qp 6 fell

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IB08 06_0610_06/4RP © UCLES 2008 [Turn over

*7455835842*For Examiner's Use

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2

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Total

UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS International General Certificate of Secondary Education

BIOLOGY 0610/06

Paper 6 Alternative to Practical May/June 2008

1 hour

Candidates answer on the Question Paper.

No Additional Materials are required.

READ THESE INSTRUCTIONS FIRST

Write your Centre number, candidate number and name on all the work you hand in.

Write in dark blue or black pen.

You may use a pencil for any diagrams or graphs.

Do not use staples, paper clips, highlighters, glue or correction fluid.

DO NOT WRITE IN ANY BARCODES.

Answer all questions.

At the end of the examination, fasten all your work securely together.

The number of marks is given in brackets [ ] at the end of each question or part question.

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© UCLES 2008 0610/06/M/J/08

For

Examiner's

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1 Humans and other mammals are able to maintain a relatively constant body temperature, despite widely ranging environmental temperatures. Mammals, unless adapted to living in water, seem to prefer not to get wet.

Three flasks were set up as shown in Fig. 1.1. Each flask represents a hot mammal cooling

down. Flask A had nothing around the flask. This represents a hairless mammal. Flask B had a dry covering of cotton cool around the flask. This represents a mammal with

dry fur. Flask C had a wet covering of cotton wool soaked in water around the flask. This

represents a mammal with wet fur.

stand

waterlevel

flask

lid

stand

waterlevel

lid

stand

waterlevel

lid

drycotton wool

wetcotton wool

Fig. 1.1

flask A flask B flask C

Each flask was covered with a lid through which a thermometer was suspended. The bulb

of the thermometer was immersed in the water, but did not touch the sides of the flask. Each flask was filled with an equal volume of hot water.

The temperature of the water in each flask was measured as it cooled. Readings were taken every 2 minutes and recorded in Table 1.1. A laboratory clock was used to check the time.

3

© UCLES 2008 0610/06/M/J/08 [Turn over

For

Examiner's

Use

Table 1.1

temperature / oC

time / min

flask A

flask B

flask C

0 70 70 70

2 66 68 64

4 61 67 58

6 58 65 52

8 50 61 42

10 45 60 40

(a) (i) On the same axes plot a graph of the three sets of results.

[5]

4

© UCLES 2008 0610/06/M/J/08

For

Examiner's

Use

(ii) Compare cooling of the water in the three flasks. flask A compared with flask B.

flask B compared with flask C.

flask C compared with flask A.

[3]

(iii) Explain what has happened to produce these results.

[3]

(b) (i) Describe three ways in which this investigation was a fair test.

[3]

5


For

Examiner's

Use

(ii) Describe two improvements which would increase the accuracy and reliability of this investigation.

[2]

[Total: 16]

6

© UCLES 2008 0610/06/M/J/08

For

Examiner's

Use

2 Fig. 2.1 shows a tomato and Fig. 2.2 shows an apple, both are cut in half longitudinally through the middle.

Fig. 2.1 Fig. 2.2

x 1 x 0.5

(a) Make a large, labelled drawing of the cut surface of the tomato fruit shown in Fig. 2.1.

[5]

7


For

Examiner's

Use

(b) (i) Complete Table 2.1 to show four differences between the two fruits visible in Fig. 2.1 and Fig. 2.2.

Table 2.1

tomato

apple

1

2

3

4

[4]

(ii) Describe two similarities between the two fruits visible in Fig. 2.1 and in Fig. 2.2.

1.

2. [2]

(c) Describe an investigation you could carry out to compare the reducing sugar content of

these two fruits. Include any safety precautions you will need to consider.

[6]

[Total: 17]

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© UCLES 2008 0610/06/M/J/08

For

Examiner's

Use

3 Pollen grains start to germinate when they land on a suitable stigma and produce a pollen tube. Fig. 3.1 shows a single carpel from a flower with a germinating pollen grain.

A

B

C

Fig. 3.1 (a) (i) Identify the structures labelled A, B and C.

A

B

C [3]

(ii) Draw a line on Fig. 3.1 to continue the path taken by the pollen tube until it enters

structure C. [1]

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© UCLES 2008 0610/06/M/J/08

For

Examiner's

Use

(b) (i) Measure the diameter of the pollen grain shown in Fig. 3.1 and the approximate distance the pollen tube grows to reach and enter structure C.

Diameter of pollen grain mm

Distance grown mm [1]

(ii) How many times greater is the distance grown by the pollen tube than the

diameter of the pollen grain?

times greater [2]

[Total: 7]

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Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will be pleased to make amends at the earliest possible opportunity.

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SP (SC/KS) S41838/4© CIE 2003 [Turn over

CAMBRIDGE INTERNATIONAL EXAMINATIONS International General Certificate of Secondary Education

BIOLOGY 0610/06

Paper 6 Alternative to practicalMay/June 2003

1 hourCandidates answer on the Question Paper.No Additional Materials are required.


Write your Centre Number, Candidate Number and Name on all the work you hand in.Write in dark blue or black pen in the spaces provided on the Question Paper.You may use a soft pencil for any diagrams, graphs or rough working.Do not use staples, paper clips, highlighters, glue or correction fluid.

Answer all questions.The number of marks is given in brackets [ ] at the end of each question or part question.

Centre Number Candidate Number Name

If you have been given a label, look at thedetails. If any details are incorrect ormissing, please fill in your correct detailsin the space given at the top of this page.

Stick your personal label here, ifprovided.

For Examiner’s Use

1

2

3

4

TOTAL


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1 Three different dough mixtures, samples A, B and C are prepared using the same quantityof flour and water. Each sample of dough is carefully mixed, kneaded, shaped and placed inseparate measuring cylinders and kept in a warm place.

Sample A contains warm water, sugar, flour and yeast.Sample B contains warm water, sugar and flour.Sample C contains warm water, sugar, flour, yeast, and substance X.

The highest level of the dough is marked on the side of each measuring cylinder, as shownin Fig. 1.1.

Fig. 1.1

(a) Suggest two other factors which should be kept constant to ensure that the results forthe samples can be compared.

1. ......................................................................................................................................

2. ..................................................................................................................................[2]

(b) At 20 minute intervals, the volume of each dough sample is measured and recorded.The results are shown in Table 1.1.

Table 1.1

(i) On the grid opposite, plot the data shown in Table 1.1 for samples A, B and C asthree curves on one set of axes.

10

20

30highestlevel of dough

ForExaminer’s

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time/ minvolume of dough / cm 3

sample A sample B sample C

0 12 12 12

20 18 12 20

40 26 12 32

60 34 13 41

80 39 13 48

100 45 13 48

120 48 14 48

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0610/06/M/J/03 [Turn over

[5]

(ii) Describe the curves you have drawn for the three samples.

..................................................................................................................................

..................................................................................................................................

..................................................................................................................................

..................................................................................................................................

..............................................................................................................................[3]

(iii) Use your graph to find when there is the greatest difference in volume betweensamples A and C.

..............................................................................................................................[1]

ForExaminer’s

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0610/06/M/J/03

(iv) The volume of sample A changed differently to the volume of sample B. Suggestan explanation for this difference.

..................................................................................................................................

..................................................................................................................................

..................................................................................................................................

..............................................................................................................................[2]

(v) The volume of sample A changed differently to the volume of sample C. Suggestan explanation for this difference.

..................................................................................................................................

..................................................................................................................................

..................................................................................................................................

..............................................................................................................................[2][Total : 15]

ForExaminer’s

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2 Fig. 2.1 shows three stages in the germination of a grain of maize.

Fig. 2.1

(a) Name two conditions that are necessary for the successful germination of a seed, otherthan the presence of water.

1. ............................................................. 2. .............................................................[1]

(b) Describe an investigation that you could carry out to show the need in seed germinationfor one of the conditions you named in (a).

..........................................................................................................................................

..........................................................................................................................................

..........................................................................................................................................

..........................................................................................................................................

......................................................................................................................................[3]

[Total : 4]

ForExaminer’s

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3 Fig. 3.1 shows the external appearance of animal A.

Fig. 3.1

(a) (i) Make a large, labelled drawing of animal A.

Label two features that are characteristic of this group of animals.

[4]

(ii) Measure the length of animal A in Fig. 3.1 and in your drawing. Calculate themagnification of your drawing.

length of animal A: in Fig. 3.1 ..................................................................................

in drawing .................................................................................

magnification ........................................................................................................[2]

animal A

ForExaminer’s

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Fig. 3.2 shows the external appearance of animal B, which is classified in the same groupas animal A.

Fig. 3.2

(iii) State one similarity which indicates that these two animals are classified in thesame group and state one difference between them.

similarity ...................................................................................................................

difference ..............................................................................................................[2]

(iv) Name the group to which animals A and B belong.

..............................................................................................................................[1]

[Total : 9]

animal B

ForExaminer’s

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4 The apparatus shown in Fig. 4.1 was set up under bright light for a period of five hours. Atthe start the apparatus was completely full of water. During this time, a gas was collected atthe top of the graduated tube.

Fig. 4.1

(a) (i) How would you show this gas was oxygen?

..............................................................................................................................[1]

(ii) Name the process within the plant responsible for the production of oxygen.

..............................................................................................................................[1]

(iii) Determine the volume of gas collected in five hours and the rate of gas productionper hour.

volume ......................................................................................................................

rate .......................................................................................................................[2]

(iv) How would you use this apparatus to obtain reliable results to show the effect ofdiffering light intensities on the production of oxygen?

..................................................................................................................................

..................................................................................................................................

..................................................................................................................................

..............................................................................................................................[2]

50cm3

40

30

20

10

0

rubber bung

gas

graduated tube

glass funnel, upside down

pondweed

brightlight

ForExaminer’s

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0610/06/M/J/03

(b) The pondweed was placed in hydrogencarbonate indicator solution, which was red incolour when the tube was set up. The tube was left for five hours in bright light, asshown in Fig. 4.2.

(Hydrogencarbonate indicator is purple in alkaline conditions, red in neutral conditionsand yellow in acidic conditions.)

Fig. 4.2 Fig. 4.3 Fig. 4.4

(i) Suggest what colour you might observe in the tube in Fig. 4.2 after five hours inbright light and give an explanation for this.

colour ......................................................................................................................

explanation ..............................................................................................................

..............................................................................................................................[2]

(ii) One water shrimp was introduced into a similar tube with pondweed, Fig. 4.3, and,again, the tube was placed in bright light for five hours.

Suggest what colour you might observe and give an explanation for this.

colour .......................................................................................................................

explanation ...............................................................................................................

..............................................................................................................................[2]

(iii) Three water shrimps were introduced into a similar tube with pondweed, Fig. 4.4,and, again, the tube was placed in bright light for five hours.

Suggest what colour you might observe and give an explanation for this.

colour ......................................................................................................................

explanation ..............................................................................................................

..............................................................................................................................[2]

[Total : 12]

brightlight

brightlight

brightlight

ForExaminer’s

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SPA (KN) S64494/2© UCLES 2004 [Turn over

UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONSInternational General Certificate of Secondary Education

BIOLOGY 0610/06

Paper 6 Alternative to PracticalMay/June 2004

1 hourCandidates answer on the Question Paper.There are no Additional Materials.


Write your Centre number, candidate number and name on all the work you hand in.Write in dark blue or black pen in the spaces provided on the Question Paper.You may use a soft pencil for any diagrams, graphs or rough working.Do not use staples, paper clips, highlighters, glue or correction fluid.

Answer all questions.At the end of the examination, fasten all your work securely together.The number of marks is given in brackets [ ] at the end of each question or part question.



1

2

3

Total




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0610/06/M/J/04

1 Fig. 1.1 shows the appearance of a cell from the epidermis of a leaf.

Fig. 1.1

Three similar pieces of epidermis have been placed in different solutions and left submergedfor 30 minutes. One solution was pure water, another contained 1.5% sugar solution and thethird 5% sugar solution.

Figs. 1.2, 1.3 and 1.4 show a cell from each of these three pieces of epidermis.

Fig. 1.2 Fig. 1.3 Fig. 1.4

(These cells are all drawn to the same magnification)

(a) Measure the width of the cell contents along the lines drawn across each cell.

Fig. 1.1 ..................................................

Fig. 1.2 ..................................................

Fig. 1.3 ..................................................

Fig. 1.4 .................................................. [3]

ForExaminer’s

Use

© UCLES 2004

3


(b) Suggest in which solution each of the cells, in Figs. 1.2, 1.3 and 1.4, was placed andexplain your choice.

Fig. 1.2 .............................................................................................................................

explanation .......................................................................................................................

..........................................................................................................................................

Fig. 1.3 .............................................................................................................................

explanation .......................................................................................................................

..........................................................................................................................................

Fig. 1.4 .............................................................................................................................

explanation .......................................................................................................................

......................................................................................................................................[8]

[Total : 11]

ForExaminer’s

Use

© UCLES 2004

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0610/06/M/J/04

2 Starch is broken down during digestion by an enzyme, amylase.The test for starch uses iodine solution.When all the starch has been completely digested, the orange brown iodine solution doesnot change colour.

(a) Three test tubes A, B and C each contained 5 cm3 of 1% starch solution.

To tube A, 1 cm3 of water and 2 cm3 of 1% amylase solution were added.The stop clock was started immediately and the mixture was stirred.Every minute a drop was removed from the mixture and added to iodine solution on awhite tile.

To tube B, 1 cm3 of water an 2 cm3 of boiled and cooled 1% amylase solution wereadded.The same method of testing was used.

To tube C, 1 cm3 of 0.5% sodium chloride solution and 2 cm3 of 1% amylase solutionwere added.The same method of testing was used.

The colours observed are shown in Table 2.1.These investigations were carried out at room temperature.

Table 2.1

(i) State how long it took for the starch to be completely broken down in tubes A andC.

tube A ................................................. tube C .....................................................[2]

ForExaminer’s

Use

© UCLES 2004

time / mins tube A tube B tube C

1 black black black

2 black black dark brown

3 black black dark brown

4 black black lighter brown

5 dark brown black lighter brown

6 dark brown black orange brown



9 lighter brown black orange brown




13 orange brown black orange brown



5


(ii) Describe the effect on the reaction of using sodium chloride solution.

...................................................................................................................................

...................................................................................................................................

...............................................................................................................................[2]

(iii) State the purpose of tube B in this investigation.

...................................................................................................................................

...............................................................................................................................[1]

(b) In the human alimentary canal, starch is broken down by amylase. The pH of thealimentary canal varies between pH 2 and pH 8.5.

Suggest how you could investigate the effect of pH on the activity of amylase.

..........................................................................................................................................

..........................................................................................................................................

..........................................................................................................................................

..........................................................................................................................................

..........................................................................................................................................

..........................................................................................................................................

..........................................................................................................................................

......................................................................................................................................[5]

[Total : 10]

ForExaminer’s

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© UCLES 2004

6

0610/06/M/J/04

3 Fig. 3.1 shows two joined mature Acer fruits.

Fig. 3.1

(a) (i) Make a large drawing of one of these fruits in the space below.

Label the position of the seed.

[4]

ForExaminer’s

Use

© UCLES 2004

7


(ii) Calculate the magnification of your drawing using the maximum length of the fruit inFig. 3.1 that you have drawn.

maximum length of your drawing of one fruit ...................................................... cm

maximum length of the same fruit in Fig. 3.1 ...................................................... cm

working:

magnification .........................................................................................................[2]

The background in Fig. 3.1 is a grid, with squares of 1 mm x 1 mm.

(iii) Determine the surface area of one of the fruits including the wing-like extension.Explain how you worked out your answer.

...................................................................................................................................

...................................................................................................................................

...................................................................................................................................

...............................................................................................................................[3]

ForExaminer’s

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© UCLES 2004

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0610/06/M/J/04

(b) Using paper and plasticine to represent a wind dispersed fruit, such as Acer, it ispossible to adjust the size of the wing. The effect of different wing size was investigatedby dropping a model fruit with different surface areas, from the same height in the samewind conditions. The horizontal distance travelled by the model was measured. Eachmodel fruit was dropped five times.

The results are shown below.

Table 3.1

(i) Complete Table 3.1 by calculating the mean (average) distance travelled by themodel fruits. [2]

(ii) Plot the mean distance the model fruit travelled horizontally against the surfacearea of the model as a line graph. [4]

ForExaminer’s

Use

© UCLES 2004

surface area of distance travelled / cm meanwing-like

drop 1 drop 2 drop 3 drop 4 drop 5distance

extension / cm2 travelled / cm

32 30 40 20 15 20

64 20 30 30 25 40

96 30 40 26 50 35

128 45 20 40 45 65

160 72 40 54 50 34

© UCLES 2004

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0610/06/M/J/04

(iii) Describe the relationship between the surface area and the mean distancetravelled.

...................................................................................................................................

...............................................................................................................................[2]

(iv) Outline the importance of seed dispersal away from the parent plant.

...................................................................................................................................

...................................................................................................................................

...............................................................................................................................[2]

[Total : 19]

ForExaminer’s

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Every reasonable effort has been made to trace all copyright holders where the publishers (i.e. UCLES) are aware that third-party material has been reproduced.The publishers would be pleased to hear from anyone whose rights they have unwittingly infringed.

University of Cambridge International Examinations is part of the University of Cambridge Local Examinations Syndicate (UCLES), which is itself a department ofthe University of Cambridge.


IB05 06_0610_06/5RP

© UCLES 2005

[Turn over

UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS

International General Certificate of Secondary Education

BIOLOGY

Paper 6 Alternative to practical 0610/06

May/June 2005


No Additional Materials 1 hour


Write your name, Centre number and candidate number on all the work you hand in.

Write in dark blue or black pen in the spaces provided on the Question Paper.

You may use a pencil for any diagrams, graphs or rough working.

DO NOT WRITE IN THE BARCODE.

DO NOT WRITE IN THE GREY AREAS BETWEEN THE PAGES.


You may use a calculator.



Candidate

Name

Centre

Number

Candidate

Number

For Examiner's Use

1

2

3

Total

*061006*


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For

Examiner's

Use

1 Catalase, an enzyme, is present in all living cells including those of potato and liver. It speeds up the breakdown of hydrogen peroxide as shown by the equation:

hydrogen peroxide oxygen + water

catalase

The oxygen is given off as a gas which can be collected over water, as shown in Fig. 1.1.

cm3

10

9

8

7

6

5

4

3

2

1

hydrogen

peroxide

potato or

liver tissue

Fig. 1.1 Two different tissues, potato and liver, were used for this investigation. Samples, each of one

gram, were prepared from both tissues. Some of the samples were left raw and others were boiled. Some samples were left as one cube and others were chopped into small pieces as shown in Table 1.1 on page 4.

2 cm3 hydrogen peroxide was added to each sample. The volume of oxygen produced in five

minutes was collected in the measuring cylinders, as shown in Table 1.1.

4

© UCLES 2005 0610/06/M/J/05

For

Examiner's

Use

Table 1.1

sample

treatment

A B C D

raw raw boiled boiled

results for

potato

cm3

10

8

6

4

2

cm3

10

8

6

4

2

cm3

10

8

6

4

2

cm3

10

8

6

4

2

results for

liver

cm3

10

8

6

4

2

cm3

10

8

6

4

2

cm3

10

8

6

4

2

cm3

10

8

6

4

2

(a) (i) Complete Table 1.2, by reading the values for oxygen collected in the measuring

cylinders in Table 1.1.

Table 1.2

volume of oxygen collected from each sample / cm3 tissue

A B C D

potato

liver

[2]

5


For

Examiner's

Use

(ii) Plot the volumes of oxygen collected from the samples as a bar chart on the grid.

[4] (iii) Describe the difference in results between sample A for potato and sample A for

liver.

[2]

(iv) There is a difference between the samples for A and B for liver. Suggest an explanation for this difference.

[2]

6

© UCLES 2005 0610/06/M/J/05

For

Examiner's

Use

(b) State the importance of samples C and D in this investigation.

[1]

(c) Suggest how you could test that the gas given off was oxygen.

[1]

[Total 12]

7


For

Examiner's

Use

2 Fig. 2.1 shows an insect-pollinated flower, cut in half longitudinally.

Fig. 2.1 (a) (i) Make a large drawing of the cut surface of the half-flower shown in Fig. 2.1. [4] (ii) On your drawing, label each of the following with a label line and the letter X, Y or Z: X for the part of the flower in which the pollen grains are produced, Y for the part of the flower to where the pollen grains are transferred during

pollination, Z for the part of the flower through which the pollen tube grows, shortly after

pollination. [3]

8

© UCLES 2005 0610/06/M/J/05

For

Examiner's

Use

(b) (i) Insects such as the honey bee, Apis mellifera, collect nectar to make into honey. Describe how you could test a sample of honey for the presence of each of the

following:

reducing sugar;

starch.

[3]

(ii) Honey contains reducing sugar. State the colour change you would observe during the reducing sugar test in (b) (i).

[1]

(c) Fig. 2.2 shows one pollen grain, as seen with the aid of an electron microscope. This

pollen grain has been magnified 200 times.

Fig. 2.2 (i) Calculate the actual size of this grain. Show your working.

actual size [2]

(ii) State one feature visible in Fig. 2.2, that suggests that this pollen grain is from an

insect-pollinated flower.

[1]

9


For

Examiner's

Use

(d) It has been suggested that petal colour is important to attract insects to collect nectar and to pollinate the flowers.

(i) Outline how you would carry out an investigation to find out which petal colour

would attract most insects.

[4]

(ii) Some insect-pollinated flowers do not have brightly coloured petals to attract

insects to collect nectar. Suggest how insects might be attracted to these flowers.

[1]

[Total 19]

10

© UCLES 2005 0610/06/M/J/05

For

Examiner's

Use

3 Two cress seeds were germinated in shallow dishes, which were placed in boxes as shown in Fig. 3.1. The boxes were placed by a sunlit window.

clear plastic box box made of black card

Fig. 3.1 The dishes were removed from the boxes after a week and the seedlings observed. The seedlings differed in appearance, as shown in Fig. 3.2.

the seedling from

the clear plastic box

the seedling from

the box made

of black card

Fig. 3.2 (a) (i) Complete the table to describe two differences, visible in Fig. 3.2, between the

seedling from the clear plastic box and the seedling from the box made of black card.

seedling from the clear plastic box seedling from the box made of black card

1

2

[2]

11

© UCLES 2005 0610/06/M/J/05

For

Examiner's

Use

(ii) Outline how this method could be improved to obtain more accurate and reliable results.

[4]

Fig. 3.3 shows a box with a slit in one side and the seedling that was grown in the box.

Fig. 3.3 (b) Describe and explain the appearance of the seedling grown in this box.

[3]

[Total 9]

12

Copyright Acknowledgements:

Fig. 2.1 © DR JEREMY BURGESS / SCIENCE PHOTO LIBRARY


University of Cambridge International Examinations is part of the University of Cambridge Local Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge.

0610/06/M/J/05

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This document consists of 12 printed pages.

IB06 06_0610_06/5RP

UCLES 2006

[Turn over



BIOLOGY

Paper 6 Alternative to Practical 0610/06

May/June 2006


No Additional Materials are required 1 hour


Write Centre number, candidate number and name on all the work you hand in.







The number of marks is given in brackets [ ] at the end of each question or

part question.

Candidate

Name

Centre

Number

Candidate

Number

For Examiner's Use

1

2

3

Total

��


2

© UCLES 2006 0610/06/M/J/06

For

Examiner's

Use

1 Fig.1.1 shows a diagram of a groundnut plant, Arachis hypogaea. The flower stalks grow downwards so that the fruits develop below the soil surface. Fig. 1.2 shows the mature fruits, one of which has been cut open.

Fig. 1.1 Fig. 1.2

3


For

Examiner's

Use

(a) (i) Make a large, labelled drawing of the open fruit and its contents. [5]

(ii) Measure the length of your drawing.

Measure the length of the same structure in Fig. 1.2.

Calculate the magnification of your drawing. Show your working.

Magnification [3]

4

© UCLES 2006 0610/06/M/J/06

For

Examiner's

Use

(b) A student investigated the energy content of a seed. A seed was weighed and its mass recorded in Table 1.1. The seed was firmly attached

to the end of a mounted needle. A large test tube containing 20 cm³ of water was held in a clamp stand, with a thermometer and a stirrer. The apparatus is shown in Fig. 1.3.

Fig. 1.3

seed

mounted needle

� The temperature of the water at the start was recorded in Table 1.1.

� The seed was set alight by placing it in a flame for a few seconds.

� The burning seed was held under the test tube until the seed was completely burnt.

� The water was stirred immediately. The highest temperature of the water was recorded in Table 1.1.

5


For

Examiner's

Use

(i) Complete Table 1.1 by calculating the rise in temperature. [1]

Table 1.1

mass of seed / g

volume of water / cm3

temperature at the start / ºC

highest temperature /

ºC

rise in temperature /

ºC

0.5 20 29 79

The energy contained in the seed can be calculated using the formula below.

energy = volume of water Χ rise in temperature Χ 4.2

mass of seed Χ 1000

(ii) Using the formula calculate the energy content of the seed. Show your working.

Energy content kJ g-1 [2]

6

© UCLES 2006 0610/06/M/J/06

For

Examiner's

Use

The same method was used to find the energy content of some food substances. The results are shown in Table 1.2.

Table 1.2

food substance

mass of food burnt / g

starting temperature /

ºC

final temperature /

ºC

rise in temperature /

ºC

energy content / kJ g-1

starch 0.62 31 65 34 4.61

sugar 0.54 30 59 29 4.51

fat 0.56 30 90 60 9.00

protein 0.40 31 52 21 4.41

7


For

Examiner's

Use

(iii) On the grid below, plot a suitable graph to compare the energy content per gram of the four different food substances and the seed from (b)(ii).

[4] (vi) Use this information to suggest the main food substance present in the seed.

[1]

(c) Describe how you would test for the presence of reducing sugars in a seed.

[3]

[Total : 19 marks]

8

© UCLES 2006 0610/06/M/J/06

For

Examiner's

Use

2 Fig. 2.1 shows a young bean seedling which had been grown in the dark and then placed horizontally on the surface of some damp soil.

The seedling was kept well watered and exposed to the light for 2 days. Fig. 2.2 shows the seedling after 2 days.

Fig. 2.1

Fig. 2.2

(a) Describe the changes in appearance of the shoot and the root of the seedling after 2 days.

(i) shoot

[2]

(ii) root

[2]

9


For

Examiner's

Use

(b) Describe the processes involved in the changes of directional growth of the shoot of the seedling.

[6]

[Total : 10]

10

© UCLES 2006 0610/06/M/J/06

For

Examiner's

Use

3 Fig 3.1 shows a choice chamber.

� This apparatus can be used to study the behaviour of small invertebrates, such as woodlice, in different conditions.

� 60 woodlice were introduced through the central hole.

� The four sections of the choice chamber had different conditions as shown in Fig. 3.1.

dark and dry dark and moist light and dry light and moist

dark and

dry

dark and

moist

light and

moist

light and

dry

surface view

central

hole

moist paper dry paper

key

side view

moist

dark

lid

Fig. 3.1

� The choice chamber was left undisturbed for 10 minutes.

� The numbers of woodlice in each section were counted.

� The numbers were recorded in Table 3.1.

� These woodlice were released into their natural environment.

� The investigation was repeated with three more samples of woodlice.

11


For

Examiner's

Use

(a) (i)

Table 3.1

sample of

woodlice

1st

2nd

3rd

4th

total

average

dark and

moist

47

56

52

49

204

51

light and

moist

4

0

2

2

8

2

dark and dry

8

4

5

7

light and dry

1

0

1

2

Complete Table 3.1. The calculations for the moist sections have been completed for you.

[2]

(ii) Plot the average number of woodlice in each condition on the pie chart below.

pie chart

[3]

12


Question 1 Fig. 1.1 © S. Harrison; Oxford Book of Food Plants; Oxford University Press; 1969. By permission of Oxford University Press.

Question 1 Fig. 1.2 © A. King; Agriculture: An Introduction for Southern Africa; Cambridge University Press; 1985.


University of Cambridge International Examinations is part of the University of Cambridge Local Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge. .

© UCLES 2006 0610/06/M/J/06

For

Examiner's

Use

(b) (i) State which conditions the woodlice prefer.

[1]

(ii) Suggest how this behaviour might help the woodlice to survive in their natural

habitat.

[2]

(c) Suggest how you could improve this investigation to make the results more reliable.

[3]

[Total 11]




1

2

3

4

Total


BIOLOGY 0610/06


1 hour













2

© UCLES 2007 0610/06/M/J/07

For

Examiner's

Use

1 An investigation was carried out to show the effects of temperature on plant growth.

� Two sets of soaked bean seeds were placed on moist paper in containers.

� The containers were wrapped in foil to keep out the light.

� One container was placed for three days in a refrigerator at 4 °C.

� The other container was left for three days in a warm place at 30 °C. Fig. 1.1 and Fig. 1.2 show these two sets of germinated bean seedlings after three days.

1 2 3 4 5

Fig. 1.1

seedlings grown in refrigerator at 4 °C

1 2 3 4 5

Fig. 1.2

seedlings grown in a warm place at 30 °C

3


For

Examiner's

Use

(a) (i) Measure the overall length of the seedlings to the nearest mm and record these measurements in Table 1.1.

Table 1.1

length of seedling / mm

seedling grown in refrigerator at 4 °C grown in a warm place at 30 °C

1

2

3

4

5

mean

[3]

(ii) Calculate the mean length of the seedlings in Fig 1.1 and the mean length of the

seedlings in Fig. 1.2 and also record these values in Table 1.1.

[2]

4

© UCLES 2007 0610/06/M/J/07

For

Examiner's

Use

(b) (i) Describe and explain the differences in appearance of the set of seedlings grown at 4 °C and those grown at 30 °C.

[6]

(ii) Explain why it is necessary to measure the length of more than one seedling and

calculate the mean.

[1]

[Total: 12]

5


BLANK PAGE

6

© UCLES 2007 0610/06/M/J/07

For

Examiner's

Use

2 Fig. 2.1 shows a stage in the life cycle of an animal.

Fig 2.1 (a) Make a large, labelled drawing of the stage shown in Fig. 2.1.

[4]

7


For

Examiner's

Use

(b) Fig. 2.2 shows an adult of a similar species.

Fig. 2.2 (i) Name the group of organisms to which this animal belongs.

[1]

(ii) List three features of the adult stage visible in Fig. 2.2 which helped you to classify

this animal.

1

2

3 [3]

8

© UCLES 2007 0610/06/M/J/07

For

Examiner's

Use

(c) Temperature will affect the length of the life cycle of this animal. Figs. 2.3 and 2.4 show two stages in its life cycle.

Fig. 2.3 Fig. 2.4 The data in Table 2.1 shows the days for the development between the stages shown

in Figs. 2.2, 2.3 and 2.4.

Table 2.1

Time taken for development between life cycle stages / days

temperature / °C from stage shown in Fig. 2.3 to that in Fig. 2.4

from stage shown in Fig. 2.4 to adult shown in Fig. 2.2

10 43 23

16 27 16

21 16 12

25 10 7

32 5 4

9


For

Examiner's

Use

(i) Using this data, plot a suitable graph to show the effect of temperature on the time taken for development of the stage shown in Fig. 2.4 to the adult stage shown in Fig. 2.2.

[5]

(ii) Describe and explain the effect of temperature on the development of this animal.

[3]

[Total:16]

10

© UCLES 2007 0610/06/M/J/07

For

Examiner's

Use

3 Fig. 3.1 shows part of a root tip cut longitudinally. The section has been stained to show the DNA of the nucleus.

Fig. 3.1 (a) (i) Draw a circle around a cell that shows the ‘daughter’ chromosomes have just

separated at the equator and are moving towards the poles of the cell (anaphase). [1]

(ii) Describe two visible features of these dividing cells.

1

2 [2]

(iii) Name the type of cell division taking place.

[1]

(b) Suggest what happens to these cells after cell division, as the root grows.

[2]

[Total: 6]

11

© UCLES 2007 0610/06/M/J/07

For

Examiner's

Use

4 A nutritional drink was said to contain simple sugars and protein. Describe how you could find out if these food substances were present in the drink.

[6]

[Total: 6]

12



0610/06/M/J/07

BLANK PAGE



*2614632295*


BIOLOGY 0610/06


1 hour

Candidates answer on the Question Paper











For Examiner's Use

1

2

3

Total


2

© UCLES 2009 0610/06/M/J/09

For

Examiner's

Use

1 Fig.1.1a shows a whole garlic bulb and Fig.1.1b shows a section with many 'cloves' arranged around a central stem.

Fig.1.1a Fig.1.1b Fig. 1.2a shows a whole potato and Fig. 1.2b shows a section of the potato stem tuber.

Fig.1.2a Fig.1.2b

3


For

Examiner's

Use

(a) Make a large, labelled drawing of Fig. 1.1b. to show the section of the garlic bulb. [5] (b) (i) Compare one visible similarity between the garlic bulb and the potato tuber.

[1]

(ii) Describe two visible differences between the garlic bulb and the potato tuber.

[2]

4

© UCLES 2009 0610/06/M/J/09

For

Examiner's

Use

(c) Describe how you would carry out tests on the garlic and the potato to compare the starch content and the reducing sugar content. Include any necessary safety precautions.

starch

reducing sugar

[6]

[Total: 14]

5


For

Examiner's

Use

2 As the heart pumps blood around the human body, a pulse may be felt at certain sites, such as the one shown in Fig. 2.1.

(a) (i) Label on Fig. 2.1, one other site where a pulse may be felt.

site of pulseat the wrist

palm of hand

thumb

Fig. 2.1 [1] (ii) Suggest why it is possible to feel the pulse at these sites.

[2]

6

© UCLES 2009 0610/06/M/J/09

For

Examiner's

Use

(b) A student counted the number of pulses felt in 15 seconds at the site shown on their wrist. The student did this three times.

The results are recorded in Table 2.1.

Table 2.1

pulses per 15 seconds pulses per minute

1st count 18

2nd count 19

3rd count 17

mean

(i) Complete the righthand column in Table 2.1 to show the number of pulses per

minute for each count and the mean pulses per minute. [2] (ii) Explain why it is advisable to repeat readings at least three times.

[1]

(iii) State two factors that may affect heart rate. For each factor explain its effect on heart rate.

factor explanation

1 …………………………………………………………………

…………………………………………………………………

…………………………………………………………………

2 …………………………………………………………………

…………………………………………………………………

…………………………………………………………………

[4]

7


BLANK PAGE

QUESTION 2 CONTINUES ON PAGE 8

8

© UCLES 2009 0610/06/M/J/09

For

Examiner's

Use

(c) Body mass and heart rates for a number of different mammals are shown in Table 2.2.

Table 2.2

mammal body mass / kg heart rate / beats per

minute

rabbit 1.0 200

cat 1.5 150

dog 5.0 90

human 60.0

horse 1200.0 44

elephant 5000.0 30

Copy the mean pulses per minute from Table 2.1 into Table 2.2.

9


(i) Plot the data in a bar chart to show heart rate for all six mammals.

heartrate

/ beatsper

minute

rabbit1.0 kg

cat1.5 kg

dog5.0 kg

human60.0 kg

horse1200.0 kg

elephant5000.0 kg

[5] (ii) Describe the general trend shown by this data plotted on the bar chart.

[1]

(d) An elephant can live for 70 years, a cat for 15 years and a rabbit for 9 years. Suggest how heart rate and body mass might affect life expectancy of mammals.

[1]

[Total: 17]

10

© UCLES 2009 0610/06/M/J/09

For

Examiner's

Use

3 Fig. 3.1 shows a photomicrograph of a human blood smear.

whi

te s

pace

to b

alan

ceou

t im

age

- do

not d

elet

e

A

Magnification ×800

Fig. 3.1

(a) (i) On Fig. 3.1, draw label lines and name three different types of blood cell. [3] (ii) Name two parts of the blood that can pass through the capillary walls.

1.

2. [2]

(b) (i) Measure the diameter of the blood cell labelled A.

mm [1]

(ii) The photomicrograph has been enlarged by x 800, calculate the actual size of cell A. show your working

actual size of cell A [2]

(iii) State the function of cell A.

[1]

[Total: 9]

11

0610/06/M/J/09

BLANK PAGE

12

Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will be pleased to make amends at the earliest possible opportunity. University of Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of Cambridge Local Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge.

0610/06/M/J/09

BLANK PAGE



For Examiner's Use

1

2

3

Total

*2733099445*


BIOLOGY 0610/61


1 hour






You may use a medium (HB) pencil for any diagrams or graphs.







2

© UCLES 2010 0610/61/M/J/10

For

Examiner's

Use

1 Fig. 1.1 shows sections though blood vessels, X, Y and Z.

Y

Z

X

Fig. 1.1

(a) (i) Draw a labelled diagram to show the structures of X. [5]

3


For

Examiner's

Use

(ii) Name the type of blood vessel labelled X.

[1]

(iii) Compare the blood vessels shown in Fig. 1.1 to explain how you reached your

identification for (a)(ii).

[2]

A 5 mm length of a blood vessel of the same type as X was used to investigate how far it could be stretched using a number of 10 g weights. The apparatus used is shown in Fig. 1.2.

paper clip 1, bentto make hook

adhesive tape tofix ruler to stand

adhesive tape tofix ruler to stand

mm ruler

blood vessel ofsame type as X

10 g plasticineor weight

paperclip 2

Fig. 1.2

4

© UCLES 2010 0610/61/M/J/10

For

Examiner's

Use

As weights were added, the internal diameter of the blood vessel increased as shown in Table 1.1.

Table 1.1

mass of weights / g

internal diameter / mm

increase in diameter / mm

0 20 0

10 25 5

20 29 9

30 32 12

40 33 13

50 34

60 35

70 36

80 37

90 37

100 38

(b) (i) Complete Table 1.1 by calculating the increase in diameter of the blood vessel. Write your answers in the spaces on Table 1.1. Show your working in the space below. [1]

5


For

Examiner's

Use

(ii) Plot a graph to show the relationship between the mass of weights attached and the increase in diameter of the blood vessel.

[4] (iii) Predict and explain what will happen to the diameter of the blood vessel after the

weights are removed.

[3]

[Total: 16]

6

© UCLES 2010 0610/61/M/J/10

For

Examiner's

Use

2 The sweet potato, Ipomoea batatus, is a different species to the Irish potato, Solanum tuberosum.

Irishpotato

sweetpotato

Fig. 2.1

(a) (i) Describe one similarity, visible in Fig.2.1, between the two species of potato.

[1]

(ii) Complete Table 2.1 to show two differences, visible in Fig 2.1, between the two

species of potato.

Table 2.1

sweet potato Irish potato

difference 1

difference 2

[2]

7


For

Examiner's

Use

(b) Potato crops are grown for their carbohydrate content. Describe how you could safely test the two species of potato to compare their

carbohydrate content.

[Total: 11]

test for starch

test for reducing sugar

[8]

8

© UCLES 2010 0610/61/M/J/10

For

Examiner's

Use

3 Tomato seeds of the same type and maturity were left to germinate in different solutions at 20ºC.

In dish A, 20 seeds were left in water. In dish B, 20 seeds were left in juice from a ripe tomato. The pH of the juice measured pH 6.

In dish C, 10 seeds were left in a solution which was at pH 6. There was no tomato juice in this solution.

Fig. 3.1 shows the seeds after 5 days. Some of the seeds have germinated and short radicles have developed.

dish A dish B

Fig. 3.1

dish C

(a) (i) Record the number of seeds that have germinated in each dish in Table 3.1.

Table 3.1

number of seeds germinating

dish A dish B dish C

[2] (ii) Calculate the percentage increase in the number of seeds that have germinated in dish C compared with dish B, if the same number of seeds had been left to

germinate in dish C. Show your working.

% [2]

9

© UCLES 2010 0610/61/M/J/10

For

Examiner's

Use

(iii) Suggest a reason why a larger percentage of seeds have germinated in dish C compared with dish B even though both solutions were at pH 6.

[2]

(iv) Explain the purpose of dish A in this investigation.

[1]

(b) Design an experiment to find out the effect of pH on seed germination.

[Total: 13]

[6]

10

0610/61/M/J/10

BLANK PAGE

11

0610/61/M/J/10

BLANK PAGE

12


0610/61/M/J/10

BLANK PAGE



*5236487451*


BIOLOGY 0610/62


1 hour












For Examiner's Use

1

2

3

Total


2

© UCLES 2010 0610/62/M/J/10

For

Examiner's

Use

1 A herbivore is an animal that gets its energy by eating plants.

A carnivore is an animal that gets its energy by eating other animals.

Fig. 1.1 shows the skulls with teeth of a sheep and of a dog.

sheep

dog

Fig. 1.1

3


For

Examiner's

Use

(a) (i) Describe one similarity, related to nutrition, that you can observe between the teeth of the two skulls.

[1]

(ii) Complete Table 1.1 to give two differences, related to nutrition, that you can

observe between the teeth of the two skulls.

Table 1.1

sheep dog

difference 1

difference 2

[2]

4

© UCLES 2010 0610/62/M/J/10

For

Examiner's

Use

(b) Fig. 1.2 shows one 'back' tooth of the sheep and one 'back' tooth of a dog.

sheep dog

Fig.1.2

(i) Make a large, labelled drawing of the 'back' tooth of the sheep. [3]

5


For

Examiner's

Use

(ii) Look carefully at the 'contact' surfaces of the tooth of the sheep and the tooth of the dog.

Complete the Table 1.2 to give two differences between the ‘contact’ surfaces of

these teeth.

Table 1.2

herbivore - sheep carnivore - dog

[2] (c) The nutrient content of green leaves and animal flesh are compared in Table 1.3.

Table 1.3

nutrient content / percentage of fresh mass

carbohydrate protein fat

green leaves 5 to 6 1 to 4 trace

animal flesh (meat) trace 20 5 to10

Using the data in Table 1.3, suggest why herbivores spend more time eating than

carnivores.

[2]

6

© UCLES 2010 0610/62/M/J/10

For

Examiner's

Use

(d) Describe how you would safely test samples of green leaves and meat to find out which has more fat.

[6]

[Total: 16]

7


For

Examiner's

Use

2 A number of leaves were removed from a holly tree Ilex aquifolium. Fig. 2.1 shows the upper and the lower surfaces of one leaf.

upper surface lower surface

Fig. 2.1

(a) (i) Describe one way in which the appearance of the upper surface differs from that of the lower surface as shown in Fig. 2.1.

[1]

(ii) Measure the size of the grid squares. Calculate the area of the lower surface of this leaf. Show your working.

area cm2 [2]

8

© UCLES 2010 0610/62/M/J/10

For

Examiner's

Use

(b) Some students investigated the variation in the number of spines on the holly leaves. Fig. 2.2 shows the outline of twenty holly leaves that they collected from the same tree.

spines

Fig. 2.2

(i) Count the number of spines on each leaf and complete the tally chart in Table 2.1.

Table 2.1

number of spines tally total number of leaves

6 or fewer

7

8

9

10

11

12

13

14 or more

[3]

9


For

Examiner's

Use

(ii) Plot the data from Table 2.1 to show the variation in the number of spines per leaf.

[4] (iii) Suggest how you might improve this investigation.

[3]

[Total: 13]

10

© UCLES 2010 0610/62/M/J/10

For

Examiner's

Use

3 Bacteria can multiply quickly when grown in a nutrient rich medium in a flask. Fig. 3.1 shows how the numbers increase with time.

number ofbacteria

time

X

Fig. 3.1

(a) After point X on the curve, the population growth continues at a different rate. (i) Extend the curve to show what might happen to an ageing bacterial population. [1] (ii) Suggest a reason for the change you have shown.

[1]

An antibiotic is a chemical substance which is produced by one type of microorganism. This chemical kills or stops the growth of another microorganism.

The antibiotic penicillin is produced by culturing the fungus Penicillium chrysogenum.

11


For

Examiner's

Use

Fig. 3.2 shows part of the fungus as seen with the aid of a microscope.

Fig. 3.2

(b) On Fig.3.2, label the following structures, (i) a hypha; (ii) a spore. [2] (c) Fig. 3.3 shows the cell of a fungus.

nucleus cell wall

vacuole

Fig. 3.3

Compare the cell of a fungus shown in Fig. 3.3 with a green plant cell and an animal cell.

difference from a green plant cell

similarity to a plant cell

difference from an animal cell [3]

12


0610/62/M/J/10

For

Examiner's

Use

(d) Penicillin can be used to treat bacterial infections. It stops the formation of cell walls in bacteria.

Suggest why penicillin can be used to treat bacterial infections in humans.

[2]

(e) Seven small paper discs were soaked in solutions of different antibiotics, A to G.

The paper discs were placed on an agar plate which was evenly covered with growing bacteria. This was left for a short time.

The results are shown in Fig. 3.4.

F

G

A

B

D

E

C

Fig. 3.4

(i) Select which antibiotic, A to G, is most effective.

[1]

(ii) Give a reason for this choice of antibiotic in (i).

[1]

[Total:11]


IB10 06_0610_63/RP © UCLES 2010 [Turn over

*5476082869*


BIOLOGY 0610/63


1 hour












For Examiner's Use

1

2

3

Total


2

© UCLES 2010 0610/63/M/J/10

For

Examiner's

Use

1 A herbivore is an animal that gets its energy by eating plants.

A carnivore is an animal that gets its energy by eating other animals.

Fig. 1.1 shows the skulls with teeth of a sheep and of a dog.

sheep

dog

Fig. 1.1

3


For

Examiner's

Use

(a) (i) Describe one similarity, related to nutrition, that you can observe between the teeth of the two skulls.

[1]

(ii) Complete Table 1.1 to give two differences, related to nutrition, that you can

observe between the teeth of the two skulls.

Table 1.1

sheep dog

difference 1

difference 2

[2]

4

© UCLES 2010 0610/63/M/J/10

For

Examiner's

Use

(b) Fig. 1.2 shows one 'back' tooth of the sheep and one 'back' tooth of a dog.

sheep dog

Fig.1.2

(i) Make a large, labelled drawing of the 'back' tooth of the sheep. [3]

5


For

Examiner's

Use

(ii) Look carefully at the 'contact' surfaces of the tooth of the sheep and the tooth of the dog.

Complete the Table 1.2 to give two differences between the ‘contact’ surfaces of

these teeth.

Table 1.2

herbivore - sheep carnivore - dog

[2] (c) The nutrient content of green leaves and animal flesh are compared in Table 1.3.

Table 1.3

nutrient content / percentage of fresh mass

carbohydrate protein fat

green leaves 5 to 6 1 to 4 trace

animal flesh (meat) trace 20 5 to10

Using the data in Table 1.3, suggest why herbivores spend more time eating than

carnivores.

[2]

6

© UCLES 2010 0610/63/M/J/10

For

Examiner's

Use

(d) Describe how you would safely test samples of green leaves and meat to find out which has more fat.

[6]

[Total: 16]

7


For

Examiner's

Use

2 A number of leaves were removed from a holly tree Ilex aquifolium. Fig. 2.1 shows the upper and the lower surfaces of one leaf.

upper surface lower surface

Fig. 2.1

(a) (i) Describe one way in which the appearance of the upper surface differs from that of the lower surface as shown in Fig. 2.1.

[1]

(ii) Measure the size of the grid squares. Calculate the area of the lower surface of this leaf. Show your working.

area cm2 [2]

8

© UCLES 2010 0610/63/M/J/10

For

Examiner's

Use

(b) Some students investigated the variation in the number of spines on the holly leaves. Fig. 2.2 shows the outline of twenty holly leaves that they collected from the same tree.

spines

Fig. 2.2

(i) Count the number of spines on each leaf and complete the tally chart in Table 2.1.

Table 2.1

number of spines tally total number of leaves

6 or fewer

7

8

9

10

11

12

13

14 or more

[3]

9


For

Examiner's

Use

(ii) Plot the data from Table 2.1 to show the variation in the number of spines per leaf.

[4] (iii) Suggest how you might improve this investigation.

[3]

[Total: 13]

10

© UCLES 2010 0610/63/M/J/10

For

Examiner's

Use

3 Bacteria can multiply quickly when grown in a nutrient rich medium in a flask. Fig. 3.1 shows how the numbers increase with time.

number ofbacteria

time

X

Fig. 3.1

(a) After point X on the curve, the population growth continues at a different rate. (i) Extend the curve to show what might happen to an ageing bacterial population. [1] (ii) Suggest a reason for the change you have shown.

[1]

An antibiotic is a chemical substance which is produced by one type of microorganism. This chemical kills or stops the growth of another microorganism.

The antibiotic penicillin is produced by culturing the fungus Penicillium chrysogenum.

11


For

Examiner's

Use

Fig. 3.2 shows part of the fungus as seen with the aid of a microscope.

Fig. 3.2

(b) On Fig.3.2, label the following structures, (i) a hypha; (ii) a spore. [2] (c) Fig. 3.3 shows the cell of a fungus.

nucleus cell wall

vacuole

Fig. 3.3

Compare the cell of a fungus shown in Fig. 3.3 with a green plant cell and an animal cell.

difference from a green plant cell

similarity to a plant cell

difference from an animal cell [3]

12


© UCLES 2010 0610/63/M/J/10

For

Examiner's

Use

(d) Penicillin can be used to treat bacterial infections. It stops the formation of cell walls in bacteria.

Suggest why penicillin can be used to treat bacterial infections in humans.

[2]

(e) Seven small paper discs were soaked in solutions of different antibiotics, A to G.

The paper discs were placed on an agar plate which was evenly covered with growing bacteria. This was left for a short time.

The results are shown in Fig. 3.4.

F

G

A

B

D

E

C

Fig. 3.4

(i) Select which antibiotic, A to G, is most effective.

[1]

(ii) Give a reason for this choice of antibiotic in (i).

[1]

[Total:11]


IB11 06_0610_61_HI/FP © UCLES 2011 [Turn over

*9254401758*


BIOLOGY 0610/61


1 hour


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1

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For

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1 Students investigated samples of amylase from 100 goats. 100 small filter paper discs were each soaked in a different sample of goat amylase. The students tested the activity of these amylase samples using plain paper. Plain paper contains starch.

A circle of plain paper was placed into a Petri dish as shown in Fig. 1.1. Iodine solution

was used to stain the starch in the plain paper. (a) When iodine solution reacts with the starch in the plain paper, what colour would you

see?

[1]

1 234

56789

10

lid of Petri dish

ten small discs of filterpaper soaked in differentsamples of goat amylase

circle of plain paperin the bottom of thePetri dish

Fig. 1.1 Ten amylase soaked filter paper discs were placed into one of the Petri dishes as shown in

Fig. 1.1. Ten Petri dishes were set up as in Fig. 1.1. The students lifted the filter paper discs at one-minute intervals and recorded the number of

areas where there had been a reaction. (b) How would the students know that a reaction had taken place?

[1]

4

© UCLES 2011 0610/61/M/J/11

For

Examiner's

Use

If a reaction had not taken place, the students replaced the disc of filter paper for another minute. This procedure was repeated for five minutes.

Their results are recorded in Table 1.1.

Table 1.1

time / minutes number of new areas where

there had been a reaction total number of areas where

there had been a reaction

1 14 14

2 28 42

3 18 60

4 12

………

5 6

………

(c) (i) Complete Table 1.1 by calculating the total number of areas where there had been

a reaction after 4 and 5 minutes. Write your answers in the spaces in Table 1.1. Show your working in the space below. [2]

5


For

Examiner's

Use

(ii) Plot the data from the first two columns in Table 1.1, to show the differences in the activity of amylase.

[5] (iii) Suggest two reasons for the differences in amylase activity of the samples.

[2]

(d) Suggest three ways in which you could improve this investigation.

1.

2.

3.

[3]

[Total: 14]

6

© UCLES 2011 0610/61/M/J/11

For

Examiner's

Use

2 Fig. 2.1 is a photograph of a dandelion fruit.

Fig. 2.1 (a) Make a large drawing of the fruit in the space below. Add labels to show:

• where the fruit was attached to the plant,

• the position of the seed. [5]

7


For

Examiner's

Use

(b) (i) Measure the length of the fruit in Fig. 2.1 and draw a straight line next to your drawing to show this length.

length of fruit in Fig. 2.1

length of fruit in your drawing [2]

(ii) Calculate the magnification of your drawing. Show your working.

magnification [2]

8

© UCLES 2011 0610/61/M/J/11

For

Examiner's

Use

(c) Fig. 2.2 shows a fruit which has been kept in a dry environment for one day. Fig. 2.3 shows a fruit which has been kept in a damp environment for one day.

Fig. 2.2 Fig. 2.3 (i) Complete the table below to show one visible difference between the two

dandelion fruits.

feature dry fruit shown in

Fig. 2.2 damp fruit shown in

Fig. 2.3

……………………………

……………………………

……………………………

……………………………

……………………………

[2]

9


For

Examiner's

Use

(ii) Suggest and explain how changing weather conditions would:

• help disperse the fruits away from the parent plant,

• allow them to germinate in a new habitat.

[5]

[Total: 16]

10

© UCLES 2011 0610/61/M/J/11

For

Examiner's

Use

3 Fig. 3.1 shows sections through ginger (Zingiber officinale) and lotus (Nelumbo nucifera) stems.

lotusginger

Fig. 3.1

(a) (i) State one visible similarity between the two stems.

[1]

(ii) Complete Table 3.1 to show three visible differences between the two stems.

Table 3.1

stem

difference ginger lotus

1

……………………………

……………………………

……………………………

……………………………

2

……………………………

……………………………

……………………………

……………………………

3

……………………………

……………………………

……………………………

……………………………

[3]

11

© UCLES 2011 0610/61/M/J/11

For

Examiner's

Use

(b) Lotus plants live in water. Suggest and explain an adaptation of the lotus stem to its water habitat.

[2]

(c) The cells of lotus roots contain starch grains. Describe how you would prepare a microscope slide of the cells of a lotus stem to

show the starch grains.

[4]

[Total: 10]

12


Question 2a Figure 2.1 © dandelion taraxacum officinale studio; Dirk v. Mallinckrodt / Alamy. Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will be pleased to make amends at the earliest possible opportunity.


© UCLES 2011 0610/61/M/J/11

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*4524811884*


BIOLOGY 0610/62


1 hour


Additional Materials: ruler










For Examiner's Use

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2

© UCLES 2011 0610/62/M/J/11

For

Examiner's

Use

1 Some students carried out tests for vitamin C. They were provided with three vitamin C solutions, S1, S2 and S3. S1 had a concentration of 0.2% vitamin C. S2 had a concentration of 0.05% vitamin C. The concentration of S3 was not known.

• The students measured 1 cm3 of starch solution into a test-tube.

• They added 1 cm3 of solution S1.

• The students added iodine solution, counting drop by drop, until a blue colour appeared. This was the end-point for solution S1.

• They repeated the test on solutions S2 and S3. These are the results that the students recorded.

(a) Record the students’ observations in a suitable table using the space below. [4]

3


For

Examiner's

Use

(b) Use these results to suggest the approximate vitamin C concentration of S3. Give reasons for your answer.

[3]

(c) Suggest four ways in which you could improve this method to find the concentration of

an unknown vitamin C solution.

1.

2.

3.

4.

[4]

4

© UCLES 2011 0610/62/M/J/11

For

Examiner's

Use

(d) Fig. 1.1 shows the results of a similar investigation into the concentration of vitamin C in five fruit juices. The students counted the number of drops of iodine solution used to reach the end-point for each fruit juice.

Fig. 1.1 (i) On the grid below plot the data from Fig. 1.1 to show the variation in the number of

drops of iodine solution required to reach the end-point.

[5] (ii) State which fruit juice has the highest concentration of vitamin C.

[1]

[Total: 17]

5


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Question 2 begins on Page 6

6

© UCLES 2011 0610/62/M/J/11

For

Examiner's

Use

2 Fig. 2.1 shows a photograph of the larva of an insect.

Fig. 2.1 (a) (i) In the space below make a large drawing of the larva shown in Fig. 2.1. Labels are not needed. [5]

7


For

Examiner's

Use

(ii) Measure the length of the larva in Fig. 2.1 and in your drawing.

length of larva in Fig. 2.1

length of larva in your drawing [2]

(iii) Calculate the magnification of your drawing compared with the larva in Fig. 2.1. Show your working.

magnification [2]

8

© UCLES 2011 0610/62/M/J/11

For

Examiner's

Use

(b) The larva eats through leaf tissue making tunnels in which it lives. Fig 2.2 shows part of a leaf that has been damaged by these tunnels.

position of larva inside tunnelvein

midrib

Fig. 2.2 (i) Calculate the percentage of the leaf area which has been damaged by the tunnels. Show your working.

answer % [3]

(ii) Suggest and explain why the tunnels do not extend across the leaf midrib.

[2]

9


For

Examiner's

Use

(iii) Suggest two reasons why the leaf in Fig. 2.2 may die and fall off.

1.

2.

[2]

(c) The larva in Fig. 2.1 becomes a moth. Fig. 2.3 and Fig. 2.4 show the moth.

Fig. 2.3 Fig. 2.4 Look at Fig. 2.3 and Fig. 2.4. (i) State one visible feature of this moth which is used to classify it as an arthropod.

[1]

(ii) State three visible features of this moth which are used to classify it as an insect.

1.

2.

3. [3]

[Total: 20]

10

© UCLES 2011 0610/62/M/J/11

For

Examiner's

Use

3 Fig. 3.1 shows two photographs of a person’s eye. In photograph A the person was looking out of a window. In photograph B the person had turned away from the window.

A B Fig 3.1

(a) Describe what happened to the diameter of the pupil in photograph B.

[1]

(b) Explain your observation.

[2]

[Total: 3]

11

© UCLES 2011 0610/62/M/J/11

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12


© UCLES 2011 0610/62/M/J/11

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IB11 06_0610_63/FP © UCLES 2011 [Turn over

*1890062424*


BIOLOGY 0610/63


1 hour












For Examiner's Use

1

2

3

Total


2

© UCLES 2011 0610/63/M/J/11

For

Examiner's

Use

1 Some students carried out tests for vitamin C. They were provided with three vitamin C solutions, S1, S2 and S3. S1 had a concentration of 0.2% vitamin C. S2 had a concentration of 0.05% vitamin C. The concentration of S3 was not known.

• The students measured 1 cm3 of starch solution into a test-tube.

• They added 1 cm3 of solution S1.

• The students added iodine solution, counting drop by drop, until a blue colour appeared. This was the end-point for solution S1.

• They repeated the test on solutions S2 and S3. These are the results that the students recorded.

(a) Record the students’ observations in a suitable table using the space below. [4]

3


For

Examiner's

Use

(b) Use these results to suggest the approximate vitamin C concentration of S3. Give reasons for your answer.

[3]

(c) Suggest four ways in which you could improve this method to find the concentration of

an unknown vitamin C solution.

1.

2.

3.

4.

[4]

4

© UCLES 2011 0610/63/M/J/11

For

Examiner's

Use

(d) Fig. 1.1 shows the results of a similar investigation into the concentration of vitamin C in five fruit juices. The students counted the number of drops of iodine solution used to reach the end-point for each fruit juice.

Fig. 1.1 (i) On the grid below plot the data from Fig. 1.1 to show the variation in the number of

drops of iodine solution required to reach the end-point.

[5] (ii) State which fruit juice has the highest concentration of vitamin C.

[1]

[Total: 17]

5


BLANK PAGE

Question 2 begins on Page 6

6

© UCLES 2011 0610/63/M/J/11

For

Examiner's

Use

2 Fig. 2.1 shows a photograph of the larva of an insect.

Fig. 2.1 (a) (i) In the space below make a large drawing of the larva shown in Fig. 2.1. Labels are not needed. [5]

7


For

Examiner's

Use

(ii) Measure the length of the larva in Fig. 2.1 and in your drawing.

length of larva in Fig. 2.1

length of larva in your drawing [2]

(iii) Calculate the magnification of your drawing compared with the larva in Fig. 2.1. Show your working.

magnification [2]

8

© UCLES 2011 0610/63/M/J/11

For

Examiner's

Use

(b) The larva eats through leaf tissue making tunnels in which it lives. Fig 2.2 shows part of a leaf that has been damaged by these tunnels.

position of larva inside tunnelvein

midrib

Fig. 2.2 (i) Calculate the percentage of the leaf area which has been damaged by the tunnels. Show your working.

answer % [3]

(ii) Suggest and explain why the tunnels do not extend across the leaf midrib.

[2]

9


For

Examiner's

Use

(iii) Suggest two reasons why the leaf in Fig. 2.2 may die and fall off.

1.

2.

[2]

(c) The larva in Fig. 2.1 becomes a moth. Fig. 2.3 and Fig. 2.4 show the moth.

Fig. 2.3 Fig. 2.4 Look at Fig. 2.3 and Fig. 2.4. (i) State one visible feature of this moth which is used to classify it as an arthropod.

[1]

(ii) State three visible features of this moth which are used to classify it as an insect.

1.

2.

3. [3]

[Total: 20]

10

© UCLES 2011 0610/63/M/J/11

For

Examiner's

Use

3 Fig. 3.1 shows two photographs of a person’s eye. In photograph A the person was looking out of a window. In photograph B the person had turned away from the window.

A B Fig 3.1

(a) Describe what happened to the diameter of the pupil in photograph B.

[1]

(b) Explain your observation.

[2]

[Total: 3]

11

© UCLES 2011 0610/63/M/J/11

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© UCLES 2011 0610/63/M/J/11

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*0013761542*


BIOLOGY 0610/61


1 hour












For Examiner's Use

1

2

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2

© UCLES 2012 0610/61/M/J/12

For

Examiner's

Use

1 Some students investigated the effect of different conditions on onion leaves. Fig.1.1 is a photograph of growing onion plants. They have tubular leaves that are hollow

inside.

Fig. 1.1 In an experiment an onion leaf was cut into three pieces each 2 cm long. Four cuts were made in each piece as shown in Fig. 1.2.

2 cmfour cuts

hollow leaf

Fig. 1.2 The first piece was put into water. The second piece was put into salt solution. The third piece was put on dry filter paper. The three pieces were left in their different conditions for 10 minutes after which the

students made their observations.

3


For

Examiner's

Use

Table 1.1 shows the shape of the pieces and how they felt when the students held them between their fingers.

Table 1.1

in water in salt solution in air

springy, firm soft, slimy soft, limp

(a) (i) Explain the reasons for any differences that were observed.

[3]

(ii) Suggest how this investigation could be improved.

[2]

4

© UCLES 2012 0610/61/M/J/12

For

Examiner's

Use

(b) Fig. 1.3 is a photomicrograph of a section through a tubular onion leaf.

green tubularleaf

× 10

× 200

Fig. 1.3

(i) On Fig. 1.3, use lines and the letters A, B and C to label, A - a mesophyll cell B - a xylem vessel C - an epidermal cell. Draw the label lines with the letters A, B and C on Fig. 1.3. [3] (ii) There are stomata on the leaf in Fig. 1.3. Draw a circle round one of them. Draw the circle on Fig. 1.3. [1]

5


For

Examiner's

Use

(c) Fig. 1.4 shows a photograph of a section through the onion leaf. Its actual diameter was 5 mm.

Fig. 1.4

Measure the diameter of the leaf shown in the photograph in Fig. 1.4. diameter ………………………… Calculate the magnification of the onion leaf in the photograph in Fig. 1.4. Show your working. Magnification X ………………… [3]

6

© UCLES 2012 0610/61/M/J/12

For

Examiner's

Use

(d) (i) Explain exactly how you would safely test another 2 cm piece of onion leaf for the presence of reducing sugar.

[3]

(ii) The reducing sugar test can tell you that:

• reducing sugar is absent

• reducing sugar is present at a low concentration

• reducing sugar is present at a high concentration Explain how you can tell the difference between these possible results.

[3]

7


For

Examiner's

Use

(e) Onion leaves are green. Students testing onion leaves for the presence of starch used the method shown in the four stages of Fig. 1.5.

Explain the reasons for the details shown in each stage. Write your answers on the

lines below Fig. 1.5

onion leaf

onion leaf

onion leaf

onion leaf

boilingwaterfor oneminute

bunsen burnerflame alight

bunsen burnernot alight

ethanol forten minutes

hot water

cold water forhalf a minute

white tile

iodine solution

1 2

3 4

Fig. 1.5

reasons for stage 1

reasons for stage 2

reasons for stage 3

reasons for stage 4

[4]

[Total: 22]

8

© UCLES 2012 0610/61/M/J/12

For

Examiner's

Use

2 Fig. 2.1 shows three worms. One is a nematode.

A B C

× 0.5 × 1 × 20

Fig. 2.1 (a) (i) Write the letter that identifies a nematode worm …………. [1] (ii) Give two reasons for your answer.

[2]

(iii) The other two worms belong to a different group.

Name this group [1]

9


For

Examiner's

Use

(b) Part of the worm labelled B is shown in a rectangle. Make a large labelled drawing of this part of worm B. [4]

10

© UCLES 2012 0610/61/M/J/12

For

Examiner's

Use

(c) Some students studied a population of 40 worms. They measured the lengths of 35 worms. These measurements are shown in Table 2.1.

(i) Complete Table 2.1 by measuring the lengths of the five worms shown in Fig. 2.2.

Use a ruler to measure them.

Fig. 2.2

Table 2.1

length/cm 7.0 8.1 10.8 6.2 11.4 9.0 10.3 12.1 13.5 5.6

length/cm 11.3 7.9 12.9 7.4 13.1 13.7 15.5 8.8 14.1 15.2

length/cm 9.6 8.4 14.7 16.0 7.2 10.5 9.2 12.4 6.7 13.3

length/cm 14.0 11.6 12.6 12.2 8.3 ……. ……. ……. ……. …….

Record the length of each worm in Table 2.1 [2]

11

© UCLES 2012 0610/61/M/J/12

For

Examiner's

Use

(ii) Complete the tally chart, Table 2.2, to show the number of worms in each range of lengths.

Table 2.2

range of lengths / cm

tally frequency

5.0 - 6.9 ……………………………………….. …………………...

7.0 - 8.9 ……………………………………….. …………………...

9.0 - 10.9 ……………………………………….. …………………...

11.0 - 12.9 ……………………………………….. …………………...

13.0 - 14.9 ……………………………………….. …………………...

15.0 - 16.9 ……………………………………….. …………………...

[3] (iii) Use the data from Table 2.2 to plot a histogram showing the frequency of each

range of lengths.

[4]

Question 2 continues on page 12

12

Copyright Acknowledgements: Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will be pleased to make amends at the earliest possible opportunity. University of Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of Cambridge Local Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge.

© UCLES 2012 0610/61/M/J/12

(iv) Suggest a reason for the shape of the histogram.

[1]

[Total: 18]



*5793508044*


BIOLOGY 0610/62


1 hour












For Examiner's Use

1

2

3

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2

© UCLES 2012 0610/62/M/J/12

For

Examiner's

Use

1 Apple tissue changes colour in the air. Apple cells are thought to contain an enzyme which is a catalyst for the reaction:

colourless compounds + oxygen in the air coloured compoundsenzyme

Some students investigated this reaction. The students cut a slice of apple with a knife as shown in Fig. 1.1.

cut surfaces

skin

Fig. 1.1

This slice was broken into two pieces as shown in Fig. 1.2.

cut surface

broken surface Fig. 1.2

Each piece was put into a different dish. The dishes were labelled 1 and 2. A few drops of water were put on the cut surface and the broken surface of the piece of

apple in dish 1. A few drops of lemon juice were put on the cut surface and the broken surface of the piece

of apple in dish 2. Every five minutes for 20 minutes the students observed the pieces of apple and recorded

their observations in Table 1.1.

3


For

Examiner's

Use

Table 1.1

dish 1, apple with water dish 2, apple with lemon juice time /

minutes broken surface cut surface broken surface cut surface

5 no change very light brown no change no change

10 no change light brown no change no change

15 very light brown light brown with

dark brown patches

no change no change

20 light brown dark brown no change no change

The lemon juice was tested with litmus paper. It changed colour from blue to red. (a) State the meaning of this colour change.

[1]

(b) Look at Table 1.1. Describe the differences between the appearance of the cut

surfaces in dish 1 and dish 2 during the experiment.

[1]

(c) The colour changes are thought to involve enzyme activity. (i) Explain how the observations in Table 1.1 and your description in (b) support this

statement.

[3]

4

© UCLES 2012 0610/62/M/J/12

For

Examiner's

Use

(ii) Using your knowledge of enzyme activity, describe another experiment that would test the idea that enzymes are involved in this colour change.

[3]

(d) (i) Look at Table 1.1. Describe the differences between the appearance of the broken

surface and the cut surface in dish 1 during the experiment.

[2]

(ii) Cutting the apple with a knife damages cells, releasing the contents. Suggest, from the observations in Table 1.1 and your description in (d)(i), how

breaking instead of cutting the apple may affect the cells.

[1]

[Total: 11]

5


For

Examiner's

Use

2 The animals labelled A and B in Fig. 2.1 are both arthropods.

×15

BA

×25

Fig. 2.1

(a) Make a large labelled drawing of the head of arthropod B [5] (b) A and B belong to the same group of arthropods. (i) Name this group

[1]

(ii) State two visible features of A and B which show that they belong to this group

1

2 [2]

6

© UCLES 2012 0610/62/M/J/12

For

Examiner's

Use

(c) Fig 2.2 shows a trap which can be used to catch other insects such as fruit flies.

pieces ofbanana

conical flask

filter funnelfruit fly

Fig. 2.2

(i) Fruit flies feed on fruits such as bananas. Bananas contain carbohydrates.

Describe how you could safely test a piece of banana for two different carbohydrates.

[6]

(ii) Describe the observations expected if these two carbohydrates are present.

[2]

7


For

Examiner's

Use

(d) Fig. 2.3 shows a banana and a similar fruit called a plantain.

100 mm

banana

plantain

Fig. 2.3 Suggest an investigation to find out if fruit flies are more likely to feed on banana or

plantain.

[3]

[Total: 19]

8

© UCLES 2012 0610/62/M/J/12

For

Examiner's

Use

3 Fig. 3.1 is a photograph of the flower of Amaryllis, Hippeastrum aglaiae.

A ...............................................

B ...............................................

C ...............................................

D ...............................................

20 mm

Fig. 3.1

(a) (i) On Fig.3.1, name the parts of the flower labelled A, B, C and D. Write your answers on the lines in Fig.3.1 [4] Plant breeders use small paint brushes to pollinate flowers of Amaryllis artificially. (ii) State the letter of the part from which the pollen is taken.

[1]

(iii) State the letter of the part on which the pollen is put.

[1]

(iv) State one visible feature in Fig. 3.1 which shows that this flower is usually

pollinated by insects.

[1]

9

© UCLES 2012 0610/62/M/J/12

For

Examiner's

Use

Fig 3.2 shows four pollen grains from an Amaryllis flower.

× 200

Fig. 3.2 (b) Measure the length of a pollen grain in mm.

Length of pollen grain mm

Calculate the actual length of the pollen grain that you measured in mm. Show your working.

actual length of pollen grain mm [3]

[Total: 10]

10

© UCLES 2012 0610/62/M/J/12

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© UCLES 2012 0610/62/M/J/12

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Question 2 Figure 2.1A Photograph Question 2 Figure 2.1B Photograph

Question 2d Figure 2.3 Photograph

Question 3a Figure 3.1 Photograph

© Drosophila melanogaster; http://www.thekitchen.com. © Iridomyrmex purpureus; http://en.wikipedia.org/wiki/Meat_ant.

© Banana and a plantain; http://www.grabemsnacks.com/what-is-a-plantain.html.

© Olive Ford © UCLES. Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will be pleased to make amends at the earliest possible opportunity.


© UCLES 2012 0610/62/M/J/12

BLANK PAGE


IB12 06_0610_63/FP © UCLES 2012 [Turn over

*7896585537*


BIOLOGY 0610/63


1 hour












For Examiner's Use

1

2

3

Total


2

© UCLES 2012 0610/63/M/J/12

For

Examiner's

Use

1 Apple tissue changes colour in the air. Apple cells are thought to contain an enzyme which is a catalyst for the reaction:

colourless compounds + oxygen in the air coloured compoundsenzyme

Some students investigated this reaction. The students cut a slice of apple with a knife as shown in Fig. 1.1.

cut surfaces

skin

Fig. 1.1

This slice was broken into two pieces as shown in Fig. 1.2.

cut surface

broken surface Fig. 1.2

Each piece was put into a different dish. The dishes were labelled 1 and 2. A few drops of water were put on the cut surface and the broken surface of the piece of

apple in dish 1. A few drops of lemon juice were put on the cut surface and the broken surface of the piece

of apple in dish 2. Every five minutes for 20 minutes the students observed the pieces of apple and recorded

their observations in Table 1.1.

3


For

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Table 1.1

dish 1, apple with water dish 2, apple with lemon juice time /

minutes broken surface cut surface broken surface cut surface

5 no change very light brown no change no change

10 no change light brown no change no change

15 very light brown light brown with

dark brown patches

no change no change

20 light brown dark brown no change no change

The lemon juice was tested with litmus paper. It changed colour from blue to red. (a) State the meaning of this colour change.

[1]

(b) Look at Table 1.1. Describe the differences between the appearance of the cut

surfaces in dish 1 and dish 2 during the experiment.

[1]

(c) The colour changes are thought to involve enzyme activity. (i) Explain how the observations in Table 1.1 and your description in (b) support this

statement.

[3]

4

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(ii) Using your knowledge of enzyme activity, describe another experiment that would test the idea that enzymes are involved in this colour change.

[3]

(d) (i) Look at Table 1.1. Describe the differences between the appearance of the broken

surface and the cut surface in dish 1 during the experiment.

[2]

(ii) Cutting the apple with a knife damages cells, releasing the contents. Suggest, from the observations in Table 1.1 and your description in (d)(i), how

breaking instead of cutting the apple may affect the cells.

[1]

[Total: 11]

5


For

Examiner's

Use

2 The animals labelled A and B in Fig. 2.1 are both arthropods.

×15

BA

×25

Fig. 2.1

(a) Make a large labelled drawing of the head of arthropod B [5] (b) A and B belong to the same group of arthropods. (i) Name this group

[1]

(ii) State two visible features of A and B which show that they belong to this group

1

2 [2]

6

© UCLES 2012 0610/63/M/J/12

For

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Use

(c) Fig 2.2 shows a trap which can be used to catch other insects such as fruit flies.

pieces ofbanana

conical flask

filter funnelfruit fly

Fig. 2.2

(i) Fruit flies feed on fruits such as bananas. Bananas contain carbohydrates.

Describe how you could safely test a piece of banana for two different carbohydrates.

[6]

(ii) Describe the observations expected if these two carbohydrates are present.

[2]

7


For

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(d) Fig. 2.3 shows a banana and a similar fruit called a plantain.

100 mm

banana

plantain

Fig. 2.3 Suggest an investigation to find out if fruit flies are more likely to feed on banana or

plantain.

[3]

[Total: 19]

8

© UCLES 2012 0610/63/M/J/12

For

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Use

3 Fig. 3.1 is a photograph of the flower of Amaryllis, Hippeastrum aglaiae.

A ...............................................

B ...............................................

C ...............................................

D ...............................................

20 mm

Fig. 3.1

(a) (i) On Fig.3.1, name the parts of the flower labelled A, B, C and D. Write your answers on the lines in Fig.3.1 [4] Plant breeders use small paint brushes to pollinate flowers of Amaryllis artificially. (ii) State the letter of the part from which the pollen is taken.

[1]

(iii) State the letter of the part on which the pollen is put.

[1]

(iv) State one visible feature in Fig. 3.1 which shows that this flower is usually

pollinated by insects.

[1]

9

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For

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Fig 3.2 shows four pollen grains from an Amaryllis flower.

× 200

Fig. 3.2 (b) Measure the length of a pollen grain in mm.

Length of pollen grain mm

Calculate the actual length of the pollen grain that you measured in mm. Show your working.

actual length of pollen grain mm [3]

[Total: 10]

10

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Question 2 Figure 2.1A Photograph Question 2 Figure 2.1B Photograph

Question 2d Figure 2.3 Photograph

Question 3a Figure 3.1 Photograph

© Drosophila melanogaster; http://www.thekitchen.com. © Iridomyrmex purpureus; http://en.wikipedia.org/wiki/Meat_ant.

© Banana and a plantain; http://www.grabemsnacks.com/what-is-a-plantain.html.

© Olive Ford © UCLES. Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will be pleased to make amends at the earliest possible opportunity.


© UCLES 2012 0610/63/M/J/12

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This document consists of 11 printed pages and 1 blank page.


*0191634512*


BIOLOGY 0610/61


1 hour










Electronic calculators may be used.

You may lose marks if you do not show your working or if you do not use appropriate units.




2

© UCLES 2013 0610/61/M/J/13

For

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For

Examiner's

Use

1 Fig. 1.1 shows a bird’s egg. Part of the shell has been removed.

shell

yolk

albumen

Fig. 1.1 Approximately 90 % of albumen is water. The remaining 10 % is made up of other

substances such as reducing sugar. (a) Describe how you could safely test a sample of albumen for reducing sugar.

[4]

(b) A student tested some albumen for the presence of protein using Biuret reagent. The solution changed colour. It was a positive result. Describe this colour change.

[1]

3


For

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For

Examiner's

Use

(c) Fig. 1.2 shows an experiment to investigate the effect of acid on albumen.

test-tube 1

3 dropsof water

test-tube 2

3 drops ofdilute acid

Fig. 1.2

The test-tubes were observed after five minutes. The results are shown in Table 1.1.

Table 1.1

test-tube observation

1 stayed as a clear liquid

2 changed from a clear liquid to a white solid

(i) State a conclusion that can be made from these results.

[1]

(ii) State why water was added to test-tube 1.

[1]

4

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For

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Use

(d) Fat is present in the yolk. A student carried out the emulsion test on a sample of yolk and it gave a positive result. State what the student would observe.

[1]

(e) Two students wanted to investigate the effect of concentration of acid on albumen. For this investigation, suggest a suitable:

variable to change;

variable to measure or observe;

variable to control. [3]

[Total: 11]

5


For

Examiner's

Use

For

Examiner's

Use

2 Fig. 2.1 shows the back leg of two animals. The animals belong to two different vertebrate groups.

PP QP Q

animal A animal B Fig. 2.1

(a) (i) Describe one similarity, visible in Fig. 2.1, between the leg of animal A and the leg of animal B.

[1]

(ii) Complete Table 2.1 to state two differences, visible in Fig. 2.1 between the leg of animal A and the leg of animal B.

Table 2.1

feature animal A animal B

[3]

6

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For

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Use

(b) Make a large, labelled drawing of the leg of animal A. [5] (c) You are going to calculate the magnification of your drawing of the photograph of the

leg of animal A. Length of line PQ in Fig. 2.1 is 36

mm. Draw line PQ on your drawing in the same position as in Fig. 2.1.

Length of line PQ in drawing mm

Calculate the magnification of your drawing. Show your working. magnification × [3]

7


For

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For

Examiner's

Use

(d) A population of animals was studied over nine years. The changes in the population of males are shown in Fig. 2.2

1992 1994 1996

year

1998 2000 2002

700

600

500

400

300

200

100

0

estimatednumber ofmales

Fig. 2.2

(i) Use the graph to estimate the total population of males and females in 1992.

Assume that the number of males and females is equal. Show your working.

total population of males and females [1]

(ii) Describe the changes in the population from 1992 to 2001.

[3]

[Total: 16]

8

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3 (a) An investigation was carried out on the growth of onion seedlings. Onion seedlings were grown in a tray. One millimeter was removed from the tips of all of the onion seedlings on the left side

of the dividing line, as shown in Fig. 3.1.

tips (1 mm) removedfrom onion seedlings

tips left ononion seedlings

tray

Fig. 3.1 Ten onion seedlings were cut at soil level from each side of the tray. The heights of these onion seedlings were measured and recorded. These are shown as the start heights in Table 3.1. After three days, ten more onion seedlings were cut from each side, measured and

recorded. The heights are shown in Table 3.1. (i) Suggest why the onion seedlings were cut and removed from the tray before they

were measured.

[1]

(ii) State why a sample of ten onion seedlings is better than a sample of three onion

seedlings.

[1]

9


For

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For

Examiner's

Use

Table 3.1 shows the heights of the onion seedlings at the start and of those measured after three days.

Table 3.1

height of seedling / mm

tips removed tips left on

start after three days start after three days

84 70 70 63

61 76 79 65

54 63 57 83

57 76 58 79

56 80 53 83

62 71 52 74

68 73 61 76

45 60 63 60

64 76 51 85

49 75 76 62

total height / mm 600 620

mean height / mm 60 62

(iii) Complete Table 3.1 by calculating the total height and mean height of the onion

seedlings after three days. [2] (iv) Calculate the mean increase in height of the onion seedlings:

tips removed mm

tips left on mm [1]

10

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(b) The experiment was repeated with another tray of onion seedlings. The same experiment was then performed on beetroot seedlings. The results are shown in Table 3.2.

Table 3.2 (i) Draw a bar chart on Fig. 3.2 to show the data in Table 3.2.

Fig. 3.2 [4]

mean increase in height / mm

onion seedlings beetroot seedlings

tips removed tips left on tips removed tips left on

10 9 1 7

11

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Use

For

Examiner's

Use

(ii) Describe the effect of removing the tips on the growth of onion and beetroot seedlings.

onion

beetroot

[2]

(iii) Suggest where growth takes place in the shoots of onion and beetroot seedlings.

onion

beetroot

[2]

[Total: 13]

12


Question 2 Figure 2.1 © Peter Skinner / Shepreth Wildlife Park Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will be pleased to make amends at the earliest possible opportunity.


© UCLES 2013 0610/61/M/J/13

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BIOLOGY 0610/62


1 hour















2

© UCLES 2013 0610/62/M/J/13

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1 Fig. 1.1 shows two similar cut shoots in test-tubes that contained 20 cm3 of water at the start.

One shoot has its leaves attached and the other shoot has had its leaves removed. The shoots were placed in the water immediately after being cut. A small quantity of oil was added to cover the water in these test-tubes. The two test-tubes with the shoots were left in the light for two days.

shoot withleavesshoot without

leaves

oil

water

height ofwater after2 days

height ofwater after2 days

Fig. 1.1 (a) (i) Identify the variable that was changed (independent variable) in this investigation.

[1]

3


For

Examiner's

Use

(ii) Suggest why oil was placed on top of the water in both test-tubes.

[1]

(iii) Use a ruler to measure the height of the water in the two test-tubes, shown in

Fig. 1.1.

test-tube containing shoot without leaves mm

test-tube containing shoot with leaves mm [1]

(iv) Describe and explain your observations.

[2]

4

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(b) The two shoots were removed from the test-tubes. Both shoots were immediately placed in a beaker of coloured water and left for 10

minutes. After 10 minutes the shoots were removed from the coloured water. The shoots were cut in half, as shown in Fig. 1.2, to see how far up the stem the

coloured water had moved.

each shoot cut in half fromthe cut end to the tip

one half of each shootshowing the movement of thecoloured water up the stem

colouredwater

Fig. 1.2

5


For

Examiner's

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shoot withleaves

shoot withoutleaves

Fig. 1.3

(i) Use a ruler to measure the distance moved by the coloured water, shown in

Fig. 1.3.

shoot without leaves mm

shoot with leaves mm [1]

(ii) Do the measurements in (b)(i) support the measurements in (a)(iii)? Explain your

answer.

[2]

6

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(iii) Describe how you could carry out a similar investigation to determine whether temperature affects the rate of water uptake of shoots with leaves.

[3]

7


Question 1 continues on page 8.

8

© UCLES 2013 0610/62/M/J/13

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(c) A group of students measured the mass lost from a flask containing a shoot with leaves.

The shoot was placed in water, on a balance as shown in Fig. 1.4. An automatic data logger recorded the mass every six hours for two days.

data logger

shoot withleaves

flask

oil

water

balance

Fig. 1.4

Only natural light from the sun was allowed to fall on the shoot. The students calculated the mass lost every six hours. The data is shown in Table 1.1.

Table 1.1

time of day mass lost / g

10:00 0.0

16:00 3.0

22:00 5.0

04:00 5.0

10:00 7.0

16:00 10.0

22.00 11.5

04.00 11.5

10.00 13.5

9


For

Examiner's

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(c) (i) Plot the data from Table 1.1 on Fig. 1.5.

Fig. 1.5 [4] (ii) Describe and explain the results.

description

explanation

[3]

10

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Use

Fig. 1.6 shows part of the lower surface of a leaf as viewed under a microscope.

× 300

120 mm

stomata

H

G

Fig. 1.6 (d) Name the structures labelled G and H.

G

H [2]

(e) The number of stomata on the lower surface of the leaf can be calculated by using

Fig. 1.6. (i) Count the number of stomata visible in Fig. 1.6.

number of stomata [1]

11


For

Examiner's

Use

(ii) The magnification of the image in Fig. 1.6 is × 300.

The length of one side of the image is 120 mm. The image is a square. You can calculate the actual length of one side of the square of leaf surface shown

in Fig. 1.6 by dividing the length of one side of the image by the magnification. Calculate the actual length of one side of the square of leaf surface shown in

Fig. 1.6. Show your working.

actual length of one side of the square of leaf surface mm [1]

(iii) Calculate the actual total area of the square of leaf surface shown in Fig. 1.6. Show your working.

actual total area of the square of leaf surface mm2 [2]

(iv) The number of stomata per mm2 can be calculated from the number of stomata

and the actual total area of the square of leaf surface shown in Fig. 1.6. Calculate the number of stomata per mm2 of this leaf. Show your working.

number of stomata per mm2 [2]

(v) The total area of the lower surface of this leaf was measured and found to be

9000 mm2. Calculate the total number of stomata on the lower surface of this leaf. Show your working.

total number of stomata [1]

[Total: 27]

12

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2 You are going to observe and draw one of your fingers. (a) Place the palm of your hand on the paper. Examine one finger. Make a large, labelled drawing of this finger. [4]

13


For

Examiner's

Use

(b) Fig. 2.1 shows the European mole, Talpa europa.

hand × 0.8 Fig. 2.1

(i) State one similarity, visible in Fig. 2.1, between the structure of the mole’s hand

and your hand.

[1]

(ii) Complete Table 2.1 to state two differences, visible in Fig. 2.1 between the

shape and size of the mole’s hand and your hand.

feature mole’s hand your hand

shape

size

[2] (c) (i) Name the group of vertebrates to which the mole belongs.

[1]

(ii) State one feature, visible in Fig. 2.1, that supports your answer to (c)(i).

[1]

[Total: 9]

14

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3 Arum lilies, such as Arum maculatum, are plants that have a smell like rotting meat. The smell attracts flies so that the flowers can be pollinated. Some arum lilies have a purple coloured sheath and some have a light green coloured

sheath. Fig. 3.1 shows an arum lily with part of the sheath cut away to show the inside.

sheath

flies

Fig. 3.1 A group of students collected arum lilies from the same habitat, two with purple coloured

sheaths and three with light green coloured sheaths. They opened the sheaths of each lily and counted the number of flies inside. The results are shown in Table 3.1.

Table 3.1

colour of sheath number of flies total number of

flies mean number of

flies

purple 3

purple 5

light green 5

light green 6

light green 4

(a) Calculate the total and mean number of flies found in each colour of sheath. Write your answers in Table 3.1. [2]

15

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(b) Suggest two ways in which this investigation could be improved.

1

2

[2]

[Total: 4]

16


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BIOLOGY 0610/63


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2

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1 (a) Some students investigated the effect of enzyme concentration on starch. They were provided with a Petri dish containing a layer of starch agar jelly.

The students cut three small holes in the starch agar jelly and labelled them as shown in Fig. 1.1.

P

QR

Petri dish starch agar jelly

hole in thestarch agar jelly

Fig. 1.1

They placed the starch agar jelly that had been cut out of the holes on a white tile and

added two drops of dilute iodine solution to each piece. The dilute iodine solution changed from yellow/brown to deep blue. (i) State why the colour changed.

[1]

The students were given two different concentrations of the same enzyme,

solution 1 and solution 2.

• They put two drops of enzyme solution 1 into hole P.

• They put two drops of enzyme solution 2 into hole Q.

• They put two drops of water into hole R.

• After 15 minutes dilute iodine solution was poured over the surface of the starch agar jelly.

3


For

Examiner's

Use

Fig. 1.2 shows the appearance of the surface of the starch agar jelly after dilute iodine solution had been added. The Petri dish was placed on a piece of squared paper.

key

deep blue

clear

hole in thestarch agarjelly

P

R Q

PP

QQRR

1 small square = 4mm= 4mm2

2

Fig. 1.2 (ii) Holes P, Q and R are the same size. Use the grid and count the squares to estimate the area of hole R.

area of hole R mm2 [1]

4

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(iii) Describe the results shown in Fig. 1.2.

[3]

(iv) Explain the results shown in Fig. 1.2.

[3]

(v) Suggest the name of the enzyme used in this investigation.

[1]

(vi) State why water was added to hole R.

[1]

5


For

Examiner's

Use

(b) Germinating seeds produce enzymes that change stored food into soluble materials. Suggest a method similar to that in (a) that you would use to find out if germinating pea

seeds produce the same enzyme as in enzyme solutions 1 and 2.

[4]

6

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Use

(c) Fig. 1.3 shows a pea seedling.

Fig. 1.3 Make a large, labelled drawing of the pea seedling in the space provided on page 7.

7


Draw the pea seedling in the space below.

[4]

8

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(d) Fig. 1.4 shows pea seeds in a pod.

pod

pea seeds

Fig. 1.4

The number of pea seeds in a pod varies. Two students picked a sample of 23 pods. They opened the pods and counted the number of pea seeds. Fig. 1.5 shows the students’ results.

number of pea seeds in each pod

8, 10, 11, 10, 9, 11, 9, 4,

10, 11, 12, 10, 10, 11, 8, 12,

10, 9, 11, 8, 10, 9, 12

Fig. 1.5

9


For

Examiner's

Use

(i) Complete Table 1.1 using the results from Fig. 1.5 to show how many pods there were with each number of pea seeds.

Two rows have been completed for you.

Table 1.1

number of pea seeds in each pod

tally number of pods

4

5

6

7

8 /// 3

9

10 //// // 7

11

12

[2]

(ii) Draw a histogram on Fig. 1.6 to show the number of pods with each number of pea seeds.

[4]

Fig. 1.6

(iii) Put an X in the bar on the graph which seems to be anomalous. [1]

10

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(iv) Most pods contained 10 or 11 pea seeds. Suggest a reason for some pods containing 8 or 12 pea seeds.

[1]

[Total: 26] 2 Fig. 2.1 shows an arthropod.

S

T

× 2.5

Fig. 2.1 (a) You are going to calculate the actual length of the part of the leg that is marked ST in

Fig. 2.1. Measure the length of line ST.

length of line ST mm

Calculate the actual length of the part of the leg that is marked ST. Show your working.

actual length of leg mm [3]

11


For

Examiner's

Use

(b) Use features, visible in Fig. 2.1, to identify the group of arthropods to which this animal belongs.

Give two reasons for your answer.

Group

reason 1

reason 2

[3]

[Total: 6]

12

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3 (a) Fig. 3.1 shows a section of a dicotyledonous root as seen with a microscope.

Fig. 3.1

On Fig. 3.1: draw a line to a root hair cell and label it; draw a line to a cortex cell and label it. [2]

13


For

Examiner's

Use

(b) When stems have just been cut, drops of liquid often appear on the cut surface of the stem.

A dicotyledonous stem was cut and the liquid was collected and tested for:

• water;

• reducing sugar;

• protein;

• fat. The results are shown in Table 3.1. Complete Table 3.1 to show the reagents and final colours.

Table 3.1

results

substance reagent

initial colour final colour positive or negative (�or � )

water cobalt chloride blue �

reducing sugar blue �

protein blue �

fat ethanol + water colourless �

[6] [Total: 8]

14

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Question 3 Fig. 3.1 © Ref: C003 / 4134; Broad bean root, light micrograph; Dr Keith Wheeler, Science Photo Library.


Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of Cambridge Local Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge.

© UCLES 2013 0610/63/M/J/13

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TIME 1 hour

INSTRUCTIONS TO CANDIDATES

Write your name, Centre number and candidate number in the spaces at the top of this page.


Write your answers in the spaces provided on the question paper.

Use a sharp pencil for your drawings. Coloured pencils or crayons should not be used.

INFORMATION FOR CANDIDATES

The intended number of marks is given in brackets [ ] at the end of each question or part question.


CAMBRIDGE INTERNATIONAL EXAMINATIONS

BIOLOGY 0610/6PAPER 6 Alternative to Practical

OCTOBER/NOVEMBER SESSION 20021 hour

Candidates answer on the question paper.No additional materials are required.

This question paper consists of 11 printed pages and 1 blank page.

SP (AT/JG) S21867/3© CIE 2002 [Turn over

CandidateCentre Number Number

Candidate Name

FOR EXAMINER’S USE

1

2

3

4

TOTAL


2

0610/6/O/N/02

1 (a) Fig. 1.1 shows a potato plant and one flower and one tuber are shown in detail.

Fig. 1.1

(i) Make large, labelled drawings of the tuber and the flower shown in detail.

[4]

ForExaminer’s

Use

3

0610/6/O/N/02 [Turn over

(ii) State the type of reproduction carried out by the tuber and the flower.

tuber ......................................................

flower .................................................... [1]

(b) Humans use the potato tubers as a source of food. The main food component is acomplex carbohydrate, starch.

Fig. 1.2 shows some starch grains found inside the cells of tubers.

Fig. 1.2

(i) Determine the length of one starch grain in mm, given that the cells are magnified860 times.Show your working.

length of starch grain .............................................. mm [2]

(ii) Name the metabolic process by which plants make carbohydrate.

...............................................................................................................................[1]

ForExaminer’s

Use

4

0610/6/O/N/02

(iii) Describe an experiment you could carry out to show the formation of starch in agreen plant.

...................................................................................................................................

...................................................................................................................................

...................................................................................................................................

...................................................................................................................................

...................................................................................................................................

...............................................................................................................................[4]

[Total : 12]

ForExaminer’s

Use

5


ForExaminer’s

Use

volume oftest ascorbic

acid (cm3)

1 1.5

2 1.0

3 1.1

4 0.9

5 1.0

average

2 Ascorbic acid (vitamin C) is found in fresh fruits and vegetables. The amount in a knownquantity of fruit juice can be determined by decolourising a blue dye, DCPIP.

(a) Students were provided with 0.1% ascorbic acid solution (0.1 g ascorbic acid in100 cm3 water) and 0.1% freshly prepared DCPIP solution.

1 cm3 DCPIP was placed in a clean test-tube. The ascorbic acid was added, using agraduated pipette, until the blue colour disappeared.

The test was carried out five times and the results are shown in Table 2.1.

Table 2.1

(i) Complete Table 2.1 by calculating the average (mean) value of the data. [1]

(ii) Examine the data in Table 2.1.

Suggest a more reliable average value, stating a reason for your answer.

...................................................................................................................................

...............................................................................................................................[2]

6

0610/6/O/N/02

ForExaminer’s

Use(b) The test was repeated on a range of different fruit juices using 1 cm3 of DCPIP each

time.

Fig. 2.1 shows the results of these tests. Each graduated pipette originally contained1 cm3 of a different fruit juice.

Fig. 2.1

In Table 2.2,

(i) record the volumes of fruit juices used;

(ii) calculate and record the amount of ascorbic acid in each fruit juice using theformula

= concentration of ascorbic acid in a fruit juice in g per cm3

where,

n = volume of ascorbic acid from (a)(ii);p = volume of fruit juice needed to decolourise DCPIP.

0

0.1

0.2

0.3

0.4

0.5

0.6

0.7

0.8

0.9

lemon

0

0.1

0.2

0.3

0.4

0.5

0.6

0.7

0.8

0.9

apple

0

0.1

0.2

0.3

0.4

0.5

0.6

0.7

0.8

0.9

grapefruit

0

0.1

0.2

0.3

0.4

0.5

0.6

0.7

0.8

0.9

lime

0

0.1

0.2

0.3

0.4

0.5

0.6

0.7

0.8

0.9

grape

original levelof fruit juice

1cm3 graduatedpipette

np

7


ForExaminer’s

UseTable 2.2

[5](iii) On the grid, show your results in an appropriate form to compare the ascorbic acid

content of the five fruit juices.

[4]

(c) The concentration of ascorbic acid (vitamin C) is highest in fresh fruit juices.

Describe a simple investigation you could carry out to show the effect of storage on theascorbic acid content of one of the five fruit juices.

..........................................................................................................................................

..........................................................................................................................................

..........................................................................................................................................

..........................................................................................................................................

..........................................................................................................................................

......................................................................................................................................[3]

[Total : 15]

np

type of juice lemon apple grapefruit lime grape

volume of juiceused to decolouriseDCPIP = p cm3

= g of

ascorbic acid

8

0610/6/O/N/02

ForExaminer’s

Use3 If your teeth are not cared for and cleaned regularly, plaque may build up.

(a) Fig. 3.1 shows, in outline, some human front teeth.

Carefully shade in the areas where plaque would be found.

Fig. 3.1 [2]

(b) Plaque is acidic and can damage the enamel of the teeth.A sample of plaque was removed from the teeth and the pH determined using a pHmeter.Fig. 3.2 shows the dial on the pH meter.

Fig. 3.2

(i) What is the pH reading? ................................... [1]

(ii) Suggest an alternative way by which you could determine the pH of a similarsample of plaque and the observation you would expect to make.

...................................................................................................................................

...................................................................................................................................

...................................................................................................................................

...............................................................................................................................[2]

pH5

6

8

7

gum

9


(c) Bacteria play an active part in causing tooth decay and in the formation of plaque.

Suggest one way in which you could show that these bacteria are living organisms.

..........................................................................................................................................

..........................................................................................................................................

..........................................................................................................................................

..........................................................................................................................................

..........................................................................................................................................

..........................................................................................................................................

......................................................................................................................................[3]

[Total : 8]

ForExaminer’s

Use

10

0610/6/O/N/02

ForExaminer’s

Use4 Figs. 4.1 and 4.2 show two samples of human blood cells as seen using a light microscope.

Fig. 4.1

Fig. 4.2

(a) State how you would determine the ratio of red blood cells to white blood cells.

..........................................................................................................................................

......................................................................................................................................[1]

(b) (i) Describe three differences between the samples shown in Figs. 4.1 and 4.2.

...................................................................................................................................

...................................................................................................................................

...............................................................................................................................[3]

(ii) Suggest an explanation for these differences.

...................................................................................................................................

...............................................................................................................................[1]

[Total : 5]

11

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12

0610/6/O/N/02


Cambridge International Examinations has made every effort to trace copyright holders, but if we have inadvertently overlooked any we will be pleased to makethe necessary arrangements at the first opportunity.


SP (SC/SLC) S55555/3© UCLES 2003 [Turn over

CAMBRIDGE INTERNATIONAL EXAMINATIONS International General Certificate of Secondary Education

BIOLOGY 0610/06

Paper 6 Alternative to practicalOctober/November 2003

1 hourCandidates answer on the Question Paper.No additional Materials are required.


Write your Centre number, candidate number and name in the spaces provided at the top of this page.Write in dark blue or black pen in the spaces provided on the Question Paper.You may use a soft pencil for any diagrams, graphs or rough working.Do not use staples, paper clips, highlighters, glue or correction fluid.





FOR EXAMINER’S USE

1

2

3

TOTAL


2

0610/06/O/N//03

1 Warm-blooded animals need to maintain a constant internal temperature.

In cold weather some of these animals crowd closely together in a group.

To investigate the advantages of crowding together in such a group a student followed thedrop in temperature of 10 cm3 of water in a test tube.

• Test tube A was used to represent a single animal as shown in Fig. 1.1• Test tubes B and C were used to represent part of a crowded group of animals using 7

tubes as shown in Fig. 1.2.

Fig. 1.1 Fig. 1.2

The temperature of the tubes labelled A, B and C in Fig. 1.1 and Fig. 1.2 was measuredusing a thermometer, every 2 minutes for 10 minutes.

The results are shown in Table 1.1.

Table 1.1

A B C

ForExaminer’s

Use

temperature of water in test-tubes / °C

time / minutes A (single test-tube) B (tube at centre C (tube at edgeof group) of group)

0 55 55 55

2 44 54 52

4 41 54 50

6 39 53 49

8 37 52 47

10 36 52 46

3

0610/06/O/N//03 [Turn over

(a) (i) Plot a graph of the results to show clearly the difference between the three sets ofdata.

[7]

(ii)Describe the results for tube A.

..................................................................................................................................

..............................................................................................................................[2]

(iii) Describe the differences between the results for tube A and those for tubes B andC.

..................................................................................................................................

..................................................................................................................................

..............................................................................................................................[2]

(iv) Explain how the results shown in the graph show the effect of crowding together ofanimals in cold conditions.

..................................................................................................................................

..................................................................................................................................

..................................................................................................................................

..................................................................................................................................

..............................................................................................................................[2]

ForExaminer’s

Use

4

0610/06/O/N//03

(b) Suggest two ways in which this investigation could have been improved to make theresults more reliable.

.........................................................................................................................................

.........................................................................................................................................

.........................................................................................................................................

.....................................................................................................................................[2]

[Total : 15]

ForExaminer’s

Use

5

0610/06/O/N//03 [Turn over

2 (a) (i) Fig. 2.1 shows a ground-living beetle.

Make a large drawing of the whole animal shown in Fig. 2.1. Label three featuresthat enable you to classify this animal as an insect.

Fig. 2.1

[5]

(ii) Measure the length of the insect in Fig. 2.1 and the length of your drawing.Calculate the magnification of your drawing.

Length of insect in Fig. 2.1 .......................................................................................

Length of drawing .....................................................................................................

Magnification ........................................................................................................[3]

ForExaminer’s

Use

6

0610/06/O/N//03

(b) One method of estimating the population of insects, such as the ground-living beetle, isto use a pit-fall trap. A suitable container, such as an empty food tin, is set into theground so the top is level with the surface of the soil, as shown in Fig. 2.2.

Fig. 2.2

Suggest and explain briefly two precautions that you might take when investigatingpopulations of insects, such as ground-living beetles, using pit-falls traps.

1. ......................................................................................................................................

..........................................................................................................................................

..........................................................................................................................................

2. ......................................................................................................................................

.........................................................................................................................................

......................................................................................................................................[4]

container totrap animals

ground level

ForExaminer’s

Use

7

0610/06/O/N//03 [Turn over

(c) Fig. 2.3 shows another insect.

Fig. 2.3

Describe three visible differences in the structure of the insect in Fig. 2.3 from the insectin Fig. 2.1.

1. ......................................................................................................................................

..........................................................................................................................................

2. ......................................................................................................................................

..........................................................................................................................................

3. ......................................................................................................................................

......................................................................................................................................[3]

[Total : 15]

ForExaminer’s

Use

8

0610/06/O/N//03

3 Water is lost from the aerial parts of plants by transpiration.

(a) Outline how you could show that water is lost from plant shoots.

..........................................................................................................................................

..........................................................................................................................................

......................................................................................................................................[2]

Fig. 3.1 shows a simple apparatus to investigate the rate of transpiration by recordingthe mass of a potted plant over a period of time.

Fig. 3.2 shows the results over a number of hours.

Fig. 3.1 Fig. 3.2

(b) Suggest why the pot is enclosed in a plastic bag.

..........................................................................................................................................

.....................................................................................................................................[1]

(c) Describe how, using similar apparatus to that in Fig. 3.1, you could compare thetranspiration rates of two different plants.

..........................................................................................................................................

..........................................................................................................................................

..........................................................................................................................................

..........................................................................................................................................

..........................................................................................................................................

......................................................................................................................................[4]

plasticbag

mass /g

time /h

ForExaminer’s

Use

9

0610/06/O/N//03

(d) Certain plants, such as that in Fig.3.3, are able to live in dry regions of the world.

Fig. 3.3

Suggest three ways in which this plant is adapted to grow in these dry regions.

1. ......................................................................................................................................

2. ......................................................................................................................................

3. ..................................................................................................................................[3]

[Total : 10]

ForExaminer’s

Use

10

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11

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12

0610/06/O/N//03

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This document consists of 8 printed pages.SP (KN) S69437/4© UCLES 2004 [Turn over


BIOLOGY

Paper 6 Alternative to practical 0610/06October/November 2004

1 hourCandidates answer on the Question Paper.No Additional Materials are required.


Write your Centre number, candidate number and name on all the work you hand in.Write in dark blue or black pen in the spaces provided on the Question Paper.You may use a pencil for any diagrams, graphs or rough working.Do not use staples, paper clips, highlighters, glue or correction fluid.




If you have been given a label, look at thedetails. If any details are incorrect ormissing, please fill in your correct detailsin the space given on this page.



1

2

3

4

Total

Candidate

Name

Centre

Number

Candidate

Number


2

0610/06/O/N/04

1 Fig. 1.1 and Fig. 1.2 show the external features of two ‘worms’, A and B. These wormsbelong to two different groups of invertebrates.

(a) (i) Calculate the actual length of worm A.

working

actual length of worm A. ...........................................................................................[2]

(ii) Calculate how many times worm B is larger than worm A.

working

answer ................................... [2]

intestinevisible

0.1 mm

worm A

Fig. 1.1

worm B

Fig. 1.2

2.0 cm

ForExaminer’s

Use

© UCLES 2004

3


(b) Compare the two worms by completing the table to show three differences and onesimilarity.The first has been done for you.

[3]

(c) Name the groups to which the two worms belong.

worm A .............................................................................................................................

worm B .............................................................................................................................[1]

[Total : 8]

ForExaminer’s

Use

© UCLES 2004

worm A worm B

difference 1 smaller larger

difference 2

difference 3

similarity

4

0610/06/O/N/04

2 Blackspot is a disease of rose leaves caused by a fungus. The spots are composed of deadtissue. The disease appears in polluted and non-polluted areas.

Fig. 2.1 shows the spots present on 25 leaflets from rose bushes sampled at random from apolluted area and a non-polluted area. The black spots are visible in the drawings.

Fig. 2.1

(a) Count the number of spots on each leaflet and record the information in the tally chart.

[2]

leaflets from a polluted area leaflets from a non-polluted area

ForExaminer’s

Use

© UCLES 2004

number of spots number of leaflets number of leafletsfrom polluted area from non-polluted area

0

1

2

3

4

5


(b) Draw a column graph to show the range of numbers of spots per leaflet from the twoareas, with both sets of data on the same axes. Distinguish clearly between the two setsof data.

[5]

(c) Describe the effect of pollution on the black spot infections.

..........................................................................................................................................

..........................................................................................................................................

......................................................................................................................................[2]

[Total : 9]

ForExaminer’s

Use

© UCLES 2004

6

0610/06/O/N/04

3 Many fruits and vegetables change colour when cut open and exposed to the oxygen in theair.

• The cut surface of apples becomes brown after a few minutes.• If the apple is dipped in an acidic fruit juice, such as lemon, and exposed to air, it

does not change colour.• If the apple is cooked and then cut open, it does not change colour.

(a) Suggest how the colour change observed at the cut surface of the apple occurs. Useevidence from the treatment of pieces of apple referred to above to support youranswer.

explanation .......................................................................................................................

..........................................................................................................................................

..........................................................................................................................................

evidence ...........................................................................................................................

..........................................................................................................................................

......................................................................................................................................[6]

(b) Plan an investigation to show the effect of pH on the colour change in apple.

..........................................................................................................................................

..........................................................................................................................................

..........................................................................................................................................

..........................................................................................................................................

..........................................................................................................................................

......................................................................................................................................[5]

[Total : 11]

ForExaminer’s

Use

© UCLES 2004

7


4 Fig. 4.1 shows a leaf that is divided into leaflets.

Fig. 4.1

(a) (i) Make a large labelled drawing of the leaf base and the bottom pair of leaflets.

[6]

(ii) State two features that are visible in Fig. 4.1 which identify this as a leaf from adicotyledon.

feature 1 ....................................................................................................................

feature 2 ................................................................................................................[2]

ForExaminer’s

Use

© UCLES 2004

8

0610/06/O/N/04

(b) The electronmicrograph, Fig. 4.2, shows a section through part of a leaf.

Fig. 4.2

(i) Name and label the different layers of cells on Fig. 4.2. [3]

(ii) Using letters X and Y, label on Fig. 4.2 two different types of cells that containchloroplasts. [1]

[Total : 12]

ForExaminer’s

Use

© UCLES 2004


Question 4 Fig. 4.2 © Biophoto Associates

Every reasonable effort has been made to trace all copyright holders where the publishers (i.e. UCLES) are aware that third-party material has been reproduced.The publishers would be pleased to hear from anyone whose rights they have unwittingly infringed.

University of Cambridge International Examinations is part of the University of Cambridge Local Examinations Syndicate (UCLES), which is itself a department ofthe University of Cambridge.


IB05 06_0610_06/5RP

UCLES 2005

[Turn over



BIOLOGY

Paper 6 Alternative to practical 0610/06

October/November 2005


There are no Additional Materials 1 hour



Write in dark blue or black pen in the spaces provided on the Question Paper.

You may use a pencil for any diagrams, graphs or rough working.






The number of marks is given in brackets [ ] at the end of each question or part questions.

Candidate

Name

Centre

Number

Candidate

Number

For Examiner's Use

1

2

3

Total

��


2

© UCLES 2005 0610/06/O/N/05

For

Examiner's

Use

1 Fifteen pieces of raw Irish potato, Solanum tuberosum, were cut carefully to a length of 60mm.

Three pieces were placed in each of five different concentrations of glucose solution and left

for 2 hours. The pieces were removed and their lengths measured. Table 1.1 shows the appearance of these pieces at the end of the two hours.

Table 1.1

concentration

of glucose

solution /

mol dm–3

0.2

length of

potato / mm

potato pieces after being left in

glucose solutions

change in

length / mm

1 ..............

2 ..............

3 ..............

mean ........ .................

65

67

66

66

0.4 1 ..............

2 ..............

3 ..............

mean ........ .................

65

61

63

63

0.6 1 ..............

2 ..............

3 ..............

mean ........ .................

56

61

60

59

0.8 1 ..............

2 ..............

3 ..............

mean ........ .................

1.0 1 ..............

2 ..............

3 ..............

mean ........ .................

3

© UCLES 2005 0610/06/O/N/05 [Turn over

For

Examiner's

Use

(a) (i) Measure the length of each piece carefully and record these measurements in Table 1.1. Write in the figures on the dotted lines. Nine measurements have been completed for you.

[1] (ii) Calculate the mean [average] length of the potato pieces. The first three rows have

been completed for you. [1] (iii) Calculate the change in mean length in all five concentrations of glucose solutions. [2]

(iv) Explain why three pieces of potato were used in each solution and not just one piece.

[1]

(b) (i) Plot the change in mean length of potato against concentration of glucose solution

on the grid below. Draw a line of best fit through the points.

change

in mean

length

/ mm

concentration of glucose solution / mol dm–3

+

–

[4]

4

© UCLES 2005 0610/06/O/N/05

For

Examiner's

Use

(ii) Describe and explain the changes in mean length of the potato pieces in the different glucose solutions.

[4]

(c) (i) Using the information from the graph, estimate the glucose concentration which

results in no change in mean length.

[1]

(ii) Suggest why, at this glucose concentration, there is no change in length.

[2]

total [16]

5


BLANK PAGE

QUESTION 2 IS ON PAGE 6

6

© UCLES 2005 0610/06/O/N/05

For

Examiner's

Use

2 Fig. 2.1 shows a fresh seed of broad bean, Vicia faba, which has been cut in half.

Fig. 2.1 (a) (i) Make a large, labelled drawing of the cut surface of the seed. [6]

7


For

Examiner's

Use

(ii) Measure the length of the seed in Fig. 2.1 and in your drawing. Indicate on Fig. 2.1 where the measurement was taken.

length of seed in Fig. 2.1

length of seed in your drawing

Calculate the magnification of your drawing. Show your working.

magnification [3]

(b) The broad bean is an example of a legume. Legumes are a good source of protein. Describe how you would compare the protein content of two different beans.

[4]

total [13]

8

© UCLES 2005 0610/06/O/N/05

For

Examiner's

Use

3 If all conditions required for growth are present, some yeast cells in a flask can divide every hour.

Fig. 3.1 shows the number of yeast cells in a flask measured over a period of 12 hours.

0 2 4 6

time / h

8 10 12 14 16 18

300

250

200

150

100

50

0

number

of cells

x1000

Fig. 3.1

9


For

Examiner's

Use

(a) Suggest how you would observe the yeast cells and how you would estimate their total population in the flask.

[4]

(b) On Fig. 3.1, indicate clearly and name, the two phases shown in this population curve.

Mark when the change occurs between the two phases with a Q. [3] (c) (i) State two factors needed to maintain the maximum growth of the yeast population.

1.

2. [2]

(ii) Suggest what would happen to the numbers of yeast in Fig. 3.1 if one of these

conditions becomes limiting after 12 hours.

[1]

(iii) Draw a sketch to show the effect of your suggestion given in (c)(ii), by continuing

the curve on Fig. 3.1. [1] total [11]

10

0610/06/O/N/05

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11

0610/06/O/N/05

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12

Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will be pleased to make amends at the earliest possible opportunity. University of Cambridge International Examinations is part of the University of Cambridge Local Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge.

0610/06/O/N/05

BLANK PAGE


IB06 11_0610_06/5RP

UCLES 2006

[Turn over



BIOLOGY

Paper 6 Alternative to Practical 0610/06

October/November 2006


No Additional Materials are required 1 hour










The number of marks is given in brackets [ ] at the end of each question or

part question.

Candidate

Name

Centre

Number

Candidate

Number

For Examiner's Use

1

2

3

Total

*061006*


2

© UCLES 2006 0610/06/O/N/06

For

Examiner's

Use

1 Fig. 1.1 shows a young plant with its roots submerged in a container filled with a solution containing mineral salts and a coloured dye.

coloured solution

(not to scale)

Fig. 1.1 Fig. 1.2 shows a section of a root and Fig. 1.3 shows a section of a stem.

root

Fig. 1.2

stem

Fig. 1.3 (a) (i) Shade in the tissue to identify where the coloured solution may be found in the

section of the root, Fig. 1.2 and stem, Fig. 1.3. [2] (ii) Name the tissue, in both Fig. 1.2 and Fig. 1.3, that you have shaded.

[1]

3


For

Examiner's

Use

(b) (i) Name the structures through which most of the solution will be absorbed into the roots.

[1]

(ii) Indicate by means of an arrow on Fig. 1.1, one place where these structures are

shown. [1] (c) Describe how you would compare the rate of uptake of the coloured solution by the

plant in Fig. 1.1 with another plant that has had its roots cut off.

[6]

[Total: 11]

4

© UCLES 2006 0610/06/O/N/06

For

Examiner's

Use

2 Fig. 2.1 shows the upper surface of an animal.

X

Fig. 2.1

(a) Make a large drawing of the body of this animal and the leg labelled X. Label one of the eyes and two features of the back leg. [6]

5


For

Examiner's

Use

Figs. 2.2, 2.3 and 2.4, show other examples of the same group (phylum). Each belongs to a different sub-group (class).

Fig. 2.2 Fig. 2.3 Fig. 2.4 [these animals are not all drawn to the same scale]

(b) (i) Name the main group (phylum) to which these animals belong.

[1]

(ii) Describe one feature that is characteristic of all these animals.

[1]

(iii) Complete the table to indicate one special feature which makes each sub-group

(class) different from all the others.

Fig. 2.2 Fig. 2.3 Fig. 2.4

[3] (iv) Name each sub-group (class).

Fig. 2.2

Fig. 2.3

Fig. 2.4 [3]

[Total: 14]

6

© UCLES 2006 0610/06/O/N/06

For

Examiner's

Use

3 Fig. 3.1 was set up with a number of respiring maggots placed in the large test tube. The apparatus was left for 20 minutes and then a drop of coloured liquid was introduced into the capillary tube as shown.

scale

capillary

tube

coloured

liquid

clip

rubber tubing

glass tubing

maggots

zinc gauze

sodium hydroxide

Fig. 3.1 During the next 5 minutes, the drop of coloured liquid moved along the capillary tube. The

sodium hydroxide absorbs carbon dioxide. (a) (i) Explain why the drop of coloured liquid moved towards the test tube.

[3]

(ii) Describe a suitable control for this investigation.

[2]

7


BLANK PAGE

Question 3 continues on page 8

8

© UCLES 2006 0610/06/O/N/06

For

Examiner's

Use

A second sample of maggots was used in an experiment to show the effect of different temperatures on respiration. The distance that the drop of coloured liquid moved along the capillary tube was measured over a period of 60 seconds at each temperature. The drop of coloured liquid was moved back to the start of the capillary tube before each reading was taken. The results are shown in Table 3.1.

Table 3.1

temperature / ºC distance moved by

drop of coloured liquid / mm

20 41

25 63

30 96

35 168

40 120

(b) (i) Using the results given, plot a graph to show the effect of temperature on

respiration.

[5]

9


For

Examiner's

Use

(ii) With reference to your graph, describe the effect of temperature on the respiration of the maggots.

[3]

(iii) Explain the results at 35ºC.

[2]

[Total: 15]

10

0610/06/O/N/06

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11

0610/06/O/N/06

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12

Copyright Acknowledgements: Question 2 Fig. 2.1 © http://perso.wanadoo.fr/laurent.marzec/pisidia.htm


University of Cambridge International Examinations is part of the University of Cambridge Local Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge.

0610/06/O/N/06

BLANK PAGE




1

2

3

Total


BIOLOGY 0610/06

Paper 6 Alternative to Practical October/November 2007

1 hour













2

© UCLES 2007 0610/06/O/N/07

For

Examiner's

Use

1 A protein is used to hold other chemicals onto the clear plastic backing of photographic film, as shown in Fig. 1.1.

chemicals of photographic filmheld in a layer of protein

clear plasticbacking

Fig.1.1 Trypsin is an enzyme which will digest the protein so that the coating on the photographic

film is removed and the film becomes clear. Table 1.1 shows the results obtained by two students who investigated the effect of pH on

the activity of this enzyme. They made up the solutions, set up the experiment and timed how long the enzyme took to digest the protein and clear the film.

Table 1.1

time for the protein to be digested / mins pH

student 1 student 2

2 12.0 14.0

4 8.0 9.0

6 2.0 3.0

8 0.5 1.0

10 8.0 9.0

3


For

Examiner's

Use

(a) (i) Plot the results obtained by student 2 in the form of a suitable graph.

[5] (ii) Describe and explain the effect of pH on the activity of the enzyme.

[5]

4

© UCLES 2007 0610/06/O/N/07

For

Examiner's

Use

(b) (i) Suggest reasons for the difference in the results for the two students.

[3]

(ii) If you were to carry out this investigation, describe what steps you would take to

ensure that your results were as reliable and valid as possible.

[5]

[Total:18]

5


BLANK PAGE

6

© UCLES 2007 0610/06/O/N/07

For

Examiner's

Use

2 Fig.2.1 shows the lower surface of a dicotyledonous leaf.

Fig. 2.1

Magnification ×1

(a) Make a labelled drawing of the leaf in Fig. 2.1. Your drawing should be the same size

as that shown in Fig. 2.1.

[4]

7


For

Examiner's

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(b) (i) Calculate the surface area of this leaf in Fig.2.1 to the nearest cm2.

cm2 [1]

(ii) Describe how you obtained an answer that was as accurate as possible.

[2]

(c) Fig. 2.2 shows the detail of part of the lower surface of a similar leaf.

Magnification ×145

Fig. 2.2 (i) On Fig. 2.2, label two different types of cell. Use ruled label lines. [2]

(ii) On Fig. 2.2, put a circle around two of the cells where chloroplasts are normally

present. [1]

8

© UCLES 2007 0610/06/O/N/07

For

Examiner's

Use

(d) Suggest how you could determine the number of stomata present on one surface of a whole leaf.

[4]

[Total: 14]

9


For

Examiner's

Use

3 Some seeds were obtained by breeding a pair of tobacco plants. Seeds from a single packet of these tobacco seeds were germinated in two dishes labelled

A and B. Fig. 3.1 shows the germinating tobacco seeds.

dish A dish B

keywhite seedling

green seedling

Fig. 3.1 (a) Count the number of green seedlings and the number of white seedlings on the two

dishes A and B and complete Table 3.1.

Table 3.1

number of seedlings dish

green white

A

B

total

[3]

(b) Using the total numbers in Table 3.1, suggest and explain what these results indicate

about the inheritance of the green pigment.

[2]

10

© UCLES 2007 0610/06/O/N/07

For

Examiner's

Use

(c) Suggest and explain which of these seedlings would be able to grow and produce flowers.

[3]

[Total: 8]

11

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Question 2 Fig. 2.2 © ANDREW SYRED / SCIENCE PHOTO LIBRARY.



0610/06/O/N/07

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1

2

3

Total


BIOLOGY 0610/06


1 hour













2

© UCLES 2009 0610/06/O/N/09

For

Examiner's

Use

1 Thin slices of dandelion stem were cut and placed into different salt solutions and left for 30 minutes.

Fig. 1.1 shows how these slices were cut. Fig. 1.2 shows the appearance of these pieces of dandelion stem after 30 minutes in the different salt solutions.

outer surface

hollow stemcutting tool

Fig.1.1

0.8 M salt solution 0.0 M salt solution

outersurface

outersurface

Longitudinal sections of stem

Fig. 1.2 (a) (i) Describe the appearance of the pieces of dandelion stem in Fig. 1.2.

[2]

(ii) Explain what causes the two pieces of dandelion stem to change in the way you

have described in (a)(i).

[4]

3


For

Examiner's

Use

(b) Suggest how you could plan an investigation to find the concentration of salt solution which would produce no change from that shown in the original dandelion stem before being cut in Fig. 1.1.

[4]

[Total: 10]

4

© UCLES 2009 0610/06/O/N/09

For

Examiner's

Use

2 Fig. 2.1 shows an insect-pollinated flower which has been cut vertically.

Fig.2.1

(a) Make a large, labelled drawing of the visible floral parts.

[6]

5


For

Examiner's

Use

Fig. 2.2 shows the structure of a wind-pollinated flower.

Fig. 2.2 (b) Label the visible floral parts of Fig. 2.2. Explain how each floral part is adapted for this type of pollination.

[3]

6

© UCLES 2009 0610/06/O/N/09

For

Examiner's

Use

(c) (i) State one similarity in the adaptations for pollination of the flowers shown in Fig. 2.1 and Fig. 2.2.

[1]

(ii) Complete Table 2.1 to show four differences in the adaptations for pollination of

the flowers shown in Fig. 2.1 and Fig. 2.2.

Table 2.1

Fig. 2.1 Fig. 2.2

difference 1

……………………………….

……………………………….

……………………………….

……………………………….

difference 2

……………………………….

……………………………….

……………………………….

……………………………….

difference 3

……………………………….

……………………………….

……………………………….

……………………………….

difference 4

……………………………….

……………………………….

……………………………….

……………………………….

[4] [Total: 14]

7


For

Examiner's

Use

3 Catalase is an enzyme which breaks down hydrogen peroxide into water and oxygen.

2 H2O2 → 2 H2O + O2

By using small pieces of filter paper soaked in a solution of catalase, it is possible to measure the enzyme activity.

The pieces are placed in a solution of diluted hydrogen peroxide in a test-tube. The filter paper rises to the surface as oxygen bubbles are produced. The time taken for these pieces of filter paper to rise to the surface indicates the activity of catalase.

hydrogenperoxide

filter paper soakedin catalase

Fig. 3.1 An experiment was carried out to find the effect of pH on the activity of catalase. Five test-tubes were set up as shown in Fig. 3.1, each with a different pH. The same volume and concentration of hydrogen peroxide was used in each test-tube. Table 3.1 on page 8 shows the results obtained for the experiment as described.

8

© UCLES 2009 0610/06/O/N/09

For

Examiner's

Use

Table 3.1

pH time taken for filter paper to rise

/ sec

3.0 62

4.0 54

5.0 35

6.0 25

7.0 20

8.0 50

(a) (i) Plot a line graph to show the time taken for the filter paper to rise against pH.

[4]

9

© UCLES 2009 0610/06/O/N/09

For

Examiner's

Use

(ii) Describe the relationship between pH and the time taken for the filter paper to rise.

[2]

(b) Suggest four ways in which this experiment could be improved.

1.

2.

3.

4.

[4]

(c) Suggest how this experiment could be changed to investigate the effect of temperature on the activity of catalase.

[6]

[Total: 16]

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*2292526810*


BIOLOGY 0610/61


1 hour












For Examiner's Use

1

2

3

Total


2

© UCLES 2010 0610/61/O/N/10

For

Examiner's

Use

1 Enzymes are used commercially to extract fruit juices. The use of enzymes increases the volume of juice produced.

An investigation was carried out to determine the volume of apple juice produced at

different temperatures. Mixtures of apple pulp and enzyme were left for 15 minutes at different temperatures. After 15 minutes, the mixtures were filtered and the juice collected. Fig.1.1 shows the volume of juice collected from each mixture. (a) (i) Record the volume of juice in each measuring cylinder in Table 1.1.

30

20

10

10 °C

30

20

10

15 °C

30

20

10

20 °C

30

20

10

25 °C

30

20

10

30 °C

30

20

10

35 °C

cm3 cm3cm3cm3cm3cm3

Fig. 1.1.

Table 1.1

temperature / ºC volume of juice collected / cm3

10

15

20

25

30

35

[3]

3


For

Examiner's

Use

(ii) Present the data in a suitable graphical form.

[5] (iii) Describe the results.

[2]

4

© UCLES 2010 0610/61/O/N/10

For

Examiner's

Use

(b) Describe an investigation to show the effect of pH on the activity of the enzyme that is used to extract apple juice.

[6]

[Total : 16]

5


For

Examiner's

Use

2 Fig. 2.1 shows a honey bee, Apis mellifera.

Fig. 2.1 (a) Make a labelled drawing of the back leg of the honey bee shown in Fig. 2.1. [5]

6

© UCLES 2010 0610/61/O/N/10

For

Examiner's

Use

Honey bees are important in pollination when they gather nectar from flowers. The nectar is used for making honey. Honey contains pollen grains which identify the flowers that the nectar was gathered from. Fig. 2.2 shows some pollen grains in a sample of honey as seen with a microscope.

pollengrain A

× 500 Fig. 2.2

(b) (i) Measure the diameter of pollen grain A. Draw a line on Fig. 2.2 to show where you

have made your measurement.

diameter of pollen grain A in Fig. 2.2 mm [1]

(ii) Calculate the actual diameter of pollen grain A. Show your working.

actual diameter of pollen grain A mm [2]

(c) Describe how you could safely test a sample of honey for starch and reducing sugar:

[4]

7


For

Examiner's

Use

Honey production has been affected by parasites found on both the adult and larval stages of honey bees.

One of the latest pests has been identified as a blood sucking parasite, Varroa destructor. Fig. 2.3 shows the external appearance of this parasite.

× 60 Fig. 2.3

(d) (i) Varroa is a parasite. Using the information above, suggest the meaning of the term

parasite.

[2]

(ii) Name the arthropod groups to which the honey bee, Apis mellifera, and the

parasite, Varroa destructor, belong. For each organism, give one feature which leads to your identification.

organism arthropod group feature

honey bee (Apis mellifera)

…………………..

…………………………………………….

…………………………………………….

parasite (Varroa destructor)

…………………..

…………………………………………….

…………………………………………….

[4] [Total : 18]

8

© UCLES 2010 0610/61/O/N/10

For

Examiner's

Use

3 There is variation in the shape of human thumbs. Fig. 3.1 shows the two forms referred to as ‘straight’ and ‘hitch hikers’.

straight hitch hikers

Fig. 3.1 A survey of thumb shape was carried out on 197 students. The results are shown in

Table 3.1.

Table 3.1

number of students with ‘straight’ thumbs

number of students with ‘hitch hiker’ thumbs

age / years

male female male female

12 21 24 4 2

13 18 28 3 5

14 19 15 2 3

15 26 20 3 4

total 84 87 12 14

(a) Describe the results shown in Table 3.1.

[3]

9

© UCLES 2010 0610/61/O/N/10

For

Examiner's

Use

(b) Scientists think that thumb shape is controlled by a single gene. What evidence is there from Table 3.1 to support this idea?

[3]

[Total : 6]

10

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*6697102429*


BIOLOGY 0610/62


1 hour












For Examiner's Use

1

2

3

Total


2

© UCLES 2010 0610/62/O/N/10

For

Examiner's

Use

1 Apples grow, are picked and stored. Changes occur in the apples during their development. Fig. 1.1 shows three apples at different stages.

Fig. 1.1

(a) Describe the visible changes, other than the size of the apple, that you observe in

appearance of these apples, as shown in Fig. 1.1.

[3]

3


For

Examiner's

Use

Chemical changes occur in apples during storage. (b) Describe how you could safely test for changes in starch and reducing sugar.

[5]

4

© UCLES 2010 0610/62/O/N/10

For

Examiner's

Use

In a different investigation, some apples were stored for 10 days. The apples were weighed at intervals and the results recorded in Table 1.1.

Table 1.1

time / days mass of apples / g total loss in mass / g

0 730.0 0

2 719.9 10.1

4 694.5 35.5

6 663.7

8 636.5

10 620.5

(c) (i) Complete Table 1.1, by calculating the total loss in mass of apples stored for 6, 8

and 10 days. [1] (ii) Plot the total loss in mass of apples against time.

[4]

5


For

Examiner's

Use

(iii) Suggest two processes that would cause the loss in mass of apples.

[2]

(iv) Suggest how apples might be stored to prevent loss of mass.

[3]

[Total : 18]

6

© UCLES 2010 0610/62/O/N/10

For

Examiner's

Use

2 Fig. 2.1 shows the shell of an animal that lives in water. The shell consists of two parts.

Fig. 2.1

(a) Make a large, labelled drawing of this shell. [4]

7


For

Examiner's

Use

(b) Suggest and explain one way in which the shell is an adaptation to the habitat of this animal.

[2]

Fig. 2.2 shows the shell of a different animal belonging to the same group.

3.0 mm

Fig. 2.2 (c) (i) The animals that have the shell shown in Fig. 2.1 and that shown in Fig. 2.2 belong

to the same group. Name this group.

[1]

(ii) Calculate the actual length of the shell shown in Fig. 2.2. Show your working. Write the answer to the nearest 0.1 mm.

Answer mm [3]

[Total : 10]

8

© UCLES 2010 0610/62/O/N/10

For

Examiner's

Use

3 Some species of water plants live in freshwater and have two types of leaf. In these species, some leaves float on the surface of the water and other leaves are

submerged. Fig. 3.1 shows a water plant with floating and submerged leaves.

Fig. 3.1 (a) Describe how the submerged leaves are different in appearance from the floating

leaves.

[2]

9


For

Examiner's

Use

(b) Fig. 3.2 shows a section through a floating leaf.

Fig. 3.2 (i) On Fig. 3.2 label the palisade and spongy mesophyll.

Use label lines and the words ‘palisade mesophyll’ and ‘spongy mesophyll’ on Fig. 3.2. [2]

(ii) Describe how the mesophyll tissues shown in Fig. 3.2 make the functioning of

the floating leaf effective.

[3]

10

© UCLES 2010 0610/62/O/N/10

For

Examiner's

Use

Hydrogencarbonate indicator solution is red. The indicator changes colour when the pH changes. In acid conditions it goes yellow. In alkaline conditions it goes purple. Two test-tubes containing hydrogencarbonate indicator solution were set up. One test-tube contains a small animal. The other test-tube contains a piece of water plant. Both tubes were kept in the light for 2 hours. Fig. 3.3 shows the appearance of the two test-tubes after 2 hours.

animal intest-tube

plant intest-tube

Fig. 3.3

(c) State the colour in each test-tube and explain the change from red.

colour of indicator in the test-tube that contains an animal

explanation

colour of indicator in the test-tube that contains a plant

explanation

[5]

[Total: 12]

11

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*6715454446*


BIOLOGY 0610/63


1 hour












For Examiner's Use

1

2

3

Total


2

© UCLES 2010 0610/63/O/N/10

For

Examiner's

Use

1 Bread can be prepared from a mixture of flour, yeast, sugar and water. The resulting mixture is called dough. Some bakers add a flour improver to make the dough rise quickly.

An investigation was carried out to compare two types of dough, one of which contained a

flour improver and the other did not. Dough A was prepared without a flour improver and dough B with a flour improver. Fig. 1.1 shows the dough in two measuring cylinders after 20 minutes.

50

40

30

20

10

A

50

40

30

20

10

B

cm3cm3

Fig. 1.1 (a) (i) Measure the volumes of dough A and dough B in the measuring cylinders shown

in Fig.1.1. Record your measurements in Table 1.1.

Table 1.1

time / minutes volume of dough A / cm3 volume of dough B / cm3

0 20 18

10 27 32

20

30 44 50

40 50 63

[2]

3


For

Examiner's

Use

(ii) Plot the data in Table 1.1 to show the volumes of dough A and dough B against time. Plot the data for A and B on the same pair of axes.

[5] (iii) Describe the results.

[3]

(iv) Suggest how you would carry out this investigation to obtain reliable results.

[4]

4

© UCLES 2010 0610/63/O/N/10

For

Examiner's

Use

Yeast plays an important part in making some types of bread. (b) Explain how yeast makes the dough rise.

[2]

Fig. 1.2 shows some yeast cells dividing.

X

×5000 Fig. 1.2

(c) (i) Name the type of reproduction shown by these cells.

[1]

(ii) Measure the length of yeast cell X in Fig. 1.2. Draw a line on Fig. 1.2 to show where you have made your measurement.

length of yeast cell X in Fig. 1.2 mm [1]

5


For

Examiner's

Use

(iii) Calculate the actual length of yeast cell X. Show your working.

actual length of yeast cell X mm [2]

[Total: 20]

6

© UCLES 2010 0610/63/O/N/10

For

Examiner's

Use

2 Fig. 2.1 shows one complete leaf from a pea plant made of a number of smaller leaflets.

Fig. 2.1

(a) (i) Make a large, labelled drawing of the leaf. [4] (ii) Describe how the leaflets in Fig. 2.1 are modified for different functions.

[3]

7


For

Examiner's

Use

(b) (i) State three environmental conditions needed for germination of seeds.

[1]

(ii) Describe how you would grow germinated pea seeds until they produce flowers.

[3]

8

© UCLES 2010 0610/63/O/N/10

For

Examiner's

Use

Table 2.1 shows the measurements of height of some pea plants in a garden at the time of flowering.

Table 2.1

height of plants / cm

38.0; 11.0; 58.0; 64.0; 61.0; 45.5; 12.5; 16.0; 56.0; 43.5; 36.5; 18.2;

18.6; 48.0; 50.0; 63.0; 37.0; 44.6; 15.0; 13.6; 55.0; 60.9; 11.7; 19.0

(c) What can you conclude about the height of these pea plants from the data in

Table 2.1?

[4]

[Total: 15]

9

© UCLES 2010 0610/63/O/N/10

For

Examiner's

Use

3 Fig. 3.1 shows three animals belonging to different groups.

10 cm5 cm

FE

0.5 mm

D

Fig. 3.1 In Table 3.1, name the group to which these animals, D, E and F, belong and give your

reasons based on external features visible in Fig. 3.1 only. D has been identified for you.

Table 3.1

animal group reasons

D nematode

………………………………………

………………………………………

………………………………………

E ……………………………………….

………………………………………

………………………………………

………………………………………

F ……………………………………….

………………………………………

………………………………………

………………………………………

[5] [Total : 5]

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IB11 11_0610_61/XRP © UCLES 2011 [Turn over

*8013386966*


BIOLOGY 0610/61


1 hour












For Examiner's Use

1

2

3

Total


3


For

Examiner's

Use

1 Catalase is an enzyme found in plant and animal tissues. It catalyses the breakdown of hydrogen peroxide into water and oxygen.

2H2O2 → 2H2O + O2 hydrogen peroxide water oxygen

The activity of this enzyme can be measured by collecting the volume of oxygen gas given

off as shown in Fig. 1.1.

waterplant tissue

and hydrogenperoxide

volume ofoxygencollected

Fig. 1.1

Some students compared the catalase activity in two plant tissues, sweet potato, Ipomoea batanus, and Irish potato, Solanum tuberosum.

• 2.0 g of sweet potato was cut into small pieces.

• The small pieces were placed in a flask together with 25 cm3 of hydrogen peroxide.

• The bung and delivery tube were fitted to the flask, as shown in Fig. 1.1.

• The volume of oxygen gas released was measured after 4 minutes (experiment 1).

• This was repeated three times (experiments 2, 3 and 4).

• The same procedure was carried out with 2.0 g of Irish potato cut into small pieces.

• The results are shown in Table 1.1.

4

© UCLES 2011 0610/61/O/N/11

For

Examiner's

Use

Table 1.1

volume of oxygen gas / cm3 experiment

sweet potato Irish potato

1 32.0 12.5

2 20.0 9.0

3 35.5 8.5

4 28.0 10.0

total 115.5

mean 28.9

(a) (i) The total volume of oxygen gas and the mean volume of oxygen gas have been

calculated for the sweet potato. Calculate these values for the Irish potato. Show your working below. Write your answers in Table 1.1. [2] (ii) Suggest why the tissues were cut into small pieces before being added to the

flask.

[1]

5


For

Examiner's

Use

(b) (i) Draw a bar chart to show the volumes of oxygen gas collected for the sweet potato.

Draw a horizontal line across your bar chart to show the mean value.

[5] (ii) Suggest two reasons for the variation in the results of the four sweet potato

experiments.

1

2

[2]

6

© UCLES 2011 0610/61/O/N/11

For

Examiner's

Use

(c) Suggest and explain two ways in which a similar investigation could be planned to collect more reliable data.

[4]

[Total: 14]

7


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8

© UCLES 2011 0610/61/O/N/11

For

Examiner's

Use

2 Birds have feathers to cover their bodies. Fig. 2.1 shows two types of feather, A and B.

A B Fig. 2.1

(a) (i) Make a labelled outline drawing of feather A. [4]

9


For

Examiner's

Use

(ii) Suggest a function of feather A.

[1]

(iii) Suggest a function of feather B and explain how it is adapted for this function.

[2]

Question 2 continues on the next page.

10

© UCLES 2011 0610/61/O/N/11

For

Examiner's

Use

Fig. 2.2 shows feather B placed upon a grid. You will use this to help you to estimate the surface area of feather B.

Fig. 2.2

(b) (i) Measure the size of one of the grid squares. Use this to calculate the surface area of feather B.

Show your working.

area of feather B cm2 [3]

11


For

Examiner's

Use

(ii) Describe a more accurate method that you could use to find the actual surface area of feather B.

[2]

[Total: 12]

12

© UCLES 2011 0610/61/O/N/11

For

Examiner's

Use

3 Fig. 3.1 shows three cress seedlings grown under different conditions. The seeds came from the same plant and the seedlings have been grown for the same

length of time. The seedlings are drawn to scale.

D E F

Fig. 3.1

(a) The cress seedlings, D, E and F differ in appearance. For each seedling state how it is different and suggest an explanation. (i) seedling D

[3]

(ii) seedling E

[3]

13


For

Examiner's

Use

(iii) seedling F

[3]

Question 3 continues on the next page.

14

© UCLES 2011 0610/61/O/N/11

For

Examiner's

Use

(b) Seeds develop within the fruits of flowering plants. Fig. 3.2 shows two types of fruit, G and H, from species similar to cress.

fruit G fruit H

Fig. 3.2

(i) Describe two similarities between fruit G and fruit H.

1

2

[2]

(ii) Complete Table 3.1 by recording two differences between fruit G and fruit H.

Table 3.1

fruit G fruit H

1 ……………………………………….

…………………………………………...

….……………………………………….

…………………………………………...

2 ……………………………………….

…………………………………………...

….……………………………………….

…………………………………………...

[2]

15

© UCLES 2011 0610/61/O/N/11

For

Examiner's

Use

(c) Suggest how the seeds may be dispersed from these two fruits.

[1]

[Total: 14]



*4990181549*


BIOLOGY 0610/62


1 hour












For Examiner's Use

1

2

3

Total


2

© UCLES 2011 0610/62/O/N/11

For

Examiner's

Use

1 Fig. 1.1 shows a longitudinal section through a butternut squash, Cucurbita moschata. This whole structure is a fruit.

Fig. 1.1

(a) Make a large, labelled diagram of the fruit to show - the arrangement of the seeds - the thickness of the fruit wall. [5]

3


For

Examiner's

Use

Fig. 1.2 shows two seeds from this fruit.

Fig. 1.2

(b) Describe the external appearance of this seed.

[2]

4

© UCLES 2011 0610/62/O/N/11

For

Examiner's

Use

Fig. 1.3 shows a seedling which has grown from a seed taken from this fruit.

soil line

testa

Fig. 1.3 (c) Complete the labelling of the seedling on Fig. 1.3. The testa (seed coat) of this seedling has been labelled for you. [2] (d) The internal contents of the seed will contain an embryo and stored food materials for

germination. Describe how you could carry out food tests on the internal structure of the seed to

show if the seed contained fat or starch.

fat

starch

[4]

(e) Describe how you would germinate these seeds. Include the environmental conditions required.

[4]

[Total: 17]

5


For

Examiner's

Use

2 An investigation was carried out to find the effect of salt (sodium chloride) solution, on potato tissue.

A large potato was cut into long thin strips, called chips. Each chip measured 60 mm in

length. One chip was placed in a concentrated salt solution and another chip was placed in distilled

water. After three hours these chips were removed from the liquids. The chips are shown in Fig. 2.1.

distilled watersalt solution

Fig. 2.1

(a) (i) Measure the length of the chips in Fig. 2.1. Calculate any change in length. Record your measurements in Table 2.1.

Table 2.1

chip in salt solution chip in distilled water

length / mm

change / mm

[2]

6

© UCLES 2011 0610/62/O/N/11

For

Examiner's

Use

(ii) Explain the changes that you have recorded for these two chips.

[4]

(b) A similar investigation was carried out by a group of students. They measured the mass of five chips before putting each chip in a different

concentration of sucrose solution. The chips were left in the solution for two hours. After two hours each chip was removed from the sucrose solution and its mass

measured. Their results are shown in Table 2.2.

Table 2.2

concentration of sucrose solution

/ g dm-3

mass at start / g

mass after 2 hours

/ g

difference in mass

/ g

percentage change

0.0 1.36 1.49 +0.13 +9.56

35.0 1.41 1.48 +0.07 +4.96

70.0 1.46 1.47 +0.01 +0.68

175.0 1.47 1.38 −0.09 −6.12

345.0 1.45 1.31 −0.14 …………….

7


For

Examiner's

Use

(i) Complete Table 2.2 by calculating the percentage change in mass for the most concentrated solution. Show your working.

[1] (ii) Suggest why it is necessary to calculate the percentage change in mass when

comparing the chips.

[1]

(iii) Plot a graph to show the percentage change in mass against the concentration of

the sucrose solution. Use the grid and axes provided.

perc

enta

ge c

hang

e in

mas

s

concentration of sucroseconcentration of sucrosesolutionsolution / g dmg dm–3

concentration of sucrosesolution / g dm–3

[4] (c) (i) Use your graph to find the concentration of sucrose solution in which the mass of

chip would stay the same.

g dm-3 [1]

(ii) Explain why the mass of a chip in this solution would stay the same.

[1]

[Total: 14]

8


© UCLES 2011 0610/62/O/N/11

For

Examiner's

Use

3 Fig. 3.1 shows three animals A, B and C which belong to the same group of arthropods.

A B C

Not to scale

Fig. 3.1 (a) (i) List three visible features, other than size, which are used to classify them all in the

same group of arthropods.

1

2

3 [3]

(ii) Give one visible difference, other than size, between animal,

A and B

A and C . [2]

(iii) Name the group of arthropods to which these three animals belong.

[1]

(b) Name one other group of arthropods and describe how this group differs from the one

you have named in (a)(iii).

group of arthropods

difference 1

difference 2 [3]

[Total: 9]



*0864938727*


BIOLOGY 0610/63


1 hour












For Examiner's Use

1

2

3

Total


2

© UCLES 2011 0610/63/O/N/11

For

Examiner's

Use

1 Two students carried out an investigation into reaction times. Student 1 dropped a metre rule. Student 2 tried to catch the metre rule as soon as possible after it had been dropped. Fig. 1.1 shows a metre rule about to be dropped by Student 1, whilst Student 2 is ready to

catch the rule. Fig. 1.2 shows the metre rule after it has been caught.

student 2 ready tocatch metre rule

student 1 readyto drop metre rule

6

4

2

0

16

14

12

10

Fig. 1.1 Fig. 1.2

Once the ruler has been caught, the distance from their thumb to the bottom of the ruler was measured in centimetres.

Three results for each hand were taken and recorded in Table 1.1. The last result for the right hand is shown in Fig. 1.2. (a) (i) Read the distance on the ruler and record this value in Table 1.1. [1]

Table 1.1

distance ruler dropped / cm reading

left hand right hand

1 22 16

2 16 12

3 13 …........

mean 17 …........

(ii) Complete Table 1.1 by calculating the mean distance for the right hand. [1]

3


For

Examiner's

Use

(b) (i) Suggest what this experiment was designed to investigate.

[1]

(ii) State three variables that should be kept the same throughout this investigation.

1

2

3 [3]

(c) Approximate reaction times can be calculated from the distance the ruler has dropped. Table 1.2 shows these approximate reaction times.

Table 1.2

distance / cm reaction time / s

5 0.10

10 0.14

15 0.17

20 0.20

25 0.23

(i) Estimate the reaction times for the left hand and right hand using the mean

distances in Table 1.1.

left hand

right hand [2]

(ii) Explain what conclusion you can make about the reaction time of this student.

[2]

4

© UCLES 2011 0610/63/O/N/11

For

Examiner's

Use

(d) Some drugs act as stimulants on the body and others act as depressants. Suggest how this experiment could be adapted to investigate the effect of a stimulant

on reaction times.

[3]

[Total: 13]

5


For

Examiner's

Use

2 Fig. 2.1 shows a fruit of a raspberry, Rubus idaeus. This fruit is composed of many small fruits (fruitlets) joined together.

Fig. 2.1

(a) Make a large, labelled drawing of this fruit. [5]

6

© UCLES 2011 0610/63/O/N/11

For

Examiner's

Use

48 of these fruits were collected and, for each fruit, the number of fruitlets was counted. The results were recorded as shown below.

65 75 86 82 84 86 98 97

77 63 73 53 97 76 59 77

72 69 104 59 75 52 66 68

52 93 84 85 74 82 59 65

80 76 75 69 74 63 85 61

82 76 69 71 91 68 77 92

(b) (i) Arrange the number of fruitlets in each fruit into a tally chart, as shown for 50 – 59

fruitlets.

tally of fruitlets in each fruit

50 - 59 60 - 69 70 - 79 80 - 89 90 - 99 100 - 109

//// /

6

[3]

7


For

Examiner's

Use

(ii) Construct a histogram to show the number of fruitlets per fruit.

[5] (c) Describe the type of distribution shown by the raspberry fruitlets.

[2]

(d) Raspberry fruits are sweet, juicy and brightly coloured. Suggest how the seeds inside these fruits may be dispersed.

[2]

[Total: 17]

8

© UCLES 2011 0610/63/O/N/11

For

Examiner's

Use

3 Plants take up water through their roots. Water passes to all parts of the plant through the xylem. The leaves carry out photosynthesis to form sugars. Phloem transports these sugars to different parts of the plant where they are stored in an

insoluble form. (a) Fig. 3.1 shows a young, unthickened dicotyledonous plant.

A

B

Fig. 3.1

(i) In circle A, draw the distribution of phloem and xylem as found in a section through

a stem. Label the phloem and xylem. [3] (ii) In circle B, draw the distribution of phloem and xylem as found in a section through

a root. Label the phloem and xylem. [3] (b) (i) Name the sugar that is transported in the phloem.

[1]

(ii) Name the insoluble carbohydrate that is stored in plants.

[1]

9

© UCLES 2011 0610/63/O/N/11

For

Examiner's

Use

(c) Describe a food test you could carry out to show where the insoluble carbohydrate named in (b)(ii) is found in a root.

[2]

[Total:10]



*2633815221*


BIOLOGY 0610/61


1 hour














For Examiner's Use

1

2

3

Total


2

© UCLES 2012 0610/61/O/N/12

For

Examiner's

Use

1 Some students compared the metabolism of two yeast mixtures in test-tubes W1 and W2,

using the apparatus shown in Fig. 1.1. Both mixtures contained the same concentration of sucrose.

20 cm3 active yeastmixture in test-tube

foam

delivery tube

beaker of waterat 30 °C – 40 °C water

W1W2

thermometer

Fig. 1.1 The apparatus was left for two minutes. After this period, the number of gas bubbles

released from the delivery tube was counted for two minutes. This number was recorded as trial 1 in Table 1.1.

The yeast mixture was shaken and the number of bubbles was recorded for two more

minutes as trial 2. This was repeated for trial 3. The whole procedure was then repeated using test-tube W2. The results for all three trials for test-tube W2 were recorded in Table 1.1.

Table 1.1

number of bubbles of gas released in two minutes

yeast mixture

trial 1 trial 2 trial 3

W1 5 3 2

W2 20 15 10

(a) Gas bubbles are produced in this experiment. (i) State which metabolic process is being carried out by the yeast cells to produce

this gas.

[1]

(ii) Name this gas. [1]

3


For

Examiner's

Use

(iii) Describe a test for this gas and the result that you would expect.

[2]

(b) Suggest why the test-tubes W1 and W2 were placed in a beaker of warm water during

the experiment.

[2]

(c) Describe and explain any differences observed in the number of bubbles of gas

released.

[3]

4

© UCLES 2012 0610/61/O/N/12

For

Examiner's

Use

(d) State two sources of error in the method of this investigation. Suggest how to improve the method to reduce each source of error.

source of error

improvement

source of error

improvement

[4]

[Total: 13]

5


Question 2 begins on page 6.

6

© UCLES 2012 0610/61/O/N/12

For

Examiner's

Use

2 Fig. 2.1 shows the upper surface of two leaves, W3 and W4.

W3 W4 Fig. 2.1

(a) Make a large, labelled drawing of leaf W3.

[4]

7


For

Examiner's

Use

(b) Carefully observe leaf W3 and leaf W4 in Fig. 2.1. Describe one similarity and two differences that you can see. Do not include size in

your comparison. (i) similarity

[1]

(ii) differences

1

2

[2]

8

© UCLES 2012 0610/61/O/N/12

For

Examiner's

Use

Fig. 2.2 shows a photomicrograph of a section of a leaf similar to W3.

AA B

× 280

A B

cell Y

Fig. 2.2 (c) (i) On Fig. 2.2, draw a line to label a photosynthetic cell in the palisade layer. [1] (ii) Draw arrows on Fig. 2.2 to show the pathway that carbon dioxide gas must take to

reach the photosynthetic cell labelled in (c)(i) from the air outside the leaf. [2]

9


For

Examiner's

Use

(d) Measure the length, from A to B, of cell Y on Fig. 2.2. Record your measurement.

length from A to B mm

Calculate the actual length of cell Y. Show your working.

actual length of cell Y mm [3]

10

© UCLES 2012 0610/61/O/N/12

For

Examiner's

Use

When leaves die, they fall from the tree and are eventually decomposed. Some students investigated the decomposition of samples of leaves. They made drawings

and weighed the samples at intervals over a period of two years. Table 2.1 shows the results of this investigation.

Table 2.1

time / months mass of leaves in

sample / g appearance of one leaf in

the sample.

0 42.5

6 46.0

12 32.5

18 16.0

24 7.5

(e) (i) Describe and explain the changes in appearance of the leaves during the two

years.

[3]

11


For

Examiner's

Use

(ii) Use the measurements from Table 2.1 to plot a graph to show how the mass of the leaf samples change with time.

[4] (iii) Describe the results for the change in mass shown on the graph.

[3]

[Total: 23]

12

© UCLES 2012 0610/61/O/N/12

For

Examiner's

Use

3 Fig. 3.1 shows an invertebrate animal.

Fig. 3.1 Fig. 3.2 shows the external features of six other animals.

A

B

C

FD

not to scale

E

Fig. 3.2

(a) Give the letters of two animals that belong to the same group as the invertebrate

shown in Fig. 3.1.

1

2 [2]

13

© UCLES 2012 0610/61/O/N/12

For

Examiner's

Use

(b) Describe two similarities, visible in Fig. 3.2, between animal B and animal F.

1

2

[2]

[Total: 4]



*5736715400*


BIOLOGY 0610/62


1 hour














For Examiner's Use

1

2

3

Total


2

© UCLES 2012 0610/62/O/N/12

For

Examiner's

Use

1 Milk is the main food for young mammals and contains all the required nutrients for the first few months of life. Milk needs to be clotted before it can be digested.

The stomach of a young mammal produces an enzyme which causes soluble proteins in

milk to form insoluble clots. Some students investigated the effect of temperature on this enzyme using two types of

milk. The students measured the time taken for clots to form. Table 1.1 shows the results for fresh milk. Table 1.2 shows the results for dried milk mixed with water.

Table 1.1

time taken for fresh milk to clot / seconds

temperature / °C

1st reading 2nd reading 3rd reading mean

33 36 42 30 36

35 35 34 30 33

37 15 20 25

……

39 19 15 20 18

41 27 25 23 25

(a) Complete Table 1.1 by calculating the mean value for 37 °C. Write your answer in Table 1.1 [1]

Table 1.2

time taken for dried milk to clot / seconds

temperature / °C

1st reading 2nd reading 3rd reading mean

33 210 160 200 190

35 165 174 150 163

37 150 125 130 135

39 118 90 110 106

41 69 102 60 77

3


For

Examiner's

Use

(b) (i) Plot a graph of the data for both types of milk on one set of axes to show the effect of temperature on the mean clotting time.

[5] (ii) Describe and compare the effect of temperature on the clotting time for both types

of milk.

[4]

4

© UCLES 2012 0610/62/O/N/12

For

Examiner's

Use

(c) Suggest and explain why each test has been carried out three times.

[2]

(d) Enzymes are involved in the clotting process. A water bath was used to keep the

temperature constant, at each temperature, for each test. Suggest why it is important to keep the temperature constant.

[3]

(e) The clots are separated and used in cheese making. Describe how you would safely carry out a test to compare the protein content of the

separated clots with the protein content of the liquid.

[4]

[Total: 19]

5


For

Examiner's

Use

2 Fig. 2.1 shows part of a plant organ cut vertically in half.

Fig. 2.1

(a) (i) Make a large, labelled drawing of the cut surface of this organ.

[4]

6

© UCLES 2012 0610/62/O/N/12

For

Examiner's

Use

(ii) Suggest two biological functions of this organ for the plant.

1

2 [2]

(b) A student removed a small sample of the organ and tested it for the presence of starch. State the name of the reagent used to test for the presence of starch.

[1]

(c) Fig. 2.1, on page 5, shows roots growing from the organ. Fig. 2.2 shows some cells found just behind the growing tip of a root.

Fig. 2.2 (i) Some of these cells are dividing. During division the ‘daughter’ chromosomes

separate at the equator and move towards the poles of the cell. On Fig. 2.2 draw a circle around one cell that shows the chromosomes which have

separated. [1] (ii) Name the type of cell division taking place in Fig. 2.2.

[1]

7


For

Examiner's

Use

Fig. 2.3 shows some mature root cells further from the tip.

Fig. 2.3 (d) Describe two visible differences between the dividing cells shown in Fig. 2.2 and the

mature cells shown in Fig. 2.3.

dividing cells mature cells

1 ……………………………………………..

……………………………………………….

..………………………………………………

………………………………………………..

2 ……………………………………………..

……………………………………………….

..………………………………………………

………………………………………………..

[2] [Total: 11]

8

© UCLES 2012 0610/62/O/N/12

For

Examiner's

Use

3 Flies lay eggs which hatch into maggots. An investigation was carried out on the respiration rate of maggots.

Fig. 3.1 shows some living maggots in a large test-tube. The apparatus was left to settle with the clip open. The clip was then closed and a drop of coloured liquid was introduced into the open end of

the capillary tube.

scale

capillarytube

colouredliquid

clip

rubber tubing

glass tubing

maggots

metal gauze

soda lime

Fig. 3.1

Soda lime absorbs carbon dioxide. During the investigation, the drop of coloured liquid moved along the capillary tube towards

the test-tube.

9


For

Examiner's

Use

(a) Explain why the drop of coloured liquid moved towards the test-tube.

[4]

(b) Suggest a suitable control for this investigation.

[1]

10

© UCLES 2012 0610/62/O/N/12

For

Examiner's

Use

Some students carried out a similar investigation with another sample of maggots to find the effect of temperature on this process.

The distance moved by the drop of coloured liquid was measured after one minute at

each temperature. Fig. 3.2 shows the results.

10 15 20 25

temperature / °C

30 35 40

distance movedby drop / mm

120

100

80

60

40

20

0

Fig. 3.2 (c) Describe the results shown on the graph.

[3]

11

© UCLES 2012 0610/62/O/N/12

For

Examiner's

Use

(d) Explain the difference between the results at 20 °C and 30 °C.

[2]

[Total: 10]



*2870861678*


BIOLOGY 0610/63


1 hour














For Examiner's Use

1

2

3

Total


3


For

Examiner's

Use

1 Fig. 1.1 shows a woodlouse.

Fig. 1.1 (a) (i) Name the invertebrate group to which this animal belongs.

[1]

(ii) Describe two features that are characteristic of this invertebrate group.

1

2 [2]

Small invertebrates such as woodlice respond to different environmental conditions. 24 woodlice were placed in a choice chamber linked by a connecting passage, as shown in

Fig. 1.2. 12 of the woodlice were placed in the damp area on one side of the choice chamber; the

other 12 were placed in the dry area on the other side of the choice chamber.

damp dry

woodlouseconnecting passage

choice chamber

transparent lid

Fig. 1.2

4

© UCLES 2012 0610/63/O/N/12

For

Examiner's

Use

After 5 minutes the number of woodlice in each area of the chamber was recorded. The woodlice were released into their natural environment. This procedure was repeated four more times using different woodlice. The results are shown in Table 1.1.

Table 1.1

trial

1

2

3

4

5

positions of woodlice

damp area dry area

number ofwoodlice in

the damp area

number ofwoodlice inthe dry area

...................... ......................

connectingpassage

...................... ......................

...................... ......................

...................... ......................

...................... ......................

...................... ......................

...................... ......................

total

mean

(b) Complete Table 1.1 by: (i) counting and recording the number of woodlice in each area of the choice chamber

for each trial; [2] (ii) calculating the total number of woodlice and the mean for each area. [2]

5


For

Examiner's

Use

(c) Draw a pie-chart on the diagram below to show the mean number of woodlice in each area of the chamber. Give a key to identify the areas.

Key

. [2] (d) Explain how the behaviour of the woodlice would help them to survive in their natural

habitat.

[3]

(e) Suggest how you might improve this investigation.

[3]

[Total: 15]

6

© UCLES 2012 0610/63/O/N/12

For

Examiner's

Use

2 The water hyacinth, Eichhornia crassipes, is a free-floating perennial water plant found in many parts of the world.

Fig. 2.1 and Fig. 2.2 show plants growing on the surface of water.

Fig. 2.1 Fig. 2.2 Fig. 2.3 shows a leaf from one of the water hyacinth plants.

Fig. 2.3

7


For

Examiner's

Use

(a) Make a large, labelled drawing of the leaf in Fig. 2.3 to show the whole leaf, including the swollen leaf stalk.

[4]

8

© UCLES 2012 0610/63/O/N/12

For

Examiner's

Use

Fig. 2.4 shows a cross section through a swollen leaf stalk.

airspace

Z

×100 Fig. 2.4

(b) The internal tissue is shown in Fig. 2.4. The internal tissue has many large air spaces

between the cells. Measure the size of the air space Z on Fig. 2.4.

size of air space Z mm

Use your measurement to calculate the actual size of air space Z. Show your working.

actual size of air space Z mm [3]

(c) Using the information provided, suggest how the structure of the leaf stalk helps the

plant to grow in the environment in which it is found.

[2]

9


For

Examiner's

Use

Water hyacinths will flower and form seeds in warm climates. They can also reproduce and spread asexually (by vegetative means).

The growth rate can be very rapid and so the plant can become a problem and spread over

the surface of rivers and lakes. (d) (i) Suggest two ways in which the spread of this water plant can harm other aquatic

organisms.

1

2

[2]

(ii) Suggest two ways in which the spread of the plant could be controlled.

1

2

[2]

[Total: 13]

10

© UCLES 2012 0610/63/O/N/12

For

Examiner's

Use

3 A protease enzyme digests the white protein in milk to form a clear soluble product. Some students carried out an investigation to find the effect of temperature on this process. 5 cm3 of milk and a few drops of enzyme were warmed separately to 40 °C and then mixed

together. The time taken for the white mixture to clear was recorded. This procedure was repeated two more times at this temperature.

The whole procedure was repeated for a range of temperatures and all the results were

recorded in Table 3.1.

Table 3.1

time for milk to clear / seconds temperature

/ °C 1st test 2nd test 3rd test mean

20 120 110 115 115

30 60 55 59 58

40 30 35 28 31

50 19 25 22 22

60 80 75 76 77

11

© UCLES 2012 0610/63/O/N/12

For

Examiner's

Use

(a) (i) Plot the data to show the effect of temperature on the mean time for the milk to clear.

[4] (ii) Describe and explain the effect of temperature on the time taken for the milk to

clear.

[4]

12

Copyright Acknowledgements: Question 2 Fig. 2.1 © Water hyacinth image Alamy Ltd Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will be pleased to make amends at the earliest possible opportunity. University of Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of Cambridge Local Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge.

© UCLES 2012 0610/63/O/N/12

For

Examiner's

Use

(b) (i) Suggest and explain why each test was carried out three times.

[2]

(ii) In this investigation, temperature was varied. Suggest and explain one variable that needs to be controlled.

[2]

[Total: 12]



*6572596776*


BIOLOGY 0610/61


1 hour















2

© UCLES 2013 0610/61/O/N/13

For

Examiner's

Use

1 Seeds from the plant family Papilionaceae form an important part of the human diet. Fig. 1.1 shows three different types of seed that have been soaked in water for 24 hours.

lentils chickpeas soya beans

Fig. 1.1

(a) Describe the differences in shape and appearance of the seed coat (testa) between the three types of seed.

Write your answers in Table 1.1.

Table 1.1

feature lentil chickpea soya bean

shape of seed

appearance of seed coat

[3]

3


For

Examiner's

Use

(b) A group of students were planning an investigation into the effect of temperature on the germination of seeds.

The teacher gave them a list of possible variables.

temperature number of seeds germinated intensity of light time length of seedling volume of water

From this list, select the most suitable:

variable to change;

variable to measure.

[2]

4

© UCLES 2013 0610/61/O/N/13

For

Examiner's

Use

Fig. 1.2 shows the same three seeds after they have been germinated in suitable conditions.

lentil chickpea soya bean

S

T

Fig. 1.2 (c) (i) Make a large, labelled drawing of the lentil seedling.

[4]

5


For

Examiner's

Use

(ii) You are going to calculate the magnification of your drawing.

Measure the length of the line ST on Fig. 1.2.

length of line ST mm

Draw line ST on your drawing in the same position as in Fig. 1.2.

Measure the corresponding length of ST on your drawing.

length of ST in drawing mm

Calculate the magnification of your drawing.

Show your working.

magnification × [4]

Lentils contain protein and a small quantity of fat. (d) Describe the food tests you could carry out to show that lentil seeds contain: (i) protein;

[2]

(ii) fat.

[3]

6

© UCLES 2013 0610/61/O/N/13

For

Examiner's

Use

(e) The percentage of protein and fat in five types of seed, are shown in Table 1.2.

Table 1.2

type of seed percentage of protein / % percentage of fat / %

chickpea 8.0 2.5

lentil 9.0 0.6

lima bean 8.0 0.4

mung bean 7.0 0.4

soya bean 16.0 8.0

(i) Construct a bar chart to show the percentages of protein and fat in the five types of

seed. Use the same axes for the two sets of data.

[5] (ii) Meat is a good source of protein. Name the type of seed in Table 1.2 that would be a good alternative to meat in the

human diet.

[1]

7


For

Examiner's

Use

Fig. 1.3 shows part of a label from a packet of soya bean seeds. The label shows the energy content measured in kilojoules.

Soya Beans

NutritionTypicalcomposition

50 g servingprovides

EnergyProteinCarbohydrateFat

230 kJ8.5 g4.5 g4.0 g

Fig. 1.3

Fig. 1.4 shows a simple calorimeter. This apparatus can be used to find the energy content of a soya bean seed. The soya bean seed is burned and the energy released is absorbed by the water in the

test-tube.

thermometer

water

burning soyabean seed

Fig. 1.4

(f) Suggest how you could safely carry out a simple investigation to find the energy content of a sample of soya bean seeds.

State what you would need to measure and control.

[3]

[Total: 27]

8

© UCLES 2013 0610/61/O/N/13

For

Examiner's

Use

2 A student investigated the effect of solution E on cucumber. A thin slice, approximately 2 mm thick, was cut from a cucumber as shown in Fig. 2.1.

2 mmdark greenouter tissue

pale greeninner tissue

area ofseeds

Fig. 2.1 The centre of the slice was removed as shown in Fig. 2.2A. The slice was cut in half as shown in Fig. 2.2B.

A B

dark greenouter tissue



centreremoved

Fig. 2.2

9


For

Examiner's

Use

One piece (half slice) of cucumber was placed in solution E. A second piece was placed in water. After 5 minutes the shape of the pieces in solution E and water had changed. Table 2.1 shows the pieces of cucumber before and after being placed in solution E and

water.

Table 2.1

the shape of the piece of cucumber beforebeing placed in solution E

the shape of the piece of cucumber afterbeing placed in solution E

the shape of the piece of cucumber beforebeing placed in water

the shape of the piece of cucumber afterbeing placed in water









(a) Describe the effect of solution E and water on:

(i) the dark green outer tissue of the pieces of cucumber;

in solution E

in water

[2]

10

© UCLES 2013 0610/61/O/N/13

For

Examiner's

Use

(ii) the pale green inner tissue of the pieces of cucumber.

in solution E

in water

[2]

(b) Explain the effect of solution E on the tissues of the cucumber.

[3]

(c) State one possible source of error in the method used in this investigation. Suggest a suitable improvement.

source of error

improvement

[2]

[Total: 9]

11

© UCLES 2013 0610/61/O/N/13

For

Examiner's

Use

3 Slugs and snails are molluscs that can live in water or on land. Fig. 3.1 shows a slug and a snail.

slug snail

Fig. 3.1 (a) (i) Describe two features, visible in Fig. 3.1, that suggest the slug and the snail

belong to the same group of molluscs.

1

2 [2]

(ii) Describe one difference, other than size, visible in Fig. 3.1, between the slug and

the snail.

[1]

Fig. 3.2 shows a shell of a mollusc.

Fig. 3.2 (b) Suggest the importance of the shell to molluscs that belong to this group.

[1]

[Total: 4]

12

Copyright Acknowledgements: Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will be pleased to make amends at the earliest possible opportunity. University of Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of Cambridge Local Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge.

© UCLES 2013 0610/61/O/N/13

BLANK PAGE



*8179475121*


BIOLOGY 0610/62


1 hour















2

© UCLES 2013 0610/62/O/N/13

For

Examiner's

Use

1 Catalase is a common enzyme found in both plants and animals. Some students investigated the activity of catalase in seeds and seedlings. They used extracts from soaked seeds and from seedlings which had been grown for four

days. All the seeds and the seedlings were from the same plant. Catalase breaks down hydrogen peroxide into water and oxygen.

2H2O2 � 2H2O + O2 Fig. 1.1 shows the apparatus used to compare the catalase activity of the two extracts. This

was done by counting the number of bubbles of oxygen released in one minute. Oxygen starts to be released as soon as hydrogen peroxide is added to the extract.

foam

bung delivery tube

extract and hydrogenperoxide solution

water test-tubesupport

Fig. 1.1

• 2 g of extract from soaked seeds was used. This was placed in a test-tube, labelled seeds 1 as shown in Fig. 1.1.

• Hydrogen peroxide was poured into the test-tube.

• The bung was quickly replaced into the top of this test-tube. The number of bubbles of oxygen released in one minute was counted and recorded in Table 1.1.

• This was repeated with another extract of soaked seeds, labelled seeds 2. The results were recorded in Table 1.1.

• The whole procedure was repeated with extracts from four-day old seedlings, labelled seedlings 1 and seedlings 2. The results were recorded in Table 1.1.

3


For

Examiner's

Use

Table 1.1 (a) (i) Describe the results.

[3]

(ii) State the conclusion that can be made from these results.

[1]

(b) (i) State two possible sources of experimental error in this investigation.

1

2 [2]

(ii) Suggest how to improve the method to reduce one of the errors stated in (b)(i).

[1]

extract number of bubbles of oxygen

released in one minute

seeds 1 43

seeds 2 50

seedlings 1 30

seedlings 2 37

4

© UCLES 2013 0610/62/O/N/13

For

Examiner's

Use

• After the reaction had finished the four test-tubes contained different heights of foam.

Fig. 1.2 shows the four test-tubes.

foam

extract andhydrogenperoxide

heightof foam

seeds 1 seeds 2 seedlings 1 seedlings 2

Fig. 1.2

(c) (i) Measure the height of the foam in each of the test-tubes shown in Fig. 1.2. Record the height of foam in Table 1.2.

Table 1.2 [2]

(ii) State the conclusion that can be made from these results.

[1]

extract height of foam / mm

seeds 1

seeds 2

seedlings 1

seedlings 2

5


For

Examiner's

Use

(iii) State and explain whether your conclusion in (a)(ii) is consistent with your conclusion in (c)(ii).

[1]

(d) (i) Explain why the tests for seeds and seedlings were repeated.

[2]

(ii) Seeds and seedlings were crushed to make the extracts.

Suggest two reasons why whole seeds and seedlings were not used in this

investigation.

1

2

[2]

(e) Another group of students wanted to investigate the activity of catalase in different

types of seeds. For this investigation suggest: (i) a variable to change;

[1]

(ii) two variables to keep constant;

1

2 [1]

(iii) a variable to measure;

[1]

(iv) a suitable control.

[1]

[Total: 19]

6

© UCLES 2013 0610/62/O/N/13

For

Examiner's

Use

2 You are going to investigate the variation in size of bean seeds. The bean seeds have been soaked in water for 48 hours.

Fig. 2.1 shows five soaked bean seeds.

A

B

C

D

E

............................ mm

............................ mm

............................ mm

............................ mm

............................ mm

Fig. 2.1 (a) (i) Measure, to the nearest mm, the maximum lengths of the five seeds labelled A,

B, C, D and E shown in Fig. 2.1. Write your measurements on Fig. 2.1. [2] Forty other bean seeds have been measured for you. This data has been recorded as a tally in Table 2.1.

7


For

Examiner's

Use

(ii) Insert the tally mark for each bean seed A, B, C, D and E in the correct row in Table 2.1. [2]

(iii) Count the tally marks in each group of bean seed length. Write the total number in each group in Table 2.1. [2]

Table 2.1

bean seed length / mm

tally number in group

24.0 – 25.9 I

26.0 – 27.9 IIII

28.0 – 29.9 IIII II

30.0 – 31.9 IIII IIII IIII II

32.0 – 33.9 IIII I

34.0 – 35.9 IIII

(iv) Construct a histogram on Fig. 2.2 of the number in each group of bean seed

length.

[4]

Fig. 2.2

8

© UCLES 2013 0610/62/O/N/13

For

Examiner's

Use

(v) Name the type of variation shown by the bean seeds.

[1]

(b) Fig. 2.2 shows one bean seed with the testa (seed coat) removed.

Fig. 2.2 (i) Make a large, labelled drawing of the bean seed. Include detail of the embryo in your drawing.

[4]

9

© UCLES 2013 0610/62/O/N/13

For

Examiner's

Use

(ii) You are going to calculate the magnification of your drawing. Measure the maximum length of the bean seed in Fig. 2.2.

maximum length of the bean seed in Fig. 2.2 mm

Measure the maximum length of the bean seed in your drawing. Draw a line on your drawing, to show where you have measured this length.

maximum length of the bean seed in your drawing mm


Bean seeds are included in the human diet. Most types of bean seeds have a high protein

content. (c) Describe a food test you could do to show that bean seeds contain protein.

[2]

[Total: 21]



*5208440925*


BIOLOGY 0610/63


1 hour















2

© UCLES 2013 0610/63/O/N/13

For

Examiner's

Use

1 Fig. 1.1 shows two fruits, an apple and a plum, cut in half. The apple is referred to as a false fruit because the edible part is not developed from the

ovary. The plum is a true fruit because the edible part is developed from the ovary.

apple

X X

plum

Fig. 1.1

3


For

Examiner's

Use

(a) (i) Make a large, labelled drawing of the apple. Include details of the ovary in your drawing.

[4]

4

© UCLES 2013 0610/63/O/N/13

For

Examiner's

Use

(ii) You are going to calculate the magnification of your drawing. Measure the width of the apple on Fig. 1.1, between X and X.

width of apple in Fig.1.1 mm

Draw a line on your drawing, corresponding to the line between X and X. Measure this width of the apple in your drawing.

width of apple in your drawing mm


5


For

Examiner's

Use

The apple and the plum have a similar shape. (b) (i) Describe one other similarity, visible in Fig. 1.1, of the two fruits.

[1]

(ii) Complete Table 1.1 to describe three visible differences, shown in Fig. 1.1,

between the two fruits.

Table 1.1

difference apple plum

1

………………………………………

………………………………………

………………………………………

………………………………………

2

………………………………………

………………………………………

………………………………………

………………………………………

3

………………………………………

………………………………………

………………………………………

………………………………………

[3] As the two fruits ripen they become sweeter and softer. (c) Describe how you could safely test the apple for the presence of reducing sugars.

[4]

[Total: 16]

6

© UCLES 2013 0610/63/O/N/13

For

Examiner's

Use

2 Trypsin is an enzyme that breaks down the white protein in milk to gradually produce a soluble product and a clear, colourless solution.

A group of students investigated the effect of pH on the activity of trypsin at two different

temperatures. Five different values of pH were tested and each pH was controlled using a buffer solution. Temperature was controlled using two water baths; at 40 °C and 50 °C. 20 cm3 of milk and 5 cm3 of trypsin was used in each test. Before being mixed together,

test-tubes of milk and trypsin were both placed together in the water bath for 6 minutes. The students then observed the test-tubes and recorded the time taken for the milk to

become clear. Table 2.1 shows their results at 40 °C. Table 2.2 shows their results at 50 °C. 40 °C Table 2.1

pH time for milk to clear / s

5.5 600

6.0 360

7.0 50

7.5 35

8.0 45

50 °C Table 2.2

pH time for milk to clear/ s

5.5 850

6.0 500

7.0 70

7.5 65

8.0 100

7


For

Examiner's

Use

(a) Plot a graph using the data in Tables 2.1 and 2.2 to compare the effect of pH on trypsin at 40 °C and 50 °C. Use the same axes for both temperatures.

[5]

8

© UCLES 2013 0610/63/O/N/13

For

Examiner's

Use

(b) (i) Describe and explain the effect of pH on the activity of trypsin.

[4]

(ii) Describe the effect of raising the temperature by 10 °C on the activity of trypsin.

[2]

(c) (i) Before being mixed together, the test-tubes of milk and trypsin were both placed in

the water bath for six minutes.

Suggest a reason for this procedure.

[1]

(ii) The students found it difficult to determine when the milk had gone completely clear.

Suggest how they could improve the method.

[1]

9


For

Examiner's

Use

(d) Another group of students wanted to investigate the effect of temperature on the activity of trypsin.

For this investigation suggest:

(i) a suitable range of temperatures;

[1]

(ii) two variables to keep constant;

1

2 [2]

(iii) a variable to measure;

[1]

(iv) a suitable control.

[1]

[Total: 18]

10

© UCLES 2013 0610/63/O/N/13

For

Examiner's

Use

3 Inhaled air differs in composition from exhaled air. Table 3.1 shows some of these differences.

Table 3.1

inhaled air exhaled air

temperature varies body temperature

oxygen higher lower

carbon dioxide

water vapour

(a) Complete Table 3.1, to show the difference in composition of inhaled and exhaled air

for carbon dioxide and water vapour. Write your answers in Table 3.1. [2] (b) Describe how you could test for the presence of: (i) carbon dioxide;

test

result [2]

(ii) water vapour.

test

result [2]

[Total: 6]

qp 6 fell

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