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UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS

International General Certificate of Secondary Education
*7455835842*
0610/06
BIOLOGY
May/June 2008
Paper 6 Alternative to Practical
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.
For Examiner's Use

1
2
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Total
This document consists of 9 printed pages and 3 blank pages.

IB08 06_0610_06/4RP
UCLES 2008
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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
stand
stand
lid
lid
lid
water
level
water
level
water
level
flask
dry
cotton wool
flask A
wet
cotton wool
flask B
flask C
Fig. 1.1
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.
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3
Table 1.1
For
Examiner's
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temperature / oC
time / min
flask A
flask B
flask C
70
70
70
66
68
64
61
67
58
58
65
52
50
61
42
10
45
60
40
(a) (i) On the same axes plot a graph of the three sets of results.
[5]
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(ii) Compare cooling of the water in the three flasks.
For
Examiner's
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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]
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(ii) Describe two improvements which would increase the accuracy and reliability of
this investigation.
For
Examiner's
Use
[2]
[Total: 16]
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2 Fig. 2.1 shows a tomato and Fig. 2.2 shows an apple, both are cut in half longitudinally
through the middle.
x1
For
Examiner's
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x 0.5
Fig. 2.1
Fig. 2.2
(a) Make a large, labelled drawing of the cut surface of the tomato fruit shown in Fig. 2.1.
[5]
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(b) (i) Complete Table 2.1 to show four differences between the two fruits visible in
Fig. 2.1 and Fig. 2.2.
For
Examiner's
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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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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.
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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(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.
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/08
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Centre Number
0610/06
BIOLOGY
Paper 6 Alternative to practical
May/June 2003
1 hour

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.
For Examiners Use

If you have been given a label, look at the
details. If any details are incorrect or
missing, please fill in your correct details
in the space given at the top of this page.
Stick your personal label here, if
provided.
1
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TOTAL

SP (SC/KS) S41838/4
CIE 2003
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CAMBRIDGE INTERNATIONAL EXAMINATIONS

2
1
Three different dough mixtures, samples A, B and C are prepared using the same quantity
of flour and water. Each sample of dough is carefully mixed, kneaded, shaped and placed in
separate 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 shown
in Fig. 1.1.
30
highest
level of dough
20
10
Fig. 1.1
(a) Suggest two other factors which should be kept constant to ensure that the results for
the 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
volume of dough / cm 3
time / min
(i)
sample A
sample B
sample C
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
On the grid opposite, plot the data shown in Table 1.1 for samples A, B and C as
three curves on one set of axes.
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For
Examiners
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[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 between
samples A and C.
..............................................................................................................................[1]
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(iv)
The volume of sample A changed differently to the volume of sample B. Suggest

an explanation for this difference.
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..............................................................................................................................[2]
(v)
The volume of sample A changed differently to the volume of sample C. Suggest

an explanation for this difference.
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..............................................................................................................................[2]
[Total : 15]
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2
For
Examiners
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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, other
than the presence of water.
1. .............................................................
2. .............................................................[1]
(b) Describe an investigation that you could carry out to show the need in seed germination
for one of the conditions you named in (a).
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
......................................................................................................................................[3]
[Total : 4]
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3
For
Examiners
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Fig. 3.1 shows the external appearance of animal A.
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 the
magnification of your drawing.
length of animal A: in Fig. 3.1 ..................................................................................
in drawing .................................................................................
magnification ........................................................................................................[2]
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Fig. 3.2 shows the external appearance of animal B, which is classified in the same group
as animal A.
For
Examiners
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animal B
Fig. 3.2
(iii)
State one similarity which indicates that these two animals are classified in the
same group and state one difference between them.
similarity ...................................................................................................................
difference ..............................................................................................................[2]
(iv)
Name the group to which animals A and B belong.

..............................................................................................................................[1]
[Total : 9]
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4
The apparatus shown in Fig. 4.1 was set up under bright light for a period of five hours. At
the start the apparatus was completely full of water. During this time, a gas was collected at
the top of the graduated tube.
bright
light
rubber bung
gas
0
10
graduated tube
20
30
40
50
cm3
glass funnel, upside down
pondweed
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 production
per hour.
volume ......................................................................................................................
rate .......................................................................................................................[2]
(iv)
How would you use this apparatus to obtain reliable results to show the effect of
differing light intensities on the production of oxygen?
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..............................................................................................................................[2]
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(b) The pondweed was placed in hydrogencarbonate indicator solution, which was red in
colour when the tube was set up. The tube was left for five hours in bright light, as
shown in Fig. 4.2.
(Hydrogencarbonate indicator is purple in alkaline conditions, red in neutral conditions
and yellow in acidic conditions.)
bright
light
Fig. 4.2
(i)
bright
light
Fig. 4.3
bright
light
Fig. 4.4
Suggest what colour you might observe in the tube in Fig. 4.2 after five hours in
bright 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]
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0610/06/M/J/03
Name
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Candidate Number
Centre Number
0610/06
BIOLOGY
May/June 2004
1 hour
There are no Additional Materials.


For Examiners Use

provided.
1
2
3
Total

SPA (KN) S64494/2
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2
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 submerged
for 30 minutes. One solution was pure water, another contained 1.5% sugar solution and the
third 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 ..................................................
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(b) Suggest in which solution each of the cells, in Figs. 1.2, 1.3 and 1.4, was placed and
explain your choice.
For
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Fig. 1.2 .............................................................................................................................

explanation .......................................................................................................................
..........................................................................................................................................
Fig. 1.3 .............................................................................................................................
explanation .......................................................................................................................
..........................................................................................................................................
Fig. 1.4 .............................................................................................................................
explanation .......................................................................................................................
......................................................................................................................................[8]
[Total : 11]
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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 does
not 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 a
white tile.
To tube B, 1 cm3 of water an 2 cm3 of boiled and cooled 1% amylase solution were
added.
The same method of testing was used.
To tube C, 1 cm3 of 0.5% sodium chloride solution and 2 cm3 of 1% amylase solution
were 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
time / mins
tube A
tube B
tube C
black
black
black
black
black
dark brown
black
black
dark brown
black
black
lighter brown
dark brown
black
lighter brown
dark brown
black
orange brown
dark brown
black
orange brown
dark brown
black
orange brown
lighter brown
black
orange brown
10
lighter brown
black
orange brown
11
lighter brown
black
orange brown
12
lighter brown
black
orange brown
13
orange brown
black
orange brown
14
orange brown
black
orange brown
15
orange brown
black
orange brown
(i)
State how long it took for the starch to be completely broken down in tubes A and
C.
tube A ................................................. tube C .....................................................[2]
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(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 the
alimentary 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]
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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]
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(ii)
Calculate the magnification of your drawing using the maximum length of the fruit in
Fig. 3.1 that you have drawn.
For
Examiners
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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]
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(b) Using paper and plasticine to represent a wind dispersed fruit, such as Acer, it is
possible to adjust the size of the wing. The effect of different wing size was investigated
by dropping a model fruit with different surface areas, from the same height in the same
wind conditions. The horizontal distance travelled by the model was measured. Each
model fruit was dropped five times.
The results are shown below.
Table 3.1
surface area of
wing-like
extension / cm2
distance travelled / cm
drop 1
drop 2
drop 3
drop 4
drop 5
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
mean
distance
travelled / cm
(i)
Complete Table 3.1 by calculating the mean (average) distance travelled by the
model fruits.
[2]
(ii)
Plot the mean distance the model fruit travelled horizontally against the surface
area of the model as a line graph.
[4]
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(iii)
Describe the relationship between the surface area and the mean distance
travelled.
...................................................................................................................................
...............................................................................................................................[2]
(iv)
Outline the importance of seed dispersal away from the parent plant.
...................................................................................................................................
...................................................................................................................................
...............................................................................................................................[2]
[Total : 19]
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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 of
the University of Cambridge.
0610/06/M/J/04
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BIOLOGY
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*061006*
0610/06
May/June 2005

No Additional Materials
1 hour
Candidate
Name
Centre
Number
Candidate
Number

Write your name, Centre number and candidate number on all the work you hand in.
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.
For Examiner's Use

1
2
3
Total
IB05 06_0610_06/5RP
UCLES 2005
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3
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:
catalase
hydrogen peroxide
oxygen + water
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.
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Table 1.1
sample
raw
raw
boiled
boiled
For
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treatment
6
8
cm3
10
cm3
10
2
8
cm3
10
cm3
10
cm3
10
cm3
10
results for
liver
results for
potato
6
8
cm3
10
cm3
10
(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
potato
liver
[2]
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(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]
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(b) State the importance of samples C and D in this investigation.
For
Examiner's
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[1]
(c) Suggest how you could test that the gas given off was oxygen.
[1]
[Total 12]
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2
Fig. 2.1 shows an insect-pollinated flower, cut in half longitudinally.
For
Examiner's
Use
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]
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(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]
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(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]
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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
2
[2]
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(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]
UCLES 2005
0610/06/M/J/05
For
Examiner's
Use
12
BLANK PAGE
Copyright Acknowledgements:
Fig. 2.1
DR JEREMY BURGESS / SCIENCE PHOTO LIBRARY
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/M/J/05
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*061006*
0610/06
May/June 2006

No Additional Materials are required
1 hour
Candidate
Name
Centre
Number
Candidate
Number

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.
For Examiner's Use

1
2
3
Total
This document consists of 12 printed pages.

IB06 06_0610_06/5RP
UCLES 2006
[Turn over
2
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
UCLES 2006
Fig. 1.2
0610/06/M/J/06
For
Examiner's
Use
3
(a) (i) Make a large, labelled drawing of the open fruit and its contents.
For
Examiner's
Use
[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
UCLES 2006
[3]
0610/06/M/J/06
[Turn over
4
(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 cm of water was held
in a clamp stand, with a thermometer and a stirrer. The apparatus is shown in Fig. 1.3.
seed
mounted needle
Fig. 1.3
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.
UCLES 2006
0610/06/M/J/06
For
Examiner's
Use
5
(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 / C
highest
temperature /
C
0.5
20
29
79
rise in temperature /
C
The energy contained in the seed can be calculated using the formula below.
energy = volume of water rise in temperature 4.2
mass of seed 1000
(ii) Using the formula calculate the energy content of the seed.
Show your working.
kJ g-1
Energy content
UCLES 2006
0610/06/M/J/06
[2]
[Turn over
For
Examiner's
Use
6
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
mass of food
substance
burnt / g
final
rise in
starting
energy content
temperature / temperature / temperature /
/ kJ g-1
C
C
C
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
UCLES 2006
0610/06/M/J/06
For
Examiner's
Use
7
(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]
UCLES 2006
0610/06/M/J/06
[Turn over
For
Examiner's
Use
8
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]
UCLES 2006
0610/06/M/J/06
For
Examiner's
Use
9
(b) Describe the processes involved in the changes of directional growth of the shoot of the
seedling.
[6]
[Total : 10]
UCLES 2006
0610/06/M/J/06
[Turn over
For
Examiner's
Use
10
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
central
hole
dark and
moist
lid
moist paper
dry paper
side view
key
light and
moist
light and
dry
moist
dark
surface view
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.
UCLES 2006
0610/06/M/J/06
For
Examiner's
Use
11
(a) (i)
For
Examiner's
Use
Table 3.1
sample of
woodlice
dark and dry
dark and
moist
light and dry
light and
moist
1st
47
2nd
56
3rd
52
4th
49
total
204
average
51
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]
UCLES 2006
0610/06/M/J/06
[Turn over
12
(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]
Question 1
Question 1
Fig. 1.1 S. Harrison; Oxford Book of Food Plants; Oxford University Press; 1969. By permission of Oxford University Press.
Fig. 1.2 A. King; Agriculture: An Introduction for Southern Africa; Cambridge University Press; 1985.
.
UCLES 2006
0610/06/M/J/06
For
Examiner's
Use
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*5235632697*
0610/06
BIOLOGY
May/June 2007
1 hour
For Examiner's Use

1
2
3
4
Total

IB07 06_0610_06/4RP
UCLES 2007
[Turn over
2
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.
seedlings grown in refrigerator at 4 C
Fig. 1.1
seedlings grown in a warm place at 30 C
3
Fig. 1.2
UCLES 2007
0610/06/M/J/07
For
Examiner's
Use
3
(a) (i) Measure the overall length of the seedlings to the nearest mm and record these
measurements in Table 1.1.
For
Examiner's
Use
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]
UCLES 2007
0610/06/M/J/07
[Turn over
4
(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]
UCLES 2007
0610/06/M/J/07
For
Examiner's
Use
5
BLANK PAGE
0610/06/M/J/07
[Turn over
6
2
For
Examiner's
Use
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]
UCLES 2007
0610/06/M/J/07
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
UCLES 2007
[3]
0610/06/M/J/07
[Turn over
8
(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
10
43
23
16
27
16
21
16
12
25
10
32
UCLES 2007
0610/06/M/J/07
from stage shown in Fig. 2.4

to adult shown in Fig. 2.2
For
Examiner's
Use
9
(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.
For
Examiner's
Use
[5]
(ii) Describe and explain the effect of temperature on the development of this animal.
[3]
[Total:16]
UCLES 2007
0610/06/M/J/07
[Turn over
10
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]
UCLES 2007
0610/06/M/J/07
For
Examiner's
Use
11
4
For
Examiner's
Use
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]
UCLES 2007
0610/06/M/J/07
12
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0610/06/M/J/07
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*2614632295*
0610/06
BIOLOGY
May/June 2009
1 hour
Candidates answer on the Question Paper
For Examiner's Use

1
2
3
Total

IB09 06_0610_06/5RP
UCLES 2009
[Turn over
2
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
UCLES 2009
Fig.1.2b
0610/06/M/J/09
For
Examiner's
Use
3
(a) Make a large, labelled drawing of Fig. 1.1b. to show the section of the garlic bulb.
For
Examiner's
Use
[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]
UCLES 2009
0610/06/M/J/09
[Turn over
4
(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]
UCLES 2009
0610/06/M/J/09
For
Examiner's
Use
5
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.
For
Examiner's
Use
(a) (i) Label on Fig. 2.1, one other site where a pulse may be felt.
site of pulse
at the wrist
thumb
palm of hand
Fig. 2.1
[1]
(ii) Suggest why it is possible to feel the pulse at these sites.
[2]
UCLES 2009
0610/06/M/J/09
[Turn over
6
(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
1st count
18
2nd count
19
3rd count
17
pulses per minute
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
1
explanation
[4]
UCLES 2009
0610/06/M/J/09
For
Examiner's
Use
7
BLANK PAGE
QUESTION 2 CONTINUES ON PAGE 8
0610/06/M/J/09
[Turn over
8
(c) Body mass and heart rates for a number of different mammals are shown in Table 2.2.
Table 2.2
mammal
heart rate / beats per

minute
body mass / kg
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.
UCLES 2009
0610/06/M/J/09
For
Examiner's
Use
9
(i) Plot the data in a bar chart to show heart rate for all six mammals.
heart
rate
/ beats
per
minute
rabbit
1.0 kg
cat
1.5 kg
dog
5.0 kg
human
60.0 kg
horse
elephant
1200.0 kg 5000.0 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]
UCLES 2009
0610/06/M/J/09
[Turn over
10
Fig. 3.1 shows a photomicrograph of a human blood smear.
white space to balance

out image - do not delete
For
Examiner's
Use
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]
UCLES 2009
0610/06/M/J/09
11
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*2733099445*
0610/61
BIOLOGY
May/June 2010
1 hour
You may use a medium (HB) pencil for any diagrams or graphs.
For Examiner's Use

1
2
3
Total

IB10 06_0610_61/6RP
UCLES 2010
[Turn over
2
1
Fig. 1.1 shows sections though blood vessels, X, Y and Z.
For
Examiner's
Use
Fig. 1.1
(a) (i) Draw a labelled diagram to show the structures of X.
[5]
UCLES 2010
0610/61/M/J/10
3
(ii) Name the type of blood vessel labelled X.
[1]
For
Examiner's
Use
(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, bent

to make hook
adhesive tape to
fix ruler to stand
blood vessel of
same type as X
paperclip 2
10 g plasticine
or weight
mm ruler
adhesive tape to
fix ruler to stand
Fig. 1.2
UCLES 2010
0610/61/M/J/10
[Turn over
4
As weights were added, the internal diameter of the blood vessel increased as shown in
Table 1.1.
For
Examiner's
Use
Table 1.1
mass of weights
/g
internal diameter
/ mm
increase in diameter
/ mm
20
10
25
20
29
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]
UCLES 2010
0610/61/M/J/10
5
(ii) Plot a graph to show the relationship between the mass of weights attached and
the increase in diameter of the blood vessel.
For
Examiner's
Use
[4]
(iii) Predict and explain what will happen to the diameter of the blood vessel after the
weights are removed.
[3]
[Total: 16]
UCLES 2010
0610/61/M/J/10
[Turn over
6
2
The sweet potato, Ipomoea batatus, is a different species to the Irish potato, Solanum
tuberosum.
sweet
potato
Irish
potato
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]
UCLES 2010
0610/61/M/J/10
For
Examiner's
Use
7
(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.
For
Examiner's
Use
test for starch
test for reducing sugar
[8]
[Total: 11]
UCLES 2010
0610/61/M/J/10
[Turn over
8
3
Tomato seeds of the same type and maturity were left to germinate in different solutions at
20C.
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
dish C
Fig. 3.1
(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.
UCLES 2010
0610/61/M/J/10
[2]
For
Examiner's
Use
9
(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.
[6]
[Total: 13]
UCLES 2010
0610/61/M/J/10
For
Examiner's
Use
10
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0610/61/M/J/10
11
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12
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*5236487451*
0610/62
BIOLOGY
May/June 2010
1 hour
For Examiner's Use

1
2
3
Total

IB10 06_0610_62/5RP
UCLES 2010
[Turn over
2
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
UCLES 2010
0610/62/M/J/10
For
Examiner's
Use
3
(a) (i) Describe one similarity, related to nutrition, that you can observe between the
teeth of the two skulls.
For
Examiner's
Use
[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]
UCLES 2010
0610/62/M/J/10
[Turn over
4
(b) Fig. 1.2 shows one 'back' tooth of the sheep and one 'back' tooth of a dog.
sheep
For
Examiner's
Use
dog
Fig.1.2
(i) Make a large, labelled drawing of the 'back' tooth of the sheep.
[3]
UCLES 2010
0610/62/M/J/10
5
(ii) Look carefully at the 'contact' surfaces of the tooth of the sheep and the tooth of
the dog.
For
Examiner's
Use
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]
UCLES 2010
0610/62/M/J/10
[Turn over
6
(d) Describe how you would safely test samples of green leaves and meat to find out
which has more fat.
[6]
[Total: 16]
UCLES 2010
0610/62/M/J/10
For
Examiner's
Use
7
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
For
Examiner's
Use
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
UCLES 2010
0610/62/M/J/10
cm2
[2]
[Turn over
8
(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]
UCLES 2010
0610/62/M/J/10
For
Examiner's
Use
9
(ii) Plot the data from Table 2.1 to show the variation in the number of spines per leaf.
For
Examiner's
Use
[4]
(iii) Suggest how you might improve this investigation.
[3]
[Total: 13]
UCLES 2010
0610/62/M/J/10
[Turn over
10
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.
For
Examiner's
Use
number of
bacteria
time
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.
UCLES 2010
0610/62/M/J/10
11
Fig. 3.2 shows part of the fungus as seen with the aid of a microscope.
For
Examiner's
Use
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
UCLES 2010
[3]
0610/62/M/J/10
[Turn over
12
(d) Penicillin can be used to treat bacterial infections. It stops the formation of cell walls in
bacteria.
For
Examiner's
Use
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.
A
G
B
C
D
E
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]
0610/62/M/J/10
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*5476082869*
0610/63
BIOLOGY
May/June 2010
1 hour
For Examiner's Use

1
2
3
Total

IB10 06_0610_63/RP
UCLES 2010
[Turn over
2
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
UCLES 2010
0610/63/M/J/10
For
Examiner's
Use
3
(a) (i) Describe one similarity, related to nutrition, that you can observe between the
teeth of the two skulls.
For
Examiner's
Use
[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]
UCLES 2010
0610/63/M/J/10
[Turn over
4
(b) Fig. 1.2 shows one 'back' tooth of the sheep and one 'back' tooth of a dog.
sheep
For
Examiner's
Use
dog
Fig.1.2
(i) Make a large, labelled drawing of the 'back' tooth of the sheep.
[3]
UCLES 2010
0610/63/M/J/10
5
(ii) Look carefully at the 'contact' surfaces of the tooth of the sheep and the tooth of
the dog.
For
Examiner's
Use
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]
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[Turn over
6
(d) Describe how you would safely test samples of green leaves and meat to find out
which has more fat.
[6]
[Total: 16]
UCLES 2010
0610/63/M/J/10
For
Examiner's
Use
7
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
For
Examiner's
Use
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
UCLES 2010
0610/63/M/J/10
cm2
[2]
[Turn over
8
(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]
UCLES 2010
0610/63/M/J/10
For
Examiner's
Use
9
(ii) Plot the data from Table 2.1 to show the variation in the number of spines per leaf.
For
Examiner's
Use
[4]
(iii) Suggest how you might improve this investigation.
[3]
[Total: 13]
UCLES 2010
0610/63/M/J/10
[Turn over
10
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.
For
Examiner's
Use
number of
bacteria
time
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.
UCLES 2010
0610/63/M/J/10
11
Fig. 3.2 shows part of the fungus as seen with the aid of a microscope.
For
Examiner's
Use
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
UCLES 2010
[3]
0610/63/M/J/10
[Turn over
12
(d) Penicillin can be used to treat bacterial infections. It stops the formation of cell walls in
bacteria.
For
Examiner's
Use
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.
A
G
B
C
D
E
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]
UCLES 2010
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*9254401758*
0610/61
BIOLOGY
May/June 2011
1 hour
Additional Materials:
ruler
SUITABLE FOR HEARING IMPAIRED CANDIDATES.

For Examiner's Use

1
2
3
Total

IB11 06_0610_61_HI/FP
UCLES 2011
[Turn over
2
BLANK PAGE
0610/61/M/J/11
3
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.
For
Examiner's
Use
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]
lid of Petri dish
circle of plain paper

in the bottom of the
Petri dish
9
8
10
7
3
4
ten small discs of filter

paper soaked in different
samples of goat amylase
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]
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[Turn over
4
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
14
14
28
42
18
60
12
(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]
UCLES 2011
0610/61/M/J/11
For
Examiner's
Use
5
(ii) Plot the data from the first two columns in Table 1.1, to show the differences in
the activity of amylase.
For
Examiner's
Use
[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]
UCLES 2011
0610/61/M/J/11
[Turn over
6
2
Fig. 2.1 is a photograph of a dandelion fruit.
For
Examiner's
Use
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]
UCLES 2011
0610/61/M/J/11
7
(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.
For
Examiner's
Use
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
UCLES 2011
0610/61/M/J/11
[2]
[Turn over
8
(c) Fig. 2.2 shows a fruit which has been kept in a dry environment for one day.
For
Examiner's
Use
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]
UCLES 2011
0610/61/M/J/11
9
(ii) Suggest and explain how changing weather conditions would:
For
Examiner's
Use
help disperse the fruits away from the parent plant,

allow them to germinate in a new habitat.
[5]
[Total: 16]
UCLES 2011
0610/61/M/J/11
[Turn over
10
3
Fig. 3.1 shows sections through ginger (Zingiber officinale) and lotus (Nelumbo nucifera)
stems.
ginger
lotus
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

3

[3]
UCLES 2011
0610/61/M/J/11
For
Examiner's
Use
11
(b) Lotus plants live in water.
For
Examiner's
Use
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]
UCLES 2011
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12
BLANK PAGE
Question 2a Figure 2.1
dandelion taraxacum officinale studio; Dirk v. Mallinckrodt / Alamy.
UCLES 2011
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*4524811884*
0610/62
BIOLOGY
May/June 2011
1 hour
ruler

For Examiner's Use
1
2
3
Total

IB11 06_0610_62/5RP
UCLES 2011
[Turn over
2
1
Some students carried out tests for vitamin C.
For
Examiner's
Use
They were provided with three vitamin C solutions, S1, S2 and S3.
S1 had a concentration of 0.2% 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]
UCLES 2011
0610/62/M/J/11
3
(b) Use these results to suggest the approximate vitamin C concentration of S3.
For
Examiner's
Use
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]
UCLES 2011
0610/62/M/J/11
[Turn over
4
(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]
UCLES 2011
0610/62/M/J/11
For
Examiner's
Use
5
BLANK PAGE
Question 2 begins on Page 6
UCLES 2011
0610/62/M/J/11
[Turn over
6
2
Fig. 2.1 shows a photograph of the larva of an insect.
For
Examiner's
Use
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]
UCLES 2011
0610/62/M/J/11
7
(ii) Measure the length of the larva in Fig. 2.1 and in your drawing.
For
Examiner's
Use
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
UCLES 2011
0610/62/M/J/11
[2]
[Turn over
8
(b) The larva eats through leaf tissue making tunnels in which it lives.
For
Examiner's
Use
Fig 2.2 shows part of a leaf that has been damaged by these tunnels.
vein
position of larva inside tunnel
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]
UCLES 2011
0610/62/M/J/11
9
(iii) Suggest two reasons why the leaf in Fig. 2.2 may die and fall off.
For
Examiner's
Use
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]
UCLES 2011
0610/62/M/J/11
[Turn over
10
3
Fig. 3.1 shows two photographs of a persons eye.
For
Examiner's
Use
In photograph A the person was looking out of a window.

In photograph B the person had turned away from the window.
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]
UCLES 2011
0610/62/M/J/11
11
BLANK PAGE
UCLES 2011
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12
BLANK PAGE
UCLES 2011
0610/62/M/J/11
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*1890062424*
0610/63
BIOLOGY
May/June 2011
1 hour
ruler

For Examiner's Use
1
2
3
Total

IB11 06_0610_63/FP
UCLES 2011
[Turn over
2
1
Some students carried out tests for vitamin C.
For
Examiner's
Use
They were provided with three vitamin C solutions, S1, S2 and S3.
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]
UCLES 2011
0610/63/M/J/11
3
(b) Use these results to suggest the approximate vitamin C concentration of S3.
For
Examiner's
Use
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]
UCLES 2011
0610/63/M/J/11
[Turn over
4
(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]
UCLES 2011
0610/63/M/J/11
For
Examiner's
Use
5
BLANK PAGE
Question 2 begins on Page 6
UCLES 2011
0610/63/M/J/11
[Turn over
6
2
Fig. 2.1 shows a photograph of the larva of an insect.
For
Examiner's
Use
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]
UCLES 2011
0610/63/M/J/11
7
(ii) Measure the length of the larva in Fig. 2.1 and in your drawing.
For
Examiner's
Use
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
UCLES 2011
0610/63/M/J/11
[2]
[Turn over
8
(b) The larva eats through leaf tissue making tunnels in which it lives.
For
Examiner's
Use
Fig 2.2 shows part of a leaf that has been damaged by these tunnels.
vein
position of larva inside tunnel
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]
UCLES 2011
0610/63/M/J/11
9
(iii) Suggest two reasons why the leaf in Fig. 2.2 may die and fall off.
For
Examiner's
Use
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]
UCLES 2011
0610/63/M/J/11
[Turn over
10
3
Fig. 3.1 shows two photographs of a persons eye.
For
Examiner's
Use
In photograph A the person was looking out of a window.

In photograph B the person had turned away from the window.
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]
UCLES 2011
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11
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UCLES 2011
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12
BLANK PAGE
UCLES 2011
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*0013761542*
0610/61
BIOLOGY
May/June 2012
1 hour
For Examiner's Use

1
2
Total

IB12 06_0610_61/4RP
UCLES 2012
[Turn over
2
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.
hollow leaf
2 cm
four cuts
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.
UCLES 2012
0610/61/M/J/12
For
Examiner's
Use
3
Table 1.1 shows the shape of the pieces and how they felt when the students held them
between their fingers.
For
Examiner's
Use
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]
UCLES 2012
0610/61/M/J/12
[Turn over
4
(b) Fig. 1.3 is a photomicrograph of a section through a tubular onion leaf.
10
green tubular
leaf
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]
UCLES 2012
0610/61/M/J/12
For
Examiner's
Use
5
(c) Fig. 1.4 shows a photograph of a section through the onion leaf. Its actual diameter
was 5 mm.
For
Examiner's
Use
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]
UCLES 2012
0610/61/M/J/12
[Turn over
6
(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]
UCLES 2012
0610/61/M/J/12
For
Examiner's
Use
7
(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.
For
Examiner's
Use
Explain the reasons for the details shown in each stage. Write your answers on the
lines below Fig. 1.5
onion leaf
ethanol for
ten minutes
onion leaf
boiling
water
for one
minute
hot water
bunsen burner
flame alight
bunsen burner
not alight
onion leaf
onion leaf
cold water for

half a minute
iodine solution
white tile
Fig. 1.5
reasons for stage 1
reasons for stage 2
reasons for stage 3
reasons for stage 4

[4]
[Total: 22]
UCLES 2012
0610/61/M/J/12
[Turn over
8
2
Fig. 2.1 shows three worms. One is a nematode.
0.5
20
For
Examiner's
Use
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
UCLES 2012
[1]
0610/61/M/J/12
9
(b) Part of the worm labelled B is shown in a rectangle.
For
Examiner's
Use
Make a large labelled drawing of this part of worm B.
[4]
UCLES 2012
0610/61/M/J/12
[Turn over
10
(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]
UCLES 2012
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For
Examiner's
Use
11
(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
5.0 - 6.9
7.0 - 8.9
9.0 - 10.9
11.0 - 12.9
13.0 - 14.9
15.0 - 16.9
tally
frequency
.. ...
.. ...
.. ...
.. ...
.. ...
.. ...
[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
UCLES 2012
0610/61/M/J/12
For
Examiner's
Use
12
(iv) Suggest a reason for the shape of the histogram.
[1]
[Total: 18]
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*5793508044*
0610/62
BIOLOGY
May/June 2012
1 hour
For Examiner's Use
1
2
3
Total

IB12 06_0610_62/2RP
UCLES 2012
[Turn over
2
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
enzyme
coloured compounds
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.
UCLES 2012
0610/62/M/J/12
For
Examiner's
Use
3
Table 1.1
time /
minutes
dish 1, apple with water
For
Examiner's
Use
dish 2, apple with lemon juice
broken surface
cut surface
broken surface
cut surface
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]
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[Turn over
4
(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]
UCLES 2012
0610/62/M/J/12
For
Examiner's
Use
5
2
The animals labelled A and B in Fig. 2.1 are both arthropods.

A
For
Examiner's
Use
25
15
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
UCLES 2012
[2]
0610/62/M/J/12
[Turn over
6
(c) Fig 2.2 shows a trap which can be used to catch other insects such as fruit flies.
For
Examiner's
Use
fruit fly
filter funnel
conical flask
pieces of
banana
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]
UCLES 2012
0610/62/M/J/12
7
(d) Fig. 2.3 shows a banana and a similar fruit called a plantain.
For
Examiner's
Use
banana
plantain
100 mm
Fig. 2.3
Suggest an investigation to find out if fruit flies are more likely to feed on banana or
plantain.
[3]
[Total: 19]
UCLES 2012
0610/62/M/J/12
[Turn over
8
3
Fig. 3.1 is a photograph of the flower of Amaryllis, Hippeastrum aglaiae.
For
Examiner's
Use
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]
UCLES 2012
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9
Fig 3.2 shows four pollen grains from an Amaryllis flower.
For
Examiner's
Use
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]
UCLES 2012
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10
BLANK PAGE
UCLES 2012
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11
BLANK PAGE
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12
BLANK PAGE
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.
UCLES 2012
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*7896585537*
0610/63
BIOLOGY
May/June 2012
1 hour
For Examiner's Use
1
2
3
Total

IB12 06_0610_63/FP
UCLES 2012
[Turn over
2
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
enzyme
coloured compounds
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.
UCLES 2012
0610/63/M/J/12
For
Examiner's
Use
3
Table 1.1
time /
minutes
dish 1, apple with water
For
Examiner's
Use
dish 2, apple with lemon juice
broken surface
cut surface
broken surface
cut surface
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]
UCLES 2012
0610/63/M/J/12
[Turn over
4
(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]
UCLES 2012
0610/63/M/J/12
For
Examiner's
Use
5
2
The animals labelled A and B in Fig. 2.1 are both arthropods.

A
For
Examiner's
Use
25
15
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
UCLES 2012
[2]
0610/63/M/J/12
[Turn over
6
(c) Fig 2.2 shows a trap which can be used to catch other insects such as fruit flies.
For
Examiner's
Use
fruit fly
filter funnel
conical flask
pieces of
banana
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]
UCLES 2012
0610/63/M/J/12
7
(d) Fig. 2.3 shows a banana and a similar fruit called a plantain.
For
Examiner's
Use
banana
plantain
100 mm
Fig. 2.3
Suggest an investigation to find out if fruit flies are more likely to feed on banana or
plantain.
[3]
[Total: 19]
UCLES 2012
0610/63/M/J/12
[Turn over
8
3
Fig. 3.1 is a photograph of the flower of Amaryllis, Hippeastrum aglaiae.
For
Examiner's
Use
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]
UCLES 2012
0610/63/M/J/12
9
Fig 3.2 shows four pollen grains from an Amaryllis flower.
For
Examiner's
Use
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]
UCLES 2012
0610/63/M/J/12
10
BLANK PAGE
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11
BLANK PAGE
UCLES 2012
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12
BLANK PAGE
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.
UCLES 2012
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*0191634512*
0610/61
BIOLOGY
May/June 2013
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.
This document consists of 11 printed pages and 1 blank page.

IB13 06_0610_61/5RP
UCLES 2013
[Turn over
2
1
Fig. 1.1 shows a birds egg. Part of the shell has been removed.
For
Examiner's
Use
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]
UCLES 2013
0610/61/M/J/13
3
(c) Fig. 1.2 shows an experiment to investigate the effect of acid on albumen.
3 drops
of water
For
Examiner's
Use
3 drops of
dilute acid
test-tube 1
test-tube 2
Fig. 1.2
The test-tubes were observed after five minutes.

Table 1.1
test-tube
observation
stayed as a clear liquid
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]
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[Turn over
4
(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]
UCLES 2013
0610/61/M/J/13
For
Examiner's
Use
5
2
Fig. 2.1 shows the back leg of two animals.
For
Examiner's
Use
The animals belong to two different vertebrate groups.
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]
UCLES 2013
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[Turn over
6
(b) Make a large, labelled drawing of the leg of animal A.
For
Examiner's
Use
[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

Show your working.
magnification
UCLES 2013
0610/61/M/J/13
[3]
7
(d) A population of animals was studied over nine years. The changes in the population of
males are shown in Fig. 2.2
For
Examiner's
Use
700
600
500
estimated
number of
males
400
300
200
100
0
1992
1994
1996
1998
2000
2002
year
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]
UCLES 2013
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[Turn over
8
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.
tray
tips (1 mm) removed

from onion seedlings
tips left on
onion seedlings
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]
UCLES 2013
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For
Examiner's
Use
9
Table 3.1 shows the heights of the onion seedlings at the start and of those measured
after three days.
For
Examiner's
Use
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:
UCLES 2013
tips removed
mm
tips left on
mm
0610/61/M/J/13
[1]
[Turn over
10
(b) The experiment was repeated with another tray of onion seedlings.
The same experiment was then performed on beetroot seedlings.
For
Examiner's
Use
Table 3.2
mean increase in height / mm
onion seedlings
beetroot seedlings
tips removed
tips left on
tips removed
tips left on
10
(i) Draw a bar chart on Fig. 3.2 to show the data in Table 3.2.
Fig. 3.2
[4]
UCLES 2013
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11
(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]
UCLES 2013
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For
Examiner's
Use
12
BLANK PAGE
Question 2 Figure 2.1
Peter Skinner / Shepreth Wildlife Park
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BIOLOGY
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May/June 2013
1 hour


IB13 06_0610_62/6RP
UCLES 2013
[Turn over
2
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 with
leaves
shoot without
leaves
height of
water after
2 days
oil
height of
water after
2 days
water
Fig. 1.1
(a) (i) Identify the variable that was changed (independent variable) in this investigation.
[1]
UCLES 2013
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For
Examiner's
Use
3
(ii) Suggest why oil was placed on top of the water in both test-tubes.
For
Examiner's
Use
[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]
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[Turn over
4
(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.
coloured
water
each shoot cut in half from
the cut end to the tip
one half of each shoot

showing the movement of the
coloured water up the stem
Fig. 1.2
UCLES 2013
0610/62/M/J/13
For
Examiner's
Use
5
For
Examiner's
Use
shoot without
leaves
shoot with
leaves
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]
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[Turn over
6
(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]
UCLES 2013
0610/62/M/J/13
For
Examiner's
Use
Question 1 continues on page 8.
UCLES 2013
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[Turn over
8
(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.
shoot with
leaves
flask
oil
water
balance
data logger
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
UCLES 2013
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
0610/62/M/J/13
For
Examiner's
Use
9
(c) (i) Plot the data from Table 1.1 on Fig. 1.5.
For
Examiner's
Use
Fig. 1.5
[4]
(ii) Describe and explain the results.
description
explanation
[3]
UCLES 2013
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[Turn over
10
Fig. 1.6 shows part of the lower surface of a leaf as viewed under a microscope.
For
Examiner's
Use
H
stomata
300
120 mm
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
UCLES 2013
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[1]
11
(ii) The magnification of the image in Fig. 1.6 is 300.
For
Examiner's
Use
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]
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2
You are going to observe and draw one of your fingers.
For
Examiner's
Use
(a) Place the palm of your hand on the paper.

Examine one finger.
Make a large, labelled drawing of this finger.
[4]
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(b) Fig. 2.1 shows the European mole, Talpa europa.
For
Examiner's
Use
0.8
hand
Fig. 2.1
(i) State one similarity, visible in Fig. 2.1, between the structure of the moles 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 moles hand and your hand.
feature
moles 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]
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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.
Table 3.1
colour of sheath
number of flies
purple
purple
light green
light green
light green
total number of
flies
mean number of
flies
(a) Calculate the total and mean number of flies found in each colour of sheath.
Write your answers in Table 3.1.
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For
Examiner's
Use
15
(b) Suggest two ways in which this investigation could be improved.
For
Examiner's
Use
2
[2]
[Total: 4]
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0610/63
BIOLOGY
May/June 2013
1 hour


IB13 06_0610_63/4RP
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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.
Petri dish
starch agar jelly
hole in the
starch 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.
UCLES 2013
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.
0610/63/M/J/13
For
Examiner's
Use
3
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.
For
Examiner's
Use
P
key
deep blue
clear
hole in the
starch agar
jelly
1 small square = 4mm 2

= 4mm 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
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mm2
[1]
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4
(iii) Describe the results shown in Fig. 1.2.
For
Examiner's
Use
[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]
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5
(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.
For
Examiner's
Use
[4]
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(c) Fig. 1.3 shows a pea seedling.
For
Examiner's
Use
Fig. 1.3
Make a large, labelled drawing of the pea seedling in the space provided on page 7.
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7
Draw the pea seedling in the space below.
[4]
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(d) Fig. 1.4 shows pea seeds in a pod.
pea seeds
pod
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
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For
Examiner's
Use
9
(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.
For
Examiner's
Use
Table 1.1
number of pea seeds in
each pod
tally
number of pods
///
//// //
4
5
6
7
8
9
10
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.
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[1]
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(iv) Most pods contained 10 or 11 pea seeds.
For
Examiner's
Use
Suggest a reason for some pods containing 8 or 12 pea seeds.
[1]
[Total: 26]
2
Fig. 2.1 shows an arthropod.
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
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mm
[3]
11
(b) Use features, visible in Fig. 2.1, to identify the group of arthropods to which this animal
belongs.
For
Examiner's
Use
Give two reasons for your answer.

Group
reason 1
reason 2
[3]
[Total: 6]
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3
(a) Fig. 3.1 shows a section of a dicotyledonous root as seen with a microscope.
For
Examiner's
Use
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.
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[2]
13
(b) When stems have just been cut, drops of liquid often appear on the cut surface of the
stem.
For
Examiner's
Use
A dicotyledonous stem was cut and the liquid was collected and tested for:
water;
reducing sugar;
protein;
fat.

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 )
blue
reducing sugar
blue
protein
blue
colourless
water
fat
cobalt chloride
ethanol + water
[6]
[Total: 8]
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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
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Candidate Name

BIOLOGY
0610/6
PAPER 6 Alternative to Practical

OCTOBER/NOVEMBER SESSION 2002
1 hour
Candidates answer on the question paper.
No additional materials are required.
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.
FOR EXAMINERS USE
1
2
3
4
TOTAL
This question paper consists of 11 printed pages and 1 blank page.

SP (AT/JG) S21867/3
CIE 2002
[Turn over
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1
For
Examiners
Use
(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]
0610/6/O/N/02
3
(ii)
For
Examiners
Use
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 a
complex 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 magnified
860 times.
Show your working.
length of starch grain .............................................. mm

(ii)
[2]
Name the metabolic process by which plants make carbohydrate.

...............................................................................................................................[1]
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(iii)
Describe an experiment you could carry out to show the formation of starch in a
green plant.
...................................................................................................................................
...................................................................................................................................
...................................................................................................................................
...................................................................................................................................
...................................................................................................................................
...............................................................................................................................[4]
[Total : 12]
0610/6/O/N/02
For
Examiners
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5
2
Ascorbic acid (vitamin C) is found in fresh fruits and vegetables. The amount in a known
quantity of fruit juice can be determined by decolourising a blue dye, DCPIP.
For
Examiners
Use
(a) Students were provided with 0.1% ascorbic acid solution (0.1 g ascorbic acid in
100 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 a
graduated 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
test
volume of
ascorbic
acid (cm3)
1.5
1.0
1.1
0.9
1.0
average
(i)
Complete Table 2.1 by calculating the average (mean) value of the data.
(ii)
Examine the data in Table 2.1.
[1]
Suggest a more reliable average value, stating a reason for your answer.
...................................................................................................................................
...............................................................................................................................[2]
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(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 contained
1 cm3 of a different fruit juice.
lemon
apple
grapefruit
lime
grape
0.1
0.1
0.1
0.1
0.1
0.2
0.2
0.2
0.2
0.2
0.3
0.3
0.3
0.3
0.3
0.4
0.4
0.4
0.4
0.4
0.5
0.5
0.5
0.5
0.5
0.6
0.6
0.6
0.6
0.6
0.7
0.7
0.7
0.7
0.7
0.8
0.8
0.8
0.8
0.8
0.9
0.9
0.9
0.9
0.9
original level
of fruit juice
1 cm3 graduated
pipette
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 the
formula
n
= concentration of ascorbic acid in a fruit juice in g per cm3
p
where,
n = volume of ascorbic acid from (a)(ii);
p = volume of fruit juice needed to decolourise DCPIP.
0610/6/O/N/02
For
Examiners
Use
For
Examiners
Use
Table 2.2
type of juice
lemon
apple
grapefruit
lime
grape
volume of juice
used to decolourise
DCPIP = p cm3
n
= g of
p
ascorbic acid
(iii)
[5]
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 the
ascorbic acid content of one of the five fruit juices.
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
......................................................................................................................................[3]
0610/6/O/N/02
[Total : 15]
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3
For
Examiners
Use
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.
gum
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 pH
meter.
Fig. 3.2 shows the dial on the pH meter.
6
5
7
pH
Fig. 3.2
(i)
What is the pH reading? ...................................
[1]
(ii)
Suggest an alternative way by which you could determine the pH of a similar

sample of plaque and the observation you would expect to make.
...................................................................................................................................
...................................................................................................................................
...................................................................................................................................
...............................................................................................................................[2]
0610/6/O/N/02
For
Examiners
Use
(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]
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4
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]
0610/6/O/N/02
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Examiners
Use
11
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0610/6/O/N/02
12
Cambridge International Examinations has made every effort to trace copyright holders, but if we have inadvertently overlooked any we will be pleased to make
the necessary arrangements at the first opportunity.
0610/6/O/N/02
Name
ap
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Candidate Number
Centre Number
0610/06
BIOLOGY
October/November 2003
1 hour
No additional Materials are required.

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

provided.
FOR EXAMINERS USE

1
2
3
TOTAL

SP (SC/SLC) S55555/3
UCLES 2003
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2
1
For
Examiners
Use
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 the
drop 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.
A
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 measured
using a thermometer, every 2 minutes for 10 minutes.
Table 1.1
temperature of water in test-tubes / C
time / minutes
A (single test-tube)
B (tube at centre
of group)
C (tube at edge
of group)
55
55
55
44
54
52
41
54
50
39
53
49
37
52
47
10
36
52
46
0610/06/O/N//03
3
(a) (i)
Plot a graph of the results to show clearly the difference between the three sets of
data.
For
Examiners
Use
[7]
(ii)
Describe the results for tube A.
..................................................................................................................................
..............................................................................................................................[2]
(iii) Describe the differences between the results for tube A and those for tubes B and
C.
..................................................................................................................................
..................................................................................................................................
..............................................................................................................................[2]
(iv) Explain how the results shown in the graph show the effect of crowding together of
animals in cold conditions.
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..............................................................................................................................[2]
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(b) Suggest two ways in which this investigation could have been improved to make the
results more reliable.
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.....................................................................................................................................[2]
[Total : 15]
0610/06/O/N//03
For
Examiners
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5
2
(a) (i)
For
Examiners
Use
Fig. 2.1 shows a ground-living beetle.

Make a large drawing of the whole animal shown in Fig. 2.1. Label three features
that 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.
Length of insect in Fig. 2.1 .......................................................................................
Length of drawing .....................................................................................................
Magnification ........................................................................................................[3]
0610/06/O/N//03
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(b) One method of estimating the population of insects, such as the ground-living beetle, is
to use a pit-fall trap. A suitable container, such as an empty food tin, is set into the
ground so the top is level with the surface of the soil, as shown in Fig. 2.2.
ground level
container to
trap animals
Fig. 2.2
Suggest and explain briefly two precautions that you might take when investigating
populations of insects, such as ground-living beetles, using pit-falls traps.
1. ......................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
2. ......................................................................................................................................
.........................................................................................................................................
......................................................................................................................................[4]
0610/06/O/N//03
For
Examiners
Use
For
Examiners
Use
(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 insect
in Fig. 2.1.
1. ......................................................................................................................................
..........................................................................................................................................
2. ......................................................................................................................................
..........................................................................................................................................
3. ......................................................................................................................................
......................................................................................................................................[3]
[Total : 15]
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3
For
Examiners
Use
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 recording
the mass of a potted plant over a period of time.
Fig. 3.2 shows the results over a number of hours.
mass / g
plastic
bag
time / h
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 the
transpiration rates of two different plants.
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
......................................................................................................................................[4]
0610/06/O/N//03
9
(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]
0610/06/O/N//03
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10
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0610/06
1 hour
Candidate
Name
Centre
Number
Candidate
Number

For Examiners Use

in the space given on this page.
provided.
1
2
3
4
Total

SP (KN) S69437/4
UCLES 2004
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2
1
Fig. 1.1 and Fig. 1.2 show the external features of two worms, A and B. These worms
belong to two different groups of invertebrates.
intestine
visible
0.1 mm
worm A
Fig. 1.1
2.0 cm
worm B
Fig. 1.2
(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]
UCLES 2004
0610/06/O/N/04
For
Examiners
Use
3
(b) Compare the two worms by completing the table to show three differences and one
similarity.
The first has been done for you.
difference 1
worm A
worm B
smaller
larger
difference 2
difference 3
similarity
[3]
(c) Name the groups to which the two worms belong.
worm A .............................................................................................................................
worm B .............................................................................................................................
[1]
[Total : 8]
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For
Examiners
Use
4
2
Blackspot is a disease of rose leaves caused by a fungus. The spots are composed of dead
tissue. 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 a
polluted area and a non-polluted area. The black spots are visible in the drawings.
leaflets from a polluted area
leaflets from a non-polluted area
Fig. 2.1
(a) Count the number of spots on each leaflet and record the information in the tally chart.
number of spots
number of leaflets
from polluted area
number of leaflets
from non-polluted area
0
1
2
3
4
[2]
UCLES 2004
0610/06/O/N/04
For
Examiners
Use
5
(b) Draw a column graph to show the range of numbers of spots per leaflet from the two
areas, with both sets of data on the same axes. Distinguish clearly between the two sets
of data.
[5]
(c) Describe the effect of pollution on the black spot infections.
..........................................................................................................................................
..........................................................................................................................................
......................................................................................................................................[2]
[Total : 9]
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For
Examiners
Use
6
3
Many fruits and vegetables change colour when cut open and exposed to the oxygen in the
air.
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. Use
evidence from the treatment of pieces of apple referred to above to support your
answer.
explanation .......................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
evidence ...........................................................................................................................
..........................................................................................................................................
......................................................................................................................................[6]
(b) Plan an investigation to show the effect of pH on the colour change in apple.
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
......................................................................................................................................[5]
[Total : 11]
UCLES 2004
0610/06/O/N/04
For
Examiners
Use
7
4
Fig. 4.1 shows a leaf that is divided into leaflets.
For
Examiners
Use
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 a
dicotyledon.
feature 1 ....................................................................................................................
feature 2 ................................................................................................................[2]
UCLES 2004
0610/06/O/N/04
[Turn over
8
(b) The electronmicrograph, Fig. 4.2, shows a section through part of a leaf.
For
Examiners
Use
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 contain
chloroplasts.
[1]
[Total : 12]
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 of
the University of Cambridge.
UCLES 2004
0610/06/O/N/04
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*061006*
0610/06

There are no Additional Materials
1 hour
Candidate
Name
Centre
Number
Candidate
Number

The number of marks is given in brackets [ ] at the end of each question or part questions.
For Examiner's Use
1
2
3
Total
IB05 06_0610_06/5RP
UCLES 2005
[Turn over
2
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 dm3
potato pieces after being left in

glucose solutions
length of
potato / mm
change in
length / mm
65
1 ..............
0.2
67
2 ..............
66
3 ..............
66
mean ........
.................
65
1 ..............
0.4
61
2 ..............
63
3 ..............
63
mean ........
.................
56
1 ..............
0.6
61
2 ..............
60
3 ..............
59
mean ........
0.8
.................
1 ..............
2 ..............
3 ..............
mean ........
1.0
.................
1 ..............
2 ..............
3 ..............
mean ........
UCLES 2005
0610/06/O/N/05
.................
For
Examiner's
Use
3
(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 dm3

[4]
UCLES 2005
0610/06/O/N/05
[Turn over
For
Examiner's
Use
4
(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]
UCLES 2005
0610/06/O/N/05
For
Examiner's
Use
5
BLANK PAGE
QUESTION 2 IS ON PAGE 6
UCLES 2005
0610/06/O/N/05
[Turn over
6
2
Fig. 2.1 shows a fresh seed of broad bean, Vicia faba, which has been cut in half.
For
Examiner's
Use
Fig. 2.1
(a) (i) Make a large, labelled drawing of the cut surface of the seed.
[6]
UCLES 2005
0610/06/O/N/05
7
(ii) Measure the length of the seed in Fig. 2.1 and in your drawing.
For
Examiner's
Use
Indicate on Fig. 2.1 where the measurement was taken.

length of seed in Fig. 2.1
length of seed in 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]
UCLES 2005
0610/06/O/N/05
[Turn over
8
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.
300
250
200
number
of cells
x1000
150
100
50
0
0
10
time / h
Fig. 3.1
UCLES 2005
0610/06/O/N/05
12
14
16
18
For
Examiner's
Use
9
(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]
UCLES 2005
0610/06/O/N/05
[Turn over
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Examiner's
Use
10
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0610/06/O/N/05
11
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0610/06/O/N/05
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*061006*
0610/06
No Additional Materials are required
1 hour
Candidate
Name
Centre
Number
Candidate
Number

The number of marks is given in brackets [ ] at the end of each question or
part question.
For Examiner's Use

1
2
3
Total
IB06 11_0610_06/5RP
UCLES 2006
[Turn over
2
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
stem
Fig. 1.2
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]
UCLES 2006
0610/06/O/N/06
For
Examiner's
Use
3
(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]
UCLES 2006
0610/06/O/N/06
[Turn over
For
Examiner's
Use
4
2
Fig. 2.1 shows the upper surface of an animal.
For
Examiner's
Use
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]
UCLES 2006
0610/06/O/N/06
5
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
[these animals are not all drawn to the same scale]
Fig. 2.4
(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]
UCLES 2006
0610/06/O/N/06
[Turn over
For
Examiner's
Use
6
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
rubber tubing
clip
glass tubing
capillary
tube
coloured
liquid
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]
UCLES 2006
0610/06/O/N/06
For
Examiner's
Use
7
BLANK PAGE
Question 3 continues on page 8
0610/06/O/N/06
[Turn over
8
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 / C
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]
UCLES 2006
0610/06/O/N/06
For
Examiner's
Use
9
(ii) With reference to your graph, describe the effect of temperature on the respiration
of the maggots.
[3]
(iii) Explain the results at 35C.
[2]
[Total: 15]
UCLES 2006
0610/06/O/N/06
[Turn over
For
Examiner's
Use
10
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0610/06/O/N/06
11
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0610/06/O/N/06
12
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Question 2
Fig. 2.1 http://perso.wanadoo.fr/laurent.marzec/pisidia.htm
0610/06/O/N/06
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*7419469386*
0610/06
BIOLOGY
1 hour

For Examiner's Use

1
2
3
Total

IB07 11_0610_06/6RP
UCLES 2007
[Turn over
2
1
A protein is used to hold other chemicals onto the clear plastic backing of photographic film,
as shown in Fig. 1.1.
clear plastic
backing
chemicals of photographic film

held in a layer of protein
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
UCLES 2007
student 1
student 2
12.0
14.0
8.0
9.0
2.0
3.0
0.5
1.0
10
8.0
9.0
0610/06/O/N/07
For
Examiner's
Use
3
(a) (i) Plot the results obtained by student 2 in the form of a suitable graph.
For
Examiner's
Use
[5]
(ii) Describe and explain the effect of pH on the activity of the enzyme.
[5]
UCLES 2007
0610/06/O/N/07
[Turn over
4
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]
UCLES 2007
0610/06/O/N/07
5
BLANK PAGE
0610/06/O/N/07
[Turn over
6
2
Fig.2.1 shows the lower surface of a dicotyledonous leaf.
For
Examiner's
Use
Magnification 1
Fig. 2.1
(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]
UCLES 2007
0610/06/O/N/07
7
(b) (i) Calculate the surface area of this leaf in Fig.2.1 to the nearest cm2.
For
Examiner's
Use
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]
UCLES 2007
0610/06/O/N/07
[Turn over
8
(d) Suggest how you could determine the number of stomata present on one surface of a
whole leaf.
[4]
[Total: 14]
UCLES 2007
0610/06/O/N/07
For
Examiner's
Use
9
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.
For
Examiner's
Use
key
white seedling
green seedling
dish A
dish B
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]
UCLES 2007
0610/06/O/N/07
[Turn over
10
(c) Suggest and explain which of these seedlings would be able to grow and produce
flowers.
[3]
[Total: 8]
UCLES 2007
0610/06/O/N/07
For
Examiner's
Use
11
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0610/06/O/N/07
12
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Question 2
Fig. 2.2 ANDREW SYRED / SCIENCE PHOTO LIBRARY.
0610/06/O/N/07
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*9499332500*
0610/06
BIOLOGY
1 hour

For Examiner's Use

1
2
3
Total

IB09 11_0610_06/6RP
UCLES 2009
[Turn over
2
1
Thin slices of dandelion stem were cut and placed into different salt solutions and left
for 30 minutes.
For
Examiner's
Use
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 stem
cutting tool
Fig.1.1
Longitudinal
sections of stem
outer
surface
outer
surface
0.8 M salt solution
0.0 M salt solution
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]
UCLES 2009
0610/06/O/N/09
3
(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.
For
Examiner's
Use
[4]
[Total: 10]
UCLES 2009
0610/06/O/N/09
[Turn over
4
2
Fig. 2.1 shows an insect-pollinated flower which has been cut vertically.
For
Examiner's
Use
Fig.2.1
(a) Make a large, labelled drawing of the visible floral parts.
[6]
UCLES 2009
0610/06/O/N/09
5
Fig. 2.2 shows the structure of a wind-pollinated flower.
For
Examiner's
Use
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]
UCLES 2009
0610/06/O/N/09
[Turn over
6
(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
difference
1
difference
2
difference
3
difference
4
Fig. 2.1
Fig. 2.2
.
[4]
[Total: 14]
UCLES 2009
0610/06/O/N/09
For
Examiner's
Use
7
3
Catalase is an enzyme which breaks down hydrogen peroxide into water and oxygen.
2 H2O2
2 H2O
For
Examiner's
Use
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.
hydrogen
peroxide
filter paper soaked
in 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.
UCLES 2009
0610/06/O/N/09
[Turn over
8
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
For
Examiner's
Use
(a) (i) Plot a line graph to show the time taken for the filter paper to rise against pH.
[4]
UCLES 2009
0610/06/O/N/09
9
(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]
UCLES 2009
0610/06/O/N/09
For
Examiner's
Use
10
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0610/06/O/N/09
11
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12
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0610/06/O/N/09
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*2292526810*
BIOLOGY
0610/61
1 hour
For Examiner's Use

1
2
3
Total

IB10 11_0610_61/4RP
UCLES 2010
[Turn over
2
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
cm 3
30
cm 3
30
cm 3
30
cm 3
30
cm 3
30
cm 3
20
20
20
20
20
20
10
10
10
10
10
10
10 C
15 C
20 C
25 C
30 C
35 C
Fig. 1.1.
Table 1.1
temperature / C
volume of juice collected / cm3
10
15
20
25
30
35
[3]
UCLES 2010
0610/61/O/N/10
For
Examiner's
Use
3
(ii) Present the data in a suitable graphical form.
For
Examiner's
Use
[5]
(iii) Describe the results.
[2]
UCLES 2010
0610/61/O/N/10
[Turn over
4
(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]
UCLES 2010
0610/61/O/N/10
For
Examiner's
Use
5
2
Fig. 2.1 shows a honey bee, Apis mellifera.
For
Examiner's
Use
Fig. 2.1
(a) Make a labelled drawing of the back leg of the honey bee shown in Fig. 2.1.
[5]
UCLES 2010
0610/61/O/N/10
[Turn over
6
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.
pollen
grain 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]
mm
[2]
(ii) Calculate the actual diameter of pollen grain A. Show your working.
actual diameter of pollen grain A
(c) Describe how you could safely test a sample of honey for starch and reducing sugar:
[4]
UCLES 2010
0610/61/O/N/10
For
Examiner's
Use
7
Honey production has been affected by parasites found on both the adult and larval stages
of honey bees.
For
Examiner's
Use
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
honey bee
(Apis mellifera)
..
feature
.
.
parasite
(Varroa destructor)
..
.
.
[4]
[Total : 18]
UCLES 2010
0610/61/O/N/10
[Turn over
8
3
There is variation in the shape of human thumbs.
For
Examiner's
Use
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
age / years
number of students with straight

thumbs
number of students with hitch hiker

thumbs
male
female
male
female
12
21
24
13
18
28
14
19
15
15
26
20
total
84
87
12
14
(a) Describe the results shown in Table 3.1.
[3]
UCLES 2010
0610/61/O/N/10
9
(b) Scientists think that thumb shape is controlled by a single gene.
For
Examiner's
Use
What evidence is there from Table 3.1 to support this idea?
[3]
[Total : 6]
UCLES 2010
0610/61/O/N/10
10
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0610/61/O/N/10
11
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0610/61/O/N/10
12
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Question 2 Figure 2.2
http://autopollen.massey.ac.nz; pollen
0610/61/O/N/10
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*6697102429*
0610/62
BIOLOGY
1 hour
For Examiner's Use

1
2
3
Total

IB10 11_0610_62/5RP
UCLES 2010
[Turn over
2
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]
UCLES 2010
0610/62/O/N/10
For
Examiner's
Use
3
Chemical changes occur in apples during storage.
For
Examiner's
Use
(b) Describe how you could safely test for changes in starch and reducing sugar.
[5]
UCLES 2010
0610/62/O/N/10
[Turn over
4
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
730.0
719.9
10.1
694.5
35.5
663.7
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]
UCLES 2010
0610/62/O/N/10
For
Examiner's
Use
5
(iii) Suggest two processes that would cause the loss in mass of apples.
[2]
For
Examiner's
Use
(iv) Suggest how apples might be stored to prevent loss of mass.
[3]
[Total : 18]
UCLES 2010
0610/62/O/N/10
[Turn over
6
2
Fig. 2.1 shows the shell of an animal that lives in water. The shell consists of two parts.
For
Examiner's
Use
Fig. 2.1
(a) Make a large, labelled drawing of this shell.
[4]
UCLES 2010
0610/62/O/N/10
7
(b) Suggest and explain one way in which the shell is an adaptation to the habitat of this
animal.
For
Examiner's
Use
[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]
UCLES 2010
0610/62/O/N/10
[Turn over
8
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]
UCLES 2010
0610/62/O/N/10
For
Examiner's
Use
9
(b) Fig. 3.2 shows a section through a floating leaf.
For
Examiner's
Use
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]
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0610/62/O/N/10
[Turn over
10
Hydrogencarbonate indicator solution is red.
For
Examiner's
Use
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 in
test-tube
plant in
test-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]
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*6715454446*
0610/63
BIOLOGY
1 hour
For Examiner's Use

1
2
3
Total

IB10 11_0610_63/4RP
UCLES 2010
[Turn over
2
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
cm3
50
cm3
40
40
30
30
20
20
10
10
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
20
18
10
27
32
30
44
50
40
50
63
20
[2]
UCLES 2010
0610/63/O/N/10
For
Examiner's
Use
3
(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.
For
Examiner's
Use
[5]
(iii) Describe the results.
[3]
(iv) Suggest how you would carry out this investigation to obtain reliable results.
[4]
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0610/63/O/N/10
[Turn over
4
Yeast plays an important part in making some types of bread.
For
Examiner's
Use
(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
UCLES 2010
mm
0610/63/O/N/10
[1]
5
(iii) Calculate the actual length of yeast cell X.
For
Examiner's
Use
Show your working.
actual length of yeast cell X
mm
[2]
[Total: 20]
UCLES 2010
0610/63/O/N/10
[Turn over
6
2
Fig. 2.1 shows one complete leaf from a pea plant made of a number of smaller leaflets.
For
Examiner's
Use
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]
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0610/63/O/N/10
7
(b) (i) State three environmental conditions needed for germination of seeds.
For
Examiner's
Use
[1]
(ii) Describe how you would grow germinated pea seeds until they produce flowers.
[3]
UCLES 2010
0610/63/O/N/10
[Turn over
8
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]
UCLES 2010
0610/63/O/N/10
For
Examiner's
Use
9
3
Fig. 3.1 shows three animals belonging to different groups.

D
0.5 mm
5 cm
10 cm
For
Examiner's
Use
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
nematode
[5]
[Total : 5]
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*8013386966*
0610/61
BIOLOGY
1 hour
For Examiner's Use

1
2
3
Total

IB11 11_0610_61/XRP
UCLES 2011
[Turn over
2
BLANK PAGE
UCLES 2011
0610/61/O/N/11
3
1
For
Examiner's
Use
Catalase is an enzyme found in plant and animal tissues.

It catalyses the breakdown of hydrogen peroxide into water and oxygen.
2H2O2
hydrogen peroxide
2H2O + O2
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.
volume of
oxygen
collected
plant tissue
and hydrogen
peroxide
water
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.
UCLES 2011
0610/61/O/N/11
[Turn over
4
For
Examiner's
Use
Table 1.1
volume of oxygen gas / cm3
experiment
sweet potato
Irish potato
32.0
12.5
20.0
9.0
35.5
8.5
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.
[2]
(ii) Suggest why the tissues were cut into small pieces before being added to the
flask.
[1]
UCLES 2011
0610/61/O/N/11
5
(b) (i) Draw a bar chart to show the volumes of oxygen gas collected for the sweet
potato.
For
Examiner's
Use
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]
UCLES 2011
0610/61/O/N/11
[Turn over
6
(c) Suggest and explain two ways in which a similar investigation could be planned to
collect more reliable data.
[4]
[Total: 14]
UCLES 2011
0610/61/O/N/11
For
Examiner's
Use
7
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UCLES 2011
0610/61/O/N/11
[Turn over
8
2
For
Examiner's
Use
Birds have feathers to cover their bodies.

Fig. 2.1 shows two types of feather, A and B.
Fig. 2.1
(a) (i) Make a labelled outline drawing of feather A.
[4]
UCLES 2011
0610/61/O/N/11
9
(ii) Suggest a function of feather A.
For
Examiner's
Use
[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.
UCLES 2011
0610/61/O/N/11
[Turn over
10
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
UCLES 2011
0610/61/O/N/11
cm2
[3]
For
Examiner's
Use
11
(ii) Describe a more accurate method that you could use to find the actual surface
area of feather B.
For
Examiner's
Use
[2]
[Total: 12]
UCLES 2011
0610/61/O/N/11
[Turn over
12
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.
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]
UCLES 2011
0610/61/O/N/11
For
Examiner's
Use
13
(iii) seedling F
For
Examiner's
Use
[3]
Question 3 continues on the next page.
UCLES 2011
0610/61/O/N/11
[Turn over
14
(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
For
Examiner's
Use
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]
UCLES 2011
0610/61/O/N/11
15
(c) Suggest how the seeds may be dispersed from these two fruits.
For
Examiner's
Use
[1]
[Total: 14]
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16
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*4990181549*
0610/62
BIOLOGY
1 hour
ruler

For Examiner's Use

1
2
3
Total

IB11 11_0610_62/6RP
UCLES 2011
[Turn over
2
1
Fig. 1.1 shows a longitudinal section through a butternut squash, Cucurbita moschata.
For
Examiner's
Use
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]
UCLES 2011
0610/62/O/N/11
3
Fig. 1.2 shows two seeds from this fruit.
For
Examiner's
Use
Fig. 1.2
(b) Describe the external appearance of this seed.
[2]
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0610/62/O/N/11
[Turn over
4
Fig. 1.3 shows a seedling which has grown from a seed taken from this fruit.
For
Examiner's
Use
testa
soil line
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]
UCLES 2011
0610/62/O/N/11
5
2
An investigation was carried out to find the effect of salt (sodium chloride) solution, on
potato tissue.
For
Examiner's
Use
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 water
salt 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]
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[Turn over
6
(ii) Explain the changes that you have recorded for these two chips.
For
Examiner's
Use
[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
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
concentration of
sucrose solution
/ g dm-3
UCLES 2011
0610/62/O/N/11
7
(i) Complete Table 2.2 by calculating the percentage change in mass for the most
concentrated solution. Show your working.
For
Examiner's
Use
[1]
(ii) Suggest why it is necessary to calculate the percentage change in mass when
comparing the chips.
[1]
percentage change in mass
(iii) Plot a graph to show the percentage change in mass against the concentration of
the sucrose solution. Use the grid and axes provided.
concentration of sucrose
solution / g dm3
[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]
UCLES 2011
0610/62/O/N/11
[Turn over
8
3
Fig. 3.1 shows three animals A, B and C which belong to the same group of arthropods.
For
Examiner's
Use
Not to scale
A
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]
UCLES 2011
0610/62/O/N/11
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*0864938727*
0610/63
BIOLOGY
1 hour
For Examiner's Use

1
2
3
Total

IB11 11_0610_63/6RP
UCLES 2011
[Turn over
2
1
Two students carried out an investigation into reaction times.
For
Examiner's
Use
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 1 ready
to drop metre rule
16
14
12
10
student 2 ready to
catch metre rule
6
4
2
0
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
22
16
16
12
13
mean
17
........
........
(ii) Complete Table 1.1 by calculating the mean distance for the right hand.
UCLES 2011
0610/63/O/N/11
[1]
3
(b) (i) Suggest what this experiment was designed to investigate.
For
Examiner's
Use
[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
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]
UCLES 2011
0610/63/O/N/11
[Turn over
4
(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]
UCLES 2011
0610/63/O/N/11
For
Examiner's
Use
5
2
Fig. 2.1 shows a fruit of a raspberry, Rubus idaeus.
For
Examiner's
Use
This fruit is composed of many small fruits (fruitlets) joined together.
Fig. 2.1
(a) Make a large, labelled drawing of this fruit.
[5]
UCLES 2011
0610/63/O/N/11
[Turn over
6
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]
UCLES 2011
0610/63/O/N/11
For
Examiner's
Use
7
(ii) Construct a histogram to show the number of fruitlets per fruit.
For
Examiner's
Use
[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]
UCLES 2011
0610/63/O/N/11
[Turn over
8
3
Plants take up water through their roots.
For
Examiner's
Use
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.
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]
UCLES 2011
0610/63/O/N/11
9
(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]
UCLES 2011
0610/63/O/N/11
For
Examiner's
Use
10
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*2633815221*
0610/61
BIOLOGY
1 hour
For Examiner's Use

1
2
3
Total

IB12 11_0610_61/5RP
UCLES 2012
[Turn over
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.
thermometer
delivery tube
W2
W1
foam
beaker of water
at 30 C 40 C
water
20 cm3 active yeast

mixture in test-tube
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
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.
UCLES 2012
[1]
0610/61/O/N/12
For
Examiner's
Use
3
(iii) Describe a test for this gas and the result that you would expect.
For
Examiner's
Use
[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]
UCLES 2012
0610/61/O/N/12
[Turn over
4
(d) State two sources of error in the method of this investigation.
Suggest how to improve the method to reduce each source of error.
For
Examiner's
Use
source of error
improvement
source of error
improvement
[4]
[Total: 13]
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Question 2 begins on page 6.
UCLES 2012
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[Turn over
6
2
Fig. 2.1 shows the upper surface of two leaves, W3 and W4.
W3
For
Examiner's
Use
W4
Fig. 2.1
(a) Make a large, labelled drawing of leaf W3.
[4]
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7
(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.
For
Examiner's
Use
(i) similarity
[1]
(ii) differences
1
2
[2]
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8
Fig. 2.2 shows a photomicrograph of a section of a leaf similar to W3.
For
Examiner's
Use
cell Y
280
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]
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9
(d) Measure the length, from A to B, of cell Y on Fig. 2.2.
For
Examiner's
Use
Record your measurement.

length from A to B
mm
Calculate the actual length of cell Y.

Show your working.
actual length of cell Y
UCLES 2012
mm
0610/61/O/N/12
[3]
[Turn over
10
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
42.5
46.0
12
32.5
18
16.0
24
7.5
appearance of one leaf in

the sample.
(e) (i) Describe and explain the changes in appearance of the leaves during the two
years.
[3]
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For
Examiner's
Use
11
(ii) Use the measurements from Table 2.1 to plot a graph to show how the mass of the
leaf samples change with time.
For
Examiner's
Use
[4]
(iii) Describe the results for the change in mass shown on the graph.
[3]
[Total: 23]
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12
3
Fig. 3.1 shows an invertebrate animal.
For
Examiner's
Use
Fig. 3.1
Fig. 3.2 shows the external features of six other animals.
A
F
D
E
not to scale
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
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[2]
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13
(b) Describe two similarities, visible in Fig. 3.2, between animal B and animal F.
For
Examiner's
Use
2
[2]
[Total: 4]
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*5736715400*
BIOLOGY
0610/62
1 hour
For Examiner's Use
1
2
3
Total

IB12 11_0610_62/4RP
UCLES 2012
[Turn over
2
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
UCLES 2012
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
0610/62/O/N/12
For
Examiner's
Use
3
(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.
For
Examiner's
Use
[5]
(ii) Describe and compare the effect of temperature on the clotting time for both types
of milk.
[4]
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4
(c) Suggest and explain why each test has been carried out three times.
For
Examiner's
Use
[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]
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5
2
Fig. 2.1 shows part of a plant organ cut vertically in half.
For
Examiner's
Use
Fig. 2.1
(a) (i) Make a large, labelled drawing of the cut surface of this organ.
[4]
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6
(ii) Suggest two biological functions of this organ for the plant.
For
Examiner's
Use
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]
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7
Fig. 2.3 shows some mature root cells further from the tip.
For
Examiner's
Use
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]
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8
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
rubber tubing
clip
glass tubing
capillary
tube
coloured
liquid
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.
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For
Examiner's
Use
9
(a) Explain why the drop of coloured liquid moved towards the test-tube.
For
Examiner's
Use
[4]
(b) Suggest a suitable control for this investigation.
[1]
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10
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.
120
100
80
distance moved
by drop / mm
60
40
20
0
10
15
20
25
30
35
40
temperature / C
Fig. 3.2
(c) Describe the results shown on the graph.
[3]
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For
Examiner's
Use
11
(d) Explain the difference between the results at 20 C and 30 C.
For
Examiner's
Use
[2]
[Total: 10]
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0610/63
BIOLOGY
*2870861678*
1 hour
For Examiner's Use

1
2
3
Total

IB12 11_0610_63/9RP
UCLES 2012
[Turn over
2
BLANK PAGE
UCLES 2012
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For
Examiner's
Use
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.
connecting passage
woodlouse
transparent lid
choice chamber
damp
dry
Fig. 1.2
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After 5 minutes the number of woodlice in each area of the chamber was recorded.
For
Examiner's
Use
The woodlice were released into their natural environment.

This procedure was repeated four more times using different woodlice.
Table 1.1
positions of woodlice
trial
damp area
dry area
connecting
passage
total
mean
number of
woodlice in
the damp area
number of
woodlice in
the dry area
......................
......................
......................
......................
......................
......................
......................
......................
......................
......................
......................
......................
......................
......................
(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]
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5
(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.
For
Examiner's
Use
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]
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[Turn over
6
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
UCLES 2012
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For
Examiner's
Use
7
(a) Make a large, labelled drawing of the leaf in Fig. 2.3 to show the whole leaf, including
the swollen leaf stalk.
For
Examiner's
Use
[4]
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8
Fig. 2.4 shows a cross section through a swollen leaf stalk.
For
Examiner's
Use
air
space
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]
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9
Water hyacinths will flower and form seeds in warm climates. They can also reproduce and
spread asexually (by vegetative means).
For
Examiner's
Use
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]
UCLES 2012
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[Turn over
10
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
temperature
/ C
UCLES 2012
time for milk to clear / seconds

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
0610/63/O/N/12
For
Examiner's
Use
11
(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]
UCLES 2012
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For
Examiner's
Use
12
(b) (i) Suggest and explain why each test was carried out three times.
For
Examiner's
Use
[2]
(ii) In this investigation, temperature was varied.
Suggest and explain one variable that needs to be controlled.
[2]
[Total: 12]
Question 2 Fig. 2.1
Water hyacinth image Alamy Ltd
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BIOLOGY
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0610/61
1 hour


IB13 11_0610_61/2RP
UCLES 2013
[Turn over
2
1
Seeds from the plant family Papilionaceae form an important part of the human diet.
For
Examiner's
Use
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.
Table 1.1
feature
lentil
chickpea
soya bean
shape of seed
appearance of
seed coat
[3]
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(b) A group of students were planning an investigation into the effect of temperature on the
germination of seeds.
For
Examiner's
Use
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]
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4
Fig. 1.2 shows the same three seeds after they have been germinated in suitable
conditions.
T
S
lentil
chickpea
soya bean
Fig. 1.2
(c) (i) Make a large, labelled drawing of the lentil seedling.
[4]
UCLES 2013
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For
Examiner's
Use
5
(ii) You are going to calculate the magnification of your drawing.
For
Examiner's
Use
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

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]
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6
(e) The percentage of protein and fat in five types of seed, are shown in Table 1.2.
For
Examiner's
Use
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]
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Fig. 1.3 shows part of a label from a packet of soya bean seeds. The label shows the
energy content measured in kilojoules.
For
Examiner's
Use
Soya Beans
Nutrition
Typical
composition
50 g serving
provides
Energy
Protein
Carbohydrate
Fat
230 kJ
8.5 g
4.5 g
4.0 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 soya
bean 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]
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[Turn over
8
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.
pale green
inner tissue
area of
seeds
dark green
outer tissue
2 mm
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.
pale green
inner tissue
dark green
outer tissue
dark green
outer tissue
centre
removed
A
Fig. 2.2
UCLES 2013
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For
Examiner's
Use
9
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.
For
Examiner's
Use
Table 2.1
the shape of the piece of cucumber before
being placed in solution E
the shape of the piece of cucumber before

being placed in water
dark green
outer tissue
dark green
outer tissue
pale green
inner tissue
the shape of the piece of cucumber after

being placed in solution E
pale green
inner tissue
the shape of the piece of cucumber after

being placed in water
dark green
outer tissue
dark green
outer tissue
pale green
inner tissue
pale green
inner tissue
(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]
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10
(ii) the pale green inner tissue of the pieces of cucumber.
For
Examiner's
Use
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]
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11
3
Slugs and snails are molluscs that can live in water or on land.
For
Examiner's
Use
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]
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*8179475121*
0610/62
BIOLOGY
1 hour


IB13 11_0610_62/5RP
UCLES 2013
[Turn over
2
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.
bung
delivery tube
foam
water
extract and hydrogen

peroxide solution
test-tube
support
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.
UCLES 2013
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For
Examiner's
Use
3
Table 1.1
extract
For
Examiner's
Use
number of bubbles of oxygen

released in one minute
seeds 1
43
seeds 2
50
seedlings 1
30
seedlings 2
37
(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]
UCLES 2013
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[Turn over
After the reaction had finished the four test-tubes contained different heights of foam.
For
Examiner's
Use
Fig. 1.2 shows the four test-tubes.
foam
height
of foam
extract and
hydrogen
peroxide
seeds 2
seeds 1
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
extract
height of foam / mm
seeds 1
seeds 2
seedlings 1
seedlings 2
[2]
(ii) State the conclusion that can be made from these results.
[1]
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5
(iii) State and explain whether your conclusion in (a)(ii) is consistent with your
conclusion in (c)(ii).
For
Examiner's
Use
[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]
UCLES 2013
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[Turn over
6
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.
............................ 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.
Forty other bean seeds have been measured for you.
This data has been recorded as a tally in Table 2.1.
UCLES 2013
0610/62/O/N/13
[2]
For
Examiner's
Use
7
(ii) Insert the tally mark for each bean seed A, B, C, D and E in the correct row in
Table 2.1.
[2]
For
Examiner's
Use
(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
24.0 25.9
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
number in group
(iv) Construct a histogram on Fig. 2.2 of the number in each group of bean seed
length.
[4]
Fig. 2.2
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8
(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]
UCLES 2013
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For
Examiner's
Use
9
For
Examiner's
Use
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

Show your working.
magnification
[4]
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]
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*5208440925*
0610/63
BIOLOGY
1 hour


IB13 11_0610_63/6RP
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[Turn over
2
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
plum
Fig. 1.1
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For
Examiner's
Use
3
(a) (i) Make a large, labelled drawing of the apple.
Include details of the ovary in your drawing.
For
Examiner's
Use
[4]
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[Turn over
4
Measure the width of the apple on Fig. 1.1, between X and X.
width of apple in Fig.1.1
For
Examiner's
Use
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

Show your working.
magnification
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[4]
5
The apple and the plum have a similar shape.
For
Examiner's
Use
(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
[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]
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6
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
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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
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For
Examiner's
Use
7
(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.
For
Examiner's
Use
[5]
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8
(b) (i) Describe and explain the effect of pH on the activity of trypsin.
For
Examiner's
Use
[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]
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9
(d) Another group of students wanted to investigate the effect of temperature on the
activity of trypsin.
For
Examiner's
Use
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]
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[Turn over
10
3
Inhaled air differs in composition from exhaled air.
For
Examiner's
Use
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.
[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]
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UCLES 2013
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UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS

Paper 6 Alternative to Practical

For Examiner's Use

This document consists of 9 printed pages and 3 blank pages.

flask A compared with flask B.

flask B compared with flask C.

flask C compared with flask A.

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

READ THESE INSTRUCTIONS FIRST

For Examiners Use

This document consists of 9 printed pages and 3 blank pages.

CAMBRIDGE INTERNATIONAL EXAMINATIONS

The volume of sample A changed differently to the volume of sample B. Suggest

The volume of sample A changed differently to the volume of sample C. Suggest

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

Fig. 3.1 shows the external appearance of animal A.

Make a large, labelled drawing of animal A.

Name the group to which animals A and B belong.

glass funnel, upside down

How would you show this gas was oxygen?

READ THESE INSTRUCTIONS FIRST

If you have been given a label, look at the

For Examiners Use

Stick your personal label here, if

This document consists of 9 printed pages and 3 blank pages.

UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS

(These cells are all drawn to the same magnification)

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

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

Starch is broken down during digestion by an enzyme, amylase.

Describe the effect on the reaction of using sodium chloride solution.

State the purpose of tube B in this investigation.

Fig. 3.1 shows two joined mature Acer fruits.

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

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

Paper 6 Alternative to practical

UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS

Candidates answer on the Question Paper.

READ THESE INSTRUCTIONS FIRST

For Examiner's Use

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

clear plastic box

box made of black card

the seedling from

the seedling from

seedling from the box made of black card

DR JEREMY BURGESS / SCIENCE PHOTO LIBRARY

Paper 6 Alternative to Practical

UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS

Candidates answer on the Question Paper.

READ THESE INSTRUCTIONS FIRST

For Examiner's Use

This document consists of 12 printed pages.

Fig.1.1 shows a diagram of a groundnut plant, Arachis hypogaea.

(ii) Measure the length of your drawing.

Fig 3.1 shows a choice chamber.

60 woodlice were introduced through the central hole.

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.