions; so less coating of animals
with oil / less poisoning of animals with oil / other correct effect of oil; less release of
organic waste / faeces; so less decay / oxygen loss; less eutrophication; [4]
c any three points from: poisoning of organisms / named organisms; poisons passing
along food chains; damage to fur / feathers; blocking light to reduce photosynthesis;
damage to shorelines; accept other correct negative effects; [3]
d i burning; [1]
ii any two points from: mass of oil; surface area of water covered; temperature;
type of oil; [2]
iii 8.0 − 6.5 = 1.5; 1.5/8.0 × 100 = 18.75 (%); [2]
iv any two points from: using skimmers with dispersants has no more effect than
using dispersants only; dispersants break up oil into small droplets; this will not
affect collection of oil by the skimmers; [2]
v repeating the experiment; [1]
Chapter 6 continued
e any one point from: wind (power); tidal (power); wave (power); solar (power); [1]
and any three points from: less release of carbon dioxide; less global warming /
enhanced greenhouse effect; renewables will not run out; less acid rain; less ice cap /
glacier melting / no sea level rises; less ocean acidification; accept other correct
named benefits; [3]
[Total: 21]
5 a i a line that starts at same point as the one for tank A; line is diagonal pointing upwards; [2]
ii ice melts and adds volume; thermal expansion of water; [2]
b i any two points from: carbon dioxide; methane; water vapour; [2]
ii any three points from: extinctions; weather changes; climate change; droughts;
currents changing direction; food chains altered; migration of species; accept
other correct examples; [3]
[Total: 9]
6 a
any eight points from: use of quadrat; sampling of random coordinates; method
for choosing random coordinate; sample area of shore where kelp is collected and
shore where kelp is not collected; similar types of shore / profiles; similar distances
from water; similar species of kelp; at least 10 quadrats sampled; count number of
different species in quadrat; same time of year; [8]
b any two points from: more nursery areas; more food; more energy for different trophic
levels of food chains; [2]
[Total: 10]

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CAMBRIDGE IGCSE™ MARINE SCIENCE: COURSEBOOK

Practical Task 0.2: Test-tube investigations

Practical Task 0.3: Separating techniques

Practical Task 0.4: Heating and cooling samples

Practical Task 0.5: Using an electronic balance

Practical Task 0.6: Measuring gas production

Key skills continued

Worked example 0.1

Worked example 0.2

Key skills continued

Worked example 0.4

c Risk of treading on organisms – take care to avoid stepping on any organisms.

Key skills continued

1 b, c, d Temperature / oC Volume of gas collected / cm3

Worked example 0.6

Key skills continued

Worked example 0.8

Worked example 0.9

Key skills continued

Marine science in context

3 a A = abyssal plain; B = ocean trench; C = mid-ocean ridge; [3]

2 • Solids have particles that are in a fixed position.

Marine science in context

Practical task 2.1

Practical task 2.3

Practical task 2.4

Practical task 2.6

Practical task 2.7

Practical task 2.8

condensing particles move close enough to be particles lose kinetic

Marine science in context

cell membrane present present present

cytoplasm present present present

nucleus present present absent

mitochondria present present absent

cell wall absent present present

chloroplasts absent present absent

large permanent vacuole absent present absent

Practical task 3.2

nucleus present present present

chloroplast absent absent present

cell wall present absent present

cytoplasm present present present

cell membrane present present present

Practical task 3.3

Domain [1] Eukarya

Genus Chlamydomonas [1]

Species reinhardii [1]

b i chloroplast; cell wall; [2]

caudal fin dorsal fin

lateral line pectoral fin operculum

b i thrust / propulsion; [1]

Marine science in context

Practical task 4.1

Practical task 4.2

Practical task 4.3

1 sea urchins, small fish

Marine science in context

Practical task 5.1