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5A Food Production

Time: 1 hour 53 minutes

Total marks available: 113

Total marks achieved: ______

Andy Todd
Q1.

The diagram shows a fermenter used to grow microorganisms.

(a) Explain how temperature is controlled in the fermenter.

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(b) Explain why temperature must be controlled in the fermenter.

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(c) Explain the purpose of the paddles in the fermenter.

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(d) Other than temperature, name one condition that needs to be controlled in a
fermenter and state why it needs to be controlled.
(2)
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(e) Name a product that could be produced in this type of fermenter.

(1)
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(Total for question = 9 marks)

Andy Todd
Q2.

Describe an experiment you could do to find out the effect of pH on the growth of
yeast.
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(Total for question = 6 marks)

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Q3.

A student found the following instructions for making yoghurt on the internet.

put milk in a saucepan and heat the milk to 80 °C

pour the hot milk into a bowl and leave to cool to 46 °C
add the organisms needed to change the milk into yoghurt
pour the yoghurt into glass jars and put them into a warm place for 8 hours
pour the yoghurt into a sterile, airtight container and put it in the fridge

(a) Name an organism added to change the milk into yoghurt.

(1)
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(b) Explain why the milk is heated to 80 °C.

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(c) Explain why the milk must be cooled to 46 °C.

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(d) Explain why the yoghurt is kept in a warm place for 8 hours.
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 (e) Changes take place to the pH of the yoghurt when it is kept warm for 8 hours.
Describe and explain how the change in pH helps to preserve the yoghurt.
(3)
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(Total for question = 10 marks)

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Q4.

Commercial flower growers keep their plants in greenhouses under artificial light.

Describe an investigation to find out if the length of time that plants are exposed to
light affects how long it takes for flowers to appear.
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(Total for question = 6 marks)

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Q5.

Crop plants are often grown in glasshouses where conditions can be carefully controlled.
This is done in order to get the greatest crop yield.
(a) Explain how the following factors could affect crop yield.
(i) Increasing the temperature of the glasshouse
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(ii) Providing a supply of fertiliser to the crop plants

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(b) Sometimes a farmer needs to control an insect pest that might damage his crops.
He can do this by using either biological control or a chemical pesticide.
(i) Describe one example of the use of biological control.
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(ii) Give three advantages of using biological control instead of a chemical pesticide.
(3)
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(Total for question = 11 marks)

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Q6.

Frances likes to spend time in her garden. She grows many different types of flowering plants.
(a) Explain how each of the following factors could affect the growth of a flowering plant.
(i) Height of the parent plants
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(ii) Microorganisms in the soil

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(b) Frances says that she likes to keep her grass lawn free of weeds.
(i) Suggest what Frances means by the word weed.
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(ii) Explain why removing the weeds from her lawn would improve the quality of
the grass plants.
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(iii) How could Frances reduce the number of weeds in her lawn?
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(Total for question = 8 marks)

Andy Todd
Q7.

Read the passage below. Use the information in the passage and your own knowledge
to answer the questions that follow.

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 (a) Suggest what is meant by the term invasive species (line 1).
(2)
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(b) Calculate the percentage of invasive species in the UK that are plants (lines 6 and 7).

Show your working.

(2)

Answer ........................................................... %

(c) Give one reason why Japanese knotweed has spread so successfully in the UK.
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(d) Suggest why the dense growth of the Japanese knotweed reduces the growth of
other plants (line 11).
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(e) The use of Aphalara itadori to feed on Japanese knotweed is an example of

biological control.

Describe another example of biological control.

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(f ) (i) Name the transport tissue in the leaves that contains sap (line 25).
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(ii) Suggest why the plant growth is reduced when insects feed on the plant sap
(lines 24 and 25).
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(g) Why is it important that the insect 'feeds on Japanese knotweed and little else'
(line 21)?
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(Total for question = 13 marks)

Andy Todd
Q8.

(a) Some nuclear power stations take in cold water from the sea and use it to cool
their reactors. The warmed water is released back into the sea. This can cause
thermal pollution because the increased water temperature has an effect on the
concentration of dissolved oxygen.

The table shows the effect of water temperature on the concentration of

dissolved oxygen.

(i) Calculate the percentage change in concentration of oxygen when the water
temperature rises from 10 °C to 15 °C. Show your working.
(2)

Answer = ........................................................... %

(ii) Use information from the table to explain why it would be unlikely for a fish farm to
be situated near a power station.
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(b) The table lists some methods used to produce large numbers of fish on a fish farm.

Complete the table by stating how each method helps to increase fish production.
(3)

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(c) Fish are a good source of protein in the human diet.

Describe what happens to fish protein in the gut of a human.

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(Total for question = 12 marks)

Andy Todd
Q9.

The diagram shows how water flow is controlled in a fish farm to maintain water quality.

(a) Name a waste product produced by the fish.

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(b) (i) Explain how the removal of fish waste helps to maintain water quality.
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(ii) Explain how adding antibiotics would also help to maintain water quality.
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(c) The fish waste from step 2 is used by the plants in steps 3 and 4.

Describe how the fish waste helps the plants to grow.

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(d) Suggest what could be done on this fish farm to prevent interspecific predation.
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(Total for question = 10 marks)

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Q10.

A school in Uganda made a large freshwater pond so that their students could investigate
the factors that fish need to grow well in a fish farm.

(a) Suggest how the students should maintain the water quality in their pond.
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(b) Suggest how the students could control predation in their pond.
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(c) Suggest how the students could control disease in their pond.
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(d) Suggest the feeding methods the students should use in their pond.
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(Total for question = 8 marks)

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Q11.

Explain the methods used to produce large numbers of fish in a fish farm.
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(Total for question = 6 marks)

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Q12.

This food chain shows feeding relationships in paddy fields in Sri Lanka and India.

(a) (i) Name the producer.

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(ii) Name the secondary consumer.

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(b) Give two environmental factors that could affect the growth of the rice crop.
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(c) Suggest why a farmer might choose to use a chemical pesticide in his paddy field.
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(d) Describe how the farmer could use biological control in his paddy field.
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(Total for question = 8 marks)

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Q13.

Fish can be produced in large numbers on fish farms.

Design an investigation to find out if the growth of fish is affected by the temperature
of the water in which they are farmed.
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(Total for question = 6 marks)

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Q1.

(a) The vast majority of candidates were able to make sensible comments
about the role of the temperature recorder and the cooling water jacket in
order to gain full marks.

(b) Many excellent answers expressed the need to maintain an optimum

temperature in order not to denature enzymes which would kill the
microorganisms. Effectively this allows for maximum growth. There was no
credit available for answers that wrote about what happens if the
temperature falls below the optimum but many candidates who did this
went on to gain credit by writing about the consequences of raising the
temperature above the optimum.

(c) Many gained two marks by making reference to the role of paddles in
mixing oxygen, nutrients, microorganisms and heat. The biological benefit
of this mixing was not often seen and when it was, it was poorly expressed.

(d) pH, oxygen and asepsis were the answers that gained credit for a
named condition that needs to be kept controlled. Many gained credit for
naming one of these conditions but then struggled to state why they needed
to be controlled.

(e) The examiners were looking for the names of products that could be
produced in 'this' type of fermenter such as insulin, penicillin or any named
genetically modified product. Answers such as beer, cheese and yogurt
were not credited.

Andy Todd
Q2.

This question required candidates to describe an experiment you

could do to find out the effect of pH on the growth of yeast. Some
candidates clearly did not know what yeast is even though it is on the
specification. Those from centres, who had practiced these types of
questions, often using the CORMS prompt, were able to gain good scores.
Candidates described a variety of ways of measuring growth of the yeast
and many of these were given credit by the examiners.

Q3.

In this question Lactobacillus was correctly seen on the majority of scripts as the name of the
organism used to make yogurt. The names bacteria and yeast were the most common wrong
answers.
In part (b) most students appreciated that heating the milk to such a high temperature is
important to kill bacteria to prevent competition or contamination. The need to cool the milk to
avoid killing the added Lactobacillus was understood by the better students who also appreciated
that the cooler 'optimum' temperature would not denature enzymes. Part (c) required students to
appreciate that it takes time for bacteria to grow and produce lactic acid, and that a warm place
would provide the optimum temperature for the enzymes involved. In part (c) it was clear that
students struggle to express their understanding of pH with many writing that the pH would
increase and make the yoghurt more acidic. The impact of low pH on the growth of bacteria was
understood only by better students. Part (c) required students to appreciate that it takes time for
bacteria to grow and produce lactic acid, and that a warm place would provide the optimum
temperature for the enzymes involved. In part (c) it was clear that students struggle to express
their understanding of pH with many writing that the pH would increase and make the yoghurt
more acidic. The impact of low pH on the growth of bacteria was understood only by better
students.

Q4.

This question was the experimental design question and many students who had practiced such
items performed well. Many centres have encouraged students to use the CORMS prompt. This
has led to improved answers. However, merely writing down O and same species or S and water
will earn no credit. We still expect students to write in prose and clearly explain their method,
they should only use CORMS as a prompt.

Q5.

(a) asked candidates to explain how yield of a crop plant can be

improved by increasing the temperature and supplying fertiliser. Some discussed
how increasing the temperature would reduce the yield. The best answers
described how increasing the temperature increases the kinetic energy of
substrate molecules and leads to a faster rate of photosynthesis. This leads to
production of more glucose and thus enables faster respiration. Most were able
to describe how fertilisers provide mineral ions such as nitrate that are used to
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synthesise amino acids and proteins or magnesium for chlorophyll. In part (b)
the better responses described a named example of a biological control agent
such as ladybirds to control aphids or parasitic wasps to control whitefly. Less
able candidates wrote about birds killing insects. In part (c) the best responses
described how biological control is specific how it does not need reapplying and
that it doesn't accumulate in food chains. A number of candidates think that
chemical pesticides will harm the crop plant or be toxic to humans.

Q6.

This question described a situation in which the growth of flowering plants could
be affected. In (a)(i), many gained marks for the idea of genes being passed on or
were able to describe the parents' growth and link that to the offspring. Some
candidates also gained marks for the idea of competition - but others missed out
on marks because they did not mention 'competition' or didn't specify how the
growth was affected. In (a)(ii), candidates gained marks for the idea of increased
nutrients. Some candidates wrote confused answers about nitrifying or denitrifying
bacteria and some were unsure about what was being converted and what it was
being converted into. A common mistake seen in several candidates was also to
write about the idea of competition and that the bacteria were using up the
nitrates. In (b)(i), most candidates used the term 'unwanted' to describe weeds.
In (b)(ii), many candidates were able to score highly as they chose suitable
examples of the resources the weeds would be competing for. In (b)(iii) most
candidates were awarded the mark for suggesting using herbicide.

Q7.

The questions on the printed passage were about Japanese knotweed an invasive species. In
(a) students needed to explain what is meant by an invasive species. Most gained some credit
with the better responses explaining that a foreign species enters a new environment and
competes and takes over from native species. In part (b) most students could correctly calculate
the percentage of invasive species that were plants using he data in the passage. In part (c)
most students could give a reason why Japanese knotweed spread so successfully. In part (d)
the better students could suggest that the growth of knotweed reduces the growth of other plants
by blocking out sunlight thus preventing photosynthesis or competing for nutrients and water. In
part (e) some students were able to give a sensible example of biological control such as using
ladybirds to control aphid populations. Some interesting local examples were chosen but centres
need to give students detailed specific examples not just birds eat insects. In part (f)(I) about half
of the responses could identify phloem as the tissue that contains sap. In part (f)(ii) only the
better students could suggest why growth is reduced when insects feed on plant sap such as
depletion of sucrose preventing respiration or depletion of amino acids reducing protein
(synthesis). Finally in part (g) most students could explain why the control insect should only feed
on Japanese knotweed.

Andy Todd
Q8.

This question described the effect of thermal pollution on oxygen content of

water and effects on a fish farm. In (a) many candidates could calculate the
percentage change in oxygen as the water temperature increased. Some failed to
notice it was a decrease so the 5 would be negative. Most were able to explain
the consequences of siting a fish farm near a power station in terms of less
oxygen being available for respiration. In part (b) candidates had to describe
how the methods used to improve yield on a fish farm increased fish production.
Most could do this for antibiotics and nets but failed to explain that frequent
feeding reduces wastage and growth of bacteria. In part (c) those candidates
that had learned what happens to protein in digestion easily gained full marks.

Q9.

Most gained a mark in part (a) of this question. There were a minority of students who used
inappropriate terminology in describing faeces and their answers were not credited. Part (b)(i)
was well answered with many appreciating that removal of the waste would prevent bacterial
decomposition and the depletion of oxygen. Part (b)(ii) was also well answered with many
appreciating that antibiotics kill bacteria and reduce the risk of disease. A small number of
students wrongly believe that antibiotics kill viruses. In part (c) many students appreciated that
bacterial decomposition of the waste releases mineral ions that help plants grow. Many also
appreciated that bacterial respiration would release carbon dioxide gas which would assist
photosynthesis. A few misread the question and discussed events that would take place in step
2. In part (d) there were many correct answers but it was clear that some students do not
understand the term interspecific as their answers concentrated on intraspecific competition.

Q10.

This question was about fish farming. In part (a) most responses gained some credit on how to
maintain the water quality in the pond. The best students suggested putting in water plants to
maintain or increase the oxygen content or removing fish waste to prevent eutrophication or algal
growth. Weaker students suggested not dropping rubbish or littering the pond. In part (b) more
students scored marks with many suggesting that separating different species or ages of fish into
cages would reduce predation as would covering the pond with a net. In (c) students had to
suggest how to control disease in the pond again most earned some credit with the best
responses suggesting sing antibiotics to reduce bacterial disease and isolated any fish that
showed signs of disease. In part (d) only the best students could suggest that feeding should be
high in protein and given in small amounts often so as not to lead to build up of waste and
bacterial growth.

Q11.

This was the last prose question and candidates had to explain the methods used
to produce large numbers of fish in a fish farm. Those candidates who had learned
this part of the specification had no problem in gaining full credit. Some weaker
candidates wrote only about GM or mating systems. The best responses included
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controlling intraspecific completion, reducing predation, controlling disease by
using antibiotics, maintaining oxygen levels, removing waste products, frequent
feeding in small amounts using high protein food and using hormones and
selective breeding to improve yield.

Q12.

This question showed a food chain from Asia and in (a) almost all the
candidates were able to correctly identify the producer and secondary
consumer. In (b) many candidates could correctly give two environmental
factors that affect the growth of the rice. Some answers were too vague
such as weather or climate and others mentioned biotic factors such as
pests. In part (c) the more able candidates were able to explain how a
pesticide would kill the beetles and therefore increase the rice yield.
In (d) the best responses described how by releasing a predator such as an
Asian toad the beetles would be eaten. Some candidates chose
inappropriate predators such as cats or even wrote about fertilisers.

Q13.

This question was the experiment design question and candidates who had
practiced such items performed well. Many centres have encouraged
candidates to use the CORMS prompt. This has led to improved answers.
However, merely writing down C and warm and cold or S and mass of food,
will earn no credit. We still expect candidates to explain their method and
they can use CORMS only as a prompt. They must explain clearly how to
carry out the investigation.

Q1.

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Q4.

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Q9.

Q10.

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Q11.

Q12.

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Q13.

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