AQA A-level Geography · 3.1.6

British Isles and local ecosystems

50 exam-style questions with answers for 3.1.6 British Isles and local ecosystems in AQA A-level Geography (spec 7037). Practise with flashcards, a topic quiz, a random quiz across the course, 5 crosswords, or read every question and answer below. Not official AQA material.

All 50 questions and answers

Question 1 · Spec 3.1.6.4 · Succession
Distinguish between a lithosere and a hydrosere. [2 marks]
Answer:
A lithosere is a succession that begins on bare rock (1); a hydrosere is a succession that begins in fresh water (1).
Question 2 · Spec 3.1.6.4 · Succession
Describe the stages in a lithosere on bare rock in the UK. [4 marks]
Answer:
Pioneer lichens colonise bare rock and begin to break it down (1); mosses and ferns follow as thin soil forms (1); grasses and herbs establish, then shrubs such as gorse and bramble (1); trees such as birch and oak develop into a woodland climax (1).
Question 3 · Spec 3.1.6.4 · Succession
Explain how soil and microclimate change during a lithosere. [3 marks]
Answer:
Dead plants add humus, so soil becomes deeper, richer and holds more water (1); taller plants provide shade and shelter, making conditions cooler and more humid (1); these changes allow more species to colonise, so diversity rises (1).
Question 4 · Spec 3.1.6.4 · Succession
Describe the stages in a hydrosere. [4 marks]
Answer:
Submerged and floating plants grow in open water (1); reedswamp plants such as reeds and bulrushes colonise the shallows (1); sediment and dead plants build up, forming fen with sedges and rushes (1); willow and alder carr develops, and eventually oak woodland on drier ground (1).
Question 5 · Spec 3.1.6.4 · Succession
Explain how a pond fills in during a hydrosere. [3 marks]
Answer:
Silt is washed in and dead plant material accumulates on the bed (1); the water becomes shallower, so rooted plants can colonise further out (1); the soil becomes drier and the land rises above the water table, allowing shrubs and trees to grow (1).
Question 6 · Spec 3.1.6.4 · Succession
Describe the stages of a sand dune succession (psammosere). [4 marks]
Answer:
Pioneer plants such as sand couch grass colonise the strandline and form embryo dunes (1); marram grass traps sand to build yellow dunes (1); decaying plants add humus to form grey dunes with mosses, lichens and flowers (1); shrubs such as sea buckthorn, then pine or oak woodland, can develop on mature dunes (1).
Question 7 · Spec 3.1.6.4 · Succession
Explain how a transect from the sea inland across dunes can be used to study succession. [2 marks]
Answer:
Dunes further from the sea are older, so the vegetation shows the stages of succession in order (1); this assumes the dunes at the back once resembled those at the front, which is called space-for-time substitution (1).
Question 8 · Spec 3.1.6.4 · Climatic climax
Describe the characteristics of temperate deciduous woodland. [4 marks]
Answer:
Dominated by broad-leaved trees that lose their leaves in autumn, such as oak, ash and beech (1); a layered structure of canopy, understorey, shrub and ground layers (1); rich biodiversity, including spring flowers such as bluebells (1); fertile brown earth soils and a large litter store (1).
Question 9 · Spec 3.1.6.4 · Climatic climax
Explain why temperate deciduous woodland is the climatic climax in most of the British Isles. [2 marks]
Answer:
The climate is cool and moist, with mild winters and rain all year (1); trees grow well in these conditions, and shade out other plants (1).
Question 10 · Spec 3.1.6.4 · Climatic climax
Describe the climate of the temperate deciduous woodland biome. [3 marks]
Answer:
Warm summers and cool winters, with a mean annual temperature range of about 5 °C to 20 °C (1); rainfall of about 500–1,500 mm, spread throughout the year (1); four distinct seasons, with a growing season of about six months (1).
Question 11 · Spec 3.1.6.4 · Climatic climax
Describe the soils of temperate deciduous woodland. [3 marks]
Answer:
Brown earth soils are deep, fertile and well drained (1); leaf litter decomposes quickly, giving a rich humus layer (1); earthworms mix the soil, and nutrients are cycled efficiently (1).
Question 12 · Spec 3.1.6.4 · Climatic climax
Describe the layers of vegetation in a deciduous woodland. [4 marks]
Answer:
The canopy of mature trees forms the highest layer (1); the understorey of smaller trees such as hazel and holly lies below (1); the shrub layer has bramble and elder (1); the field layer of herbs and ferns and the ground layer of moss and fungi are at the bottom (1).
Question 13 · Spec 3.1.6.4 · Climatic climax
Explain how deciduous trees are adapted to the climate. [3 marks]
Answer:
Trees lose their broad leaves in autumn, which reduces water loss and frost damage in winter (1); thick bark protects against cold (1); buds are protected until spring, when growth restarts (1).
Question 14 · Spec 3.1.6.4 · Climatic climax
Explain how ground flora and animals are adapted to the seasons in deciduous woodland. [3 marks]
Answer:
Spring flowers such as bluebells flower early before the canopy blocks out light (1); some mammals hibernate or store food for winter, such as dormice and squirrels (1); many birds migrate, and insects overwinter as eggs or pupae (1).
Question 15 · Spec 3.1.6.4 · Climatic climax
Describe nutrient cycling in a temperate deciduous woodland. [3 marks]
Answer:
The litter store is large because of autumn leaf fall (1); decomposition is moderate, and the soil store is moderate (1); nutrients are returned by uptake by deep tree roots and the litter, so the cycle is fairly stable (1).
Question 16 · Spec 3.1.6.4 · Climatic climax
Explain why coppicing can increase biodiversity in a woodland. [2 marks]
Answer:
Cutting trees to the base on a rotation lets light reach the woodland floor (1); this encourages flowers, insects and birds that need open and shaded patches (1).
Question 17 · Spec 3.1.6.4 · Plagioclimax
Explain what is meant by a plagioclimax. [2 marks]
Answer:
A community that is held at a stage short of the climatic climax by human activity (1); for example, heather moorland maintained by grazing and burning (1).
Question 18 · Spec 3.1.6.4 · Plagioclimax
Explain how heather moorland formed. [3 marks]
Answer:
Woodland was cleared by Neolithic and Bronze Age farmers (1); grazing by sheep and burning prevented trees from regenerating (1); acidic, poor soils developed, favouring heather instead of woodland (1).
Question 19 · Spec 3.1.6.4 · Plagioclimax
Describe the characteristics of heather moorland. [3 marks]
Answer:
Dominated by heather, with bilberry, grasses and mosses (1); few trees (1); acidic, peaty soils and lower biodiversity than woodland, but home to specialist birds such as red grouse and golden plover (1).
Question 20 · Spec 3.1.6.4 · Plagioclimax
Explain how heather is adapted to moorland conditions. [3 marks]
Answer:
Small, waxy, needle-like leaves reduce water loss in exposed, windy conditions (1); low growth shelters from wind (1); it tolerates acidic, nutrient-poor soils, and regrows from the base after burning (1).
Question 21 · Spec 3.1.6.4 · Plagioclimax
Explain why moorland soils are acidic and peaty. [3 marks]
Answer:
The climate is cool and wet, which leads to waterlogging (1); little oxygen and low temperatures slow decomposition (1); partly decomposed plant material accumulates as acidic peat, and nutrients are leached (1).
Question 22 · Spec 3.1.6.4 · Plagioclimax
Explain how heather moorland is managed and why. [3 marks]
Answer:
Patches of heather are burned on rotation (1); this produces young shoots that feed grouse and sheep (1); grazing numbers are controlled to stop the moor reverting to scrub or being overgrazed (1).
Question 23 · Spec 3.1.6.4 · Plagioclimax
Evaluate the burning of heather moorland. [4 marks]
Answer:
Burning supports grouse shooting, sheep farming and the rural economy (1); it keeps habitats for specialist moorland birds (1); it can damage peat, release carbon and reduce water quality (1); many conservationists argue for rewetting peat and allowing more natural vegetation (1).
Question 24 · Spec 3.1.6.4 · Plagioclimax
Explain what would happen to a heather moorland if human management stopped. [2 marks]
Answer:
Succession would resume, with grasses and shrubs, then birch and oak colonising (1); in time the moor would revert to woodland, and moorland species would be lost (1).
Question 25 · Spec 3.1.6.4 · Plagioclimax
Explain how human activity affects succession. [3 marks]
Answer:
Grazing, burning and mowing remove vegetation and stop succession (1); farming, drainage and building replace natural ecosystems (1); human introductions of species change the species composition (1).
Question 26 · Spec 3.1.6.4 · Succession
Compare a hydrosere and a lithosere. [3 marks]
Answer:
Both are primary successions that develop towards a woodland climax (1); a hydrosere begins in water and a lithosere on bare rock (1); a hydrosere is mainly formed by sediment and dead plants building up the land, whereas a lithosere is formed by weathering and soil formation (1).
Question 27 · Spec 3.1.6.6 · Local ecosystems
Describe the main characteristics of a sand dune ecosystem. [4 marks]
Answer:
Dunes form where sand is blown inland from a beach and trapped by vegetation (1); a zone of embryo, yellow and grey dunes runs inland (1); the sand drains quickly, is low in nutrients and is salty near the sea (1); strong winds, bright sun and salt spray create a harsh environment (1).
Question 28 · Spec 3.1.6.6 · Local ecosystems
Explain how marram grass is adapted to dune conditions. [4 marks]
Answer:
Rolled leaves reduce water loss (1); long roots reach water deep in the sand (1); it grows upwards when buried by sand (1); it tolerates salt spray and low nutrients, and its roots stabilise the dune (1).
Question 29 · Spec 3.1.6.6 · Local ecosystems
Explain the soil moisture budget of a sand dune. [2 marks]
Answer:
Sand drains very quickly, so there is a large moisture deficit near the surface in dry weather (1); older dunes have more humus, which holds more water (1).
Question 30 · Spec 3.1.6.6 · Local ecosystems
Describe the characteristics of a lowland heathland ecosystem. [3 marks]
Answer:
Dominated by heather, gorse and bracken on sandy, acidic, nutrient-poor soils (1); open landscape with few trees (1); specialist reptiles and birds such as sand lizards, smooth snakes and Dartford warblers (1).
Question 31 · Spec 3.1.6.6 · Local ecosystems
Explain how heathland plants and animals are adapted to the conditions. [3 marks]
Answer:
Heather and gorse have small, tough leaves or spines to reduce water loss (1); plants tolerate acid, low-nutrient soils and regrow after fire (1); reptiles bask in the open to warm up and use sandy ground to burrow and lay eggs (1).
Question 32 · Spec 3.1.6.6 · Local ecosystems
Describe the characteristics of a pond ecosystem. [3 marks]
Answer:
Still, shallow water with different zones from open water to the margins (1); submerged, floating and emergent plants provide oxygen and habitats (1); food webs include algae, insects, amphibians and birds (1).
Question 33 · Spec 3.1.6.6 · Local ecosystems
Describe the characteristics of a managed parkland. [2 marks]
Answer:
Open grassland with scattered mature trees, often with paths, lakes and planted areas (1); the vegetation is managed by mowing, grazing and planting, and supports wildlife that tolerate people (1).
Question 34 · Spec 3.1.6.6 · Local factors
Explain how agriculture can change a local ecosystem. [3 marks]
Answer:
Drainage and ploughing destroy natural habitats such as heath and wetland (1); fertilisers and pesticides run off into ponds and streams, causing pollution (1); overgrazing, or the end of grazing, changes the vegetation (1).
Question 35 · Spec 3.1.6.6 · Local factors
Explain how urban change can affect a local ecosystem. [3 marks]
Answer:
Building on or near the ecosystem reduces and fragments the habitat (1); roads, pollution and noise disturb wildlife (1); increased visitor numbers lead to trampling, litter and disturbance by dogs, and fires on heathland (1).
Question 36 · Spec 3.1.6.6 · Local factors
Distinguish between planned and unplanned introductions of species, giving an example of each. [4 marks]
Answer:
Planned introductions are deliberate, such as reintroducing beavers or red kites (1); they can restore lost species and ecosystem functions (1); unplanned introductions are accidental, such as Japanese knotweed escaping from gardens (1); they spread and may outcompete native species (1).
Question 37 · Spec 3.1.6.6 · Local factors
Explain how invasive species can damage UK ecosystems. [3 marks]
Answer:
Japanese knotweed and Himalayan balsam outcompete native plants along rivers (1); grey squirrels have replaced the native red squirrel in much of England and spread disease (1); rhododendron shades out native plants on heaths and woodlands (1).
Question 38 · Spec 3.1.6.6 · Local factors
Explain why most lowland heathland in the UK has been lost since 1800. [3 marks]
Answer:
Much was converted to farmland, conifer plantation or housing (1); grazing and the cutting of heather and gorse for fuel declined, so scrub and woodland invaded (1); fires and heavy visitor numbers damaged what remained (1).
Question 39 · Spec 3.1.6.6 · Management
Describe the measures used to manage the impacts of change on a local ecosystem. [3 marks]
Answer:
Scrub clearance and controlled burning to keep heath open (1); grazing by ponies, cattle or sheep to control vegetation (1); wardens, fencing and boardwalks to control visitors, and education (1).
Question 40 · Spec 3.1.6.6 · Management
Explain how conservation designations protect local ecosystems. [3 marks]
Answer:
Sites of Special Scientific Interest legally protect important habitats (1); National Nature Reserves and Special Areas of Conservation give higher levels of protection and management (1); owners need permission before making changes, and damage can be prosecuted (1).
Question 41 · Spec 3.1.6.6 · Management
Explain how grazing is used to conserve heathland and dunes. [3 marks]
Answer:
Ponies, cattle and sheep graze young scrub and coarse grass (1); this keeps the habitat open and prevents succession to woodland (1); grazing also creates bare patches that benefit reptiles and rare plants (1).
Question 42 · Spec 3.1.6.6 · Management
Explain how visitor pressure can be managed on a coastal dune system. [3 marks]
Answer:
Boardwalks and fenced paths keep people off fragile dunes (1); signs and wardens explain why the dunes matter (1); planting marram and fencing off damaged areas allows recovery, and car parking can be limited or charged for (1).
Question 43 · Spec 3.1.6.6 · Management
Evaluate the success of conservation measures in a local ecosystem. [3 marks]
Answer:
Habitat management can maintain rare species and open habitats (1); visitor controls reduce erosion, but conflict can arise between recreation and wildlife (1); some measures, such as grazing, need long-term funding and local support (1).
Question 44 · Spec 3.1.6.6 · Fieldwork
Describe how you would investigate vegetation change across a sand dune system. [4 marks]
Answer:
Lay a transect from the strandline inland at right angles to the sea (1); use quadrats at regular intervals to record species and percentage cover (1); measure soil pH, moisture and humus content at each point (1); plot the results and compare the change in plants and soil along the transect (1).
Question 45 · Spec 3.1.6.6 · Fieldwork
The numbers of three plant species in a quadrat sample are A = 10, B = 5 and C = 5. Calculate Simpson's index of diversity using D = 1 − Σ(n/N)². [2 marks]
Answer:
N = 20, so Σ(n/N)² = 0.25 + 0.0625 + 0.0625 = 0.375 (1); D = 1 − 0.375 = 0.625 (1).
Question 46 · Spec 3.1.6.6 · Fieldwork
Explain why a systematic quadrat sample along a transect is useful when studying succession. [2 marks]
Answer:
Regular intervals show gradual change in species and soil along the gradient (1); the method is quick and repeatable, so results can be compared between transects (1).
Question 47 · Spec 3.1.6.6 · Climate change
Explain how climate change may affect British woodlands and heaths. [3 marks]
Answer:
Warmer, drier summers increase the risk of drought and wildfire, especially on heathland (1); the ranges of species may shift northwards or uphill, and the timing of leaf-out and flowering changes (1); new pests and diseases may spread, and some native species may decline (1).
Question 48 · Spec 3.1.6.4 · Succession
Explain why some sites in the British Isles do not reach the climatic climax. [2 marks]
Answer:
Local factors such as waterlogged soil, steep slopes or thin soils hold the community at a sub-climax (1); for example, alder carr on waterlogged ground instead of oak woodland (1).
Question 49 · Spec 3.1.6.6 · Local ecosystems
Explain why dune slacks are valuable wildlife habitats. [2 marks]
Answer:
They are damp hollows where the water table reaches the surface (1); they support rare plants such as orchids, and animals such as natterjack toads (1).
Question 50 · Spec 3.1.6.6 · Local ecosystems
Explain why heathland soils are poor for farming. [2 marks]
Answer:
They are sandy, so water and nutrients drain through quickly (1); they are acidic and often have an iron pan, which limits root growth (1).

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