OCR Paper 3 Biology Investigation Skills exam questions with mark scheme
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Course
Investigative skills
Institution
OCR
The document involves A level Biology questions that are mostly linked to mathematical skills such as standard deviation, chi squared test etc. These questions have been selected very carefully to provide you with a well rounded view on investigational skill in OCR A Level Biology. You will also ha...
1(a). Ecologists were studying an area that contained three different habitats. The area is shown in the diagram below.
The ecologists sampled the area to estimate insect biodiversity.
Describe how the ecologists should choose the number and locations of their samples to ensure that the sampling is representative.
Use a calculation to support your answer.
[3]
(b). Ecologists sampled an area to estimate insect biodiversity.
Two of the insect species that were sampled were the large heath butterfly and the bog hoverfly.
The ecologists used the capture-mark-recapture technique and estimated population sizes using two different calculations: the Lincoln
estimate and the Chapman estimate.
i. Calculate the population sizes of the two insect species using each of the formulae below.
Write your answers in the table.
Lincoln estimate formula:
Chapman estimate formula:
n = number of individuals in a particular sample
m = number of marked individuals in the second sample
Number of Population estimate (number of
Number captured individuals)
Total number in marked
Species and marked in
sample 2 individuals in Chapman
sample 1 Lincoln estimate
sample 2 estimate
ii. The Lincoln and Chapman formulae give different estimates for population size.
Give two further conclusions about the difference in population estimates given by the Lincoln and Chapman formulae.
1
2
[2]
2. Haemocyanin is an oxygen-binding pigment that is found in many invertebrate animals, including lobsters.
Fig. 6.2 shows the oxygen dissociation curves for haemoglobin and haemocyanin.
Fig. 6.2
What can you conclude about the habitat of a lobster?
[1]
3(a). Students investigated the effect of light on the growth of garden cress seedlings.
• A total of 120 seedlings were divided into 2 groups of 60.
• Group A was grown in darkness for 2 days.
• Group B was grown for 1 day in darkness and then for 1 day in white light using the set-up shown in Fig. 3.1.
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