UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS General Certificate of Education Advanced Subsidiary Level and Advanced Level

Similar documents
UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS General Certificate of Education Advanced Subsidiary Level and Advanced Level

Cambridge International Examinations Cambridge International Advanced Subsidiary and Advanced Level

Cambridge International Examinations Cambridge Ordinary Level

Cambridge International Examinations Cambridge International Advanced Subsidiary and Advanced Level

Cambridge International Examinations Cambridge International Advanced Subsidiary and Advanced Level

Cambridge International Examinations Cambridge International General Certificate of Secondary Education

Cambridge International Examinations Cambridge Ordinary Level

Cambridge International Examinations Cambridge Ordinary Level

UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS General Certificate of Education Ordinary Level

Cambridge International Examinations Cambridge International General Certificate of Secondary Education

UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS General Certifi cate of Education Advanced Level

Cambridge International Examinations Cambridge International General Certificate of Secondary Education

UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS General Certificate of Education Ordinary Level FISHERIES SCIENCE 5151/01

Cambridge International Examinations Cambridge International Advanced Subsidiary and Advanced Level

Cambridge International Examinations Cambridge Ordinary Level

Cambridge International Examinations Cambridge International Advanced Subsidiary and Advanced Level

Cambridge International Examinations Cambridge International General Certificate of Secondary Education

UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS International General Certificate of Secondary Education

Cambridge International Examinations Cambridge International General Certificate of Secondary Education

Cambridge International Examinations Cambridge International General Certificate of Secondary Education

Cambridge International Examinations Cambridge International General Certificate of Secondary Education

UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS General Certificate of Education Ordinary Level

Cambridge International Examinations Cambridge Ordinary Level

UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS Cambridge Checkpoint. Paper 1 For Examination from 2012 SPECIMEN PAPER 45 minutes

UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS International General Certificate of Secondary Education

UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS International General Certificate of Secondary Education

UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS General Certificate of Education Ordinary Level


UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS International General Certifi cate of Secondary Education

Alternative to Coursework May/June 2006

Cambridge International Examinations Cambridge Ordinary Level

Cambridge International Examinations Cambridge Primary Checkpoint

Cambridge International Examinations Cambridge International General Certificate of Secondary Education

9693 MARINE SCIENCE. Mark schemes should be read in conjunction with the question paper and the Principal Examiner Report for Teachers.

ADVANCED SUBSIDIARY GCE G622 APPLIED SCIENCE

OECD Workshop, Busan, June 2010

Cambridge International Examinations Cambridge International General Certificate of Secondary Education


Cambridge International Examinations Cambridge International General Certificate of Secondary Education

Morning Time: 1 hour 30 minutes

G622. APPLIED SCIENCE Monitoring the Activity of the Human Body ADVANCED SUBSIDIARY GCE. Thursday 27 May 2010 Afternoon. Duration: 1 hour 30 minutes

Cambridge International Examinations Cambridge Primary Checkpoint

Tuesday 23 May 2017 Morning Time allowed: 1 hour 15 minutes

Tuesday 6 June 2017 Afternoon

SPECIMEN. All items required by teachers and candidates for this task are included in this pack.

The History of Commercial Fishing in Prince Edward Island

Level 3 Cambridge Technical in Engineering 05822/05823/05824/05825/05873 Unit 3: Principles of mechanical engineering

Applied Science SC02 (JAN12SCO201) General Certificate of Education Advanced Subsidiary Examination January Energy Transfer Systems TOTAL

CHANNEL CATFISH CULTURE IN THE UNITED STATES. Leonard Lovshin Department of Fisheries and Allied Aquacultures Auburn University, AL 36849

Cambridge International Examinations Cambridge International General Certificate of Secondary Education

Marine Ecosystems. Aquatic Ecosystems Section 2

Factors that affect the motion of a vehicle along a surface

6 Points available for general policy

Friday 13 June 2014 Morning

Oceans Humans both depend on it and threaten it with their activities

THE BORNSTEIN REPORT March 2017

Human Impact in Aquatic Systems: Fish Catching vs. Fish Raising

Tuesday 6 June 2017 Afternoon

Wild caught sustainable seafood

RESPONSIBLE YACHT OWNERSHIP...

Wild caught sustainable seafood

COMBINED SCIENCE 0653/6 CO-ORDINATED SCIENCES 0654/6

A chef s guide to sustainable seafood

AQUACULTURE PROGRESS AQUACULTURE TODAY MILESTONE 1: MINIMIZING ENVIRONMENTAL IMPACTS. Facts:

Southern bluefin tuna >6.4kg Bigeye tuna >3.2kg Yellowfin tuna >3.2kg Swordfish >119cm LJFL / >18kg dressed Marlins >210cm LJFL

Office of Science & Technology

Supermarket Survey Evaluation 2011

Sustainable Seas - Marine Fisheries Fisheries and Fishing

Sustainable Fishing Practices

4754(B)/01 MATHEMATICS (MEI) ADVANCED GCE UNIT. Applications of Advanced Mathematics (C4) Paper B: Comprehension INSERT THURSDAY 14 JUNE 2007 PMT

PMT. Smaller species of annelid do not have gills. Explain why these small worms do not need gills to obtain sufficient oxygen

Fish Conservation and Management

Cambridge Assessment International Education Cambridge International Advanced Subsidiary and Advanced Level. Published

Fishing and Aquaculture Notes

Tuesday 11 June 2013 Morning

Friday 6 November 2015 Morning

Ocean-to-Plate Assembly Notes

JadEco, LLC PO BOX 445 Shannon, IL 61078

Types of Freshwater Ecosystems. Streams originate from underground water. Rivers form when streams join together. Freshwater Biome

THINKING SKILLS 9694/31 Paper 3 Problem Analysis and Solution May/June hours Additional Materials: Electronic Calculator

Generally overview of PI fisheries (oceanic/coastal/deep slope) Socio Economics impact (fisheries) Environment (fisheries/mining)

SUSTAINABILITY F.A.Q

They selected fully grown leaves from five different plants of each species.

HOW CAN WE HELP TO SUSTAIN AQUATIC BIODIVERSITY?

Environmental Studies

(a) (i) Describe how a large difference in oxygen concentration is maintained between a fish gill and the surrounding water.

Inshore wrasse pot fishery What are the issues?

Common Resource Problem-Fishing


Irish Wildlife Trust s Guide to Sustainable Seafood

Fisheries Historic Status U.S. fishermen are granted the right to fish in public waters under the Public Trust Doctrine. Through the years, this right

Updated August Aquaculture Curriculum

The Impacts of Changing Climate on the Local Seafood Industry

Sustainable Fisheries and Seafood in the Gulf of Mexico. Damon C. Morris, Ph.D.

LEVEL 2 FUNCTIONAL SKILLS MATHEMATICS 09866

The Value and Sustainability of the Fishing Economy A Cape Hake Industry Perspective

Is aquaculture growth putting pressure on feed fish stocks? And is the growth of aquaculture being restricted by finite supplies of fishmeal and fish?

4.3 Aquatic Food Production Systems

Background Knowledge: Overfishing & Aquaculture

Fisheries. The State of The Ocean Another way for our growing population to get protein is by eating fish. The four most popular fish are

Transcription:

UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS General Certificate of Education Advanced Subsidiary Level and Advanced Level *5466176767* MARINE SCIENCE 9693/03 Structured Questions May/June 2011 Paper 3 1 hour 30 minutes Candidates answer on the question paper. No Additional Materials are required. READ THESE INSTRUCTIONS FIRST Write your Centre number, candidate number and name on all the work you hand in. Write in dark blue or black pen on both sides of the paper. You may use a soft pencil for any diagrams, graphs or rough working. Do not use staples, paper clips, highlighters, glue or correction fluid. DO NOT WRITE IN ANY BARCODES. Answer all questions. Write your answers in the spaces provided on the question paper. At the end of the examination, fasten all your work securely together. The number of marks is given in brackets [ ] at the end of each question or part question. 1 2 3 4 5 6 7 Total This document consists of 14 printed pages and 2 blank pages. DC (SJF/JG) 34172/3 [Turn over

2 1 (a) Gross productivity is the total carbon fixed by a plant per unit time. Net primary productivity is calculated by subtracting the carbon used by the plant in respiration from the gross productivity. The effect of depth on net productivity of a marine alga was investigated at two different temperatures. The results of the investigation are shown in Fig. 1.1. surface of water 0 2 depth / m 4 key 20 C 15 C 6 8 10 1.0 0.5 0 + 0.5 + 1.0 oxygen exchange / mg h 1 g 1 dry mass Fig. 1.1 Suggest why net primary productivity is more useful than gross productivity to compare the productivity of different seas.......[1] (b) Explain why oxygen uptake can be used to measure net primary productivity.

3 With reference to Fig. 1.1 describe the relationship between net primary productivity and depth. Suggest an explanation for this relationship....[3] (c) Compensation point occurs when oxygen exchange is zero. With reference to Fig. 1.1 state the depth in the water at which the alga reaches compensation point at each of the following temperatures. 15 C depth m 20 C depth m [2] (iii) Suggest an explanation for this difference in depth....[3] (iv) The surface temperature of a tropical sea is between 20 to 24 C and the surface temperature of temperate sea is between 6 to 8 C. Suggest how the temperature difference between these seas would affect their productivity. Explain your answer. [Total: 13] [Turn over

4 2 (a) The oxygen consumption of shore crabs was investigated in different oxygen concentrations. The oxygen consumption of three inactive shore crabs was measured. Each crab had a different mass. The results are shown in Fig. 2.1. 0.04 crab A mass 6.7 g oxygen consumption / cm 3 O 2 g 1 h 1 0.03 crab B mass 12.8 g 0.02 crab C mass 47.3 g 0.01 0 25 50 75 100 125 150 oxygen concentration / arbitrary units Fig. 2.1 With reference to Fig. 2.1 describe the relationship between oxygen consumption and body mass. Between 80 to 150 arbitrary units, the oxygen consumption is independent of the oxygen concentration. Suggest how these crabs can maintain constant oxygen consumption over this range of oxygen concentration....[3]

5 (b) In another investigation, oxygen consumption was measured in these shore crabs during a period of activity. Suggest what effects activity would have on the oxygen consumption of the crabs. Explain your answer.........................[4] [Total: 9] [Turn over

6 3 (a) Table 3.1 shows information about the breeding of three different types of tuna and of the North Atlantic salmon. Table 3.1 type of fish breeding information Skipjack tuna Southern Bluefin tuna Yellowfin tuna North Atlantic salmon sexual maturity 1 year 6 7 years 2 3 years 4 5 years spawning spawning grounds number of eggs egg development all year in tropical waters yearly in temperate waters many locations in ocean yearly or less one location in ocean all year in tropical waters twice per year in temperate waters many locations in ocean yearly 90 to 95% die after one spawning upstream in home river 100 000 2 000 000 3 5 000 000 2 3 000 000 500 000 800 000 ocean surface ocean surface ocean surface nests in river bed Using the information in Table 3.1, state which type of fish has the highest fecundity. Give a reason for your answer. type of fish... reason... State two differences between breeding in tuna and salmon. 1... 2...

7 (b) Many tuna stocks are overfished. Using the information in Table 3.1 suggest which type of tuna would benefit most from closed fishing areas. Explain your answer. type of tuna... explanation............[3] (c) North Atlantic salmon living in colder areas stay in the river longer before entering the sea. They also remain in the sea longer before returning to the river. Suggest an explanation for this. Suggest why most wild salmon fishing is carried out as the fish swim upriver to spawn. [Total: 10] [Turn over

8 4 (a) State what is meant by the term sustainable fishing..........[2] (b) A global supermarket chain has proposed plans to support sustainable fishing. The basis of the plan is to buy fish only from fisheries that use sustainable methods and have been certified by the Marine Stewardship Council (MSC). The supermarket chain could then create a MSC brand image to encourage their customers to buy this fish at a slightly increased price. Suggest one reason why a global supermarket chain would be interested in supporting sustainable fishing. Suggest one reason why their customers might buy fish with the MSC brand image at a higher price. (iii) Suggest one benefit MSC fishermen might gain if this plan were carried out. (c) A large fishery in a small coastal town plans to change to sustainable fishing over a period of 5 years. State one short-term problem of this fishery changing to sustainable fishing. Suggest the long-term benefits of sustainable fishing to the whole community of the town where the fishery is located. [Total: 8]

9 BLANK PAGE [Turn over

10 5 Aquaculture systems can achieve high efficiency by a high stocking density (a large number of fish per unit volume). This may reduce the oxygen content of the water. Fig. 5.1 shows the saturated oxygen content of fresh water and sea water at different temperatures. 12 10 saturated oxygen concentration / mg dm 3 8 6 4 2 fresh water sea water 0 0 5 10 15 20 25 30 35 40 45 50 temperature / C Fig. 5.1 (a) The effect of stocking density on oxygen saturation by the milk fish Tilapia was tested using different tanks. One tank contained sea water at 30 C and the other contained freshwater at 15 C. the information in Fig. 5.1 to find the saturated oxygen concentration in each of the following. seawater at 30 C... freshwater at 15 C...[2] The stocking density that halves oxygen saturation in 1 hour was measured. In sea water at 30 C this was 1.5 kg m 3 Tilapia and in fresh water at 15 C this was 4.6 kg m 3 Tilapia. Suggest an explanation for this difference.

(iii) 11 State two different methods by which the oxygen content could be maintained in an aquaculture system. Explain the advantages of each system. method 1... advantages... method 2... advantages......[4] (b) Table 5.1 gives information about different foods tested on Tilapia. Table 5.1 food percentage protein content cost / pence kg 1 percentage feed efficiency percentage protein efficiency high protein pellets 65 75 35 6.5 low protein pellets 45 50 29 7.6 milling waste 15 15 13 10.2 The feed efficiency is the conversion of dry food mass eaten to wet fish mass gained. The protein efficiency is the conversion of dry protein eaten to dry mass tissue protein. the information in Table 5.1 to suggest one reason for the variation in percentage feed efficiency. the information in Table 5.1 to suggest why there is variation in the percentage protein efficiency. (c) Suggest one factor, other than cost, that would be considered before choosing a diet for Tilapia.......[1] [Total: 11] [Turn over

12 6 (a) Antifouling paint is used on ships and boats. It is a source of marine pollution. Explain why antifouling paint is used.............[2] (b) Tributyltin (TBT) was first used in the 1970 s. It has broad spectrum toxicity and was also used for treating wooden lobster pots and marine aquaculture equipment. TBT is an organic form of tin that is absorbed more easily than the inorganic ion. TBT has longer lasting effects than those of the copper and mercury compounds used previously. Suggest what is meant by the term broad spectrum toxicity. TBT is known to enter marine food chains Suggest one reason why TBT may be found in high concentrations in carnivorous fish. (c) Since its introduction, the concentration of TBT in the sea has increased. Coastal waters have higher concentrations than the open sea. TBT binds to sediments so they retain higher concentrations than water. Suggest why coastal waters have higher concentrations of TBT than the open sea. In 1989 the use of TBT was restricted to vessels of more than 25 m in length. However, concentrations of TBT still remain high in the marine environment. Suggest one reason for this.

13 (d) The effect of TBT has been studied in a number of species of marine molluscs. Fig. 6.1 shows the effect of TBT on the growth of oysters exposed to different concentrations of TBT, measured in µg dm 3. 200 Control 0.00 µg dm 3 percentage increase in wet mass of oyster 0.02 µg dm 3 100 0.06 µg dm 3 0.66 µg dm 3 2.00 µg dm 3 0 10 20 time / days Fig. 6.1 Describe the trend shown by these results. Suggest the likely effect of increased TBT in the marine environment on oyster culture. [Total: 10] [Turn over

14 7 Fig. 7.1 shows a marine conservation area. This includes the land and the surrounding sea. There are different protection zones in which different activities are permitted. open sea nature reserve deep water channels mainland peninsula N Key to protection zones general near shore inshore 1 km Fig. 7.1 Table 7.1 shows some of the activities permitted and not permitted in the different protection zones. Key permitted not permitted recreation commercial fishing protection zone leaving litter diving wreck salvage midwater angling speed boats shellfish collecting trawling netting potting general near shore inshore (a) Assume that the shape of this marine conservation area is rectangular. Estimate the approximate area of the reserve. Show your working. [3]

(b) (c) 15 Suggest two reasons why the whole area may have been made a marine conservation area. 1... 2... State which zone of the marine conservation area has the greatest protection. Suggest a reason for this high level of protection. Suggest why commercial trawling is not permitted anywhere in this marine conservation area. Suggest why only one type of commercial fishing is allowed in part of this conservation area. (d) each of the following recreational activities, suggest a reason for the type of permission given. wreck salvage is not permitted... mid-water angling is permitted... (iii) speedboats are not permitted......[3] [Total: 14]

16 BLANK PAGE Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will be pleased to make amends at the earliest possible opportunity. University of Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of Cambridge Local Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge.