0610 BIOLOGY Essays (1277 words) - Secondary Education In England

UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS International General Certificate of Secondary Education MARK SCHEME for the May/June 2007 question paper 0610 BIOLOGY 0610/02 Paper 2 (Core Theory), maximum raw mark 80 This mark scheme is published as an aid to teachers and candidates, to indicate the requirements of the examination. It shows the basis on which Examiners were instructed to award marks. It does not indicate the details of the discussions that took place at an Examiners meeting before marking began. All Examiners are instructed that alternative correct answers and unexpected approaches in candidates scripts must be given marks that fairly reflect the relevant knowledge and skills demonstrated. Mark schemes must be read in conjunction with the question papers and the report on the examination. CIE will not enter into discussions or correspondence in connection with these mark schemes. CIE is publishing the mark schemes for the May/June 2007 question papers for most IGCSE, GCE Advanced Level and Advanced Subsidiary Level syllabuses and some Ordinary Level syllabuses. Page 2 Mark Scheme Syllabus Paper IGCSE May/June 2007 0610 02 UCLES 2007 1 (a) (i) leaf B has parallel veins/veins not branched; [1] (ii) organism D has body divided into segments/rings/OWTTE; [1] (iii) organism E has four pairs of/eight legs/limbs ; I - ref to cephalothorax (erroneous) [1] (iv) organism G has more than 4 pairs of legs/limbs/non-identical/varied legs/limbs/2 regions to body/cephalothorax and abdomen; I refs to exoskeleton [1] N.B. No letter given no mark (b) show division of 50/5; (magnification) x10/times 10; R 10mm If no working then 2 marks for correct magnification If wrong working can gain 1 mark for correct magnification I ratios [2] [Total: 6] 2 (a) A = sepal/calyx; B = anther/stamen; Accept androecium [2] (b) to receive/trap pollen/OWTTE; Accept ref to male gamete [1] (c) 1 no nectary (in wind pollinated flower); 2 smaller/less obvious petals (in wind pollinated flower); 3 stamens outside of petals/flowers (in wind pollinated flower); 4 stigma/style outside of petals/flowers (in wind pollinated flower); 5 feathery stigma (in wind pollinated flower); any two 1 mark each [2] (d) process flowering plant human fertilisation germination implantation pollination sexual intercourse Each vertical column correct 1 mark each [2] I crosses in other boxes Page 3 Mark Scheme Syllabus Paper IGCSE May/June 2007 0610 02 UCLES 2007 (e) (i) 1 dispersed by animals/mammals/birds/named examples; R insects 2 red outer coat attracts them; 3 flesh encourages them to eat fruit; 4 seeds hard coats allow it to avoid digestion/discourage swallowing; 5 dispersal in faeces/dropped while removing flesh; any three 1 mark each [3] (ii) 1 moisture/water/OWTTE; 2 with minerals/named mineral; 3 warm conditions/suitable/optimum temperature; 4 in light/not shaded area; any three 1 mark each [3] [Total: 13] 3 (a) continuous (variation); [1] (b) (i) plotted as four bars, all clearly identified (beneath or on bar); accurate plotting (+/ half a square); [2] (ii) genes/alleles/genotype/DNA/OWTTE; [1] (c) (i) a change/alteration in a gene/allele/DNA/chromosome/chromosome number; [1] (ii) chemical/named example/cigarette tar; (gamma/beta/alpha/ionising) radiation; X rays; UV light; any two 1 mark each [2] [Total: 7] Page 4 Mark Scheme Syllabus Paper IGCSE May/June 2007 0610 02 UCLES 2007 4 (a) (i) F; [1] (ii) E; [1] (iii) no tropical forest left/all destroyed; [1] (iv) D; [1] (b) (i) bacteria/fungi; [1] (ii) carbon dioxide; minerals/named mineral salt/ion; I nutrients R nitrogen (gas) [2] (c) 1 crops take/use mineral salts from soil; 2 crop removed from land; 3 soil becomes infertile/low in mineral salts; 4 crop yield drops to worthless levels; 5 no fresh/replacement of humus/no recycling of materials; 6 crumb structure lost; any three 1 mark each [3] [Total: 10] 5 (a) (i) carbon compounds in animals; [1] (ii) C; D; E; any two 1 mark each [2] (iii) B; [1] (iv) A; [1] (b) (i) arrow labelled P parallel to C but in opposite direction/ linking boxes from air to plants around outside of diagram; [1] (ii) carbon dioxide + water; = glucose/(simple) sugar/starch + oxygen; [2] I ref to water on product side A correct formula as substitute for word no need for equation to be balanced [Total: 8] Page 5 Mark Scheme Syllabus Paper IGCSE May/June 2007 0610 02 UCLES 2007 6 (a) A; D; E; [3] I named parts (b) root hair cell 1 long extension/description to cell; 2 increase surface area (for absorption); 3 no chloroplasts/chlorophyll; 4 underground/hidden from light; [4] I - ref to photosynthesis

How too conduct an accident investigation in the workplace Essay

How too conduct an accident investigation in the workplace - Essay Example Once at the scene take photographs and examine the site thoroughly for any possible causes of the accident or underlying causes that may have attributed to the event. For example if the site itself is an open plan work-room, describe the layout of the room with the position of all furniture, noting whether it was fixed or movable and in what condition it is in. Take a note of all, if any, cables and wiring and their location in regards to the accident, also note the type of lighting in the room, and if there are any bulbs or lights not working in case the room dimmed enough to cause an accident. Note what type of flooring the room has, if it carpeted or tiled and if there are any frayed or loose edges, or if the floor is made of polished wood or linoleum, if so is it polished enough to cause a person to slip. Is there any possibility of spilt liquids or leakages from over head pipes or under floor pipes. Once the site has been investigated and thoroughly examined the next stage is to interview the injured person or persons and any witnesses present or involved in the accident, including those who had a role after the event. Keep a copy of the report to hand, but as the injured party to describe the event prior to and leading up to their having the accident.

Wool Trade Research Proposal Example | Topics and Well Written Essays - 1250 words

Wool Trade - Research Proposal Example A need for food imports to a certain extent was the consequence of this practice.2 The industrial revolution is generally viewed as a continuous, self-sustaining process of economic growth with the presence of production and consumption.3 However, there is evidence leading to the point that standards of food consumption of the rural poor has deteriorated to a predominantly bread and cheese diet since the enclosure system took away their pasturage and land.4 The occurrence of the Industrial Revolution created an impact contrary to that of agrarian revolution. The industrial Revolution opened the doors for enterprise and industry in which the Enclosure removed the opportunity of the small man.5 Before the eminence of wool trade, most European countries made cloth for domestic consumption although certain areas produced looms and dyeshops which found a market al over Europe and the Near East.6 With all these scenarios, certain forms of agrarian organizations detached themselves from the general picture and continued on with the traditional feudal setting. The medieval village continued to be self-sufficing despite the economic transformation of the social system and produced the bulk of food.7 It was England which was the largest and most imp... This paper aims to look at how the First Enclosure act influenced the industrial revolution of the 19th century which led to an industry that led to progress. Statement of the Problem This study seeks to determine how the First Enclosure act influenced the industrial revolution of the 19th century which led to an industry that led to progress. Specifically, it aims to answer the following questions: 1. What are the factors that led to the progress of the wool trade in the 19th century 2. How did the wool trade sustain the transformation of the mode of production from self-subsistence to capitalist production 3. How did the first enclosure act safeguard the emergence of the industrial revolution of the 19th century Significance of the Study This study is significant to a number of persons within the same domain as its theme, such as students and future researchers. For the students, it can help them further understand the relevance of the wool trade in relation to the bourgeoning of the present trade liberalization policies and practices. For future researchers, this study can serve as a secondary material in their furtherance of a research on the similar subject. Members of the academe can benefit from this study by making it a reference material on related subjects. Conceptual Paradigm The conceptual paradigm of this study operates in the illustration below: Research Methods The methods to be employed in this research are descriptive-qualitative method, historical analysis, and case studies. As a qualitative research, the study is concerned with process rater than outcomes or products.9 As a historical research, the historical analysis to be employed is based on the systematic collection and evaluation of data related to past occurrences in