Q1.

Fossils give us evidence for the theory of evolution.

The diagrams show how a fish became a fossil.
(a)

In the sentences below, cross out the two lines which are wrong in each box.

(4)

(b)

Give one way in which fossils provide evidence for the theory of evolution.
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(1)
(Total 5 marks)

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Q2.

During evolution, many groups of animals have become extinct (died out).
(a)

The graph shows how the number of animal groups has changed over time.

Harold L Levin, The Earth Through Time, 2005,

Reprinted with permission of John Wiley & Sons, Inc.

How has the number of animal groups changed between 200 million years ago and the
present day?
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(1)

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(b)

In this question you will be assessed on using good English, organising information clearly
and using specialist terms where appropriate.
Describe the different causes of the extinction of organisms.
Your description should include possible reasons for the mass extinctions shown on the
graph.
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(6)
(Total 7 marks)

Q3.

The picture shows the fossil remains of a bird.

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(a)

Look carefully at the picture. Some parts of the bird were fossilised.
(i)

What were these parts made of?

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(1)

(ii)

Explain why these parts have been preserved.

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(2)

(iii)

How can you tell that this fossil was a bird? (You might find information from page 20
of the Data Book helpful.)
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(1)

(b)

This bird lived about 140 million years ago. This type of bird is now extinct.
(i)

What does extinct mean?

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(1)

(ii)

Suggest one reason why this bird became extinct.

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(1)

(iii)

Name one other example of an animal that became extinct many millions of years
ago.
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(1)
(Total 7 marks)

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Q4.

The picture shows a fossil.

(a)

(i)

What is a fossil?
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(3)

(ii)

Describe one way in which fossils are formed.

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(2)

(b)

We only know about extinct animals and plants because they have left fossils.
What does the word extinct mean?
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(1)
(Total 6 marks)

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M1.

(a)

mud
1

decayed
1

skeleton
1

rock
1

(b)

idea that living things have changed (over time)

do not allow dating
do not credit evolved
allow compare the skeleton
1

[5]

M2.

(a)

increased by about 7 times / from 600 to 4300 / by 3700

1

(b)

Marks awarded for this answer will be determined by the Quality

of Written Communication (QWC) as well as the standard of the
scientific response.
No relevant content
0 marks

There is a brief description of at least two causes of

extinction, which has little clarity and detail.
Level 1 (12 marks)

There is a description of some causes of extinction,

including both small-scale and large-scale events but
there is a lack of clarity and detail.
Level 2 (34 marks)

There is a clear, balanced and detailed description of at

least five causes of extinction, including both small-scale
and large-scale events.
Level 3 (56 marks)

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examples of biology points made in the response:

changes to the environment / named changes

new competitors

new diseases

new predators

volcanic eruptions

collisions with asteroids

[7]

M3.

(a)

(i)

bones [and feathers]

1

for 1 mark
(ii)

hard parts do not decay

for 1 mark each
2

(iii)

has feathers
for 1 mark
1

(b)

(i)

all of kind have died out

for 1 mark
1

(ii)

e.g. change of habitat

for 1 mark
1

(iii)

named extinct organism, e.g. Dinosaur

1

for 1 mark
[7]

M4.

(a)

(i)

ideas that

remains of animal/plant of specific organism

(from) many years ago/thousands or millions of years

found in rocks/covered by sediments

for 1 mark each
Mark (a) as a whole to a total of 5 marks.
3

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(ii)

ideas that

hard parts/bones/shells/skeletons
link required

dont decay

or

no decay
link required

conditions needed absent/no oxygen/no water

or

parts replaced by rock mineral chemicals;

Do not accept materials or substances.

as they decay
Accept hard or soft parts for 1 mark each
2

(b)

idea
died out/none left/died off
Do not accept died alone
for 1 mark
1

[6]

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Page 9 of 9