QP 3 PDF

w
Name
ap
eP
e
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Candidate Number
Centre Number
0610/03
BIOLOGY
Paper 3
May/June 2003
1 hour 15 minutes
Additional Materials: Answer Paper
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 soft pencil for any diagrams, graphs or rough working.
Do not use staples, paper clips, highlighters, glue or correction fluid.
Section A
Answer all questions.
Write your answers in the spaces provided on the Question Paper.
Section B
Answer any two questions.
Write your answers on the separate Answer Paper provided.
At the end of the examination,
1. fasten all your work securely together;
2. enter the numbers of the Section B questions you have answered in the grid below.
The number of marks is given in brackets [ ] at the end of each question or part question.
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.
Section A
Section B
Stick your personal label here, if

provided.
Total
This document consists of 8 printed pages.
SP (AT/KN) S41697/2
CIE 2003
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CAMBRIDGE INTERNATIONAL EXAMINATIONS

International General Certificate of Secondary Education
For
Examiners
Use
2
Section A
Answer all the questions.
Write your answers in the spaces provided.
Fig. 1.1 shows an incomplete diagram of the female urinary system.

to
heart
from
heart
kidney
bladder
Fig. 1.1
(a) On Fig. 1.1, draw and label the following parts:
renal artery, urethra and ureter.
[4]
(b) Name three components that are present in the urine of a healthy person.
1. ......................................................................................................................................
2. ......................................................................................................................................
3. ..................................................................................................................................[3]
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(c) If the kidneys fail, the patient may be put on a kidney machine.
Explain how a kidney machine works.
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
......................................................................................................................................[4]
(d) The kidneys are part of the bodys homeostatic mechanism.
(i)
Define homeostasis.
...................................................................................................................................
...................................................................................................................................
...............................................................................................................................[2]
(ii)
Outline the role of the kidneys in homeostasis.

...................................................................................................................................
...................................................................................................................................
...............................................................................................................................[2]
(iii)
Name another organ of the body also involved with homeostasis and outline its
role.
name of organ ...........................................................................................................
role ............................................................................................................................
...................................................................................................................................
...............................................................................................................................[3]
[Total : 18]
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2
A study was carried out to compare the amount of tooth decay in the children of two different
towns. Town A had drinking water containing fluoride at a concentration of 2 parts per
million. Town B had no fluoride in its drinking water.
Fig. 2.1 shows the results of the study, but the graph is incomplete.
50
town A
40
town B
%
children
30
20
10
10
11-19
number of decayed teeth

Fig. 2.1
(a) Complete Fig. 2.1, using the following data.
(b) (i)
town
number of decayed teeth
% children
13
[2]
For town B, state the percentage of children with three decayed teeth.
...............................................................................................................................[1]
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5
(ii)
For town A, calculate the total percentage of children with less than five decayed
teeth. Show your working.
For
Examiners
Use
total percentage .................................................[2]

(c) (i)
What conclusion, relating to the effect of fluoride, can be drawn from this study?
...................................................................................................................................
...............................................................................................................................[1]
(ii)
Based on your conclusion, what recommendation should be given to town B?

...................................................................................................................................
...............................................................................................................................[1]
(iii)
Explain why some people may object to this recommendation.

...................................................................................................................................
...............................................................................................................................[1]
[Total : 8]
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3
The seaweed, Caulerpa taxifolia, lives in tropical oceans but is now also found in the
Mediterranean sea, where it grows at twice the rate of local seaweeds. As a result, the local
seaweeds are becoming rare.
Although not poisonous, Caulerpa produces a chemical in its cells that makes it inedible to
Mediterranean herbivores, such as sea urchins. They do not feed on it and their numbers are
decreasing. Carnivorous fish populations have also decreased by up to 50 %.
Marine conservationists are very concerned. At first they used chlorine to kill Caulerpa but
are now considering the introduction of tropical sea slugs (herbivorous molluscs). Caulerpa
is part of their natural diet.
(a) The seaweed, Caulerpa taxifolia, is named using the binomial system.
Explain the term binomial system.
..........................................................................................................................................
..........................................................................................................................................
......................................................................................................................................[2]
(b) (i)
Suggest why the local seaweeds are becoming rare.

...................................................................................................................................
...............................................................................................................................[2]
(ii)
Sea urchins are herbivores. Define the term herbivore.

...................................................................................................................................
...............................................................................................................................[1]
(iii)
Suggest why the populations of carnivorous fish have decreased by up to 50%.

...................................................................................................................................
...................................................................................................................................
...............................................................................................................................[2]
(c) Suggest why using chlorine to kill Caulerpa might not be a good idea.
..........................................................................................................................................
......................................................................................................................................[1]
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(d) (i)
Suggest why conservationists are concerned about the effects of Caulerpa on

other organisms in the Mediterranean.
For
Examiners
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...................................................................................................................................
...................................................................................................................................
...............................................................................................................................[2]
(ii)
Explain how the introduction of herbivorous sea slugs from the tropics could be
effective in re-establishing a balanced ecosystem.
...................................................................................................................................
...................................................................................................................................
...............................................................................................................................[2]
(iii)
Outline the possible dangers of introducing tropical sea slugs.

...................................................................................................................................
...................................................................................................................................
...............................................................................................................................[2]
[Total : 14]
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8
Section B
Write your answers on the separate answer paper provided.
(a) (i)
Describe the main similarities between insects and arachnids.
[3]
(ii) By means of a table, show the differences between insects and arachnids.
(b) Suggest and explain how a named insect could evolve over a period of time.
[5]
[7]
[Total : 15]
(a) Explain why, in some parts of the world, not enough food is available to feed the people
living there.
[10]
(b) Describe the uses of hormones in food production.
[5]
[Total : 15]
(a) Explain the term codominance.
[3]
(b) Using a suitably labelled genetic diagram, explain how a baby can have blood group O
[6]
(IoIo) when its mother is group A and its father is group B.
(c) (i)
(ii)
Describe and explain what could happen when blood of different groups is mixed.
[3]
Describe and explain the role of the placenta in relation to this problem.
[3]
[Total : 15]
(a) State the functions of five named parts of the male reproductive system.
(b) (i)
(ii)
[5]
Explain how sperm, deposited in the vagina during sexual intercourse, reach an
egg.
[4]
Describe the process of fertilisation.
(c) Outline the ways in which HIV can be prevented from spreading.
[3]
[3]
[Total : 15]
0610/3/M/J/03
Name
ap
eP
e
tr
.X
Candidate Number
Centre Number
0610/03
BIOLOGY
Paper 3 Extended
May/June 2004
1 hour 15 minutes
Candidates answer on the Question Paper.
There are no Additional Materials.

Write your Centre number, candidate number and name on all the work you hand in.
Write in dark blue or black pen in the spaces provided on the Question Paper.
At the end of the examination, fasten all your work securely together.
For Examiners Use

1
2
3

provided.
5
6
Total
This document consists of 13 printed pages and 3 blank pages.
SP (KN) S64495/3
UCLES 2004
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UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS

2
1
In Africa, mammals called jackals are quite common. They feed on small herbivores such as
young springboks and dik-diks, hunting in packs to catch their prey. They will also eat larger
herbivores such as kudu that have been killed by larger predators such as lions.
A farmer in South Africa found that a number of his sheep, while feeding on grassland, were
being killed by jackals. He noted that jackals always kill sheep by attacking their necks. He
designed a plastic collar for the sheep that covered their necks. None of his sheep have
been killed since fitting these collars. Other farmers are now buying the collars to protect
their sheep from jackal attack.
(a) The prey species of the jackal are usually primary consumers.
State the type of food that all primary consumers eat.
......................................................................................................................................[1]
(b) Name the two carnivores identified in the text.
1. ......................................................................................................................................
2. ..................................................................................................................................[1]
(c) Construct a food chain for the jackal to show its relationship with sheep.
......................................................................................................................................[2]
(d) Suggest a reason why jackals survive better when they hunt in packs.
..........................................................................................................................................
......................................................................................................................................[1]
(e) When the farmer started to use collars on his sheep, although none of his sheep were
being killed, the population of jackals did not decrease.
Suggest why the number of jackals did not decrease.
..........................................................................................................................................
......................................................................................................................................[1]
(f)
Name two structures, found in the neck of a sheep, that could be damaged when jackals
attack it.
1. ......................................................................................................................................
2. ..................................................................................................................................[2]
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(g) Some of the protected sheep die of old age and their remains are eaten by other
animals.
For
Examiners
Use
Suggest and explain why the collars of the dead sheep could create an environmental
problem.
..........................................................................................................................................
..........................................................................................................................................
......................................................................................................................................[2]
[Total : 10]
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2
Experts predict that 75% of the British population will be obese in 8 years time. The problem
is blamed on the popularity of junk food. This sort of diet is unbalanced.
(a) Define the term balanced diet.
..........................................................................................................................................
..........................................................................................................................................
......................................................................................................................................[2]
A human diet consists of:
carbohydrates
fats
fibre
minerals
proteins
vitamins
water.
(b) Underline two foodstuffs from the list above that, when eaten in excess, would be most
likely to lead to obesity.
[2]
(c) Fig. 2.1 shows a chart to find a persons ideal mass.
1.85
low
mass
ideal
mass
slightly
obese
moderately
obese
obese
1.80
1.75
height / m
1.70
1.65
1.60
1.55
1.50
30
40
50
60
70
80
90
100 110 120 130 140 150 160
mass / kg
Fig. 2.1
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For
Examiners
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5
The following data was collected for three students, X, Y and Z.
(i)
student
mass / kg
height / m
50.8
1.55
63.8
1.85
114.3
1.65
Identify the student who is

1. obese; .............................................
2. of low mass; ....................................
3. of ideal mass. ..................................
(ii)
[3]
Suggest two health problems that could be caused by obesity.

1. ...............................................................................................................................
2. ...........................................................................................................................[2]
(d) Large food molecules are made up of smaller units. Some of these smaller units are
listed below.
amino acids
fatty acids
glycerol
simple sugars
Name the units that make up

1. starch; ..........................................................................................................................
2. fats; ..............................................................................................................................
3. protein. .....................................................................................................................[4]
(e) Large food molecules are broken down to form smaller molecules in the digestive
system.
(i)
Name the type of chemical that speeds up digestion.

...............................................................................................................................[1]
(ii)
Explain why large molecules need to be broken down into small molecules in the
digestive system.
...................................................................................................................................
...................................................................................................................................
...............................................................................................................................[2]
[Total : 16]
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6
3
Table 3.1 shows a students daily water gains and losses.

Table 3.1
water gain / cm3
water loss / cm3
drink
1650
food
800
water released in
chemical reactions
total
350
2800
urine
1500
faeces
100
expired air
400
sweat
total
............
2800
(a) Complete the table by calculating the volume of sweat lost by the student.
Show your working in the space below.
[1]
(b) Name the organ responsible for
1. excreting water in expired air; ......................................................................................
2. releasing water by sweating; ........................................................................................
3. forming urine; ...............................................................................................................
4. reabsorbing water from undigested food to form faeces. .............................................
[4]
(c) On a hot day the student still took in 2800 cm3 of water.
(i)
Suggest and explain what would happen to the volume of sweat and urine
produced.
sweat ........................................................................................................................
...................................................................................................................................
...............................................................................................................................[2]
urine ..........................................................................................................................
...................................................................................................................................
...............................................................................................................................[2]
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7
The volume of water gained and lost by the student is balanced.
(ii)
Name the term used for the maintenance of a constant internal environment.
...............................................................................................................................[1]
(d) Use words from the list below to complete the paragraph.
excretion
glucose
pancreas
glycogen
secretion
insulin
starch
liver
stomach
oestrogen
sucrose
The blood stream transports a sugar called ....................................... .

The blood sugar level has to be kept constant in the body.
If this level falls below normal, a hormone called glucagon is released into the blood by
an endocrine organ called the ....................................... .
The release of a substance from a gland is called ....................................... .
Glucagon promotes the breakdown of ....................................... to increase the blood
sugar level.
If the blood sugar level gets too high, the endocrine organ secretes another hormone
called ....................................... into the blood.
This hormone promotes the removal of sugar from the blood and its conversion to
glycogen in the ....................................... .
[6]
[Total : 16]
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4
Fig. 4.1 shows part of a root.
xylem
Fig. 4.1
(a) Explain how the presence of root hair cells on roots enables the efficient absorption of
water and minerals.
..........................................................................................................................................
..........................................................................................................................................
......................................................................................................................................[2]
(b) Root hair cells can absorb mineral ions by diffusion and active transport.
(i)
Define the term active transport.

...................................................................................................................................
...............................................................................................................................[2]
(ii)
Explain why respiration rates may increase in root hair cells during the uptake of
mineral ions.
...................................................................................................................................
...............................................................................................................................[1]
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9
(c) Fig. 4.1 shows the position of xylem in the root.
(i)
Describe how the structure of xylem tissue is adapted to its functions.

...................................................................................................................................
...................................................................................................................................
...................................................................................................................................
...............................................................................................................................[3]
(ii)
Describe the mechanism of water movement through the xylem.

...................................................................................................................................
...................................................................................................................................
...............................................................................................................................[2]
[Total : 10]
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5
Fig. 5.1 shows vehicles driving past a power station in Namibia and women carrying
firewood they have cut.
Fig. 5.1
(a) Describe how an increase of carbon dioxide in the atmosphere can affect the
environment.
..........................................................................................................................................
..........................................................................................................................................
......................................................................................................................................[2]
(b) Without further reference to carbon dioxide, explain how each of the following may have
undesirable effects on the environment:
(i)
the power station;

...................................................................................................................................
...................................................................................................................................
...................................................................................................................................
...............................................................................................................................[3]
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11
(ii)
cutting down trees and burning the wood;

...................................................................................................................................
...................................................................................................................................
...................................................................................................................................
...............................................................................................................................[3]
(iii)
running motor vehicles such as the van or car.

...................................................................................................................................
...................................................................................................................................
...................................................................................................................................
...............................................................................................................................[3]
[Total : 11]
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6
One variety of cat can have short hair or long hair. The allele for short hair (H) is dominant to
the allele for long hair (h).
A cat breeder has a short haired cat. Its genotype can be HH or Hh: there is no visible
difference between these genotypes.
This short haired cat is crossed with a long haired cat, hh.
(a) Construct genetic crosses to predict the ratios produced if the short haired cat is:
(i)
heterozygous, Hh;
[3]
(ii)
homozygous, HH.
[3]
(b) Suggest how the offspring from (a)(ii) would be different if the alleles were co-dominant.
..........................................................................................................................................
..........................................................................................................................................
......................................................................................................................................[1]
[Total : 7]
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13
7
Breast milk contains all the nutrients a baby needs except for vitamin C and iron. However,
the baby has sufficient iron stored in its liver for the first months of its life. The first milk a
breast-fed baby receives is called colostrum. After a few days, normal breast milk is
produced.
Table 7.1 compares the composition of colostrum and normal breast milk.
Table 7.1
nutrient / g per 100 cm3
fat
protein
sugar
colostrum
2.5
8.0
3.5
normal
breast milk
4.0
2.0
8.0
(a) Use data from Table 7.1 to describe how the amounts of fat, protein and sugar are
different in colostrum and normal breast milk.
..........................................................................................................................................
......................................................................................................................................[1]
(b) A baby feeding on normal breast milk drinks one litre of milk per day.
Calculate how much protein the baby receives per day.
Show your working.
....................................................................[2]
(c) (i)
Suggest a suitable fruit juice a mother could give her baby to provide vitamin C.
...............................................................................................................................[1]
(ii)
Young children enjoy drinking fruit drinks with a high sugar content, sucked from a
bottle with a teat. Explain how this habit can result in high levels of tooth decay.
...................................................................................................................................
...................................................................................................................................
...................................................................................................................................
...................................................................................................................................
...............................................................................................................................[4]
(d) Children sometimes develop an iron deficiency. Describe the symptoms they would
show.
..........................................................................................................................................
..........................................................................................................................................
......................................................................................................................................[2]
[Total : 10]
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BLANK PAGE
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BLANK PAGE
Copyright Acknowledgements:
Question 2
Question 5
Fig. 2.1 Applin, D and Williams, G; Height and Weight Chart in Key Science Biology, Stanley Thomas.
Fig. 5.1 Tarr, P; Namibia Environment; vol. 1, MacMillan Press.
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.
0610/03/M/J/04
Name
ap
eP
e
tr
.X
Candidate Number
Centre Number
0610/03
BIOLOGY
Paper 3 Extended
May/June 2005
1 hour 15 minutes

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

1
2
3
4
5
6
TOTAL
This document consists of 15 printed pages and 1 blank page.
IB05 06_0610_03/3RP
UCLES 2005
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2
1
Three plants were grown to study the effects of nitrate and magnesium ion deficiency on
their development. They were kept in the same conditions, except for the types of minerals
supplied.
Plant A was provided with all essential minerals.
Plant B was given all minerals except nitrate ions.
Plant C was given all minerals except magnesium ions.
Fig. 1.1 shows the plants a few weeks later.
normal,
healthy
leaf
pale
green
leaf
yellow leaf
yellow,
dead leaf
B
Fig. 1.1
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3
(a) State three conditions, other than water and the concentration of mineral ions, that
would need to be kept the same for all the plants, in order to make the investigation a
fair test.
For
Examiner's
Use
1.
2.
3.
[3]
(b) Describe and explain the effect on plant growth of

(i) a deficiency of nitrate ions on plant B;
description
explanation
[4]
(ii) a deficiency of magnesium ions on plant C.
description
explanation
[2]
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(c) A farmer tested the soil in a field and found that there was a high nitrate ion
concentration.
The farmer then grew a crop in this field.
After the crop was removed, the soil was tested again. The nitrate ion concentration
had decreased.
(i) Suggest two reasons why the nitrate ion concentration had decreased.
1.
2.
[2]
(ii) Describe two methods the farmer could use to improve the nitrate ion concentration
in the soil.
1.
2.
[2]
(d) Some species of plant grow well in soil that is always low in nitrate ions.
Explain how they can obtain a source of nitrogen compounds.
[3]
[Total: 16]
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5
2
Fig. 2.1 shows a section through the eye with a ray of light passing through it and four
muscles labelled A, B, C and D.
For
Examiner's
Use
light
B
A
Fig. 2.1
(a) Complete the table.
part
name of muscle
effect of contraction
allows the lens to become fatter for

A
focusing on close objects
iris circular muscle
[2]
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Muscles C and D are voluntary muscles that are antagonistic. They are attached to the eye
socket of the skull.
(b) (i) Explain the terms voluntary and antagonistic.
voluntary
antagonistic
[2]
(ii) Suggest the effect on the eye when muscle C contracts.
[1]
(iii) Explain how the eye would return to its original position after this contraction.
[2]
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For
Examiner's
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(c) Light passes through parts of the eye to reach the retina.
Complete the flow chart by putting the following terms in the boxes to show the correct
order that the light passes through them.
aqueous
humour
cornea
lens
pupil
vitreous
humour
retina
[2]
(d) The retina contains rods and cones.
Complete the table to distinguish between rods and cones.
type of light detected
distribution in the retina
rods
cones
[4]
[Total: 13]
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3
For
Examiner's
Use
Fig. 3.1 shows structures in the human thorax.
C
Fig. 3.1
(a) Complete the table by identifying parts A, B and C and describing their roles in
breathing in.
part
name
role in breathing in
[6]
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Fig. 3.2 shows some cells from the lining of the bronchus.
Fig. 3.2
(b) (i) Explain how these cells help to keep the bronchus free from dust and bacteria.
[4]
(ii) Describe how the actions of these cells would be affected by one named
compound of tobacco smoke.
[2]
[Total: 12]
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4
Fig. 4.1 shows a transverse section through an Ammophila leaf. This plant has very long roots.
Fig. 4.2 shows a cactus plant.
Both plants live in very dry conditions.
spines
green,
fleshy
stem
x 50
Fig. 4.1
x 0.5
Fig. 4.2
(a) Suggest how each of the following adaptations would enable the named plant to survive
in very dry conditions.
(i) Ammophila
1. rolled leaves with stomata on the inside of the leaf
[2]
2. thick waxy cuticle on the outside of the leaf
[1]
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11
For
Examiner's
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(ii) Cactus
1. very long roots
[1]
2. fleshy green stem
[2]
(b) Suggest why having only a few, very small leaves could be a disadvantage to a plant.
[2]
(c) Water is involved in a number of processes in plants.
Complete the table by
(i) naming the processes described;
(ii) stating one variable that, if increased, would speed up the process.
description of process
name of process
variable that, if increased, would

speed up the process
absorption of water
from the soil
using water to form

glucose
movement of water
vapour out of leaves
[6]
[Total: 14]
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5
For
Examiner's
Use
Fig. 5.1 shows stages in the formation of a human fetus.
amniotic
sac
sperm cell
amniotic
fluid
egg cell
fertilised
egg cell
ball of
cells
fetus
Fig. 5.1
(a) (i) Name the process of cell division that results in the formation of sperm cells.
[1]
(ii) State one way in which the sperm cell is different from cells in the developing fetus.
[1]
(iii) State the term used to describe the fertilised egg cell.
[1]
(iv) Explain what determines that a fertilised egg cell develops into a girl rather than a
boy.
[1]
(b) State where each of the following is produced.
(i) the egg cell
(ii) the fertilised egg
(iii) the fetus
UCLES 2005
[3]
0610/03/M/J/05
13
For
Examiner's
Use
(c) The fetus is surrounded by amniotic fluid and an amniotic sac.

State their functions.
amniotic fluid
amniotic sac
[2]
(d) (i) Outline the role of the placenta in the development of the fetus.
[4]
(ii) Describe the role of the placenta in maintaining pregnancy.
[2]
[Total: 15]
UCLES 2005
0610/03/M/J/05
[Turn over
14
6
The Ruddy duck, Oxyura jamaicensis, is a native of America.

A flock of 20 birds was introduced into Britain from America before 1950.
The original flock settled quickly in their new habitat and started breeding. Numbers now
exceed 6000.
The White-headed duck, Oxyura leucocephala, (a native of Spain) is a closely related
species to the Ruddy duck.
Female White-headed ducks are more attracted to male Ruddy ducks than to males of their
own species.
Cross-breeding between the two species produces a new variety of fertile duck.
The White-headed duck is now threatened with extinction.
Some conservationists are considering a plan to kill the British population of Ruddy ducks to
prevent the White-headed duck becoming extinct.
Fig. 6.1 shows a male Ruddy duck.
Fig. 6.1
(a) State two features, visible in Fig. 6.1, that distinguish birds, such as the Ruddy duck,
from other vertebrate groups.
1
2
[2]
(b) (i) With reference to an example from the passage, describe what is meant by the
term binomial system.
[2]
(ii) State two reasons, based on information in the passage, why the Ruddy duck and
White-headed duck are considered to be closely related.
1
2
[2]
UCLES 2005
0610/03/M/J/05
For
Examiner's
Use
15
(c) (i) Explain why Ruddy ducks would not
conservationists carried out their plan.
become
extinct,
even
if
British
[1]
(ii) Suggest one factor, other than the breeding habits of the Ruddy duck, that could
result in the extinction of a bird such as the White-headed duck.
[1]
(d) The Ruddy duck feeds on seeds and insect larvae. The ducks are eaten by foxes and
humans.
Explain why these feeding relationships can be displayed in a food web, but not in a
food chain.
[2]
[Total: 10]
UCLES 2005
0610/03/M/J/05
For
Examiner's
Use
16
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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 University of Cambridge Local Examinations Syndicate (UCLES), which is itself a department
of the University of Cambridge.
0610/03/M/J/05
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0610/03
BIOLOGY
Paper 3 Extended
May/June 2006
1 hour 15 minutes
No Additional Materials are required.

You may use a pencil for any diagrams or graphs.
For Examiners Use

1
2
3
4
5
6
Total
IB06 06_0610_03/2RP
UCLES 2006
[Turn over
BLANK PAGE
Question 1 starts on page 3
UCLES 2006
0610/03/M/J/06
3
1
(a) Draw a straight line to match the diagram of each tissue with its function. The first has
been completed for you.
For
Examiner's
Use
absorbs water and

minerals from soil
for the plant
carries oxygen around

the body of mammals
contracts to cause
movement within
animals
moves dust and bacteria

up the bronchi of a
mammal
transports water and

minerals through the
stem of a plant
(not drawn to same scale)
[4]
(b) Explain why a leaf is described as an organ, not a tissue.
[3]
[Total: 7]
UCLES 2006
0610/03/M/J/06
[Turn over
4
2
For
Examiner's
Use
(a) Annelids and nematodes are both worm-like animals.

State two features that distinguish annelids from nematodes.
1.
2.
[2]
(b) Fungi are a difficult group to classify because they have features found in both animals
and plants.
State one animal feature and one plant feature that fungi possess.
animal feature
plant feature
[2]
UCLES 2006
0610/03/M/J/06
For
Examiner's
Use
(c) (i) Draw a large, labelled diagram to show two features present in most viruses.
[3]
(ii) Outline how the human immunodeficiency virus (HIV) affects the immune system.
[3]
[Total: 10]
UCLES 2006
0610/03/M/J/06
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6
3
Ahmed entered a very dark room. His irises responded by changing the pupil size and
gradually he could see shapes of objects in the room. Dust in the air made him sneeze.
Suddenly the door slammed shut, causing his heart beat to speed up. He switched on the
light to find the door and he grabbed the door handle
(a) Complete the table by stating two voluntary actions and two involuntary actions
described in the text above.
voluntary actions
involuntary actions
1.
1.
2.
2.
[4]
(b) Actions are caused by the stimulation of effectors.
(i) Name the two different types of effector in the body.
1.
2.
[2]
(ii) State the type of neurone that stimulates effectors.

[1]
UCLES 2006
0610/03/M/J/06
For
Examiner's
Use
For
Examiner's
Use
(c) Plants also respond to stimuli such as light.

(i) State the name of the response of plants to light.
[1]
Ahmed was provided with several young plant shoots and a sample of auxin.
(ii) Describe an experiment he could carry out to show that auxin causes bending of a
shoot.
[4]
(iii) Explain the mechanism that results in a shoot bending towards light.
[3]
(d) Synthetic plant hormones behave in a similar way to auxins. Describe how synthetic
plant hormones are effective as weedkillers.
[2]
[Total: 17]
UCLES 2006
0610/03/M/J/06
[Turn over
8
4
Insulin is a hormone produced to control blood glucose levels. Diabetics do not have a
natural ability to control these levels.
(a) Define the term hormone.
[2]
(b) With reference to the pancreas and the liver, describe the role of insulin in controlling
blood glucose levels.
[4]
(c)
Insulin is a protein.
Diabetics can control their blood glucose levels artificially by injecting insulin.
Many medicines are swallowed as tablets.
Explain what would happen to the insulin in the stomach if it was swallowed as a tablet.
[2]
UCLES 2006
0610/03/M/J/06
For
Examiner's
Use
9
(d) An alternative treatment to injecting insulin is being developed. The insulin is inhaled
into the lungs as a spray. It is then absorbed into the bloodstream.
For
Examiner's
Use
(i) Suggest the path the spray would take from the mouth to enter the alveoli.
[3]
(ii) Suggest the process by which the insulin would pass from the alveoli into the
bloodstream.
[1]
(iii) State three features of the alveoli that might help the insulin to pass into the blood
stream efficiently.
1.
2.
3.
[3]
[Total: 15]
UCLES 2006
0610/03/M/J/06
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10
5
Crop production in many areas of the world needs the application of large volumes of water.
However, when the water evaporates from the soil, traces of salts are left behind. After
several years, the soil becomes too salty for most plants to grow in it.
(a) (i) State three functions of water in plants.
1.
2.
3.
[3]
(ii) With reference to the water potential gradient, explain why plants may die when
grown in salty soil.
[3]
(b) Some plants are able to pump salts out of their roots.
(i) Name the process plants could use to pump salts out of their roots.
[1]
(ii) Suggest how the process named in (i) could affect the rate of growth of the plants if
the process was operating all the time.
[2]
(iii) Plants need mineral salts for normal, healthy growth. Complete the table by naming
two minerals that plants need and stating their functions.
mineral
name
function
[4]
UCLES 2006
0610/03/M/J/06
For
Examiner's
Use
11
(c) An article in a school science magazine stated, Many plants contain genes which
For
Examiner's
Use
enable them to pump salts out of their roots. These genes can be made more active by
genetic engineering, enabling the plants to remove salts before the plants are damaged.
Explain whether you think that the process described in the article above is an example
of genetic engineering.
[3]
(d) Some scientists believe that washing the salts out of the soil using even more water is a
better alternative to genetic engineering.
State two problems that could be caused by washing the soil with extra water.
1.
2.
[2]
[Total:18]
UCLES 2006
0610/03/M/J/06
[Turn over
12
6
For
Examiner's
Use
Fig. 6.1 shows population pyramids for a developing country and a developed country.
developing country
males
developed country
females
males
65
65
45
age
45
age
15
15
females
0
10 8 6 4 2 0 2 4 6 8 10
10 8 6 4 2 0 2 4 6 8 10
percentage of total population
percentage of total population

Fig. 6.1
(a) Describe how the percentage of people in the population varies with age in
(i) a developing country,
(ii) a developed country.
[3]
(b) These countries have a similar population size.

Compare the two pyramids. State one difference between the populations
(i) at under 15,
(ii) over 65.
[2]
UCLES 2006
0610/03/M/J/06
13
(c) The pyramids can also be used to compare proportions of males and females in a
population.
For
Examiner's
Use
State one way in which these pyramids are similar for people who live more than 65
years.
[1]
(d) With reference to X and Y chromosomes, explain the expected ratio of males to
females at birth.
[4]
UCLES 2006
0610/03/M/J/06
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14
(e) Fig. 6.2 shows survival curves for developing and developed countries, based on
samples of 10 000 people. The graph can be used to estimate the average life
expectancy, defined as the age at which 50% of people in the sample are still alive.
10 000
developed
country
number
of
survivors
developing
country
5000
0
0
10
20
30
40 50 60
age (years)
70
80
90
Fig. 6.2
(i) Using Fig. 6.2, estimate the average life expectancy for people in a developing
country and a developed country. Write your answers in the table.
average life expectancy
developing country
developed country
[1]
(ii) Suggest two reasons for the difference in life expectancy.
1.
2.
[2]
[Total:13]
UCLES 2006
0610/03/M/J/06
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Examiner's
Use
15
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0610/03/M/J/06
16
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0610/03/M/J/06
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The content assessed by the examination papers and the type of questions are unchanged.
This change means that for this component there are now two variant Question Papers, Mark Schemes and
Principal Examiners Reports where previously there was only one. For any individual country, it is intended
that only one variant is used. This document contains both variants which will give all Centres access to
even more past examination material than is usually the case.
The diagram shows the relationship between the Question Papers, Mark Schemes and Principal Examiners
Reports.
Question Paper
Mark Scheme
Principal Examiners Report
Introduction
Introduction
Introduction
First variant Question Paper
First variant Mark Scheme
First variant Principal

Examiners Report
Second variant Question Paper
Second variant Mark Scheme
Second variant Principal

Examiners Report
Who can I contact for further information on these changes?

Please direct any questions about this to CIEs Customer Services team at: international@cie.org.uk
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From the June 2007 session, as part of CIEs continual commitment to maintaining best practice in
assessment, CIE has begun to use different variants of some question papers for our most popular
assessments with extremely large and widespread candidature, The question papers are closely related and
the relationships between them have been thoroughly established using our assessment expertise. All
versions of the paper give assessment of equal standard.

*6033089101*
0610/03
BIOLOGY
May/June 2007
Paper 3 Extended
1 hour 15 minutes

DO NOT WRITE IN ANY BARCODES.
The number of marks is given in brackets [ ] at the end of each question or part
question.
For Examiner's Use

1
2
3
4
5
6
Total
P
IB07 06_0610_03/4RP
UCLES 2007

[Turn over

2
1
For
Examiner's
Use
(a) Name two structures, visible with a light microscope, which distinguish plant cells from
animal cells.
1
2
[2]
Fig. 1.1 shows a plant cell.
Y
Fig. 1.1
(b) (i) Complete the table by matching each of the described functions to one of the cell
parts, A F.
description of function
cell part
controls the passage of nutrients into the cell

increases in volume when the cell is placed in water
contains genetic material
prevents the cell bursting
produces glucose during photosynthesis
[5]
UCLES 2007
0610/03/M/J/07

3
(ii) The actual size of the cell from X to Y is 0.1 mm. Calculate the magnification of
Fig. 1.1. Show your working.
magnification
For
Examiner's
Use
[2]
(c) Name one animal cell and one plant cell that has no nucleus when fully developed. For
each cell named, state its function.
animal cell
function
plant cell
function
[4]
[Total: 13]
UCLES 2007
0610/03/M/J/07
[Turn over

4
2
For
Examiner's
Use
Over-consumption of alcohol is a problem in some countries.

(a) (i) State two long term effects on the body of drinking too much alcohol.
1
2
[2]
Some alcohol producers have started to promote responsible drinking. Fig. 2.1 shows
the label on a bottle of beer.
Responsible drinkers do not exceed:

4 daily units of alcohol (men)
3 daily units of alcohol (women)
1 bottle = 2 units of alcohol
This bottle contains 500 cm3 beer
Fig. 2.1
(ii) Using information from this label, calculate the volume of beer which would provide
the recommended daily maximum alcohol intake for a responsible male drinker.
cm3
[1]
(b) Unlike most food nutrients, alcohol does not need to be digested. Instead, it is readily
absorbed into the blood from, for example, the stomach.
(i) Explain why most food nutrients do need to be digested.
[2]
(ii) State the main site of absorption of most products of digestion.
[1]
(iii) Name one product of digestion which is not absorbed directly into the blood
stream.
[1]
UCLES 2007
0610/03/M/J/07

5
Fig. 2.2 shows the relationship between blood alcohol content and the risk of having a road
accident.
For
Examiner's
Use
30
25
%
increased
risk of
accident
20
15
10
0
0
0.05
0.1
0.15
blood alcohol content / g per 100 cm3

Fig. 2.2
(c) (i) Use the graph to predict the increased risk of a road accident if a driver had a
blood alcohol content of 0.10 g per 100 cm3.
increased risk
[1]
(ii) Describe the relationship shown by the graph between blood alcohol content and
the risk of having a road accident.
[2]
UCLES 2007
0610/03/M/J/07
[Turn over

6
(iii) With reference to the nervous system, explain how drinking alcohol before driving
increases the risk of having an accident.
[3]
[Total: 13]
UCLES 2007
0610/03/M/J/07
For
Examiner's
Use

7
BLANK PAGE
0610/03/M/J/07
[Turn over

8
3
For
Examiner's
Use
Fig. 3.1 shows a female lion in a game reserve.
Fig. 3.1
(a) (i) State one feature, visible in Fig. 3.1, which identifies the lion as a mammal.
[1]
(ii) State one other feature, not visible in Fig. 3.1, which distinguishes mammals from
all other vertebrate groups.
[1]
UCLES 2007
0610/03/M/J/07

9
For
Examiner's
Use
(b) Study the eyes of the lion in Fig. 3.1.

(i) Suggest and explain what the light conditions were when the photograph was
taken.
light conditions
explanation
[2]
(ii) Explain the importance of the eyes reacting to light in this way.
[2]
(c) Scientists say that lions are unable to see in colour.

Suggest how a study of a lions retina would provide evidence for this statement.
[1]
(d) The lion in Fig. 3.1 was observing tourists nearby. It turned its head to see zebras
moving in the distance.
Describe how the eyes of the lion would adjust to focus on the zebras.
[3]
(e) The lion was photographed in a game reserve in Namibia.

Explain why the conservation of animals in game reserves is important.
[3]
[Total:13]
UCLES 2007
0610/03/M/J/07
[Turn over

10
4
Transpiration and translocation are processes responsible for transporting materials around
a plant.
(i) Complete the table by stating the materials moved by these processes, their sources
and their sinks.
process
materials moved
source of materials
in the plant
sink for materials in

the plant
1
transpiration
2
1
translocation
2
[6]
(ii) State two reasons why the source and sink for translocation in a plant may change at
different stages in the growth of a plant.
[2]
[Total: 8]
UCLES 2007
0610/03/M/J/07
For
Examiner's
Use

11
BLANK PAGE
0610/03/M/J/07
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12
5
One variety of the moth, Biston betularia, has pale, speckled wings. A second variety of the
same species has black wings. There are no intermediate forms.
Equal numbers of both varieties were released into a wood made up of trees with pale bark.
Examples of these are shown in Fig. 5.1.
Fig. 5.1
After two weeks as many of the moths were caught as possible.

The results are shown in Table 5.1.
Table 5.1
wing colour of moth
number released
number caught
pale, speckled
100
82
black
100
36
(a) (i) Suggest and explain one reason, related to the colour of the bark, for the
difference in numbers of the varieties of moth caught.
[1]
(ii) Suggest and explain how the results may have been different if the moths had
been released in a wood where the trees were blackened with carbon dust from air
pollution.
[2]
UCLES 2007
0610/03/M/J/07
For
Examiner's
Use

13
Table 5.2 shows the appearance and genetic make-up of the different varieties of this
species.
For
Examiner's
Use
Table 5.2
wing colour
genetic make-up
pale, speckled
GG; Gg
black
gg
(b) (i) State the appropriate genetic terms for the table headings.
wing colour
genetic make-up
[2]
(ii) State and explain which wing colour is dominant.

dominant wing colour
explanation
[2]
(c) State the type of genetic variation shown by these moths. Explain how this variation is
inherited.
[3]
UCLES 2007
0610/03/M/J/07
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14
(d) Heterozygous moths were interbred. Use a genetic diagram to predict the proportion of
black winged moths present in the next generation.
proportion of black winged moths =
[5]
(e) (i) Name the process that can give rise to different alleles for wing colour in a
population of moths.
[1]
(ii) Suggest one factor which might increase the rate of this process.
[1]
[Total: 17]
UCLES 2007
0610/03/M/J/07
For
Examiner's
Use

15
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0610/03/M/J/07
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16
6
Scientists are considering the use of a genetically engineered virus to kill a population of
the cane toad, Bufo marinus, which is growing out of control in Australia.
This virus will introduce a modified form of genetic material, responsible for hormone
production. The normal hormone causes the toads to mature in a similar way to hormones
causing puberty in mammals. The modified genetic material will prevent toads maturing,
leading to their death.
The toad was introduced into Australia because it eats scarab beetles, a pest of sugar cane
plants. Sugar cane is an important crop plant.
Animals such as crocodiles and dingos are predators of the toad, but the toad can kill them
by squirting a powerful toxin.
(a) Define the term genetic engineering.
[2]
(b) State which part of the virus would carry the modified genetic material.
[1]
(c) (i) Name the hormone that causes puberty in male mammals.
[1]
(ii) State two characteristics that develop in a boy when this hormone is produced.
1
2
UCLES 2007
[2]
0610/03/M/J/07
For
Examiner's
Use

17
The toad population is increasing out of control. In terms of a sigmoid growth curve, it is in
the exponential phase.
For
Examiner's
Use
(d) (i) 1. Sketch a sigmoid growth curve using the axes below.
2. Label the axes (units are not needed).
3. Label the exponential phase of the curve.
[4]
(ii) Suggest one limiting factor, other than viruses or predators, that could stop the
toad population rising.
[1]
(e) (i) Construct a food web for the organisms named in this question.
[2]
(ii) Complete the table by writing each of the organisms you used in the food web in
the correct column.
carnivore
herbivore
producer
[3]
[Total : 16]
UCLES 2007
0610/03/M/J/07
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18
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0610/03/M/J/07

19
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0610/03/M/J/07
[Turn over

20
BLANK PAGE
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.
0610/03/M/J/07

*6919518464*
0610/03
BIOLOGY
May/June 2007
Paper 3 Extended
1 hour 15 minutes

question.
For Examiner's Use

1
2
3
4
5
6
Total
Q
IB07 06_0610_03_TZ/2RP
UCLES 2007

[Turn over

2
1
(a) Fig. 1.1 shows human blood cells.
For
Examiner's
Use
P
Q
R
Fig. 1.1
(i) Name the blood cells P, Q and R.

P
Q
R
[3]
(ii) Describe the functions of cells Q and R.

Q
[4]
UCLES 2007
0610/03/M/J/07

3
(b) A person suffering from skin burns may need the damaged skin replacing. The
replaced skin is called a skin graft. This involves taking healthy skin from another
person and using it to replace the damaged skin of the patient. However, the skin graft
may be rejected unless powerful immunosuppressive drugs are given to reduce the
activity of the immune system.
For
Examiner's
Use
(i) Describe what happens during the process of tissue rejection.
[2]
(ii) Tissue rejection of the skin graft would appear to be a disadvantage to the patient.
Suggest why a system has evolved which causes tissue rejection.
[1]
(iii) Suggest a disadvantage to a transplant patient of being treated with

immunosuppressive drugs.
[1]
[Total: 11]
UCLES 2007
0610/03/M/J/07
[Turn over

4
2
Over-consumption of alcohol is a problem in some countries.
For
Examiner's
Use
(a) (i) State two long term effects on the body of drinking too much alcohol.
1
2
[2]
Some alcohol producers have started to promote responsible drinking. Fig. 2.1 shows
the label on a bottle of beer.
Responsible drinkers do not exceed:

4 daily units of alcohol (men)
3 daily units of alcohol (women)
1 bottle = 2 units of alcohol
This bottle contains 500 cm3 beer
Fig. 2.1
(ii) Using information from this label, calculate the volume of beer which would provide
the recommended daily maximum alcohol intake for a responsible male drinker.
cm3
[1]
(b) Unlike most food nutrients, alcohol does not need to be digested. Instead, it is readily
absorbed into the blood from, for example, the stomach.
(i) Explain why most food nutrients do need to be digested.
[2]
(ii) State the main site of absorption of most products of digestion.
[1]
(iii) Name one product of digestion which is not absorbed directly into the blood
stream.
[1]
UCLES 2007
0610/03/M/J/07

5
Fig. 2.2 shows the relationship between blood alcohol content and the risk of having a road
accident.
For
Examiner's
Use
30
25
%
increased
risk of
accident
20
15
10
0
0
0.05
0.1
0.15
blood alcohol content / g per 100 cm3

Fig. 2.2
(c) (i) Use the graph to predict the increased risk of a road accident if a driver had a
blood alcohol content of 0.10 g per 100 cm3.
increased risk
[1]
(ii) Describe the relationship shown by the graph between blood alcohol content and
the risk of having a road accident.
[2]
UCLES 2007
0610/03/M/J/07
[Turn over

6
(iii) With reference to the nervous system, explain how drinking alcohol before driving
increases the risk of having an accident.
[3]
[Total: 13]
UCLES 2007
0610/03/M/J/07
For
Examiner's
Use

7
BLANK PAGE
0610/03/M/J/07
[Turn over

8
3
Fig. 3.1 shows a female lion in a game reserve.
For
Examiner's
Use
Fig. 3.1
(a) (i) State one feature, visible in Fig. 3.1, which identifies the lion as a mammal.
[1]
(ii) State one other feature, not visible in Fig. 3.1, which distinguishes mammals from
all other vertebrate groups.
[1]
UCLES 2007
0610/03/M/J/07

9
(b) Study the eyes of the lion in Fig. 3.1.
(i) Suggest and explain what the light conditions were when the photograph was
taken.
For
Examiner's
Use
light conditions
explanation
[2]
(ii) Explain the importance of the eyes reacting to light in this way.
[2]
(c) Scientists say that lions are unable to see in colour.

Suggest how a study of a lions retina would provide evidence for this statement.
[1]
(d) The lion in Fig. 3.1 was observing tourists nearby. It turned its head to see zebras
moving in the distance.
Describe how the eyes of the lion would adjust to focus on the zebras.
[3]
(e) The lion was photographed in a game reserve in Namibia.

Explain why the conservation of animals in game reserves is important.
[3]
[Total:13]
UCLES 2007
0610/03/M/J/07
[Turn over

10
4
Fig 4.1 shows a green plant, Nuphar lutea, which grows in lakes.
leaf on
water surface
flower
root in soil
Fig. 4.1
Fig 4.2 is a vertical section cut from one of the leaves to show its structure.
stoma
upper epidermis
X
palisade mesophyll
sub-stomatal
air chamber
spongy mesophyll
lower epidermis
Fig. 4.2
UCLES 2007
0610/03/M/J/07
For
Examiner's
Use

11
(a) (i) Many of the leaf cells in Fig. 4.2 have organelles, labelled X.
Name organelle X.
[1]
For
Examiner's
Use
(ii) Outline the function of organelle X.
[2]
(b) (i) There are many large air spaces in this leaf.
Suggest how these air spaces help Nuphar lutea to survive in its habitat.
[2]
(ii) The stomata in this plant are all on the upper surface of the leaves.
Suggest why there are no stomata on the lower surface.
[2]
(c) The air spaces in the leaves of some water plants continue through the leaf stalks and
the main stems all the way to the roots. Gases diffuse through these spaces. The plant
absorbs minerals from the soil in the bottom of the lake through its roots. Explain how
the arrangement of air spaces helps the plant do this.
[3]
[Total: 10]
UCLES 2007
0610/03/M/J/07
[Turn over

12
5
Scientists are considering the use of a genetically engineered virus to kill a population of
the cane toad, Bufo marinus, which is growing out of control in Australia.
This virus will introduce a modified form of genetic material, responsible for hormone
production. The normal hormone causes the toads to mature in a similar way to hormones
causing puberty in mammals. The modified genetic material will prevent toads maturing,
leading to their death.
The toad was introduced into Australia because it eats scarab beetles, a pest of sugar cane
plants. Sugar cane is an important crop plant.
Animals such as crocodiles and dingos are predators of the toad, but the toad can kill them
by squirting a powerful toxin.
(a) Define the term genetic engineering.
[2]
(b) State which part of the virus would carry the modified genetic material.
[1]
(c) (i) Name the hormone that causes puberty in male mammals.
[1]
(ii) State two characteristics that develop in a boy when this hormone is produced.
1
2
UCLES 2007
[2]
0610/03/M/J/07
For
Examiner's
Use

13
The toad population is increasing out of control. In terms of a sigmoid growth curve, it is in
the exponential phase.
For
Examiner's
Use
(d) (i) 1. Sketch a sigmoid growth curve using the axes below.
2. Label the axes (units are not needed).
3. Label the exponential phase of the curve.
[4]
(ii) Suggest one limiting factor, other than viruses or predators, that could stop the
toad population rising.
[1]
(e) (i) Construct a food web for the organisms named in this question.
[2]
(ii) Complete the table by writing each of the organisms you used in the food web in
the correct column.
carnivore
herbivore
producer
[3]
[Total : 16]
UCLES 2007
0610/03/M/J/07
[Turn over

14
6
One variety of the moth, Biston betularia, has pale, speckled wings. A second variety of the
same species has black wings. There are no intermediate forms.
Equal numbers of both varieties were released into a wood made up of trees with pale bark.
Examples of these are shown in Fig. 6.1.
Fig. 6.1
After two weeks as many of the moths were caught as possible.
Table 6.1
wing colour of moth
number released
number caught
pale, speckled
100
82
black
100
36
(a) (i) Suggest and explain one reason, related to the colour of the bark, for the
difference in numbers of the varieties of moth caught.
[1]
(ii) Suggest and explain how the results may have been different if the moths had
been released in a wood where the trees were blackened with carbon dust from air
pollution.
[2]
UCLES 2007
0610/03/M/J/07
For
Examiner's
Use

15
Table 6.2 shows the appearance and genetic make-up of the different varieties of this
species.
For
Examiner's
Use
Table 6.2
wing colour
genetic make-up
pale, speckled
GG; Gg
black
gg
(b) (i) State the appropriate genetic terms for the table headings.
wing colour
genetic make-up
[2]
(ii) State and explain which wing colour is dominant.

dominant wing colour
explanation
[2]
(c) State the type of genetic variation shown by these moths. Explain how this variation is
inherited.
[3]
UCLES 2007
0610/03/M/J/07
[Turn over

16
(d) Heterozygous moths were interbred. Use a genetic diagram to predict the proportion of
black winged moths present in the next generation.
proportion of black winged moths =
For
Examiner's
Use
[5]
(e) (i) Name the process that can give rise to different alleles for wing colour in a
population of moths.
[1]
(ii) Suggest one factor which might increase the rate of this process.
[1]
[Total: 17]
0610/03/M/J/07
w
ap
eP
e
tr
.X
w
om
.c
s
er
As part of CIEs continual commitment to maintaining best practice in assessment, CIE uses
different variants of some question papers for our most popular assessments with large and
widespread candidature. The question papers are closely related and the relationships between
them have been thoroughly established using our assessment expertise. All versions of the
paper give assessment of equal standard.
The content assessed by the examination papers and the type of questions is unchanged.
This change means that for this component there are now two variant Question Papers, Mark
Schemes and Principal Examiners Reports where previously there was only one. For any
individual country, it is intended that only one variant is used. This document contains both
variants which will give all Centres access to even more past examination material than is usually
the case.
The diagram shows the relationship between the Question Papers, Mark Schemes and Principal
Examiners Reports that are available.
Question Paper
Mark Scheme
Principal Examiners
Report
Introduction
Introduction
Introduction

Examiners Report
Second variant Question

Paper
Second variant Mark

Scheme

Examiners Report

Please direct any questions about this to CIEs Customer Services team at:
international@cie.org.uk
The titles for the variant items should correspond with the table above, so that at the top of the
first page of the relevant part of the document and on the header, it has the words:
First variant Question Paper / Mark Scheme / Principal Examiners Report
Second variant Question Paper / Mark Scheme / Principal Examiners Report
or
as appropriate.
First Variant Question Paper

*8516461728*
0610/31
BIOLOGY
May/June 2008
Paper 3 Extended
1 hour 15 minutes

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

1
2
3
4
5
Total

IB08 06_0610_31/4RP
UCLES 2008
[Turn over
2
1
(a) Using straight lines, match the names of the flower parts with their functions.
One has been completed for you.
anther
allows the passage of the

pollen tube to the ovary
petal
attracts insects
for pollination
sepal
produces
pollen grains
style
protects the flower

when in bud
stigma
the surface on which the

pollen lands during
pollination
For
Examiner's
Use
[4]
(b) Describe how the stigmas of wind-pollinated flowers differ from the stigmas of insectpollinated flowers. Relate these differences to the use of wind as the pollinating agent.
[3]
(c) Discuss the implications to a species of self-pollination.
[3]
[Total: 10]
UCLES 2008
0610/31/M/J/08
3
2
The wild dog is one of the smaller African carnivorous mammals. It has disappeared from
25 of the 39 countries where it used to live. Wild dogs hunt in packs, feeding on antelopes,
which are grass-eating mammals.
For
Examiner's
Use
A conservation programme has been started to increase the wild dog population in South
Africa. Farmers are worried about numbers getting out of control because wild dogs breed
at a very fast rate. However, conservationists are not concerned because the lion is a
natural predator of the dogs.
(a) Wild dogs are carnivorous mammals.
(i) Define the term carnivore.
[1]
(ii) State one external feature which distinguishes mammals from other vertebrates.
[1]
(b) (i) Suggest two reasons why numbers of African wild dogs are decreasing.
1.
2.
[2]
(ii) Suggest what could happen to the species if numbers continue to decrease.
[1]
(c) Using the information in the passage above, construct a food chain for a wild dog,
including its predator.
Label each organism with its trophic level.
[4]
UCLES 2008
0610/31/M/J/08
[Turn over
4
(d) It is important that the wild dog species is conserved.
For
Examiner's
Use
(i) Explain the meaning of the term conservation.
[2]
(ii) Outline the measures that could be taken to conserve a mammal, such as the wild
dog.
[3]
(e) When wild dogs die, nitrogen compounds in their bodies may become available for
plants. Outline the processes that occur to make these nitrogen compounds in the
bodies of dead animals available for plants to absorb.
[5]
[Total: 19]
UCLES 2008
0610/31/M/J/08
5
3
Catalase is an enzyme found in plant and animal cells. It has the function of breaking down
hydrogen peroxide, a toxic waste product of metabolic processes.
For
Examiner's
Use
(a) (i) State the term used to describe the removal of waste products of metabolism.
[1]
(ii) Define the term enzyme.
[2]
An investigation was carried out to study the effect of pH on catalase, using pieces of
potato as a source of the enzyme.
Oxygen is formed when catalase breaks down hydrogen peroxide, as shown in the
equation.
catalase
hydrogen peroxide
water + oxygen
The rate of reaction can be found by measuring how long it takes for 10 cm3 oxygen to be
collected.
(b) (i) State the independent (input) variable in this investigation.

[1]
(ii) Suggest two factors that would need to be kept constant in this investigation.
1.
2.
UCLES 2008
[2]
0610/31/M/J/08
[Turn over
6
Table 3.1 shows the results of the investigation, but it is incomplete.
For
Examiner's
Use
Table 3.1
pH
time to collect 10 cm3 oxygen / min rate of oxygen production / cm3 min -1
20.0
0.50
12.5
0.80
10.0
1.00
13.6
0.74
17.4
(c) Calculate the rate of oxygen production at pH 8.

Show your working. Write your answer in Table 3.1
[2]
UCLES 2008
0610/31/M/J/08
7
(d) Complete the graph by plotting the rate of oxygen production against pH.
For
Examiner's
Use
1.2
1.0
0.8
0.6
0.4
0.2
0.0
1
8
[4]
(e) (i) Using data from the graph, describe the changes in the reaction rate between pH 4
and pH 8.
[2]
(ii) Explain the change in the reaction rate between pH 6 and pH 8.
[3]
[Total: 17]
UCLES 2008
0610/31/M/J/08
[Turn over
8
4
Fig. 4.1 shows three species of zebra.
For
Examiner's
Use
Equus burchelli
Equus grevyi
vertical stripe
horizontal stripe
Equus zebra
Fig. 4.1
UCLES 2008
0610/31/M/J/08
9
(a) Describe one method a scientist could use to show that the zebras shown in Fig. 4.1
are different species.
For
Examiner's
Use
[1]
(b) Studies have shown that the hotter the environment, the more stripes zebras have.
(i) State the type of variation which would result in different numbers of stripes.
[1]
(ii) Study Fig. 4.1. Suggest which species of zebra lives in the hottest environment.
[1]
(c) Occasionally, zebras are born that are almost completely black. The change in
appearance is the result of mutation.
(i) State the term that is used to describe the appearance of an organism.
[1]
(ii) Define the term mutation.
[2]
UCLES 2008
0610/31/M/J/08
[Turn over
10
(d) Tsetse flies attack animals with short fur, sucking their blood and spreading diseases.
Fig. 4.2 shows a tsetse fly. This fly is an insect, belonging to the arthropod group.
Fig. 4.2
(i) State one feature, visible in Fig. 4.2, which is common to all arthropods.
[1]
(ii) State two features, visible in Fig. 4.2, which distinguish insects from other
arthropod groups.
1.
2.
[2]
(e) Scientists have discovered that zebras with more horizontal stripes attract fewer tsetse
flies.
(i) Suggest why the stripes on the head and neck of the zebra would be an advantage
when it feeds on grass on the ground.
[2]
(ii) Describe how a species of zebra could gradually develop more horizontal stripes.
[3]
[Total: 14]
UCLES 2008
0610/31/M/J/08
For
Examiner's
Use
11
For
Examiner's
Use
To stay healthy we need a balanced diet.

[2]
Protein is one nutrient present in a balanced diet. The body cannot store protein, so any
excess amino acids are broken down in the process of deamination, as shown in Fig. 5.1.
excess
amino acid
non-nitrogen
compound
nitrogen
compound
urea
respiration
6CO2 + 6H2O + energy
Fig. 5.1
(b) (i) Name the organ where deamination takes place.

[1]
(ii) Compound X is used as an energy source in respiration.
Suggest the name of compound X.
[1]
UCLES 2008
0610/31/M/J/08
[Turn over
12
(iii) State the type of respiration shown in Fig. 5.1.
For
Examiner's
Use
Explain your answer.

type of respiration
explanation
[2]
(c) The urea produced is transported to the kidney, where it is excreted.

Describe how urea is transported in the blood to the kidney.
[2]
Fig. 5.2 shows a kidney tubule (nephron) and its associated blood vessels.
A
B
Fig. 5.2
UCLES 2008
0610/31/M/J/08
13
(d) Complete the table by naming the parts labelled A to D and stating one function for
each.
name of part
function
[8]
(e) The volume of blood filtered by the kidneys is 1.18 dm3 min-1.
(i) Calculate the total volume of blood filtered in 24 hours.
Show your working.
volume =
[2]
(ii) If the total volume of urine produced in 24 hours is 1.7 dm3, calculate the
percentage volume of the filtered blood excreted as urine in 24 hours.
Show your working.
% volume =
[2]
[Total: 20]
UCLES 2008
0610/31/M/J/08
For
Examiner's
Use
14
BLANK PAGE
0610/31/M/J/08
15
BLANK PAGE
0610/31/M/J/08
16
BLANK PAGE
0610/31/M/J/08
Second Variant Question Paper

*2373707408*
0610/32
BIOLOGY
May/June 2008
Paper 3 Extended
1 hour 15 minutes

For Examiner's Use

1
2
3
4
5
Total

IB08 06_0610_32/4RP
UCLES 2008
[Turn over
2
1
(a) Using straight lines, match the names of the flower parts with their functions.
One has been completed for you.
anther
allows the passage of the

pollen tube to the ovary
petal
attracts insects
for pollination
sepal
produces
pollen grains
style
protects the flower

when in bud
stigma
the surface on which the

pollen lands during
pollination
For
Examiner's
Use
[4]
(b) Describe how the stigmas of wind-pollinated flowers differ from the stigmas of insectpollinated flowers. Relate these differences to the use of wind as the pollinating agent.
[3]
(c) Discuss the implications to a species of self-pollination.
[3]
[Total: 10]
UCLES 2008
0610/32/M/J/08
3
2
Fig. 2.1 shows Salvinia molesta, which is an Australian freshwater plant, introduced to the
wetlands of Namibia as a source of animal food. However, in Namibia the plant reproduces
much more quickly than in Australia. It quickly covers the surface of the water.
For
Examiner's
Use
Fig. 2.1
(a) Scientists are concerned about the environmental damage caused by S. molesta to the
aquatic habitats in the ecosystem of the Namibian wetlands.
(i) Define the term ecosystem.
[2]
(ii) Outline how S. molesta could damage the aquatic habitats of the wetland
ecosystem.
[4]
UCLES 2008
0610/32/M/J/08
[Turn over
4
(b) S. molesta is being controlled using an Australian beetle, Cyrtobagous saliniae. The
beetle eats the growing points of the plant.
Suggest and explain why
(i) it is better to use a natural consumer of the plant than to apply herbicides in the
water to kill it,
[2]
(ii) it could be dangerous to the wetland ecosystem to introduce Australian beetles.
[2]
(c) The growth of S. molesta is now under control.

Its population growth has followed the pattern of a sigmoid curve.
(i) Using the axes below, sketch a sigmoid growth curve for S. molesta.
[1]
(ii) Label the phases of the sigmoid growth curve.
[3]
number
of plants
time / years
(iii) Using the information given in this question (pages 3 and 4), state one factor that
is limiting the growth of S. molesta.
[1]
UCLES 2008
0610/32/M/J/08
For
Examiner's
Use
5
(iv) Explain how two other named factors could also limit the growth of S. molesta.
For
Examiner's
Use
1.
2.
[4]
[Total: 19]
Catalase is an enzyme found in plant and animal cells. It has the function of breaking down
hydrogen peroxide, a toxic waste product of metabolic processes.
(a) (i) State the term used to describe the removal of waste products of metabolism.
[1]
(ii) Define the term enzyme.
[2]
An investigation was carried out to study the effect of pH on catalase, using pieces of
potato as a source of the enzyme.
Oxygen is formed when catalase breaks down hydrogen peroxide, as shown in the
equation.
catalase
hydrogen peroxide
water + oxygen
The rate of reaction can be found by measuring how long it takes for 10 cm3 oxygen to be
collected.
(b) (i) State the independent (input) variable in this investigation.

[1]
(ii) Suggest two factors that would need to be kept constant in this investigation.
1.
2.
UCLES 2008
[2]
0610/32/M/J/08
[Turn over
6
Table 3.1 shows the results of the investigation, but it is incomplete.
For
Examiner's
Use
Table 3.1
pH
time to collect 10 cm3

oxygen / min
rate of oxygen
production / cm3 min-1
20.0
0.50
12.5
0.80
10.0
1.00
13.6
0.74
17.4
(c) Calculate the rate of oxygen production at pH 8.

Show your working. Write your answer in Table 3.1.
[2]
UCLES 2008
0610/32/M/J/08
7
(d) Complete the line graph by plotting the rate of oxygen production against pH.
For
Examiner's
Use
1.2
1.0
0.8
0.6
0.4
0.2
0.0
1
8
[4]
(e) (i) Using data from the graph, describe the changes in the reaction rate between pH 4
and pH 8.
[2]
(ii) Explain the change in the reaction rate between pH 6 and pH 8.
[3]
[Total: 17]
UCLES 2008
0610/32/M/J/08
[Turn over
8
4
Fig. 4.1 shows three species of zebra.
For
Examiner's
Use
Equus burchelli
Equus grevyi
vertical stripe
horizontal stripe
Equus zebra
Fig. 4.1
UCLES 2008
0610/32/M/J/08
9
(a) Describe one method a scientist could use to show that the zebras shown in Fig. 4.1
are different species.
For
Examiner's
Use
[1]
(b) Studies have shown that the hotter the environment, the more stripes zebras have.
(i) State the type of variation which would result in different numbers of stripes.
[1]
(ii) Study Fig. 4.1. Suggest which species of zebra lives in the hottest environment.
[1]
(c) Occasionally, zebras are born that are almost completely black. The change in
appearance is the result of mutation.
(i) State the term that is used to describe the appearance of an organism.
[1]
(ii) Define the term mutation.
[2]
UCLES 2008
0610/32/M/J/08
[Turn over
10
(d) Tsetse flies attack animals with short fur, sucking their blood and spreading diseases.
Fig. 4.2 shows a tsetse fly. This fly is an insect, belonging to the arthropod group.
Fig. 4.2
(i) State one feature, visible in Fig. 4.2, which is common to all arthropods.
[1]
(ii) State two features, visible in Fig. 4.2, which distinguish insects from other
arthropod groups.
1.
2.
[2]
(e) Scientists have discovered that zebras with more horizontal stripes attract fewer tsetse
flies.
(i) Suggest why the stripes on the head and neck of the zebra would be an advantage
when it feeds on grass on the ground.
[2]
(ii) Describe how a species of zebra could gradually develop more horizontal stripes.
[3]
[Total: 14]
UCLES 2008
0610/32/M/J/08
For
Examiner's
Use
11
5
To stay healthy we need a balanced diet.
For
Examiner's
Use
[2]
Protein is one nutrient present in a balanced diet. The body cannot store protein, so any
excess amino acids are broken down in the process of deamination, as shown in Fig. 5.1.
excess
amino acid
non-nitrogen
compound
nitrogen
compound
urea
respiration
6CO2 + 6H2O + energy
Fig. 5.1
(b) (i) Name the organ where deamination takes place.

[1]
(ii) Compound X is used as an energy source in respiration.
Suggest the name of compound X.
[1]
UCLES 2008
0610/32/M/J/08
[Turn over
12
(iii) State the type of respiration shown in Fig. 5.1.
For
Examiner's
Use

type of respiration
explanation
[2]
(c) The urea produced is transported to the kidney, where it is excreted.

Describe how urea is transported in the blood to the kidney.
[2]
Fig. 5.2 shows a kidney tubule (nephron) and its associated blood vessels.
A
B
Fig. 5.2
UCLES 2008
0610/32/M/J/08
13
(d) Complete the table by naming the parts labelled A to D and stating one function for
each.
name of part
function
[8]
(e) The volume of blood filtered by the kidneys is 1.18 dm3 min-1.
(i) Calculate the total volume of blood filtered in 24 hours.
Show your working.
volume =
[2]
(ii) If the total volume of urine produced in 24 hours is 1.7 dm3, calculate the
percentage volume of the filtered blood excreted as urine in 24 hours.
Show your working.
% volume =
[2]
[Total: 20]
UCLES 2008
0610/32/M/J/08
For
Examiner's
Use
14
BLANK PAGE
0610/32/M/J/08
15
BLANK PAGE
0610/32/M/J/08
16
BLANK PAGE
0610/32/M/J/08
w
ap
eP
e
tr
.X
w
om
.c
s
er
As part of CIEs continual commitment to maintaining best practice in assessment, CIE uses
different variants of some question papers for our most popular assessments with large and
widespread candidature. The question papers are closely related and the relationships between
them have been thoroughly established using our assessment expertise. All versions of the
paper give assessment of equal standard.
The content assessed by the examination papers and the type of questions is unchanged.
This change means that for this component there are now two variant Question Papers, Mark
Schemes and Principal Examiners Reports where previously there was only one. For any
individual country, it is intended that only one variant is used. This document contains both
variants which will give all Centres access to even more past examination material than is usually
the case.
The diagram shows the relationship between the Question Papers, Mark Schemes and Principal
Examiners Reports that are available.
Question Paper
Mark Scheme
Principal Examiners
Report
Introduction
Introduction
Introduction

Examiners Report
Second variant Question

Paper
Second variant Mark

Scheme

Examiners Report

Please direct any questions about this to CIEs Customer Services team at:
international@cie.org.uk
The titles for the variant items should correspond with the table above, so that at the top of the
first page of the relevant part of the document and on the header, it has the words:
First variant Question Paper / Mark Scheme / Principal Examiners Report
Second variant Question Paper / Mark Scheme / Principal Examiners Report
or
as appropriate.
First Variant Question Paper

*9927123125*
0610/31
BIOLOGY
May/June 2009
Paper 3 Extended
1 hour 15 minutes

question.
For Examiner's Use

1
2
3
4
5
6
Total

IB09 06_0610_31/6RP
UCLES 2009
[Turn over
2
1
For
Examiner's
Use
Table 1.1 shows some of the external features of the five classes of vertebrates.
Complete the table by using a tick () to indicate if each class has the feature or a cross ()
if it does not. The first row has been completed for you.
Table 1.1
feature
fish
amphibia
reptiles
birds
mammals
mammary
glands
fur / hair
scales /
scaly skin
external
ears
feathers
[4]
[Total: 4]
UCLES 2009
0610/31/M/J/09
3
2
Fig. 2.1 shows the blood supply for the liver of a mammal.
vena cava
For
Examiner's
Use
aorta
liver
Y
X
vena cava
aorta
Fig. 2.1
(a) Blood from organ X is carried to the liver by blood vessel Y.

Name
(i) organ X,
[1]
(ii) blood vessel Y.
[1]
UCLES 2009
0610/31/M/J/09
[Turn over
4
Fig. 2.2 shows some liver cells as seen with a light microscope.
A ................................
For
Examiner's
Use
B ................................
C ................................
Q
Fig. 2.2
(b) (i) Label, on Fig. 2.2, the structures A, B and C.

[3]
(ii) The distance P-Q is 0.06 mm.

Calculate the magnification of Fig. 2.2.
Show your working.
Magnification
UCLES 2009
0610/31/M/J/09
[2]
5
Liver cells absorb glucose and amino acids from the blood and help to regulate the
concentrations of these substances in the blood.
For
Examiner's
Use
(c) Explain how liver cells help to regulate the concentration of glucose in the blood in
response to hormones from the pancreas in each of the following situations.
Blood glucose concentration is higher than normal.
Blood glucose concentration is lower than normal.
[5]
(d) Describe what happens to amino acids inside liver cells.
[3]
[Total: 15]
UCLES 2009
0610/31/M/J/09
[Turn over
6
3
(a) Fig. 3.1 shows the activity of an enzyme produced by bacteria that live in very hot
water.
35
30
25
enzyme activity /
arbitrary units
20
15
10
5
0
0
10
20
30
40
50
60
70
80
90
100 110
temperature / C
Fig. 3.1
Using the information in Fig. 3.1, describe the effect of increasing temperature on the
activity of the enzyme.
[3]
Enzymes extracted from bacteria are used in biological washing powders.

(b) Describe how bacteria are used to produce enzymes for biological washing powders.
[4]
UCLES 2009
0610/31/M/J/09
For
Examiner's
Use
7
(c) Food and blood stains on clothes may contain proteins and fats.
Explain how enzymes in biological washing powders act to remove food and blood
stains from clothes.
For
Examiner's
Use
[4]
(d) When blood clots, an enzyme is activated to change a protein from one form into
another.
Describe the process of blood clotting.
[3]
[Total: 14]
UCLES 2009
0610/31/M/J/09
[Turn over
8
4
Fig. 4.1 is a photograph of a root of radish covered in many root hairs.
For
Examiner's
Use
Fig. 4.1
(a) Using the term water potential, explain how water is absorbed into root hairs from the
soil.
[3]
UCLES 2009
0610/31/M/J/09
9
A potometer is a piece of apparatus that is used to measure water uptake by plants.
For
Examiner's
Use
Most of the water taken up by plants replaces water lost in transpiration.

A student used a potometer to investigate the effect of wind speed on the rate of water
uptake by a leafy shoot. As the shoot absorbs water the air bubble moves upwards.
The students apparatus is shown in Fig. 4.2.
capillary tube
coloured water
air bubble
beaker of water
Fig. 4.2
UCLES 2009
0610/31/M/J/09
[Turn over
10
The student used a fan with five different settings and measured the wind speed. The
results are shown in Table 4.1.
Table 4.1
wind speed /
metres per
second
distance travelled
by the air bubble
/ mm
time / minutes
rate of water
uptake / mm per
minute
10
0.4
12
2.4
20
4.0
35
7.0
40
(b) Calculate the rate of water uptake at the highest wind speed and write your answer in
the table.
[1]
(c) Describe the effect of increasing wind speed on the rate of water uptake. You may
use figures from Table 4.1 to support your answer.
[2]
(d) State two environmental factors, other than wind speed, that the student should
keep constant during the investigation.
1.
2.
UCLES 2009
[2]
0610/31/M/J/09
For
Examiner's
Use
11
(e) Some of the water absorbed by the plants is not lost in transpiration.
For
Examiner's
Use
State two other ways in which water is used.

1.
2.
[2]
(f) Water moves through the xylem to the tops of very tall trees, such as giant redwoods of
North America. The movement of water in the xylem is caused by transpiration.
Explain how transpiration is responsible for the movement of water in the xylem.
[4]
(g) Plants that live in hot, dry environments show adaptations for survival.
State three structural adaptations of these plants.
1.
2.
3.
[3]
[Total: 17]
UCLES 2009
0610/31/M/J/09
[Turn over
12
5
(a) Define the term gene.
For
Examiner's
Use
[1]
The medical condition sickle cell anaemia is widely distributed in Africa, parts of Asia and
the Americas. People with sickle cell anaemia have red blood cells with an abnormal form
of haemoglobin.
The gene for haemoglobin exists in two forms:
HN = allele for normal haemoglobin
HS = allele for abnormal haemoglobin
(b) Complete the genetic diagram below to show how two people who are heterozygous
for this gene may have a child who has sickle cell anaemia.
Use the symbols HN and HS in your answer.
parental phenotypes
normal
normal
parental genotypes
gametes
childs genotype
childs phenotype
sickle cell anaemia

[3]
(c) Describe the effects of sickle cell anaemia on the body.
[4]
UCLES 2009
0610/31/M/J/09
13
(d) Fig. 5.1 is a map that shows the distribution of the allele for the abnormal form of
haemoglobin (HS) and malaria in Africa.
For
Examiner's
Use
sickle cell allele

malaria
Fig. 5.1
Explain how natural selection is responsible for the distribution of the allele for the
abnormal form of haemoglobin (HS).
[5]
UCLES 2009
0610/31/M/J/09
[Turn over
14
(e) Sickle cell anaemia is an example of the variation that exists in the human population.
It is a form of discontinuous variation.
Explain why sickle cell anaemia is a form of discontinuous variation.
[3]
[Total: 16]
UCLES 2009
0610/31/M/J/09
For
Examiner's
Use
15
BLANK PAGE
QUESTION 6 STARTS ON PAGE 16
0610/31/M/J/09
[Turn over
16
6
An agricultural student investigated nutrient cycles on a farm where cattle are kept for milk.
The farmer grows grass and clover as food for the cattle. Clover is a plant that has bacteria
in nodules in its roots.
Fig. 6.1 shows the flow of nitrogen on the farm as discovered by the student. The figures
represent the flow of nitrogen in kg per hectare per year. (A hectare is 10 000 m2.)
atmospheric nitrogen
(N2)
bacteria in root
nodules of clover
(73.2)
cattle feed
milk
(28.8)
nitrogen compounds
in cattle
nitrogen fertilisers
(15.3)
nitrogen compounds
in plants
urine and faeces
dead plants
nitrate ions
in the soil
rivers and streams
organic manure
(31.5)
Fig. 6.1
(a) (i) Name the process in which bacteria convert atmospheric nitrogen into a form
that is available to clover plants.
[1]
(ii) Name two processes that convert nitrogen compounds in dead plants into nitrate
ions that can be absorbed by grass.
and
UCLES 2009
0610/31/M/J/09
[2]
For
Examiner's
Use
17
(b) The total quantity of nitrogen added to the farmers fields is 120 kg per hectare per
year.
For
Examiner's
Use
Calculate the percentage of this nitrogen that is present in the milk.

Show your working.
Answer
[2]
(c) State two ways in which the nitrogen compounds in the cattles diet are used by the
animals other than to produce milk.
1.
2.
[2]
(d) The student found that a large quantity of the nitrogen compounds made available to
the farmers fields was not present in the milk or in the cattle.
Use the information in Fig. 6.1 to suggest what is likely to happen to the nitrogen
compounds that are eaten by the cattle, but are not present in compounds in the milk
or in their bodies.
[5]
UCLES 2009
0610/31/M/J/09
[Turn over
18
(e) The carbon dioxide concentration in the atmosphere has increased significantly over
the past 150 years.
Explain why this has happened.
[2]
[Total: 14]
UCLES 2009
0610/31/M/J/09
For
Examiner's
Use
19
BLANK PAGE
0610/31/M/J/09
20
BLANK PAGE
Fig. 4.1
Page 8: DR JEREMY BURGESS / SCIENCE PHOTO LIBRARY.
0610/31/M/J/09
Second Variant Question Paper

*8984315419*
0610/32
BIOLOGY
May/June 2009
Paper 3 Extended
1 hour 15 minutes

question.
For Examiner's Use

1
2
3
4
5
6
Total

IB09 06_0610_32/5RP
UCLES 2009
[Turn over
2
1
For
Examiner's
Use
Table 1.1 shows some of the external features of the five classes of vertebrates.
Complete the table by using a tick () to indicate if each class has the feature or a cross ()
if it does not. The first row has been completed for you.
Table 1.1
feature
fish
amphibia
reptiles
birds
mammals
mammary
glands
fur / hair
scales /
scaly skin
external
ears
feathers
[4]
[Total: 4]
UCLES 2009
0610/32/M/J/09
3
2
Fig. 2.1 shows the blood supply for the liver of a mammal.
vena cava
For
Examiner's
Use
aorta
liver
Y
X
vena cava
aorta
Fig. 2.1
(a) Blood from organ X is carried to the liver by blood vessel Y.

Name
(i) organ X,
[1]
(ii) blood vessel Y.
[1]
UCLES 2009
0610/32/M/J/09
[Turn over
4
Fig. 2.2 shows some liver cells as seen with a light microscope.
A ................................
For
Examiner's
Use
B ................................
C ................................
Q
Fig. 2.2
(b) (i) Label, on Fig. 2.2, the structures A, B and C.

[3]
(ii) The distance P-Q is 0.06 mm.

Calculate the magnification of Fig. 2.2.
Show your working.
Magnification
UCLES 2009
0610/32/M/J/09
[2]
5
Liver cells absorb glucose and amino acids from the blood and help to regulate the
concentrations of these substances in the blood.
For
Examiner's
Use
(c) Explain how liver cells help to regulate the concentration of glucose in the blood in
response to hormones from the pancreas in each of the following situations.
Blood glucose concentration is higher than normal.
Blood glucose concentration is lower than normal.
[5]
(d) Describe what happens to amino acids inside liver cells.
[3]
[Total: 15]
UCLES 2009
0610/32/M/J/09
[Turn over
6
3
(a) Fig. 3.1 shows the activity of an enzyme produced by bacteria that live in very hot
water.
35
30
25
enzyme activity /
arbitrary units
20
15
10
5
0
0
10
20
30
40
50
60
70
80
90
100 110
temperature / C
Fig. 3.1
Using the information in Fig. 3.1, describe the effect of increasing temperature on the
activity of the enzyme.
[3]
Enzymes extracted from bacteria are used in biological washing powders.

(b) Describe how bacteria are used to produce enzymes for biological washing powders.
[4]
UCLES 2009
0610/32/M/J/09
For
Examiner's
Use
7
(c) Food and blood stains on clothes may contain proteins and fats.
Explain how enzymes in biological washing powders act to remove food and blood
stains from clothes.
For
Examiner's
Use
[4]
(d) When blood clots, an enzyme is activated to change a protein from one form into
another.
[3]
[Total: 14]
UCLES 2009
0610/32/M/J/09
[Turn over
8
4
Fig. 4.1 is a photograph of a root of radish covered in many root hairs.
For
Examiner's
Use
Fig. 4.1
(a) Root hairs absorb ions, such as nitrate ions and magnesium ions, from the soil by
active transport.
Explain how ions are absorbed by active transport into root hairs.
[3]
Many plants can be cultivated in nutrient solutions rather than in soil. This method of
cultivation is called hydroponics. Using this method a student investigated the growth rate
of radish plants.
Fig. 4.2 shows the apparatus that the student used.
solution
inflow
solution
outflow
nutrient solution
Fig. 4.2
UCLES 2009
0610/32/M/J/09
9
The student determined the dry mass of 10 radish plants over a period of time and
calculated the rate of growth of the plants. The results are shown in Table 4.1.
For
Examiner's
Use
Table 4.1
time / weeks
dry mass of 10
radish plants /
grams
rate of growth /
grams per week
1.3
1.3
6.2
4.9
17.5
11.3
20.4
2.9
26.7
..
28.0
1.3
(b) Calculate the rate of growth of the radish plants during week 5 and enter your answer
in Table 4.1.
[1]
(c) Describe three factors that the student should keep constant during this investigation.
1.
2.
3.
[3]
(d) Describe how the student would find out the dry mass of the radish plants.
[3]
UCLES 2009
0610/32/M/J/09
[Turn over
10
(e) The student also grew some radish plants in a solution that contained all the mineral
ions required by plants except nitrate. The radish plants did not grow as well as those
given all the mineral ions.
(i) Describe the appearance of plants grown without any nitrate ions.
[2]
(ii) Outline how nitrate ions are used by plants to help their growth.
[2]
(f) Plants also require magnesium ions. If plants are grown where there is very little
magnesium available they show deficiency symptoms.
Explain how a deficiency of magnesium ions leads to poor growth in plants.
[3]
[Total: 17]
UCLES 2009
0610/32/M/J/09
For
Examiner's
Use
11
5
(a) Define the term gene.
For
Examiner's
Use
[1]
The medical condition sickle cell anaemia is widely distributed in Africa, parts of Asia and
the Americas. People with sickle cell anaemia have red blood cells with an abnormal form
of haemoglobin.
The gene for haemoglobin exists in two forms:
HN = allele for normal haemoglobin
HS = allele for abnormal haemoglobin
(b) Complete the genetic diagram below to show how two people who are heterozygous
for this gene may have a child who has sickle cell anaemia.
Use the symbols HN and HS in your answer.
parental phenotypes
normal
normal
parental genotypes
gametes
childs genotype
childs phenotype
sickle cell anaemia

[3]
(c) Describe the effects of sickle cell anaemia on the body.
[4]
UCLES 2009
0610/32/M/J/09
[Turn over
12
(d) Fig. 5.1 is a map that shows the distribution of the allele for the abnormal form of
haemoglobin (HS) and malaria in Africa.
sickle cell allele

malaria
Fig. 5.1
Explain how natural selection is responsible for the distribution of the allele for the
abnormal form of haemoglobin (HS).
[5]
UCLES 2009
0610/32/M/J/09
For
Examiner's
Use
13
(e) Sickle cell anaemia is an example of the variation that exists in the human population.
It is a form of discontinuous variation.
For
Examiner's
Use
Explain why sickle cell anaemia is a form of discontinuous variation.
[3]
[Total: 16]
UCLES 2009
0610/32/M/J/09
[Turn over
14
6
An agricultural student investigated the flow of biomass and energy on a livestock farm in a
country where winters are very cold. The farmer grows wheat to feed to the livestock, which
are animals kept in sheds where they are not allowed to move very much. The student
investigated the efficiency of this method of producing food for humans.
The student discovered that an area of 250 m2 of wheat provided 140 kg of animal feed.
Table 6.1 shows the results of the students investigation.
Table 6.1
area of wheat field / m2
250
energy from the Sun that is

available to the wheat crop / kJ
biomass of animal feed from the
wheat crop / kg
energy in animal feed / kJ
increase in mass of animals fed
140 kg feed / kg
energy in 50 kg meat that is
available to humans / kJ
9 x 107
140
2 000 000
50
380 000
(a) Table 6.1 shows how much energy the wheat crop receives from the Sun
while it is growing in the field.
Suggest three reasons why only a small proportion of that energy is available in the
animal feed from the harvested wheat.
1.
2.
3.
[3]
(b) Calculate the energy in the meat that is available to humans, as a percentage of the
energy in the animal feed. Show your working.
Answer = %
UCLES 2009
0610/32/M/J/09
[2]
For
Examiner's
Use
15
(c) Using the information in Table 6.1, explain why it is more efficient for humans to gain
their food from the first trophic level rather than from the second trophic level.
For
Examiner's
Use
[5]
(d) The student suggests to the farmer that it is better for the livestock if they are not kept
in sheds. The farmer replies that his animals will grow more slowly if kept outside.
Describe two reasons why animals kept in sheds gain weight faster than those kept
outside.
1.
2.
[2]
(e) Explain why acid rain has become an important environmental problem in some parts
of the world over the past 100 years.
[2]
[Total: 14]
UCLES 2009
0610/32/M/J/09
16
BLANK PAGE
Fig 4.1
Page 8 DR JEREMY BURGESS / SCIENCE PHOTO LIBRARY.
0610/32/M/J/09
w
ap
eP
e
tr
.X
w
om
.c
s
er

*0409173684*
0610/31
BIOLOGY
May/June 2010
Paper 3 Extended
1 hour 15 minutes

question.
For Examiner's Use

1
2
3
4
5
6
Total

IB10 06_0610_31/4RP
UCLES 2010
[Turn over
2
1
(a) Define the term sensitivity.
For
Examiner's
Use
[2]
Fig. 1.1 shows a horizontal section through the eye.
C
B
A
Fig. 1.1
(b) (i) Name structures A to D.
A
B
C
D
[4]
(ii) State the functions of structures B and E.

B
E
UCLES 2010
[2]
0610/31/M/J10
3
The retina contains light-sensitive cells known as rods and cones. The distribution of rods in
the retina from point X to point Y, as shown on Fig. 1.1, was investigated.
For
Examiner's
Use
Fig. 1.2 shows the distribution of rods in the retina from point X to point Y.
number
of lightsensitive
cells
distance along the retina

Fig. 1.2
(c) (i) G and H, as shown on Fig. 1.2, are parts of the retina.
Name G and H.
G
H
[2]
(ii) Describe the function of the rods.
[2]
(iii) Draw a line on Fig. 1.2 to show the distribution of cones in the retina.
[2]
[Total: 14]
UCLES 2010
0610/31/M/J10
[Turn over
4
2
A student measured the uptake and release of carbon dioxide from a plant during 24 hours.
It was a very bright, sunny day between sunrise and sunset.
Fig. 2.1 shows the students results.
uptake of
carbon
dioxide
no net
uptake
or release
release of
carbon
dioxide
0000
0600
1200
1800
2400
time / h
Fig. 2.1
(a) (i) Use the information in Fig. 2.1 to state the time that sunrise occurred.
[1]
(ii) Using Fig. 2.1, state the times when there is no uptake or release of carbon
dioxide.
1.
2.
[1]
(iii) State why plants release carbon dioxide at night.
[1]
(iv) Explain why it is important for plants that carbon dioxide uptake during the day is
greater than carbon dioxide released at night.
[2]
UCLES 2010
0610/31/M/J10
For
Examiner's
Use
Question 2 continues on Page 6
UCLES 2010
0610/31/M/J10
[Turn over
6
The yields of tomatoes grown in open fields in India are very low compared with yields of
tomatoes grown in glasshouses in Europe.
In a study, scientists in India grew tomato plants in glasshouses and in open fields nearby.
The growth of the plants and the yields of tomatoes were recorded.
Table 2.1
tomato plants grown in
glasshouses
mean final height of
tomato plants / cm
mean number of
leaves per tomato
plant
mean fresh mass of
tomato plants / g
mass of tomatoes
per plant / g
mean fresh mass of
tomatoes / g
open fields
84.1
69.0
123.0
82.0
988.3
491.7
2986.0
818.9
95.0
84.4
(b) (i) The mean fresh mass of tomatoes grown in glasshouses was greater than the
mean fresh mass of tomatoes grown in open fields.
Calculate the difference in mean fresh mass as a percentage of the mean fresh
mass of tomatoes grown in open fields.
Show your working.
Answer =
UCLES 2010
0610/31/M/J10
[2]
For
Examiner's
Use
7
(ii) Suggest how an increase in the height of the plants and the number of leaves on
each plant affects the yield of tomatoes.
For
Examiner's
Use
[3]
(c) The scientists made sure that the only differences between the two groups of plants
were the result of the protection provided by the glasshouses.
Suggest the factors that the scientists should have kept the same for the two groups of
plants in this investigation.
[3]
(d) The growth and final yields of crops grown in open fields are often limited by
environmental factors.
Describe how these factors are controlled in commercial glasshouses to give high
yields of crops such as tomatoes.
[4]
[Total: 17]
UCLES 2010
0610/31/M/J10
[Turn over
8
3
Fig. 3.1 shows a human egg cell and a human sperm cell.
100 m
For
Examiner's
Use
10 m
human egg cell
human sperm cell

Fig. 3.1
(a) (i) What is the name given to the release of eggs from the ovary?
[1]
(ii) Sperm cells and egg cells are haploid. State the meaning of the term haploid.
[1]
UCLES 2010
0610/31/M/J10
9
(b) Complete the table to compare egg cells with sperm cells.
feature
egg cells
For
Examiner's
Use
sperm cells
site of production
relative size
numbers produced
mobility
[4]
(c) Three hormones that control the menstrual cycle are:
follicle stimulating hormone (FSH)

luteinising hormone (LH)
oestrogen.
(i) Name the site of production and release of oestrogen.

[1]
(ii) Describe the role of oestrogen in controlling the menstrual cycle.
[2]
(d) Artificial insemination is sometimes used as a treatment for female infertility.

Outline how artificial insemination is carried out in humans.
[2]
[Total: 11]
UCLES 2010
0610/31/M/J10
[Turn over
10
4
Acid rain is a serious environmental problem in some areas of the world. Lakes in Canada,
Norway and Scotland are highly acidic as a result of acid rain.
Fig. 4.1 shows a cause of acid rain.
wind-blown chemicals
combine with water
vapour in the air
power stations and

factories release
sulfur dioxide
rain becomes acidic
harming vegetation
and organisms that
live in water
lake
Fig. 4.1
(a) (i) State one cause of acid rain other than that shown in Fig. 4.1.
[1]
(ii) Describe two effects of acid rain on forest ecosystems.
1.
2.
[2]
(b) Describe two different ways to reduce pollution so that there is less acid rain.
1.
2.
[2]
UCLES 2010
0610/31/M/J10
For
Examiner's
Use
11
Fig. 4.2 shows the pH ranges that some animals that live in lakes can tolerate.
animals
group
examples
For
Examiner's
Use
pH
7.0
6.5
6.0
5.5
5.0
4.5
4.0
3.5
trout
fish
bass
perch
frogs
amphibians
salamanders
clams
molluscs
snails
crustacean
crayfish
mayfly larvae
insects
blackfly larvae
Fig. 4.2
(c) State one feature of molluscs that is not a feature of crustaceans.
[1]
(d) Using the information in Fig. 4.2,

(i) name an animal that could be found in a lake with a pH of 4.0;
[1]
(ii) name the animals that are most sensitive to a decrease in pH;
[1]
(iii) suggest why some animals cannot tolerate living in water of pH as low as 4.0.
[2]
[Total: 10]
UCLES 2010
0610/31/M/J10
[Turn over
12
5
Fig. 5.1 shows the processes involved in the manufacture of yoghurt.
For
Examiner's
Use
milk
sugar may be added
milk heat treated at 8595 C for 15 to 30 minutes
milk homogenised to give an even consistency

milk cooled
starter culture of bacteria added
mixture incubated at 37 44 C
oxygen used up
pH decreases
mixture cooled
food additives and fruit added
yoghurt is packed and sent at 4 C to shops
Fig. 5.1
(a) (i) Explain why the milk must be cooled before the bacteria are added.
[2]
(ii) Explain why the pH decreases only after the oxygen in the milk has been used up.
[2]
(iii) Suggest one type of food additive that could be added to yoghurt.
[1]
UCLES 2010
0610/31/M/J10
13
The starter culture contains two species of bacteria, Streptococcus thermophilus and
Lactobacillus bulgaricus.
For
Examiner's
Use
Fig. 5.2 shows the growth of these bacteria during the production of yoghurt.
S. thermophilus
numbers of
bacteria
L. bulgaricus
time since start of incubation / h

Fig. 5.2
(b) Using your knowledge of population growth and the factors that affect it, describe
and explain the growth of S. thermophilus, as shown in Fig. 5.2.
[5]
UCLES 2010
0610/31/M/J10
[Turn over
14
(c) Suggest why the numbers of L. bulgaricus do not start to increase until after the
increase in the numbers of S. thermophilus.
[2]
[Total: 12]
UCLES 2010
0610/31/M/J10
For
Examiner's
Use
15
BLANK PAGE
Question 6 begins on page 16.
0610/31/M/J10
[Turn over
16
6
The Food and Agriculture Organization (FAO) collects data on food supplies worldwide.
The FAO classifies the causes of severe food shortages as either by natural disasters or as
the result of human action.
Natural disasters are divided into those that occur suddenly and those that take a long time
to develop. Human actions are divided into those that are caused by economic factors and
those that are caused by wars and other conflicts.
Fig. 6.1 shows the changes in the number of severe food shortages between 1981 and
2007.
70
total
60
50
number
40
of severe
food
shortages 30
natural
disasters
result of
human
action
20
10
0
1981 1983 1985 1987 1989 1991 1993 1995 1997 1999 2001 2003 2005 2007
year
Fig. 6.1
UCLES 2010
0610/31/M/J10
For
Examiner's
Use
17
Fig. 6.2 shows the causes of severe food shortages in the 1980s, 1990s and 2000s.
1980s
1990s
14 %
86 %
2000s
20 %
natural
disasters
80 %
For
Examiner's
Use
27 %
73 %
2%
11 %
27 %
result of
human
action
98 %
key
89 %
sudden onset
slow onset
economic factors
war and conflict
73 %
Fig. 6.2
(a) (i) State two types of natural disaster that occur suddenly and may lead to severe
food shortages.
1.
2.
[2]
(ii) State one type of natural disaster that may take several years to develop.
[1]
UCLES 2010
0610/31/M/J10
[Turn over
18
(b) Use the information in Fig. 6.1 and Fig. 6.2 to describe the changes in food shortages
between 1981 and 2007.
[5]
(c) Explain how the increase in the human population may contribute to severe food
shortages.
[3]
UCLES 2010
0610/31/M/J10
For
Examiner's
Use
19
The quality and quantity of food available worldwide has been improved by artificial
selection (selective breeding) and genetic engineering.
(d) Use a named example to outline how artificial selection is used to improve the quantity
or quality of food.
[4]
(e) Define the term genetic engineering.
[1]
[Total: 16]
UCLES 2010
0610/31/M/J10
For
Examiner's
Use
20
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*9605759495*
0610/32
BIOLOGY
May/June 2010
Paper 3 Extended
1 hour 15 minutes

question.
For Examiner's Use

1
2
3
4
5
6
Total

IB10 06_0610_32/6RP
UCLES 2010
[Turn over
2
1
(a) Define the terms sensitivity and involuntary action.
For
Examiner's
Use
sensitivity
involuntary action
[3]
Fig. 1.1 shows the reflex arc for the knee jerk reflex.
X
Y
kneecap
femur
sharp blow here
tibia
fibula
Fig. 1.1
UCLES 2010
0610/32/M/J/10
3
(b) (i) Name parts A to D.
For
Examiner's
Use
A
B
C
D
[4]
(ii) Nerve cells use active transport to move ions across their cell membranes.
Explain what is meant by the term active transport.
[2]
(c) Explain what would happen to the reflex shown in Fig. 1.1 if the nerve was cut across
at X-Y.
[3]
UCLES 2010
0610/32/M/J/10
[Turn over
4
(d) Fig. 1.2 shows the grasping reflex of a baby.
For
Examiner's
Use
Fig. 1.2
Suggest why it is a good idea to test a babys reflexes immediately after birth.
[1]
[Total: 13]
Fig. 2.1 shows the root systems of two species of desert plant, A and B.
A
soil level
20 m
Fig. 2.1
UCLES 2010
0610/32/M/J/10
5
(a) Describe the two root systems shown in Fig. 2.1 and explain how each is an adaptation
for survival in a desert ecosystem.
For
Examiner's
Use
[4]
(b) Describe and explain two ways in which the leaves of desert plants reduce water loss
in transpiration.
1.
2.
[4]
(c) Xylem and phloem are transport tissues in plants. They transport substances from
organs that are known as sources to organs known as sinks.
Complete the table to show:
two substances being transported in each tissue

an organ that is a source for substances being transported in each tissue
an organ that is a sink for substances being transported in each tissue.
tissue
substances being
transported
source of
substances in the
plant
sink for substances

in the plant
1
xylem
2 .
1
phloem
2 .
[6]
[Total: 14]
UCLES 2010
0610/32/M/J/10
[Turn over
6
3
The highest yields of potatoes are obtained in the USA. In Bangladesh they are very much
lower. Scientists investigated the effects of improving soil fertility on the growth and yields
of potatoes in Bangladesh.
They carried out an investigation by dividing a field into four plots, E to H. The potatoes in
each plot received different treatments:
E no fertiliser or manure
F manure only
G chemical fertiliser only
H manure and chemical fertiliser
The scientists measured different aspects of growth and final yield of the potato plants.
Their results are shown in Table 3.1.
Table 3.1
yield of potato
tubers / tonnes
per hectare
treatment
mean plant
height at
maturity / cm
mean fresh mass

of potato tubers
per plant / g
no fertiliser or
manure
46.2
190.0
12.6
manure only
59.3
285.0
19.3
66.1
320.5
21.2
71.5
365.0
24.3
plot
chemical fertiliser
only
manure and
chemical fertiliser
G
H
(a) (i) The yield of potato tubers was greater in plot H than in plot E.
Calculate the difference in yield as a percentage of the yield in plot E.
Show your working.
Answer =
[2]
(ii) Suggest and explain the importance of increased plant height in the production of
tubers.
[2]
UCLES 2010
0610/32/M/J/10
For
Examiner's
Use
7
(iii) Describe the effect of adding manure and chemical fertilisers on the yield of potato
tubers.
For
Examiner's
Use
[3]
(iv) Manure and chemical fertilisers provide plants with nitrate ions.
Explain how extra nitrate ions in the soil may have increased the yield of the
potatoes.
[2]
(v) State why plot E was included in this investigation.
[1]
(b) Discuss the advantages and disadvantages of adding chemical fertilisers to crops.
[5]
[Total: 15]
UCLES 2010
0610/32/M/J/10
[Turn over
8
4
When bacteria are spread onto agar in a Petri dish they form colonies. Each colony forms
from one bacterium. Fig. 4.1 shows an investigation into antibiotic resistance in a species of
bacterium that causes disease.
no antibiotic
added to agar
agar
A
colonies of bacteria
transfer of
bacteria
culture to
dish A
START OF PROCESS
culture of bacteria
in a liquid medium
antibiotic
added
to agar
transfer of
bacteria
culture to
dish B
B
transfer of bacteria
culture from dish B to
liquid medium
bacteria exposed
to X-rays
culture to dish D
culture to dish C
after 24 hours
antibiotic
added
to agar
antibiotic
added
to agar
Fig. 4.1
UCLES 2010
0610/32/M/J/10
For
Examiner's
Use
9
(a) Explain what is meant by the term antibiotic.
For
Examiner's
Use
[2]
(b) Explain why

(i) only a few bacteria grew in dish B compared with dish A,
[1]
(ii) more bacteria grew in C than in B.
[1]
(c) Fig. 4.1 shows the effect of an antibiotic on a species of disease-causing bacterium.
Suggest why antibiotics should not be used too often.
[2]
(d) Explain the possible effect of the X-rays on the bacteria.
[3]
UCLES 2010
0610/32/M/J/10
[Turn over
10
(e) State two ways in which the structure of a bacterium differs from the structure of a
virus.
1.
2.
[2]
(f) Human Immunodeficiency Virus (HIV) infects cells of the immune system.
Describe the effects of HIV on the immune system.
[4]
[Total: 15]
5
Fig. 5.1 shows a capillary inside a tissue.

lining of
capillary
red blood cell
blood
flow
S
R
cell in tissue
tissue fluid
T
P
Fig. 5.1
UCLES 2010
0610/32/M/J/10
For
Examiner's
Use
11
(a) (i) State how oxygen passes from the capillary into cell Q and describe the function of
this gas in a cell.
[2]
(ii) Name two substances required by cells, other than oxygen, that pass from the
blood to the tissue fluid at R.
1.
2.
[1]
(iii) Name two substances produced by cells that pass from the tissue fluid to the
blood at S.
1.
2.
[1]
(b) With reference to Fig. 5.1, describe and explain two ways in which capillaries are
adapted to their function.
1.
2.
[4]
(c) Tissue fluid drains into vessel P at T and eventually returns to the blood.
(i) Name the type of vessel labelled P.
[1]
(ii) Explain how fluid passes along these vessels.
[1]
[Total: 10]
0610/32/M/J/10
For
Examiner's
Use
12
6
Carbon dioxide and methane are two important greenhouse gases. The effect of human
activities in increasing the concentration of greenhouse gases, such as carbon dioxide and
methane, is known as the enhanced greenhouse effect.
Fig. 6.1 shows the concentrations of carbon dioxide and methane in the atmosphere over
the past 1000 years.
380
360
340
concentration of
carbon dioxide in
the atmosphere /
parts per million
320
300
280
260
1000
1200
1400
1600
1800
2000
1600
1800
2000
year
2.00
1.75
concentration of
methane in the
atmosphere /
parts per million
1.50
1.25
1.00
0.75
1000
1200
1400
year
Fig. 6.1
UCLES 2010
0610/32/M/J/10
For
Examiner's
Use
13
(a) Using information in Fig. 6.1, describe the trend in the concentrations of carbon dioxide
and methane over the past 1000 years.
For
Examiner's
Use
[3]
(b) Suggest and explain reasons for the trend in the concentrations of carbon dioxide and
methane that you described in (a).
[4]
(c) Explain how gases, such as those shown in Fig. 6.1, contribute to the greenhouse
effect.
[3]
0610/32/M/J/10
[Turn over
14
(d) People are encouraged to recycle materials, such as paper and plastics.
For
Examiner's
Use
Discuss the advantages of recycling materials, such as paper and plastics.
[3]
[Total: 13]
UCLES 2010
0610/32/M/J/10
15
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0610/32/M/J/10
16
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0610/32/M/J/10
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*2931929578*
0610/33
BIOLOGY
May/June 2010
Paper 3 Extended
1 hour 15 minutes

question.
For Examiner's Use

1
2
3
4
5
6
Total

IB10 06_0610_33/FP
UCLES 2010
[Turn over
2
1
(a) Define the terms sensitivity and involuntary action.
For
Examiner's
Use
sensitivity
involuntary action
[3]
Fig. 1.1 shows the reflex arc for the knee jerk reflex.
X
Y
kneecap
femur
sharp blow here
tibia
fibula
Fig. 1.1
UCLES 2010
0610/33/M/J/10
3
(b) (i) Name parts A to D.
For
Examiner's
Use
A
B
C
D
[4]
(ii) Nerve cells use active transport to move ions across their cell membranes.
Explain what is meant by the term active transport.
[2]
(c) Explain what would happen to the reflex shown in Fig. 1.1 if the nerve was cut across
at X-Y.
[3]
UCLES 2010
0610/33/M/J/10
[Turn over
4
(d) Fig. 1.2 shows the grasping reflex of a baby.
For
Examiner's
Use
Fig. 1.2
Suggest why it is a good idea to test a babys reflexes immediately after birth.
[1]
[Total: 13]
Fig. 2.1 shows the root systems of two species of desert plant, A and B.
A
soil level
20 m
Fig. 2.1
UCLES 2010
0610/33/M/J/10
5
(a) Describe the two root systems shown in Fig. 2.1 and explain how each is an adaptation
for survival in a desert ecosystem.
For
Examiner's
Use
[4]
(b) Describe and explain two ways in which the leaves of desert plants reduce water loss
in transpiration.
1.
2.
[4]
(c) Xylem and phloem are transport tissues in plants. They transport substances from
organs that are known as sources to organs known as sinks.
Complete the table to show:
two substances being transported in each tissue

an organ that is a source for substances being transported in each tissue
an organ that is a sink for substances being transported in each tissue.
tissue
substances being
transported
source of
substances in the
plant
sink for substances

in the plant
1
xylem
2 .
1
phloem
2 .
[6]
[Total: 14]
UCLES 2010
0610/33/M/J/10
[Turn over
6
3
The highest yields of potatoes are obtained in the USA. In Bangladesh they are very much
lower. Scientists investigated the effects of improving soil fertility on the growth and yields
of potatoes in Bangladesh.
They carried out an investigation by dividing a field into four plots, E to H. The potatoes in
each plot received different treatments:
E no fertiliser or manure
F manure only
G chemical fertiliser only
H manure and chemical fertiliser
The scientists measured different aspects of growth and final yield of the potato plants.
Table 3.1
yield of potato
tubers / tonnes
per hectare
treatment
mean plant
height at
maturity / cm
mean fresh mass

of potato tubers
per plant / g
no fertiliser or
manure
46.2
190.0
12.6
manure only
59.3
285.0
19.3
66.1
320.5
21.2
71.5
365.0
24.3
plot
chemical fertiliser
only
manure and
chemical fertiliser
G
H
(a) (i) The yield of potato tubers was greater in plot H than in plot E.
Calculate the difference in yield as a percentage of the yield in plot E.
Show your working.
Answer =
[2]
(ii) Suggest and explain the importance of increased plant height in the production of
tubers.
[2]
UCLES 2010
0610/33/M/J/10
For
Examiner's
Use
7
(iii) Describe the effect of adding manure and chemical fertilisers on the yield of potato
tubers.
For
Examiner's
Use
[3]
(iv) Manure and chemical fertilisers provide plants with nitrate ions.
Explain how extra nitrate ions in the soil may have increased the yield of the
potatoes.
[2]
(v) State why plot E was included in this investigation.
[1]
(b) Discuss the advantages and disadvantages of adding chemical fertilisers to crops.
[5]
[Total: 15]
UCLES 2010
0610/33/M/J/10
[Turn over
8
4
When bacteria are spread onto agar in a Petri dish they form colonies. Each colony forms
from one bacterium. Fig. 4.1 shows an investigation into antibiotic resistance in a species of
bacterium that causes disease.
no antibiotic
added to agar
agar
A
colonies of bacteria
transfer of
bacteria
culture to
dish A
START OF PROCESS
culture of bacteria
in a liquid medium
antibiotic
added
to agar
transfer of
bacteria
culture to
dish B
B
culture from dish B to
liquid medium
bacteria exposed
to X-rays
culture to dish D
culture to dish C
after 24 hours
antibiotic
added
to agar
antibiotic
added
to agar
Fig. 4.1
UCLES 2010
0610/33/M/J/10
For
Examiner's
Use
9
(a) Explain what is meant by the term antibiotic.
For
Examiner's
Use
[2]
(b) Explain why

(i) only a few bacteria grew in dish B compared with dish A,
[1]
(ii) more bacteria grew in C than in B.
[1]
(c) Fig. 4.1 shows the effect of an antibiotic on a species of disease-causing bacterium.
Suggest why antibiotics should not be used too often.
[2]
(d) Explain the possible effect of the X-rays on the bacteria.
[3]
UCLES 2010
0610/33/M/J/10
[Turn over
10
(e) State two ways in which the structure of a bacterium differs from the structure of a
virus.
1.
2.
[2]
(f) Human Immunodeficiency Virus (HIV) infects cells of the immune system.
Describe the effects of HIV on the immune system.
[4]
[Total: 15]
5
Fig. 5.1 shows a capillary inside a tissue.

lining of
capillary
red blood cell
blood
flow
S
R
cell in tissue
tissue fluid
T
P
Fig. 5.1
UCLES 2010
0610/33/M/J/10
For
Examiner's
Use
11
(a) (i) State how oxygen passes from the capillary into cell Q and describe the function of
this gas in a cell.
For
Examiner's
Use
[2]
(ii) Name two substances required by cells, other than oxygen, that pass from the
blood to the tissue fluid at R.
1.
2.
[1]
(iii) Name two substances produced by cells that pass from the tissue fluid to the
blood at S.
1.
2.
[1]
(b) With reference to Fig. 5.1, describe and explain two ways in which capillaries are
adapted to their function.
1.
2.
[4]
(c) Tissue fluid drains into vessel P at T and eventually returns to the blood.
(i) Name the type of vessel labelled P.
[1]
(ii) Explain how fluid passes along these vessels.
[1]
[Total: 10]
UCLES 2010
0610/33/M/J/10
[Turn over
12
6
Carbon dioxide and methane are two important greenhouse gases. The effect of human
activities in increasing the concentration of greenhouse gases, such as carbon dioxide and
methane, is known as the enhanced greenhouse effect.
Fig. 6.1 shows the concentrations of carbon dioxide and methane in the atmosphere over
the past 1000 years.
380
360
340
concentration of
carbon dioxide in
the atmosphere /
parts per million
320
300
280
260
1000
1200
1400
1600
1800
2000
1600
1800
2000
year
2.00
1.75
concentration of
methane in the
atmosphere /
parts per million
1.50
1.25
1.00
0.75
1000
1200
1400
year
Fig. 6.1
UCLES 2010
0610/33/M/J/10
For
Examiner's
Use
13
(a) Using information in Fig. 6.1, describe the trend in the concentrations of carbon dioxide
and methane over the past 1000 years.
For
Examiner's
Use
[3]
(b) Suggest and explain reasons for the trend in the concentrations of carbon dioxide and
methane that you described in (a).
[4]
(c) Explain how gases, such as those shown in Fig. 6.1, contribute to the greenhouse
effect.
[3]
UCLES 2010
0610/33/M/J/10
[Turn over
14
(d) People are encouraged to recycle materials, such as paper and plastics.
For
Examiner's
Use
Discuss the advantages of recycling materials, such as paper and plastics.
[3]
[Total: 13]
UCLES 2010
0610/33/M/J/10
15
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0610/33/M/J/10
16
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0610/33/M/J/10
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*7736755613*
0610/31
BIOLOGY
May/June 2011
Paper 3 Extended
1 hour 15 minutes
SUITABLE FOR HEARING IMPAIRED CANDIDATES.
question.
For Examiner's Use

1
2
3
4
5
6
Total

IB11 06_0610_31_HI/FP
UCLES 2011
[Turn over
2
1
Fig. 1.1 shows a section of a villus at two different magnifications.
For
Examiner's
Use
...........................................
270
red blood cells
110
muscle tissue
...........................................
...........................................
Fig. 1.1
(a) Label the structures shown in Fig. 1.1.
Write the labels in the boxes in Fig. 1.1.
UCLES 2011
0610/31/M/J/11
[3]
3
(b) Suggest the role of the muscle tissue shown in the villus in Fig. 1.1.
For
Examiner's
Use
[2]
Fig. 1.2 shows an experiment to investigate the uptake of glucose by cells of the villi.
Two leak-proof bags were set up.

One bag was made from artificial partially permeable membrane (Visking tubing).
The other bag was made from a piece of small intestine containing living cells, with its
inner surface inside the bag.
The bags were filled with equal volumes of a dilute glucose solution.
The bags were suspended in the same glucose solution for two hours.
After two hours, the volumes of the bags were measured and the contents were tested
for the concentration of glucose.
glass rod to
support bags
beaker
dilute glucose
solution inside
bags
dilute glucose solution

maintained at 37 C
10 cm length of artificial
partially permeable
membrane (Visking tubing)
10 cm length of
small intestine
containing living cells
Fig. 1.2
Inside the bag made from small intestine the volume and concentration of the glucose
solution decreased. There were no changes to the volume and concentration in the Visking
tubing bag.
(c) State and explain the process responsible for the decrease in the glucose
concentration in the bag made from small intestine.
[2]
UCLES 2011
0610/31/M/J/11
[Turn over
4
(d) After two hours there was less water in the bag made from small intestine.
The volume of water in the bag made from small intestine decreased, but the volume in
the bag made from Visking tubing did not change. Explain why.
[3]
(e) An investigation studied the flow of water into and out of the human alimentary canal.
Table 1.1 shows the results.
Table 1.1
water into the alimentary canal
water out of the alimentary canal

method of water
loss
volume of water /
dm3 per day
source of water
volume of water /
dm3 per day
water from diet
2.5
stomach to the
blood
0.00
saliva
1.5
small intestine to
the blood
9.00
gastric juice
2.4
large intestine to
the blood
0.85
bile
0.8
in the faeces
0.15
pancreatic juice
0.8
intestinal
secretions
2.0
(i) Name the part of the alimentary canal that secretes most water in a digestive juice.
[1]
(ii) Name the part of the alimentary canal that absorbs most water.
[1]
UCLES 2011
0610/31/M/J/11
For
Examiner's
Use
5
(iii) Explain why water is added to food by the secretions shown in Table 1.1.
For
Examiner's
Use
[3]
(iv) Explain why it is important that water is absorbed in the alimentary canal.
[2]
[Total: 17]
UCLES 2011
0610/31/M/J/11
[Turn over
6
2
Fig. 2.1 shows part of the nitrogen cycle.
For
Examiner's
Use
nitrogen in
the air
herbivore
dead organic
matter
ammonium ions
bean plant
(legume) with
root nodules
nitrate ions
Fig. 2.1
(a) Name the processes A and B shown in Fig. 2.1.
A
B
[2]
(b) Fig. 2.1 shows that legumes have root nodules.

Explain why these root nodules are important in the nitrogen cycle.
[4]
UCLES 2011
0610/31/M/J/11
7
(c) Proteins and DNA are important nitrogen-containing compounds in cells.
For
Examiner's
Use
Describe the roles of proteins and DNA in cells.
proteins
[3]
DNA
[2]
(d) Many inorganic fertilisers contain compounds of nitrogen. If crop plants do not absorb
the fertilisers they can be lost from the soil and pollute freshwater ecosystems, such as
lakes and rivers.
Describe how fertilisers may affect freshwater ecosystems.
[4]
[Total: 15]
UCLES 2011
0610/31/M/J/11
[Turn over
8
3
Fig. 3.1 shows a fetus in the uterus immediately before birth.
For
Examiner's
Use
B
placenta
umbilical cord
amniotic fluid
amniotic sac
Fig. 3.1
(a) Describe the functions of the amniotic sac and amniotic fluid.
[4]
UCLES 2011
0610/31/M/J/11
9
(b) List three functions of the placenta.
For
Examiner's
Use
1.
2.
3.
[3]
(c) State what happens to structures A and B during birth.
[2]
(d) Discuss the advantages and possible disadvantages of breast-feeding.
[4]
[Total: 13]
UCLES 2011
0610/31/M/J/11
[Turn over
10
4
A healthy kidney controls the excretion of urea and other waste products of metabolism
from the blood.
After kidney failure there are two possible treatments: dialysis or a kidney transplant.
Fig. 4.1 shows how blood and dialysis fluid move through a dialysis machine.
A
blood
flow
dialysis fluid
B
bubble
trap
pump
blood
patients
arm
Fig. 4.1
(a) Describe the changes that occur to the blood as it flows through the dialysis machine
from A to B.
[2]
UCLES 2011
0610/31/M/J/11
For
Examiner's
Use
11
(b) Discuss the advantages of kidney transplants compared with dialysis.
For
Examiner's
Use
[3]
UCLES 2011
0610/31/M/J/11
[Turn over
12
(c) Two brothers have to make a difficult decision.
For
Examiner's
Use
One brother, with blood group AB, has kidney failure and is on dialysis.
The healthy brother has agreed to donate one of his kidneys to his brother. He has to
have a blood test.
Their father has blood group A and their mother has blood group B.
The brothers have a sister who has blood group O.
(i) Explain how this girl has blood group O when her parents have different blood
groups. You must use the space below for a genetic diagram to help your answer.
Use the symbols IA, IB and IO to represent the alleles involved in the inheritance of
blood groups.
parental phenotypes
blood group A
blood group B
parental genotypes
...................
...................
................... ...................
................... ...................
gametes
girls genotype
...................
girls phenotype
...................
[4]
(ii) The healthy brother can only donate the kidney to his brother if they both have the
same blood group.
What is the probability that the healthy brother also has blood group AB?
[1]
[Total: 10]
UCLES 2011
0610/31/M/J/11
13
BLANK PAGE
Question 5 begins on page 14
UCLES 2011
0610/31/M/J/11
[Turn over
14
5
(a) Write a balanced equation for photosynthesis using symbols.
For
Examiner's
Use
[3]
Plants that live in water are called hydrophytes.

Fig. 5.1 shows a cross-section of a leaf of the hydrophyte, Nuphar lutea. The leaves of
N. lutea float on the surface of water.
B
Fig. 5.1
UCLES 2011
0610/31/M/J/11
15
(b) Complete Table 5.1 by describing the function of each feature.
The function for feature A has already been completed.
For
Examiner's
Use
Table 5.1
feature
function
transparent to allow light to penetrate into the leaf
B
..
C
..
D
..
[3]
(c) State and explain one way in which the leaves of N. lutea are adapted to their
environment.
[2]
UCLES 2011
0610/31/M/J/11
[Turn over
16
(d) A student investigated how magnesium affects the growth of duckweed, Spirodela
polyrhiza.
He prepared dishes each containing 30 plants of S. polyrhiza. Each dish contained a
growth medium with different concentrations of a magnesium salt.
Fig. 5.2 shows one of the dishes.
single plant of
Spirodela polyrhiza
Fig. 5.2
After 33 days, the student counted the number of plants in each dish and recorded their
appearance. The results are shown in Table 5.2.
Table 5.2
concentration of
magnesium salt /
mg per dm3
number of plants
after 33 days
0.05
27
yellow with some green patches
0.10
64
green with yellow spots
0.15
92
green with yellow spots
0.20
105
green
0.25
109
green
UCLES 2011
appearance of leaves after 33 days
0610/31/M/J/11
For
Examiner's
Use
17
(i) Describe the effects of decreasing the concentration of magnesium salt on the
growth of S. polyrhiza.
For
Examiner's
Use
[3]
(ii) Explain how magnesium deficiency affects the growth and appearance of this
plant.
[3]
[Total: 14]
UCLES 2011
0610/31/M/J/11
[Turn over
18
6
Fig. 6.1 shows three different insects.
Vespula flavopilosa
insect 1
For
Examiner's
Use
Vespula rufa
insect 2
Callicera rufa
insect 3
Fig. 6.1
(a) Insects 1 and 2 are more closely related to each other than to insect 3.
(i) Explain how the binomial names indicate that insects 1 and 2 are more closely
related.
[2]
(ii) Explain how the appearance of the three insects suggests that insects 1 and 2 are
more closely related.
[2]
UCLES 2011
0610/31/M/J/11
19
Vespula flavopilosa gives a painful sting. The insect shown in Fig. 6.2 is very similar in
appearance to Vespula flavopilosa but does not give a sting.
For
Examiner's
Use
Chrysotoxum cautum
Fig. 6.2
(b) Chrysotoxum cautum is very similar in appearance to Vespula flavopilosa. Explain how
this is an advantage.
[2]
(c) It is thought that Chrysotoxum cautum evolved from an insect that did not have any
stripes.
Suggest how these insects became striped.
[5]
[Total: 11]
UCLES 2011
0610/31/M/J/11
20
BLANK PAGE
UCLES 2011
0610/31/M/J/11
w
om
.c
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*2383062155*
BIOLOGY
ap
eP
e
tr
.X
w
0610/32
May/June 2011
Paper 3 Extended
1 hour 15 minutes

question.
For Examiner's Use

1
2
3
4
5
6
Total

IB11 06_0610_32/5RP
UCLES 2011
[Turn over
2
1
The passage describes the feeding relationships between some of the organisms in an
African grassland ecosystem.
The dominant grass species in the African grassland ecosystem are star grass and red oat
grass. Star grass is eaten by antelope species, such as topi and Thomsons gazelle.
Smaller animals such as mice and grasshoppers also feed on grass. Antelopes are eaten
by predators such as cheetahs, lions and serval cats. Grasshoppers and mice are eaten by
serval cats and tawny eagles. Ruppells vulture feeds on dead mammals.
Fig. 1.1 shows part of the food web for this ecosystem.
.................................
.................................
Thomsons
gazelle
topi
serval cats
lions
.................................
star grass
tawny eagles
grasshoppers
red oat grass

Fig. 1.1
(a) Complete the food web in Fig. 1.1 by writing the names of the organisms in the boxes.
Write your answers in the boxes in Fig. 1.1.
[3]
(b) Name the trophic level of the following species:

star grass
topi
[2]
(c) (i) State the source of energy for the food web shown in Fig. 1.1.
[1]
(ii) State what happens to energy when it leaves an ecosystem, such as the African
grassland.
[1]
UCLES 2011
0610/32/M/J/11
For
Examiner's
Use
3
(d) Nutrients are recycled in ecosystems but energy is not recycled.
Explain why there are no more than four trophic levels in the ecosystem shown in
Fig. 1.1.
For
Examiner's
Use
[3]
(e) Fish, such as salmon reared in fish farms, are fed on high protein food made from
animals. When eating this food, these fish are feeding as secondary consumers.
Discuss the disadvantages of farming fish, such as salmon, for human food.
[3]
[Total: 13]
UCLES 2011
0610/32/M/J/11
[Turn over
4
2
Fig. 2.1 shows a person sitting in a room. A thermometer shows the temperature of the
room.
50
40
30
20
10
0
Fig. 2.1
(a) Give three uses of energy in the body of the person in Fig. 2.1.
1.
2.
3.
[3]
(b) Name the process carried out by the person in Fig. 2.1 that releases energy.
[2]
(c) The person leaves the room and runs very fast for 200 m. When the person stops
running, his breathing rate and his heart rate remain high.
Explain why the persons breathing rate and heart rate remain high after the run.
[4]
UCLES 2011
0610/32/M/J/11
For
Examiner's
Use
5
(d) There are changes in the skin at the beginning of the run and during the run. These
changes involve the blood vessels and the sweat glands.
For
Examiner's
Use
Describe what happens to the blood vessels and sweat glands at the beginning of the
run and during the run.
Explain why these changes happen.
[5]
[Total: 14]
UCLES 2011
0610/32/M/J/11
[Turn over
6
3
Male and female sex hormones control the development of secondary sexual
characteristics.
Table 3.1
sex hormones
testosterone
oestrogen
.........
.........
.........
.........
.........
.........
site of production
1
secondary sexual
characteristics
2
(a) Complete Table 3.1.

Write your answers in the boxes in Table 3.1.
[3]
(b) Some women do not release eggs. The hormone FSH is used in fertility treatment for
such women.
Name the organs in the female body responsible for the following:
(i) production of FSH,
[1]
(ii) release of eggs.
[1]
UCLES 2011
0610/32/M/J/11
For
Examiner's
Use
7
(c) Fig. 3.1 shows changes in the concentration of FSH and three other hormones in the
blood during one menstrual cycle.
LH
oestrogen
relative
concentration
of hormones
in the blood
For
Examiner's
Use
progesterone
FSH
10 12 14 16 18 20 22 24 26 28
time / days
Fig. 3.1
(i) Describe the changes in the concentration of FSH during one menstrual cycle.
[3]
(ii) Explain the role of FSH in the control of the menstrual cycle.
[3]
[Total: 11]
UCLES 2011
0610/32/M/J/11
[Turn over
8
4
The four oclock plant, Mirabilis jalapa, can have flowers of three different colours as shown
in Fig. 4.1.
yellow
flower
crimson flower
orange-red flower
Fig. 4.1
(a) A student crossed some crimson-flowered plants with some yellow-flowered plants
(cross 1). She collected the seeds and grew them. All of the plants that grew from
these seeds had orange-red flowers.
Complete the genetic diagram to explain the result of cross 1.

parental phenotypes
crimson flowers
yellow flowers
parental genotypes
A CA C
AYAY
..............
..............
gametes
offspring genotype
................
offspring phenotype
........................
[3]
UCLES 2011
0610/32/M/J/11
For
Examiner's
Use
9
(b) The student then carried out three further crosses as shown in Table 4.1.
For
Examiner's
Use
Table 4.1
cross
genotypes of offspring
offspring of cross 1 offspring of cross
offspring of cross 1 crimson-flowered plant
offspring of cross 1 yellow-flowered plant
Complete Table 4.1 by writing the genotypes of the offspring of crosses 2, 3 and 4,
using the same symbols as in the genetic diagram in (a).
Write the genotypes in Table 4.1.
You may use the space below for any working.
[3]
(c) Flower colour in M. jalapa is not an example of the inheritance of dominant and
recessive alleles.
Explain how the results of the crosses show that these alleles for flower colour are not
dominant or recessive.
[3]
UCLES 2011
0610/32/M/J/11
[Turn over
10
Flowers from M. jalapa were cross-pollinated.
For
Examiner's
Use
(d) Explain the difference between self-pollination and cross-pollination.
[2]
(e) Some species of plants are self-pollinated.

Discuss the long-term effects of self-pollination on the evolution of these plants.
[4]
[Total: 15]
UCLES 2011
0610/32/M/J/11
11
5
Australia has added fluoride to much of its drinking water since 1953. Other countries, such
as Chile, do not add fluoride to their drinking water.
For
Examiner's
Use
(a) Outline the arguments for and against the addition of fluoride to public drinking water.
[3]
Studies of the relationship between sugar consumption, tooth decay and fluoridation of
drinking water have been carried out. Data was collected on tooth decay in 12 year-old
children in Australia and Chile.
Fig. 5.1 shows changes in sugar consumption in Australia and Chile between 1970 and
2006.
Fig. 5.2 shows changes in tooth decay in the same countries over a similar time period.
UCLES 2011
0610/32/M/J/11
[Turn over
12
For
Examiner's
Use
70
60
50
sugar
consumption
/ kg per person
per year
40
30
20
10
0
1970
1980
1991
1994
1997
year
2000
2006
key:
Chile
Australia
Fig. 5.1
8
7
6
mean number
of decayed,
missing and
filled teeth
per child
5
4
3
2
1
0
1977
1980
1990
Note that there is no data

available for Chile for 2000 and
for Australia for 2006.
Fig. 5.2
UCLES 2011
0610/32/M/J/11
1995
year
1999
2000
2006
key:
Chile
Australia
13
(b) Describe the changes in sugar consumption and tooth decay in Australia and Chile
For
Examiner's
Use
sugar consumption
tooth decay
[4]
(c) The peaks for sugar consumption and tooth decay in 12 year-old children in Chile
occurred at about the same time. It has been suggested that an increase in sugar
consumption in children caused an increase in tooth decay.
Explain how an increase in sugar consumption may cause tooth decay.
[4]
UCLES 2011
0610/32/M/J/11
[Turn over
14
(d) Fig. 5.1 shows that sugar consumption in these two countries is similar. Fig. 5.2 shows
the changes in tooth decay in 12 year-old children.
Suggest explanations for the similarities and differences in tooth decay in 12 year-old
[3]
[Total: 14]
UCLES 2011
0610/32/M/J/11
For
Examiner's
Use
15
BLANK PAGE
Question 6 begins on the next page.
UCLES 2011
0610/32/M/J/11
[Turn over
16
For
Examiner's
Use
Fig. 6.1 shows a leaf and a flower of Helleborus orientalis.
Fig. 6.1
(a) H. orientalis is a dicotyledonous plant.
State three features visible in Fig. 6.1 that show it is a dicotyledonous plant.
1.
2.
3.
[3]
Fig. 6.2 is a photograph of a section through a leaf of H. orientalis.

A
0.1 mm
C
D
Fig. 6.2
UCLES 2011
0610/32/M/J/11
17
(b) Complete the table, using ticks (), to show the cells that carry out photosynthesis.
cell
For
Examiner's
Use
cells that carry out

photosynthesis
A
B
C
D
E
F
G
[2]
(c) Explain how two features of leaves, visible in sections such as that shown in Fig. 6.2,
are adaptations for efficient photosynthesis.
1.
2.
[4]
UCLES 2011
0610/32/M/J/11
[Turn over
18
(d) During the period when H. orientalis is photosynthesising at a fast rate, substances are
transported through the plant in the phloem from sources to sinks.
(i) Name two substances that are translocated from a source to a sink.
[2]
(ii) For these substances state the source and two possible sinks.
source
sink 1
sink 2
[2]
[Total: 13]
UCLES 2011
0610/32/M/J/11
For
Examiner's
Use
19
BLANK PAGE
UCLES 2011
0610/32/M/J/11
20
BLANK PAGE
UCLES 2011
0610/32/M/J/11
w
om
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s
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*9433881542*
BIOLOGY
ap
eP
e
tr
.X
w
0610/33
May/June 2011
Paper 3 Extended
1 hour 15 minutes

question.
For Examiner's Use

1
2
3
4
5
6
Total

IB11 06_0610_33/RP
UCLES 2011
[Turn over
2
1
The passage describes the feeding relationships between some of the organisms in an
African grassland ecosystem.
The dominant grass species in the African grassland ecosystem are star grass and red oat
grass. Star grass is eaten by antelope species, such as topi and Thomsons gazelle.
Smaller animals such as mice and grasshoppers also feed on grass. Antelopes are eaten
by predators such as cheetahs, lions and serval cats. Grasshoppers and mice are eaten by
serval cats and tawny eagles. Ruppells vulture feeds on dead mammals.
Fig. 1.1 shows part of the food web for this ecosystem.
.................................
.................................
Thomsons
gazelle
topi
serval cats
lions
.................................
star grass
tawny eagles
grasshoppers
red oat grass

Fig. 1.1
(a) Complete the food web in Fig. 1.1 by writing the names of the organisms in the boxes.
Write your answers in the boxes in Fig. 1.1.
[3]
(b) Name the trophic level of the following species:

star grass
topi
[2]
(c) (i) State the source of energy for the food web shown in Fig. 1.1.
[1]
(ii) State what happens to energy when it leaves an ecosystem, such as the African
grassland.
[1]
UCLES 2011
0610/33/M/J/11
For
Examiner's
Use
3
(d) Nutrients are recycled in ecosystems but energy is not recycled.
Explain why there are no more than four trophic levels in the ecosystem shown in
Fig. 1.1.
For
Examiner's
Use
[3]
(e) Fish, such as salmon reared in fish farms, are fed on high protein food made from
animals. When eating this food, these fish are feeding as secondary consumers.
Discuss the disadvantages of farming fish, such as salmon, for human food.
[3]
[Total: 13]
UCLES 2011
0610/33/M/J/11
[Turn over
4
2
Fig. 2.1 shows a person sitting in a room. A thermometer shows the temperature of the
room.
50
40
30
20
10
0
Fig. 2.1
(a) Give three uses of energy in the body of the person in Fig. 2.1.
1.
2.
3.
[3]
(b) Name the process carried out by the person in Fig. 2.1 that releases energy.
[2]
(c) The person leaves the room and runs very fast for 200 m. When the person stops
running, his breathing rate and his heart rate remain high.
Explain why the persons breathing rate and heart rate remain high after the run.
[4]
UCLES 2011
0610/33/M/J/11
For
Examiner's
Use
5
(d) There are changes in the skin at the beginning of the run and during the run. These
changes involve the blood vessels and the sweat glands.
For
Examiner's
Use
Describe what happens to the blood vessels and sweat glands at the beginning of the
run and during the run.
Explain why these changes happen.
[5]
[Total: 14]
UCLES 2011
0610/33/M/J/11
[Turn over
6
3
Male and female sex hormones control the development of secondary sexual
characteristics.
Table 3.1
sex hormones
testosterone
oestrogen
.........
.........
.........
.........
.........
.........
site of production
1
secondary sexual
characteristics
2
(a) Complete Table 3.1.

Write your answers in the boxes in Table 3.1.
[3]
(b) Some women do not release eggs. The hormone FSH is used in fertility treatment for
such women.
Name the organs in the female body responsible for the following:
(i) production of FSH,
[1]
(ii) release of eggs.
[1]
UCLES 2011
0610/33/M/J/11
For
Examiner's
Use
7
(c) Fig. 3.1 shows changes in the concentration of FSH and three other hormones in the
blood during one menstrual cycle.
LH
oestrogen
relative
concentration
of hormones
in the blood
For
Examiner's
Use
progesterone
FSH
10 12 14 16 18 20 22 24 26 28
time / days
Fig. 3.1
(i) Describe the changes in the concentration of FSH during one menstrual cycle.
[3]
(ii) Explain the role of FSH in the control of the menstrual cycle.
[3]
[Total: 11]
UCLES 2011
0610/33/M/J/11
[Turn over
8
4
The four oclock plant, Mirabilis jalapa, can have flowers of three different colours as shown
in Fig. 4.1.
yellow
flower
crimson flower
orange-red flower
Fig. 4.1
(a) A student crossed some crimson-flowered plants with some yellow-flowered plants
(cross 1). She collected the seeds and grew them. All of the plants that grew from
these seeds had orange-red flowers.
Complete the genetic diagram to explain the result of cross 1.

parental phenotypes
crimson flowers
yellow flowers
parental genotypes
A CA C
AYAY
..............
..............
gametes
offspring genotype
................
offspring phenotype
........................
[3]
UCLES 2011
0610/33/M/J/11
For
Examiner's
Use
9
(b) The student then carried out three further crosses as shown in Table 4.1.
For
Examiner's
Use
Table 4.1
cross
genotypes of offspring
offspring of cross 1 offspring of cross
offspring of cross 1 crimson-flowered plant
offspring of cross 1 yellow-flowered plant
Complete Table 4.1 by writing the genotypes of the offspring of crosses 2, 3 and 4,
using the same symbols as in the genetic diagram in (a).
Write the genotypes in Table 4.1.
You may use the space below for any working.
[3]
(c) Flower colour in M. jalapa is not an example of the inheritance of dominant and
recessive alleles.
Explain how the results of the crosses show that these alleles for flower colour are not
dominant or recessive.
[3]
UCLES 2011
0610/33/M/J/11
[Turn over
10
Flowers from M. jalapa were cross-pollinated.
For
Examiner's
Use
(d) Explain the difference between self-pollination and cross-pollination.
[2]
(e) Some species of plants are self-pollinated.

Discuss the long-term effects of self-pollination on the evolution of these plants.
[4]
[Total: 15]
UCLES 2011
0610/33/M/J/11
11
5
Australia has added fluoride to much of its drinking water since 1953. Other countries, such
as Chile, do not add fluoride to their drinking water.
For
Examiner's
Use
(a) Outline the arguments for and against the addition of fluoride to public drinking water.
[3]
Studies of the relationship between sugar consumption, tooth decay and fluoridation of
drinking water have been carried out. Data was collected on tooth decay in 12 year-old
Fig. 5.1 shows changes in sugar consumption in Australia and Chile between 1970 and
2006.
Fig. 5.2 shows changes in tooth decay in the same countries over a similar time period.
UCLES 2011
0610/33/M/J/11
[Turn over
12
For
Examiner's
Use
70
60
50
sugar
consumption
/ kg per person
per year
40
30
20
10
0
1970
1980
1991
1994
1997
year
2000
2006
key:
Chile
Australia
Fig. 5.1
8
7
6
mean number
of decayed,
missing and
filled teeth
per child
5
4
3
2
1
0
1977
1980
1990
Note that there is no data

available for Chile for 2000 and
for Australia for 2006.
Fig. 5.2
UCLES 2011
0610/33/M/J/11
1995
year
1999
2000
2006
key:
Chile
Australia
13
(b) Describe the changes in sugar consumption and tooth decay in Australia and Chile
For
Examiner's
Use
sugar consumption
tooth decay
[4]
(c) The peaks for sugar consumption and tooth decay in 12 year-old children in Chile
occurred at about the same time. It has been suggested that an increase in sugar
consumption in children caused an increase in tooth decay.
Explain how an increase in sugar consumption may cause tooth decay.
[4]
UCLES 2011
0610/33/M/J/11
[Turn over
14
(d) Fig. 5.1 shows that sugar consumption in these two countries is similar. Fig. 5.2 shows
the changes in tooth decay in 12 year-old children.
Suggest explanations for the similarities and differences in tooth decay in 12 year-old
[3]
[Total: 14]
UCLES 2011
0610/33/M/J/11
For
Examiner's
Use
15
BLANK PAGE
Question 6 begins on the next page.
UCLES 2011
0610/33/M/J/11
[Turn over
16
For
Examiner's
Use
Fig. 6.1 shows a leaf and a flower of Helleborus orientalis.
Fig. 6.1
(a) H. orientalis is a dicotyledonous plant.
State three features visible in Fig. 6.1 that show it is a dicotyledonous plant.
1.
2.
3.
[3]
Fig. 6.2 is a photograph of a section through a leaf of H. orientalis.

A
0.1 mm
C
D
Fig. 6.2
UCLES 2011
0610/33/M/J/11
17
(b) Complete the table, using ticks (), to show the cells that carry out photosynthesis.
cell
For
Examiner's
Use
cells that carry out

photosynthesis
A
B
C
D
E
F
G
[2]
(c) Explain how two features of leaves, visible in sections such as that shown in Fig. 6.2,
are adaptations for efficient photosynthesis.
1.
2.
[4]
UCLES 2011
0610/33/M/J/11
[Turn over
18
(d) During the period when H. orientalis is photosynthesising at a fast rate, substances are
transported through the plant in the phloem from sources to sinks.
(i) Name two substances that are translocated from a source to a sink.
[2]
(ii) For these substances state the source and two possible sinks.
source
sink 1
sink 2
[2]
[Total: 13]
UCLES 2011
0610/33/M/J/11
For
Examiner's
Use
19
BLANK PAGE
UCLES 2011
0610/33/M/J/11
20
UCLES 2011
0610/33/M/J/11
w
ap
eP
e
tr
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w
om
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*6509236855*
0610/31
BIOLOGY
May/June 2012
Paper 3 Extended
1 hour 15 minutes

question.
For Examiner's Use

1
2
3
4
5
6
Total

IB12 06_0610_31/5RP
UCLES 2012
[Turn over
2
1
(a) Fig. 1.1 is a diagram of the human digestive system.
For
Examiner's
Use
J
C
D
E
G
F
Fig. 1.1
Use the letters from Fig. 1.1 to complete Table 1.1 to give the part of the human digestive
system that is identified by each function.
Write one letter only in each box. You may use the same letter more than once. There are some
letters that you will not use. The first one has been done for you.
Table 1.1
function
letter
peristalsis
protein digestion
insulin production
deamination
partially digested food is mixed with bile
most water is reabsorbed
[5]
UCLES 2012
0610/31/M/J/12
3
The human diet provides nutrients for the synthesis of biological molecules that make up
cells, cell products and tissues.
For
Examiner's
Use
(b) (i) Complete Table 1.2 to show the nutrients that are absorbed from food to
synthesise the large molecules listed.
Table 1.2
large molecules
nutrients absorbed
protein
glycogen
fat
[3]
(ii) Mineral ions are required in the human diet in small quantities.
State the mineral ion required for each process:
making bone
making haemoglobin.
[2]
(iii) State another type of nutrient required in the human diet in small quantities.
[1]
UCLES 2012
0610/31/M/J/12
[Turn over
4
(c) One role of nutrients is to provide materials for the repair of damaged tissues.
Fig. 1.2 shows the events that happen after a cut to the skin.
immediately after the cut
24 hours later
For
Examiner's
Use
scab
epidermis
released
blood
damaged
capillary
blood
clot
phagocytes
3 to 7 days later
2 weeks later
new
capillary
Fig. 1.2
Use the information in Fig. 1.2 to describe what happens to seal the wound in the skin
and repair the skin tissue.
[5]
[Total: 16]
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2
The Galpagos Islands in the Pacific Ocean have many species of animals and plants that
live nowhere else. Iguanas are large herbivorous reptiles. Four species of iguana live on the
Galpagos Islands:
marine iguana,
land iguana,
Santa Fe land iguana,
pink land iguana,
For
Examiner's
Use
Amblyrhynchus cristatus
Conolophus subcristatus
Conolophus pallidus
Conolophus rosada
Fig. 2.1 shows a marine iguana.
Fig. 2.1
(a) Reptiles and mammals are both vertebrates.
State three features of mammals that are not found in reptiles.
1
2
3
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(b) The marine iguana, A. cristatus, feeds on seaweed and must therefore dive several
metres into the cold waters that surround the Galpagos Islands. Iguanas can only stay
in the water for a short length of time, until their body temperature drops too low.
Mammals of an equivalent size, such as sea otters, can stay in cold water for a long
time.
Explain how some mammals are able to stay in cold water for a long time.
[5]
Land iguanas live on Isabela, the largest island in the Galpagos. In 1986, some rangers
from the Galpagos National Park found a population of pink land iguanas living at the
northern end of the island. These iguanas have been studied in detail and are now
classified as a new species, C. rosada.
(c) Define the term population.
[2]
(d) Suggest how a study of the DNA of iguanas helps to classify them.
[1]
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7
(e) The International Union for the Conservation of Nature describes these iguanas as
vulnerable. This means that their populations are likely to become extinct.
For
Examiner's
Use
Suggest two reasons why it is important to conserve individual species, such as the
four species of iguana on the Galpagos Islands.
1
2
[2]
[Total: 13]
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3
In Sichuan, in China, a sauce is made from broad bean seeds that have germinated and
then have been left to ferment.
Fig. 3.1 shows a germinating broad bean seed.
K
Fig. 3.1
(a) Name K to N.
K
L
M
N
[4]
Broad beans contain starch. The germinating beans are colonised by yeasts and other
fungi, such as Aspergillus.
Aspergillus grows over the surface of beans and digests starch. It has a body made of thin
threads that secrete enzymes, such as amylase.
(b) Name the thin threads that make up the body of a fungus, such as Aspergillus.
[1]
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Use
9
(c) The action of enzymes is often explained in terms of the lock and key model as shown
in Fig. 3.2.
For
Examiner's
Use
substrate
enzyme
Fig. 3.2
Use the information in Fig. 3.2 to explain how enzymes work to break down nutrient
materials, such as starch.
[4]
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Enzymes in bean seeds are activated during germination. Some of these enzymes break
down protein stored in the seeds.
A large number of bean seeds were soaked and germinated. Researchers took samples of
germinating seeds over a period of 15 days. The seeds were chopped into small pieces and
crushed with water to make an extract. Equal quantities of the extracts were placed into
protein solutions at pH 5 and at pH 8.
The activity of the enzymes in each extract was determined by recording how quickly the
protein was broken down. The results are shown in Fig. 3.3.
40
pH 8
35
30
25
enzyme activity
/ arbitrary units
20
15
pH 5
10
5
0
0
10
12
14
16
time / days
Fig. 3.3
(d) Describe the activity of the enzymes in the extracts at pH 5 over 15 days.
[3]
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Use
11
(e) The researchers concluded that the beans contained two different enzymes that break
down protein.
For
Examiner's
Use
State the evidence from Fig. 3.3 for this conclusion.
[3]
[Total: 15]
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4
Fig. 4.1 is an electron micrograph of some red blood cells and lymphocytes.
For
Examiner's
Use
Fig. 4.1
(a) Lymphocytes respond to infection by making and releasing special protein molecules
called antibodies.
Describe how antibodies provide protection from diseases caused by viruses and
bacteria.
[3]
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Red blood cells have special molecules on their cell membranes. These are known as
antigens and they stimulate the production of antibodies. These antigens also determine a
persons blood group.
For
Examiner's
Use
Before carrying out kidney transplants, it is important to check that the blood group of the
donor matches the blood group of the recipient. This is called blood typing. It is necessary
because blood group antigens are present on the inner lining of blood vessels in the kidney.
(b) Explain what would happen if a kidney from a person with blood group A was
transferred into the body of a person with blood group O.
[2]
Tissue typing is carried out before transplanting a kidney. This makes sure that there is a
close match between the donated kidney and the recipient. However, it is possible to carry
out transplants of the cornea without blood typing or tissue typing.
(c) Suggest why it is possible to transplant corneas successfully without carrying out any
tissue typing or blood typing.
[1]
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The gene for the ABO blood group has three alleles, IA, IB and Io.
For
Examiner's
Use
(d) A person with blood group O has parents who have blood groups A and B.
Complete the genetic diagram to show how this is possible.
Use the symbols, IA, IB and Io, for the blood group alleles.
parental phenotypes
blood group A
blood group B
parental genotypes
...............
...............
............. .............
............. .............
gametes
offspring genotype
...................
offspring phenotype
blood group O
[3]
(e) Use your answer to (d) to give examples of the following. The first one has been
completed for you.
term
example
IA
a dominant allele
heterozygous genotype
codominant alleles
phenotype
..
..
..
[3]
[Total: 12]
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5
Fig. 5.1 shows the structure of the placenta and parts of the fetal and maternal circulatory
systems.
Fig. 5.1
(a) (i) Complete Table 5.1 by listing the blood vessels that carry oxygenated blood. Use
the letters in Fig. 5.1 to identify the blood vessels.
Table 5.1
circulatory system
blood vessels that carry

oxygenated blood
maternal
fetal
[2]
(ii) Name structure T and describe what happens to it after birth.
[2]
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17
(iii) The placenta is adapted for the exchange of substances between the maternal
blood and the fetal blood.
For
Examiner's
Use
Describe the exchanges that occur across the placenta to keep the fetus alive and
well.
[4]
(b) The placenta secretes the hormones oestrogen and progesterone.

Describe the roles of these hormones during pregnancy.
[3]
[Total: 11]
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6
In South America, forests have been cut down to provide land for cattle grazing and for
growing crops, such as soya beans.
Fig. 6.1 shows an area before deforestation and after the planting of soya. Occasionally
small areas of forest are left if the land cannot support agriculture.
Fig. 6.1
(a) Suggest the disadvantages of removing the forest from all but small areas of land.
[3]
(b) Much of the soya is used to feed farm animals rather than to make foods that humans
can eat.
Explain the advantages of using soya as food for humans rather than for farm animals.
[3]
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19
(c) Much of the cleared forest in South America is used as land for cattle grazing.
The clearing of forest and keeping large numbers of cattle have severe effects on the
environment, especially the atmosphere.
Outline the effects of forest clearance and cattle farming on the atmosphere.
[3]
(d) Yields from crops grown on soils like those in Fig. 6.1 are likely to decrease over time.
State reasons for the likely decrease in yields.
1
2
[2]
(e) Forest products are used in the manufacture of paper.

Explain the environmental advantages of recycling paper.
[2]
[Total: 13]
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20
BLANK PAGE
Figure 1.2
Figure 2.1 Photograph
Figure 3.2
Figure 6.1 Photographs
http://ethesis.helsinki.fi/julkaisut/laa/kliin/vk/vaalamo/fig3.gif.
Steve Allen; Ref: 88176896; Marine iguanas on rocks by ocean; Getty Images.
R Usha & M Singh; Proteases of germinating winged-bean (Psophocarpus tetragonolobus) seeds: purification and characterization of an
acidic protease; Biochem.J; 1996; 313; http://www.biochemj.org/bj/313/0423/3130423.pdf.
Dr David Phillips; Ref: vis901045; Human blood showing red blood cells (erythrocytes) and white blood cells (leukocytes). SEM; Getty
Images.
Erik Sampers & SambaPhoto/Ana Ce; Refs: 91799180 & 78543891; River in Jungle; Soya Plantation, MS, Brazil; Getty Images.
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0610/32
BIOLOGY
May/June 2012
Paper 3 Extended
1 hour 15 minutes

question.
For Examiner's Use

1
2
3
4
5
6
Total

IB12 06_0610_32/5RP
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1
Fig. 1.1 A shows a cell from the lining of the alimentary canal.
For
Examiner's
Use
Fig. 1.1 B shows a cell from the lining of a kidney tubule.

Both cells absorb substances into the blood.
C
Fig. 1.1
(a) Name the structures labelled C on the cells in Fig. 1.1.
[1]
(b) List three substances that are absorbed by both cells shown in Fig. 1.1.
1
2
3
[3]
(c) Explain how both cells shown in Fig. 1.1 are adapted for absorption of substances into
the blood.
[2]
(d) Name the part of the alimentary canal that is lined by the cells shown in Fig. 1.1 A.
[1]
[Total: 7]
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2
(a) Define the term growth.
For
Examiner's
Use
[2]
Some students investigated the responses of tomato seedlings to receiving light from one
side (unidirectional light).
The students germinated tomato seeds in the dark and then placed the seedlings in
test-tubes with water. The seedlings were treated in four different ways, E to H, as shown in
Fig. 2.1. The responses of the seedlings are shown in Fig. 2.2.
E
cover that light cannot get through
light
Fig. 2.1
E
light
Fig. 2.2
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5
(b) Name the response shown by the tomato seedling, F, which has bent 90 towards the
light.
For
Examiner's
Use
[2]
(c) Using the results shown in Fig. 2.2, suggest what conclusions may be made about how
the tomato seedlings detected the stimulus of unidirectional light.
You may refer to the seedlings by the letters E to H.
[3]
(d) Explain the advantage of the response shown by seedlings to unidirectional light.
[2]
(e) Responses to light are coordinated by plant growth substances known as auxins.
Explain the role of auxins in coordinating the response.
[2]
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(f) Research workers in India tested the hypothesis that pigments in tomato seedlings
detect blue light. They used a variety of tomato seedling that does not have the ability
to make a certain pigment.
These seedlings and a control group of seedlings were grown in the dark and then
exposed to unidirectional blue light for 360 minutes.
The scientists measured the degree of bending of the seedlings at intervals during the
360 minutes. Their results are shown in Fig. 2.3.
80
control
group
70
60
50
degree of
bending
40
30
20
10
no
pigment
0
0
60
120
180
240
300
360
time / min
Fig. 2.3
(i) Describe the results shown in Fig. 2.3.
[4]
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7
(ii) Suggest an explanation for the differences between the responses of the two
groups of seedlings.
For
Examiner's
Use
[2]
[Total: 17]
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3
The red slender loris, Loris tardigradus, is a nocturnal mammal that feeds at night on
flowers, fruit and a variety of small animals. It is found in forest ecosystems in South Asia.
Fig. 3.1 shows a red slender loris.
Fig. 3.1
(a) Explain the meaning of the term ecosystem.
[2]
(b) State three ways in which mammals, such as the red slender loris, differ from other
groups of vertebrates.
1
2
3
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9
(c) The large eyes of the red slender loris show that it is well adapted for a nocturnal way
of life.
For
Examiner's
Use
Suggest other features that the animal is likely to have that are adaptations to being
active at night.
[2]
Two species of slender loris are found in Sri Lanka, the grey slender loris, L. lydekkerianus,
and L. tardigradus.
The International Union for Conservation of Nature describes the red slender loris as
endangered. Horton Plains National Park in Sri Lanka is one of the few places where
L. tardigradus is found.
(d) Discuss why areas of land, such as the Horton Plains National Park, must be
conserved.
[4]
(e) State how scientists could show that two populations of slender loris belong to the
same species or to two different species.
[1]
[Total: 12]
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4
Fig. 4.1 shows a vertical section of a human heart.
For
Examiner's
Use
M
K
valve O
valve N
Fig. 4.1
(a) Identify the blood vessels labelled J to M.
J
K
L
M
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11
(b) Sensors that detect changes in blood pressure were placed into the blood vessels
surrounding the heart. Recordings were taken at the times when the ventricles
contracted and when they relaxed.
For
Examiner's
Use
The blood pressures recorded are shown in Table 4.1.

Table 4.1
blood pressure / kPa
blood vessel
contraction of the ventricles
relaxation of the ventricles
16.0
10.0
0.3
0.3
0.3
0.3
2.0
0.5
(i) Explain why the pressure in blood vessel J is greater than the pressure in blood
vessel M.
[2]
(ii) Explain why the pressure in blood vessels K and L is much less than the pressure
in blood vessels J and M.
[2]
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(c) Explain how the valves at N and O maintain one-way flow of blood through the heart.
For
Examiner's
Use
[4]
(d) Other than in the heart, state where valves similar to those at O are found in the
circulatory system.
[1]
[Total: 13]
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13
5
Fig. 5.1 shows the human male reproductive system and part of the urinary system.
For
Examiner's
Use
E
G
F
Fig. 5.1
(a) Complete Table 5.1 by identifying the structure in the male reproductive system shown
in Fig. 5.1 that carries out each of the functions listed.
Write one letter only in each box. You may use the same letter more than once. There
are some letters that you will not use. The first one has been done for you.
Table 5.1
function
structure
stores urine
produces gametes
produces seminal fluid
moves gametes by peristalsis
produces testosterone
[4]
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(b) Describe how human male gametes differ from human female gametes.
For
Examiner's
Use
[4]
(c) Some women have difficulty becoming pregnant. They can be helped by taking fertility
drugs. They can also be helped by artificial insemination.
(i) Describe how fertility drugs help women to become pregnant.
[3]
(ii) Describe how artificial insemination is carried out.
[2]
[Total: 13]
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6
Nitrogen gas makes up about 80 % of the Earths atmosphere. Only those organisms that
are able to fix nitrogen can use it. All other organisms rely on the recycling of nitrogen from
nitrogen-containing compounds, such as proteins and DNA. Fig. 6.1 shows the nitrogen
cycle on a small farm in Ghana.
nitrogen (N2) in
atmosphere
For
Examiner's
Use
ammonium ions (NH4+)

in bacteria in root
nodules of legumes
nitrate ions
(NO3) in soil
T
amino acids in
bacteria in root
nodules of legumes
ammonium ions
(NH4+) in soil
amino acids in
legumes
urea in urine of
goat
protein in faeces
of goat
urea in blood of goat
protein in goat
Q
protein in legumes
R
S
amino acids in
intestine of goat
Fig. 6.1
(a) Complete Table 6.1 by identifying the processes, P to U, in the nitrogen cycle shown in
Fig. 6.1.
One process, S, has been completed for you.
Table 6.1
stage
process
P
Q
R
S
deamination
T
U
[5]
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It is difficult to improve legume crops by traditional plant breeding methods. Scientists in
Ghana have used a different approach. They exposed seeds of two varieties of winged
bean, Psophocarpus tetragonolobus, to ionising radiation.
Seeds that had been exposed to radiation (irradiated seeds) and seeds that had not been
irradiated were grown under identical conditions.
After 45 days, the numbers of root nodules on the plants that grew from these seeds were
recorded. The dry mass of the root nodules on each plant was also determined and
recorded.
The results of the investigation are shown in Table 6.2.
Table 6.2
variety 1
feature
mean number of nodules per
plant at 45 days
mean dry mass of nodules per
plant at 45 days / g
variety 2
non-irradiated
irradiated
non-irradiated
irradiated
12
21
21
0.09
0.21
0.14
0.24
(b) Use the results in Table 6.2 to describe the effect of radiation on the plants in both
varieties.
[3]
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17
(c) Suggest and explain what happens to the seeds when they are exposed to ionising
radiation.
For
Examiner's
Use
[2]
(d) Researchers use plants that show useful features in selective breeding to improve
varieties of the winged bean. The improvement of winged beans by selective breeding
is an example of artificial selection.
Suggest how selective breeding is carried out with plants.
[4]
(e) Scientists in Australia have put a gene from the bacterium Bacillus thuringiensis (Bt)
into the cowpea, an important crop in Africa. This gene gives resistance against the
cowpea pod borer, an insect pest that reduces the yield of cowpeas.
Explain how the method used by the Australian scientists differs from the technique
used by the Ghanaian scientists.
[2]
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(f) Legumes, such as cowpeas and winged beans, are grown in between maize plants in a
method known as intercropping.
Suggest the advantages to farmers of growing legumes and maize together in the
same field at the same time.
[2]
[Total: 18]
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19
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*2436057238*
0610/33
BIOLOGY
May/June 2012
Paper 3 Extended
1 hour 15 minutes

question.
For Examiner's Use

1
2
3
4
5
6
Total

IB12 06_0610_33/2RP
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BLANK PAGE
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1
Fig. 1.1 shows a goliath beetle, Goliathus giganteus.
For
Examiner's
Use
Fig. 1.1
(a) State two features, visible in Fig. 1.1, that show that Goliathus giganteus is an
arthropod.
1
2
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Various arthropods are pests of date palms and cause much damage to this important crop
throughout the Middle East.
Fig. 1.2 shows eight species of arthropod that are pests of date palms.
A
C
F
G
Fig. 1.2
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5
(b) Use the key to identify each species. Write the letter of each species, B to H, in the
correct box in the key. One, A, has been done for you.
For
Examiner's
Use
Key
1 (a)
(b)
2 (a)
(b)
3 (a)
(b)
4 (a)
(b)
5 (a)
(b)
6 (a)
(b)
7 (a)
(b)
Wings present
go to 2
Wings absent
go to 7
Back legs adapted for jumping
Schistocerca gregaria
Back legs not adapted for

jumping
Two pairs of wings
One pair of wings
go to 3
go to 4
Drosophila melanogaster
Wings with hairs
go to 6
Ephestia cautella
Batrachedra amydraula
Rhynchophorus ferrugineus
Thorax with no spots

Three pairs of legs
.........
go to 5
Wings with no hairs

Hairs on back wings longer
than width of back wing
Hairs on back wings shorter
than width of back wing
Thorax with spots
Oryctes agamemnon
Microcerotermes diversus
Four pairs of legs
Oligonychus afrasiaticus
.........
.........
.........
.........
.........
.........
[4]
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Pesticides can be sprayed onto date palms to kill pests. This can damage the environment.
(c) Outline the damage to the environment that may be done by spraying pesticides.
For
Examiner's
Use
[4]
An alternative to using pesticides is biological control.

The Senegalese grasshopper is a serious pest in West Africa. A fungal parasite of
grasshoppers is used as a means of biological control. Spores of the fungus are sprayed
onto populations of grasshoppers.
An investigation was carried out to compare this biological control with a pesticide.
Three fields were treated as follows:
sprayed with fungal spores

sprayed with pesticide
not sprayed
(d) Explain why one field was not sprayed.
[1]
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The population density of grasshoppers was recorded for 22 days after spraying. The
results are shown in Fig. 1.3.
25
20
mean population
of Senegalese
grasshoppers /
number per m2
15
field not
sprayed
10
field sprayed
with pesticide
5
field sprayed
with fungal
spores
0
0
5
time of
spraying
10
15
20
25
time / days
Fig. 1.3
(e) (i) Describe the effects of the two sprays on the populations of grasshoppers. You will
gain credit if you use data from Fig. 1.3 to support your answer.
pesticide
fungal spores
[5]
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9
(ii) Explain the differences between the effects of the pesticide and the fungal spores
on the grasshoppers, as shown in Fig. 1.3.
For
Examiner's
Use
[4]
[Total: 20]
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2
The light sensitive cells in the eye are known as rods and cones.
For
Examiner's
Use
Fig. 2.1 shows drawings of a rod cell and a cone cell.
rod cell
cone cell
Fig. 2.1
(a) Name the structures labelled A to C.

A
B
C
[3]
(b) (i) Name the tissue in the eye where rods and cones are found.
[1]
(ii) Name the parts of this tissue where there are
cones but no rods
no cones or rods
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(c) Describe how rods and cones function.
For
Examiner's
Use
[4]
[Total: 10]
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3
Many growers of crops in glasshouses use carbon dioxide enrichment to improve yields.
For
Examiner's
Use
(a) Explain the advantages of carbon dioxide enrichment of glasshouses.
[2]
Fig. 3.1 shows the carbon dioxide concentrations inside three glasshouses, D, E and F, on
a hot day with bright sunlight.
Glasshouses D and E received carbon dioxide enrichment and were ventilated by

opening the windows.
Glasshouse F did not receive any extra carbon dioxide and the windows were closed.
The carbon dioxide concentrations in the glasshouses and in the atmosphere were
measured. The concentration in the atmosphere was 0.039 %.
D
CO2
concentration of
CO2 = 0.070 %
concentration of
CO2 = 0.020 %
CO2
concentration of
CO2 = 0.041 %
Fig. 3.1
The rate of uptake of carbon dioxide by the crop plants was measured in grams of carbon
dioxide absorbed per square metre of glasshouse per hour. These results are shown in
Table 3.1.
Table 3.1
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glasshouse
rate of uptake of carbon dioxide by crop

plants / g per m2 per hour
2.5
5.7
1.0
0610/33/M/J/12
13
(b) Suggest why it may not be cost effective to maintain a high concentration of carbon
dioxide in glasshouse E compared to the concentration of carbon dioxide in the
atmosphere.
For
Examiner's
Use
[2]
(c) (i) Concentrations of carbon dioxide in all three glasshouses in Fig. 3.1 increased at
night. State why this happened.
[1]
(ii) Explain why it is important to ventilate glasshouses by opening the windows.
[4]
[Total: 9]
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4
The liver is an organ with a large number of different functions.

Fig. 4.1 shows the liver, its blood supply and some other organs. The blood vessels are
labelled P to R.
to heart
from heart
P
aorta
liver
Q
bile duct
vena cava
gall bladder
R
duodenum
Fig. 4.1
(a) A person eats a meal containing protein and carbohydrate.
Complete Table 4.1 to show the blood vessel that has the highest concentration of
glucose, oxygen and urea as this meal is absorbed.
Use the letter, P, Q or R to identify each blood vessel.
Table 4.1
substance transported by
blood
letter of blood vessel in Fig. 4.1
glucose
oxygen
urea
Write the letters for the blood vessels with the highest concentration of each
substance in the spaces on Table 4.1.
[3]
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Use
15
(b) Amino acids are absorbed from the small intestine and transported to the liver.
For
Examiner's
Use
Describe how the liver is involved in the metabolism of amino acids.
[3]
(c) Describe the effects on the liver of the following.

(i) insulin released from the pancreas
[2]
(ii) adrenaline released from the adrenal glands
[2]
(iii) excessive long-term consumption of alcohol
[2]
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16
(d) Cholesterol can accumulate in the gall bladder to form gall stones. These gall stones
may stop bile flowing from the liver through the bile duct and into the duodenum.
Explain the possible effect of gall stones on the digestion of fat.
[4]
[Total: 16]
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For
Examiner's
Use
17
5
The egg cell is the female gamete. Fig. 5.1 shows an ovum at the time of ovulation. The
ovum is surrounded by a jelly coat and many follicle cells.
For
Examiner's
Use
jelly
coat
egg cell
follicle
cells
0.14 mm
Fig. 5.1
(a) Calculate the magnification of the egg cell as shown in Fig. 5.1.
Show your working and express your answer to the nearest whole number.
answer =
[2]
(b) State three ways in which the structure of an egg cell, as shown in Fig. 5.1, differs
from the structure of a sperm cell.
1
2
3
[3]
(c) Meiosis is involved in the production of male and female gametes.

Explain why it is important that meiosis occurs during the production of gametes.
[2]
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18
Some women are unable to become pregnant because they or their partner are infertile.
(d) Suggest one reason why a man may be infertile and one reason why a woman may be
infertile.
man
woman
[2]
One way to treat infertility in a woman is to use artificial insemination (AI) using her
partners sperm.
The stages involved in AI are as follows.
1.
2.
3.
4.
5.
If the doctor decides that AI is suitable, the woman will be given a course of a fertility
drug at an appropriate stage of her menstrual cycle.
After two weeks, ultrasound is used to find out when the woman is likely to ovulate.
Sperm are collected from the man.
The sperm are placed into the uterus of the woman near the time of ovulation.
The woman is given an injection of a hormone to encourage the corpus luteum in the
ovary to secrete progesterone.
(e) Explain why the sperm must be placed in the uterus near the time of ovulation.
[3]
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For
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Use
19
(f) Explain why it is important that progesterone is secreted after ovulation.
For
Examiner's
Use
[3]
(g) The success rate of AI is about 16 %.

Suggest how the success rate of AI is calculated.
[2]
[Total: 17]
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6
(a) Explain why it is important to recycle paper rather than burn it.
For
Examiner's
Use
[3]
When paper is recycled printing ink has to be removed.

Printing ink contains lipid-based compounds. The ink is removed by making the paper into a
pulp and mixing it with lipase for several hours.
Scientists in India discovered that the marine bacterium, Vibrio alginolyticus, produces
lipase. They carried out an investigation to find out whether using V. alginolyticus to remove
ink from paper pulp was as effective as mixing it with a solution of lipase.
(b) The bacteria were found to be more effective at removing the ink from the paper pulp
than using the solution of lipase.
Suggest why.
[3]
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(c) The scientists also investigated the effect of temperature on the ability of the bacteria to
remove ink from paper pulp. They found that bacteria kept at high temperatures did not
remove ink from the paper pulp.
Explain why.
[2]
[Total: 8]
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Use
22
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BLANK PAGE
Figure 1.2
Question 6
Maura Fermariella; Mounted goliath beetle, Ref: H465/0284; Sciencve Photo Library.
The Biological Control of Grasshoppers and Locusts Programme; http://www.lubilosa.org.
Mohandass, C & Chandralata Raghukumar; Biological deinking of inket-printed-paper using Vibrio alginolyticus and its enzymes;
National Institute of Oceanography; Journal of Industrial Microbiology and Biotechnology; 2005.
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*7596256075*
0610/31
BIOLOGY
May/June 2013
Paper 3 Extended
1 hour 15 minutes

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

IB13 06_0610_31/6RP
UCLES 2013
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BLANK PAGE
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3
1
(a) Fig. 1.1 shows the human head, neck and thorax.
For
Examiner's
Use
H
C
D
G
F
E
Fig. 1.1
Complete Table 1.1 by writing one letter from Fig. 1.1 to identify the named structures.
The first one has been done for you.
Table 1.1
structure
letter from Fig. 1.1
left lung
bronchus
diaphragm
intercostal muscle
rib
trachea
[5]
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4
(b) In an investigation, a student breathed in and out of the apparatus shown in Fig. 1.2.
Valve X opens to allow atmospheric air in while valve Y is closed.
When the student breathes out, valve X is closed and valve Y opens to allow breathed
out air into the bag.
atmospheric
air
valve X
valve Y
air breathed out
bag for collection
of breathed out air
breathed out air
Fig. 1.2
The student breathed in and out four times. The bag was sealed and the volume of air
inside the bag was measured.
A sample of air from the bag was analysed for the percentage composition of oxygen,
carbon dioxide and nitrogen.
The student then did some vigorous exercise for five minutes. After the exercise, the
student repeated the procedure.
The results of the investigation are shown in Table 1.2.
Table 1.2
sample of breathed out air
before exercise
total volume of air collected in bag / cm3
2 000
after exercise
15 000
mean volume of air per breath / cm3
500
percentage of oxygen / %
17.2
15.3
3.6
5.5
74.9
74.7
percentage of carbon dioxide / %

percentage of nitrogen / %
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For
Examiner's
Use
5
(i) Calculate the mean volume of air per breath after exercise.
For
Examiner's
Use
Write your answer in Table 1.2.

Show your working.
[1]
(ii) Suggest one way, not shown in Table 1.2, in which the students breathing
changed after exercise.
[1]
(iii) The figures in Table 1.2 for the percentage composition of air in each sample do
not add up to 100 %.
Name one other gas that would be present in both samples of air.
[1]
(iv) The results for oxygen and carbon dioxide in the samples of breathed out air taken
before and after exercise are different.
Describe and explain these differences.
[3]
[Total: 11]
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6
2
Fig. 2.1 shows the flow of energy through a natural ecosystem that is not used by humans
at any of the trophic levels.
The unit of energy flow is kJ per m2 per year.
95
15
O
110
990
400
N
1500
7000
8500
M
decomposers
17 000
51 000
24 000
L
92 000
light
Fig. 2.1
(a) The letters L to O represent the different trophic levels in the ecosystem.
(i) Name the first and third trophic levels, L and N.
L
N
[2]
(ii) Suggest what is shown by the relative sizes of the boxes, L to O, in the energy
flow diagram in Fig. 2.1.
[1]
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Use
7
(iii) There are no predators in the ecosystem feeding on the animals in trophic level O.
Suggest and explain why there are no predators in the ecosystem feeding on the
animals in trophic level O.
For
Examiner's
Use
[3]
(iv) P in Fig. 2.1 does not represent any organisms.
Explain what P represents in the energy flow diagram.
[2]
(b) People who live near this ecosystem would like to use some of the organisms at
trophic level M for food.
Suggest and explain what might happen to the ecosystem if the people took too many
of the organisms at trophic level M.
[3]
[Total: 11]
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8
3
Fig. 3.1 shows the human female reproductive system.
For
Examiner's
Use
S
X
T
V
W
Fig. 3.1
(a) Table 3.1 shows four functions of the female reproductive system.
Complete the table by:
naming the part of the system that carries out each of the functions;
using the letters from Fig. 3.1 to identify the part of the system named.
One row has been completed for you.

Table 3.1
function
name of organ
cervix
production of
gametes
site of implantation
site of fertilisation
dilates during birth
[3]
The hormone FSH is important in regulating the menstrual cycle.

(b) (i) State the target organ of FSH.
[1]
(ii) State one effect of FSH.
[1]
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(c) The drug clomiphene is given to women who have difficulty in having children. The
drug increases the secretion of FSH.
For
Examiner's
Use
As part of treatment for infertility, a woman was given clomiphene for five days. The
concentration of oestrogen in her blood was measured every day for 27 days.
concentration of oestrogen in the blood / arbitrary units
The results are shown in Fig. 3.2.
160
140
120
100
80
60
40
20
0
0
clomiphene
taken
10
12
14
16
18
20
22
24
26
28
time / days
Fig. 3.2
(i) Describe the changes in oestrogen in the blood over the 27 days.
You will gain credit if you use results from Fig. 3.2 in your answer.
[4]
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10
(ii) Doctors thought that ovulation occurred around day 15.
For
Examiner's
Use
Explain what is meant by the term ovulation.
[2]
(d) The treatment was not successful on the first occasion.

As an alternative to this treatment, women may be offered in vitro fertilisation (IVF)
treatment.
In IVF treatment, an egg is fertilised outside the body and the resulting embryo is
placed into the uterus.
Describe what happens when an egg is fertilised by a sperm.
[3]
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(e) Some embryos produced by IVF do not develop because there are problems with their
chromosomes, such as having the wrong number.
For
Examiner's
Use
(i) Define the term chromosome.
[2]
(ii) State the correct number of chromosomes that should be in a cell of a human
embryo.
[1]
[Total: 17]
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4
Fig. 4.1 shows a cross section of part of a stem of buttercup, Ranunculus.
For
Examiner's
Use
Fig. 4.2 is an outline drawing of one vascular bundle from the stem of Ranunculus.
Fig. 4.1
Fig. 4.2
(a) Draw and label the position of the xylem and the phloem in the outline of the vascular
bundle in Fig. 4.2.
[2]
(b) Name the carbohydrate that is transported in the phloem.

[1]
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(c) Substances transported in the phloem are carried upwards in the stem at some times
of the year and downwards at other times.
For
Examiner's
Use
Explain why substances are transported in the phloem upwards at one time of the year
and downwards at another.
[4]
(d) Define the term transpiration.
[3]
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14
(e) The rattan palm is a plant that climbs on rainforest trees to heights of about 40 metres.
Explain how water is moved to the tops of tall plants, such as the rattan palm.
[4]
[Total: 14]
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For
Examiner's
Use
15
5
Enzymes are necessary for many biological processes, such as the digestion of fat.
fat + water
lipase
For
Examiner's
Use
fatty acids + glycerol
(a) (i) Explain why enzymes are necessary for biological processes.
[3]
(ii) Lipase, protease and amylase are enzymes secreted into the alimentary canal.
Name one organ that secretes each enzyme. Choose your answers from this list.
colon
pancreas
gall bladder
rectum
liver
salivary glands
oesophagus
stomach
You can use each organ only once.

lipase
protease
amylase
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[3]
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16
(b) A group of students investigated the digestion of fat in milk.
They added an alkaline solution to the milk.

They divided the milk into four test-tubes.
They added lipase and bile salts to some of the test-tubes, as shown in Table 5.1.
They did this at the same time for each test-tube.
They kept all test-tubes at 40 C.
After 5 minutes, they added Universal Indicator solution to each test-tube.
Table 5.1
test-tube
colour of pH indicator after 5

minutes at 40 C
contents
milk, alkaline solution, lipase and bile
salts
milk, alkaline solution, bile salts and
water
milk, alkaline solution, lipase and
water
A
B
C
D
orange
blue
yellow
milk, alkaline solution and water
blue
Fig. 5.1 shows the colour of the indicator at different pH values.
red
0
orange
2
yellow
green
blue
8
10
purple
12
14
pH
Fig. 5.1
(i) Explain why test-tube D was included in the investigation.
[2]
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For
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Use
17
(ii) Explain why the colour in test-tube A was orange.
For
Examiner's
Use
[3]
(iii) Explain the results for test-tubes B and C.
test-tube B
test-tube C
[4]
[Total: 15]
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18
6
Bacteria and animals are found in many habitats on land and in the sea.
(a) State two ways in which the structure of a bacterial cell differs from the structure of an
animal cell.
1
2
[2]
(b) Some bacteria were grown in the laboratory. Fig. 6.1 shows the change in numbers of
bacteria when grown in a closed flask containing nutrients and oxygen.
800
D
700
C
600
500
number of
bacteria /
cells 106
per cm3
E
400
B
300
200
100
A
0
0
10
20
30
40
50
60
time / hours
Fig. 6.1
(i) Name the phases of growth, A and B.
A
B
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For
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Use
19
(ii) Explain why the numbers of bacteria do not change in phase D and decrease in
phase E.
For
Examiner's
Use
[3]
(c) Fig. 6.2 shows the vent crab, Bythograea thermydron, which lives at great depths in the
sea where there is no light.
Fig. 6.2
(i) State one feature, visible in Fig. 6.2, that show that B. thermydron is an arthropod.
[1]
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20
(ii) Although most species of crabs are red, brown or green, B. thermydron is white.
For
Examiner's
Use
Suggest and explain how white crabs evolved at great depths in the sea.
[4]
[Total: 12]
Figure 1.1
Figure 4.1
B S Beckett; Biology, A Modern Introduction; Oxford University Press.

Ref: B725/0317; Buttercup Stem (Ranunculus sp.); Herve Conge; ISM Science Photo Library.
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*7604327696*
0610/32
BIOLOGY
May/June 2013
Paper 3 Extended
1 hour 15 minutes


IB13 06_0610_32/6RP
UCLES 2013
[Turn over
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1
The kidneys remove metabolic waste from the liquid part of the blood.
For
Examiner's
Use
Name:
(i) the liquid part of the blood;
[1]
(ii) the process that involves removing metabolic waste from the body.
[1]
Fig. 1.1 shows a kidney tubule and its associated blood vessels.
X
A
Z
Fig. 1.1
(b) Describe the functions of the regions labelled A and B.
A
[4]
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3
Table 1.1 shows the concentrations of some substances in the blood at X, the fluid at Y and
the urine at Z.
For
Examiner's
Use
Table 1.1
concentration / g per 100 cm3
substance
blood at X
fluid at Y
urine at Z
glucose
0.1
0.1
0.0
protein
sodium ions
0.35
0.35
0.5
urea
0.03
0.03
2.0
(c) Name the substance shown in Table 1.1 that:

(i) has molecules that are too large to pass through the walls of capillaries;
[1]
(ii) is all reabsorbed in the kidney;
[1]
(iii) is a metabolic waste product.
[1]
(d) Explain why the concentrations of sodium ions and urea are greater at Z than at Y.
[2]
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(e) People who have acute kidney failure are given dialysis treatment.
In dialysis machines, the blood flows through narrow tubes made from partially
permeable membranes, surrounded by dialysis fluid.
(i) Dialysis fluid contains sodium ions.
Use the information in Table 1.1 to suggest the concentration of sodium ions that
should be in the fluid and give a reason for your answer.
g per 100 cm3
concentration
reason
[2]
(ii) State two components of blood that are not in dialysis fluid.
1
2
[2]
(f) Heparin is added to the blood before it returns to the body from the dialysis machine.
Heparin prevents a persons blood from clotting.
[3]
[Total: 18]
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For
Examiner's
Use
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2
Antibiotics are used to treat human diseases.

Many bacteria have become resistant to antibiotics. Some antibiotics can no longer be used
to treat certain diseases.
Samples of bacteria were taken from a person who had an infectious disease. They were
spread onto four Petri dishes of agar (agar plates). Three of these agar plates contained the
antibiotics 1, 2 or 3.
agar plate contains

no antibiotic
agar plate contains

antibiotic 1
agar plate contains

antibiotic 2
agar plate contains

antibiotic 3
key
bacterial growth
no bacteria
Fig. 2.1
(a) Explain why:
(i) no bacteria grew in the agar plate with antibiotic 2;
[1]
(ii) bacteria grew in the agar plate with antibiotic 3;
[1]
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For
Examiner's
Use
7
(iii) only a small number of bacteria grew with antibiotic 1.
For
Examiner's
Use
[2]
(b) Explain why it is important to carry out a test similar to that shown in Fig. 2.1 before
giving an antibiotic to a person infected with a bacterial disease.
[2]
(c) Antibiotic resistance has become a major problem worldwide.

Suggest how the problem of antibiotic resistance can be limited.
[4]
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8
(d) Hormones are used to treat a variety of conditions.
The most common hormonal treatment is the use of insulin to treat diabetes. Most of
the insulin is produced using cells that are grown in large fermenters. These cells have
been genetically engineered to produce human insulin.
Fig. 2.2 shows the stages involved in transferring the gene for insulin from human cells
to bacterial cells.
gene from human cell removed from chromosome 11
bacterium produces human insulin
plasmid vector enters bacterium
gene for human insulin found to be on chromosome 11
bacterium divides by binary fission
gene for human insulin inserted into a plasmid vector

Fig. 2.2
(i) Put the stages into the correct sequence. Two have been done for you.
Q
[1]
(ii) Diabetes is often treated with human insulin that has been produced by genetically
modified cells. In most countries this type of insulin has replaced the insulin that
was prepared from animals.
Suggest the advantages of providing human insulin to people with diabetes rather
than insulin obtained from animals.
[3]
[Total: 14]
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For
Examiner's
Use
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3
Fig. 3.1 shows the front part of the eye.

The eye shown in Fig. 3.1 is far adapted, which means that the lens is focusing light from a
distance.
ciliary muscle
suspensory ligaments
lens
Fig. 3.1
The lens changes shape to alter the direction of light rays passing through the eye.
(a) Name:
(i) another part of the eye that also alters the direction of the light rays;
[1]
(ii) the part of the eye where the light rays form an image.
[1]
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Examiner's
Use
11
(b) An eye specialist measured the change in shape of the lens of a patient during an eye
test. The specialist recorded the change in shape of the lens with the patient looking at
a chart 10 metres away and when reading from a book. This is shown in Fig. 3.2.
For
Examiner's
Use
more convex
shape
of lens
less convex
time
Fig. 3.2
(i) Write the letter D on Fig. 3.2 to show a time when the patient was looking at the
chart that was 10 metres away.
[1]
(ii) State how the ciliary muscles and suspensory ligaments act to change the shape
of the lens during the time marked E on Fig. 3.2.
ciliary muscles
suspensory ligaments
[2]
(c) Outline how humans are able to see in colour.
[3]
[Total: 8]
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4
Sorghum bicolor is a cereal crop important in many dry areas of the world.
For
Examiner's
Use
Fig. 4.1 shows some plants of S. bicolor growing in a field in China.
Fig. 4.1
(a) S. bicolor is a monocotyledon.
State two features that are used to identify plants as monocotyledons.
1
2
[2]
(b) Fig. 4.1 shows the flower heads of sorghum. Pollen is released from the individual
flowers when they open.
Most sorghum flowers are self-pollinated and then self-fertilised.
(i) State the meanings of the terms pollination and fertilisation.
pollination
fertilisation
[2]
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13
(ii) Describe two implications of self-pollination.
For
Examiner's
Use
2
[2]
(c) Describe the events that occur in flowering plants after fertilisation to form a seed.
[4]
(d) In India, the cultivation of sorghum has decreased because now people prefer foods
based on wheat and rice.
There are alternative uses of sorghum in the production of new foods, processed foods
and as feed for animals.
Explain why it is less efficient to feed crops, such as sorghum, to animals rather than to
use them for human foods.
[3]
[Total: 13]
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5
The alimentary canal is adapted for chemical and mechanical digestion.
For
Examiner's
Use
(a) Explain how chemical digestion differs from mechanical digestion.
[3]
Fig. 5.1 is a diagram of the human alimentary canal.
C
J
D
H
E
Fig. 5.1
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(b) Table 5.1 shows four functions of the alimentary canal.
For
Examiner's
Use
Complete the table by:
naming the part of the system that carries out each of the functions;
using the letters from Fig. 5.1 to identify the part of the system named.
One row has been completed for you.

Table 5.1
function
produces bile
name of part
liver
most soluble food is absorbed

into the blood
indigestible food is egested
hydrochloric acid is produced
protease, lipase and amylase
are produced
[4]
(c) Some people develop gallstones, made of cholesterol, that accumulate in the gall
bladder and the bile duct. Gallstones block the flow of bile.
Explain how gallstones can affect the digestion of fat.
[3]
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16
(d) Cholesterol can also accumulate in the walls of the coronary arteries.
For
Examiner's
Use
Explain the effects that this might have.
[3]
[Total: 13]
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6
In some countries forests are cleared by burning. This produces carbon dioxide and ash.
(a) Outline the environmental effects of an increase in carbon dioxide in the atmosphere as
a result of burning forests.
For
Examiner's
Use
[4]
(b) The ash helps crops to grow because it is rich in minerals, such as magnesium ions,
but it is deficient in nitrate ions.
Explain why nitrate ions and magnesium ions are important for plants.
[4]
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18
(c) When mineral ions from soils are washed into streams and rivers there is often a rapid
growth of algae.
(i) State the name of the effect that is caused by adding mineral ions to streams and
rivers.
[1]
(ii) These streams and rivers often have low concentrations of dissolved oxygen.
Explain why.
[2]
(d) Untreated domestic sewage contains organic waste as well as dissolved minerals.
Outline how sewage is treated so that the water may be recycled as drinking water.
[3]
[Total: 14]
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19
BLANK PAGE
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BLANK PAGE
Question 4 Figure 4.1
Ref: 12206819; zhuda; Autumn sorghum in China; www.istockphoto.com;
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.
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*4798882486*
0610/33
BIOLOGY
May/June 2013
Paper 3 Extended
1 hour 15 minutes

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

IB13 06_0610_33/4RP
UCLES 2013
[Turn over
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1
Fig. 1.1 shows three annelid species and Ascaris lumbricoides, a species of nematode.
Chaetopterus
variopedatus
Nereis
diversicolor
Lagisca
flocculosa
annelids
For
Examiner's
Use
Ascaris
lumbricoides
nematode
not drawn to scale

Fig. 1.1
(a) State three features shown by the three annelid species that are not shown by the
nematode species.
1
2
3
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[3]
0610/33/MJ/13
3
(b) Organisms are given two names, e.g. Nereis diversicolor.
For
Examiner's
Use
State what is meant by the first name.

[1]
(c) N. diversicolor is a filter feeder. It filters plankton from sea water.

Annelids like N. diversicolor form an important part of the ecosystems of estuaries.
Fish feed on annelids when the sea covers the mud in the estuary.
When the tide is out wading birds are the main predators of annelids.
Birds of prey are the main predators of the wading birds.
(i) Explain the term ecosystem.
[3]
(ii) Use the space below to draw a food chain for the estuary ecosystem when the
tide is out.
[2]
(iii) Describe the advantages of drawing a food web rather than a food chain for an
ecosystem.
[2]
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(d) The palolo worm is a species of annelid that lives on coral reefs in the Pacific Ocean.
At certain times of the year, all the worms in an area leave their burrows to swim to the
surface.
They all release their gametes into the water at the same time.
This is known as mass spawning.
Suggest the advantages of having mass spawning occurring only at certain times of the
year and not all year round.
[3]
(e) Meiosis is involved in producing gametes in palolo worms.

Describe how meiosis differs from mitosis and explain why meiosis is important for the
production of gametes.
[4]
[Total: 18]
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For
Examiner's
Use
5
2
Fanwort, Cabomba caroliniana, is an aquatic plant often used to provide oxygen in fish
tanks.
For
Examiner's
Use
Some students investigated the effect of temperature on the rate of photosynthesis of

C. caroliniana. The apparatus that they used is shown in Fig. 2.1.
stopwatch
thermometer
ruler
oil droplet
capillary
tubing
water with sodium

hydrogencarbonate
beaker of water
Cabomba caroliniana
bench lamp
Fig. 2.1
(a) Explain why:
(i) the lamp was kept at the same distance from the C. caroliniana throughout the
investigation;
[2]
(ii) the water was enriched with carbon dioxide by adding sodium hydrogencarbonate.
[2]
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The students determined the rate of photosynthesis by measuring the movement of the oil
droplet along the glass tubing.
Table 2.1
temperature / C
distance travelled by the droplet / mm per

minute
1
mean
17
3.7
21
10
15
11
12.0
23
20
10
15
15.0
25
30
15
15
20.0
30
50
40
30
40.0
45
4.3
50
0.7
(b) Describe the effect of temperature on the rate of photosynthesis of C. caroliniana.
[3]
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For
Examiner's
Use
7
(c) Photosynthesis is a chemical process catalysed by enzymes.
Explain how the results shown in Table 2.1 support the idea that enzymes are involved
in photosynthesis.
For
Examiner's
Use
[4]
(d) C. caroliniana originally grew only in Latin America.

This plant has escaped into the wild in Australia where its rapid growth has reduced the
biodiversity of many streams and rivers.
Suggest why the growth of C. caroliniana in Australia is far greater than in Latin
America.
[2]
[Total: 13]
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3
Fig. 3.1 shows a diagram of a cell from the pancreas that secretes the hormone, insulin.
For
Examiner's
Use
Fig. 3.1
(a) State one function of each of the parts of the cell labelled A, B and C.
A
B
C
[3]
(b) Glucose in the blood is absorbed by liver cells and muscle cells. These cells convert
glucose to glycogen for storage.
Explain why glucose needs to be converted to glycogen for storage rather than
remaining dissolved in the blood.
[2]
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9
(c) Other cells in the pancreas secrete the hormone glucagon.
For
Examiner's
Use
Glucagon stimulates liver cells, but has no effect on muscle cells.

(i) State the effect that glucagon has on liver cells.
[1]
(ii) State how hormones, such as glucagon and insulin, travel around the body.
[1]
(d) Hormone Growth Promotants (HGPs) are hormones. HGPs are used to improve the
production of food from animals.
Many of these HGPs are hormones that are secreted naturally by the gonads (ovaries
and testes).
Name two hormones that are secreted by the gonads.
1
2
[2]
(e) The hormones are given to cattle by placing implants behind the ears. These release
the hormones slowly during the animals life time.
The advantages of using HGPs in meat production are:
more meat is produced per animal;

a 15 to 30 % increase in growth rate;
a 5 to 15 % improvement in conversion of feed into meat;
a decrease in greenhouse emissions from cattle.
Suggest:
(i) the advantages of an increase in the conversion of feed into meat for the farmer;
[2]
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10
(ii) how the use of HGPs leads to a decrease in greenhouse emissions from cattle.
For
Examiner's
Use
[2]
(f) HGPs are used in animal production systems in North America and Australia.
The European Union (EU) has banned the use of HGPs and the import of meat from
countries where the hormones are used.
Suggest reasons for the ban on the use of HGPs in the EU.
[2]
[Total: 15]
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11
4
Blood is distributed through the body of a mammal in blood vessels. The blood supply to
muscles changes considerably at the start and at the end of exercise.
For
Examiner's
Use
Fig. 4.1 shows a cross section of a blood vessel as seen with an electron microscope.
cell X
liquid Y
Z
Fig. 4.1
(a) Name:
(i) cell X;
[1]
(ii) liquid Y;
[1]
(iii) the type of blood vessel shown in Fig. 4.1.
[1]
(b) State three substances that move across the wall of the blood vessel at Z.
1
2
3
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12
(c) Table 4.1 shows the distribution of blood to different organs at rest and during exercise.
Table 4.1
blood flow / cm3 per minute
regions of the body
at rest
heart muscle
during strenuous
exercise
percentage
change / %
250
750
200
kidneys
1 200
600
-50
skeletal muscles
1 000
12 500
400
1 900
375
1 400
600
-57
brain
750
750
others
600
400
-33
5 600
17 500
213
skin
liver and alimentary canal
total
(i) Calculate the percentage change in the blood supply to the skeletal muscles.
Show your working.
[1]
UCLES 2013
0610/33/MJ/13
For
Examiner's
Use
13
(ii) Explain why it is necessary for the blood supply to muscles to increase during
exercise.
For
Examiner's
Use
[5]
(iii) The volume of blood to different organs varies as shown in Table 4.1.
During exercise, blood flow to the skin increases and to the kidneys decreases.
Describe the changes that occur in blood vessels to cause blood flow to increase
and to decrease.
increase blood flow
decrease blood flow
[4]
[Total: 16]
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14
5
Mammals and flowering plants both have internal fertilisation and internal development.
For
Examiner's
Use
(a) Describe what happens after pollination that results in fertilisation in flowering plants.
[3]
(b) Fig. 5.1 shows a fetus developing inside the uterus.
uterus
placenta
umbilical cord
back bone
amniotic fluid
amniotic sac
cervix
Fig. 5.1
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15
Describe how the structures named in Fig. 5.1 provide the following needs of the
fetus.
For
Examiner's
Use
protection
constant temperature
nutrients
excretion of metabolic waste
[8]
[Total: 11]
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BLANK PAGE
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17
6
Many biologists study populations of organisms in their natural habitats.
For
Examiner's
Use
(a) Define the term population.
[2]
Question 6 continues on page 18.
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18
(b) A 10-year study was carried out to investigate the relationship between voles and owls.
Voles are small mouse-like mammals and owls are carnivorous birds.
The results are shown in Fig. 6.1 and Fig. 6.2.
45 000
40 000
35 000
30 000
number
of voles
25 000
20 000
15 000
10 000
5 000
0
1
10
10
time / years
Fig. 6.1
30
25
20
number
of owls
15
10
5
0
1
time / years
Fig. 6.2
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For
Examiner's
Use
19
(i) Suggest three reasons for the decrease in the population of voles between years 5
and 6.
1
3
[3]
(ii) State the evidence from Fig. 6.1 and Fig. 6.2 that supports the idea that voles form
a large part of the food eaten by owls.
[2]
[Total: 7]
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20
BLANK PAGE
Figure 1.1
Figure 4.1
R Philip Dales; Annelids; Hutchinson University Library; 1967.

A J Grove, G E Newell; Animal Biology; University Tutorial Press; 1961.
Robert D Barnes; Invertebrate Zoology; Saunders; 1968.
EM Image of cross section of a capillary; http://remf.dartmouth.edu/images.mammalianPancreasTEM/source/14.html.
UCLES 2013
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Candidate
Number
ap
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Centre Number
om
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Candidate Name

0610/3
BIOLOGY
PAPER 3
OCTOBER/NOVEMBER SESSION 2002

1 hour 15 minutes
Additional materials:
Answer paper
TIME
1 hour 15 minutes
INSTRUCTIONS TO CANDIDATES
Write your name, Centre number and candidate number in the spaces at the top of this page and on all
separate answer paper used.
Section A
Write your answers in the spaces provided on the question paper.
Section B
1.
fasten any separate answer paper used securely to the question paper;
2.
enter the numbers of the Section B questions you have answered in the grid below.
INFORMATION FOR CANDIDATES

The intended number of marks is given in brackets [ ] at the end of each question or part question.
You are advised to spend no longer than 30 minutes on Section A.
FOR EXAMINERS USE
Section A
Section B
TOTAL
This question paper consists of 8 printed pages.

SPA (NF/KN) S17699/2
CIE 2002
[Turn over
2
Section A
Fig. 1.1 shows a food web in an ecosystem.

leopard
baboon
scorpion
impala
locust
grass
Fig. 1.1
(a) Define the following terms:

(i)
ecosystem;
...................................................................................................................................
...............................................................................................................................[1]
(ii)
food web.
...................................................................................................................................
...................................................................................................................................
...............................................................................................................................[2]
(b) (i)
Name the herbivores shown in the food web.

...............................................................................................................................[1]
(ii)
Suggest why it is difficult to state the trophic level to which the leopard belongs in
this food web.
...................................................................................................................................
...............................................................................................................................[1]
0610/3/O/N/02
For
Examiners
Use
For
Examiners
Use
3
(c) In some years, there are plagues of locusts.
State and explain the effect such a plague might have on numbers of
(i)
impala;
...................................................................................................................................
...............................................................................................................................[1]
(ii) scorpions.
...................................................................................................................................
...............................................................................................................................[1]
(d) During one locust plague, although the baboons had more food, their numbers
subsequently dropped.
(i)
In terms of the food web, explain how this happened.

...................................................................................................................................
...................................................................................................................................
...............................................................................................................................[2]
(ii)
Suggest another reason, not related to the food web or hunting, for the drop in
baboon numbers.
...................................................................................................................................
...............................................................................................................................[1]
(e) Leopards are sometimes hunted for their fur and other uses.
Suggest two reasons for banning the hunting of leopards.
1. ......................................................................................................................................
..........................................................................................................................................
2. ......................................................................................................................................
......................................................................................................................................[2]
[Total : 12]
0610/3/O/N/02
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2
Fig. 2.1 shows a nerve cell.
cytoplasm
myelin sheath
Fig. 2.1
(a) (i)
Name the type of nerve cell shown in Fig. 2.1.

...............................................................................................................................[1]
(ii)
State two features that distinguish it from other types of nerve cell.
1. ...............................................................................................................................
2. ...........................................................................................................................[2]
(iii)
Where, in the nervous system, is this cell located?

...............................................................................................................................[1]
0610/3/O/N/02
For
Examiners
Use
For
Examiners
Use
5
(b) Nerve cells are specialised cells.
Suggest how the parts of the nerve cell labelled in Fig. 2.1 enable the nerve cell to
function successfully.
cytoplasm .........................................................................................................................
..........................................................................................................................................
myelin sheath ...................................................................................................................
......................................................................................................................................[4]
(c) Reflexes involve a response to a stimulus.
(i)
Complete the flow chart by putting the following terms in the boxes to show the
correct sequence in a reflex.
coordinator
effector
receptor
response
stimulus
[2]
(ii)
For the pupil reflex, identify each of the parts of the sequence by completing
Table 2.1. The first has been done for you.
Table 2.1
part of sequence
part in pupil reflex
coordinator
brain
effector
receptor
response
stimulus
[4]
[Total : 14]
0610/3/O/N/02
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6
3
Fig. 3.1 shows part of a villus in the small intestine.
capillary
microvilli on
epithelial cell
lacteal
Fig. 3.1
(a) (i)
State the roles of the following structures in the villus:

capillary ; ...................................................................................................................
...................................................................................................................................
lacteal. ......................................................................................................................
...............................................................................................................................[4]
(ii)
The epithelial cells, one of which is shown enlarged on Fig. 3.1, have microvilli on
their exposed surface.
Suggest an advantage of these microvilli to the epithelial cells.
...................................................................................................................................
...............................................................................................................................[1]
0610/3/O/N/02
For
Examiners
Use
7
(b) (i)
Name the process by which the products of digestion, present in high

concentrations in the ileum, would pass into the capillaries.
For
Examiners
Use
...............................................................................................................................[1]
(ii)
Describe how the capillaries are adapted to allow this process to happen efficiently.
...................................................................................................................................
...................................................................................................................................
...............................................................................................................................[2]
(c) Some substances are absorbed into the capillaries by active uptake.
(i)
Explain why active uptake is sometimes necessary.

...................................................................................................................................
...................................................................................................................................
...............................................................................................................................[2]
(ii)
Suggest why active uptake stops when the epithelial cells of the ileum are exposed
to a respiratory poison.
...................................................................................................................................
...................................................................................................................................
...............................................................................................................................[2]
(d) The lacteal, seen in the middle of the villus, is part of the lymphatic system.
State two functions of the lymphatic system, not associated with the ileum.
1. ......................................................................................................................................
2. ..................................................................................................................................[2]
[Total : 14]
0610/3/O/N/02
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Section B
4
(a) Explain how auxins in a shoot that is placed horizontally change the direction of its growth. [5]
(b) State the sites of production and describe the roles of oestrogen and progesterone
(i)
in the menstrual cycle;
[6]
(ii)
during pregnancy.
[4]
(a) Fig. 5.1 shows some of the features of a typical wind-pollinated flower.
Fig. 5.1
(i)
Describe the features that make a typical wind-pollinated flower different from a typical
insect-pollinated flower.
[9]
(ii)
Suggest how pollen of a wind-pollinated flower would be different from that of an insectpollinated flower.
[3]
(b) Outline the implications to a species of self-pollination.
[3]
(a) Define the term respiration.
[3]
(b) By means of a table, distinguish between aerobic respiration and anaerobic respiration.
[5]
(c) Explain how a mammal regulates its body temperature after a period of strenuous exercise. [7]
7
(a) Distinguish between each of the following pairs of terms:

(i)
phenotype and genotype;
(ii)
dominant and recessive;
(iii)
homozygous and heterozygous.
[7]
(b) Using a suitable named example, explain how the following phenotypic ratios can be
obtained from a genetic cross.
(i)
1:1
(ii)
3:1
[8]
0610/3/O/N/02
Name
ap
eP
e
tr
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Candidate Number
Centre Number
0610/03
BIOLOGY
Paper 3
October/November 2003
1 hour 15 minutes
Additional Materials: Answer Paper

Section A
Write your answers in the spaces provided on the question paper.
Section B
1. fasten all your work securely together;
2. enter the numbers of the Section B questions you have answered in the grid below.
For Examiners Use

Section A
Section B

provided.
Total
SP (AT/KN) S53356/4
UCLES 2003
[Turn over
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For
Examiners
Use
2
Section A
Fig. 1.1 shows a longitudinal section through a broad bean seed.

A ..................................
B ..................................
C ..................................
micropyle
D ..................................
Fig. 1.1
(a) On Fig. 1.1, label parts A, B, C and D.
[4]
(b) Name the part of the flower in which the seed was formed.
...............................................................................................................................[1]
(c) Broad bean flowers are pollinated by insects such as bees.
(i)
Describe the function of bees in pollination.

...................................................................................................................................
...................................................................................................................................
...............................................................................................................................[2]
(ii)
State two structural adaptations you would expect to find in a flower, such as a
broad bean, that would attract bees.
1. ...............................................................................................................................
2. ...........................................................................................................................[2]
0610/3/O/N/03
For
Examiners
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3
(iii)
The activity of bees usually results in cross-pollination.

Explain why cross-pollination may be an advantage to a species of plant.
...................................................................................................................................
...................................................................................................................................
...............................................................................................................................[2]
(d) The micropyle is shown on Fig. 1.1.

Describe the role of the micropyle in
(i)
fertilisation;
...................................................................................................................................
...................................................................................................................................
...............................................................................................................................[2]
(ii)
germination.
...................................................................................................................................
...............................................................................................................................[1]
(e) The carbohydrate stored inside the broad bean seed is mainly starch.
What must happen to the starch before the seed can use it for growth?
..........................................................................................................................................
......................................................................................................................................[1]
[Total : 15]
0610/3/O/N/03
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4
2
Table 2.1 shows the total carbohydrate, starch and fibre content of some vegetables.
Table 2.1
total carbohydrate
g / 100 g
starch
g / 100 g
fibre
g / 100 g
15.1
9.3
3.5
broccoli
1.1
trace
2.3
cabbage
4.1
0.1
2.4
carrots (boiled)
4.9
0.2
2.5
18.2
16.6
4.3
onions
3.7
trace
0.7
peas (frozen, boiled)
9.7
4.7
5.1
potato (boiled)
17.0
16.3
1.2
sweet potato (boiled)
20.5
8.9
2.3
3.1
trace
1.0
vegetable
beans
chick peas
tomatoes (raw)
(a) Name the chemical elements present in a carbohydrate.

......................................................................................................................................[1]
(b) State which vegetable in Table 2.1 contains
(i)
the highest proportion of total carbohydrate;

...............................................................................................................................[1]
(ii)
the highest proportion of fibre.

...............................................................................................................................[1]
(c) Total carbohydrate is calculated as the sum of starch and sugars in the vegetable.
(i)
Name the vegetable that contains the highest proportion of sugar per 100 g
vegetable.
...............................................................................................................................[1]
(ii)
Calculate the amount of sugar present in 500 g of the vegetable named in (i).
Show your working.
Amount of sugar ...................................................................................................[2]

0610/3/O/N/03
For
Examiners
Use
For
Examiners
Use
5
(d) Potatoes can be cooked in oil (fat) or water.
(i)
Suggest and explain how the energy content of the potato would change if cooked
in oil.
...................................................................................................................................
...................................................................................................................................
...............................................................................................................................[2]
(ii)
Suggest why potatoes cooked in water may be considered to be a healthier food

than potatoes cooked in oil.
...................................................................................................................................
...................................................................................................................................
...............................................................................................................................[2]
(e) 100 g of frozen peas provide 17.0 mg of vitamin C, which represents 25% of the
recommended daily allowance (RDA).
(i)
Calculate the mass of peas a person would need to eat to achieve the RDA.
Show your working.
...............................................................................................................................[1]
(ii)
Name one other good food source of vitamin C.

...............................................................................................................................[1]
(iii)
State the symptoms of a deficiency of vitamin C.

...................................................................................................................................
...............................................................................................................................[2]
[Total : 14]
0610/3/O/N/03
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3
Fig. 3.1 shows part of a river into which sewage is pumped. The river water flows from W to
Z, with the sewage being added at X.
For
Examiners
Use
sewage
pumping
station
W
river
Z
Y
Fig. 3.1
Some of the effects of adding sewage to the river are shown in Fig. 3.2.
***
***
* **
***
***
algae
* (water plants)
**
**
relative
amount
*******
**
**
**
**
**
**
**
***
***
**
**
oxygen
**
nitrates
***************************

**
suspended solids
***
*

*
*
*
*
*
sewage fungus

distance downstream
Fig. 3.2
(a) Describe the changes in the levels from W to Z of
(i)
nitrates;
...................................................................................................................................
...................................................................................................................................
...............................................................................................................................[2]
0610/3/O/N/03
For
Examiners
Use
7
(ii)
suspended solids.
...................................................................................................................................
...................................................................................................................................
...............................................................................................................................[2]
(b) Suggest why the level of oxygen

(i)
drops at X;
...................................................................................................................................
...............................................................................................................................[1]
(ii)
increases again towards Z.

...................................................................................................................................
...............................................................................................................................[1]
(c) Suggest two reasons why levels of algae drop

(i)
when sewage is added to the river;

1. ...............................................................................................................................
2. ...........................................................................................................................[2]
(ii)
towards Z.
1. ...............................................................................................................................
2. ...........................................................................................................................[2]
(d) A farm at Z used herbicides on the field next to the river.

Suggest why this could cause further problems in the river.
..........................................................................................................................................
......................................................................................................................................[1]
[Total : 11]
0610/3/O/N/03
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For
Examiners
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8
Section B
(a) Describe and explain, with reference to the ribs, intercostal muscles and diaphragm, the
process of exhalation (breathing out).
[7]
(b) By means of a table with suitable headings, compare the composition of inhaled and
exhaled air, stating the reasons for similarities and differences.
[8]
[Total : 15]
(a) (i)
(ii)
Construct a food chain with four named organisms.
[3]
Using appropriate biological terms, describe and explain the flow of energy through
your chosen food chain.
[8]
(b) With reference to a suitable example for each, outline the need for conservation of
(i)
a named species
and
(ii)
a named habitat.
[4]
[Total : 15]
(a) Describe the function of the immune system, including antibody production and
phagocytosis.
[9]
(b) Outline the problems of organ transplantation and how they can be overcome.
[6]
[Total : 15]
0610/3/O/N/03
For
Examiners
Use
9
7
(a) With reference to a suitable example, define the term tissue.
[3]
(b) Identify parts A, B, C and D shown on Fig. 7.1 and describe their main features and
functions.
A
D
Fig. 7.1
[12]
[Total : 15]
0610/3/O/N/03
10
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0610/3/O/N/03
11
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0610/3/O/N/03
12
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0610/3/O/N/03
Name
ap
eP
e
tr
.X
Candidate Number
Centre Number
0610/03
BIOLOGY
Paper 3 Extended
1 hour 15 minutes
No additional Materials are required.

For Examiners Use

1
2
3

provided.
5
6
Total
(KN) S68846/2
UCLES 2004
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For
Examiners
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2
Fig. 1.1 shows four specialised cells.
D
Fig. 1.1
(a) (i)
Complete the table, using the letters of the cells, to identify them as animal or plant
cells.
animal
plant
letters
[1]
(ii)
State one feature found in all plant cells but not in animal cells.
...............................................................................................................................[1]
UCLES 2004
0610/03/O/N/04
3
(b) For each cell shown in Fig. 1.1, state one feature that makes the cell different from the
other three cells. Relate this feature to the function of the cell.
cell
feature
For
Examiners
Use
function
.................................................................................
..............................................
.................................................................................
.................................................................................
..............................................
.................................................................................
.................................................................................
..............................................
.................................................................................
.................................................................................
..............................................
.................................................................................
[8]
[Total: 10]
UCLES 2004
0610/03/O/N/04
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4
2
Fig. 2.1 shows pie charts of the diets of two twelve year old girls, one from Europe and one
from Africa.
Diet of European girl
Diet of African girl

food group
cereals
vegetables, fruit
meat, eggs, fish
dairy products
sugars, sweets
Fig. 2.1
(a) Using information from Fig. 2.1, complete the table to compare the African diet with that
of the European diet.
In each box, write more or less or the same.
dairy
products
cereals
meat,
eggs, fish
sugar,
sweets
vegetables,
fruit
African diet
contains
[1]
(b) The daily energy intake is provided mainly by carbohydrates and fats.
Select one of the food groups from Fig. 2.1 that would provide a good source of:
(i)
carbohydrates; ..........................................................................................................
(ii)
fats. ........................................................................................................................[2]
(c) With reference to the pie charts:

(i)
suggest why the African girl may not grow as fast as the European girl;
...................................................................................................................................
...............................................................................................................................[1]
(ii)
suggest why the European girl is more likely to suffer from scurvy than the African
girl;
...................................................................................................................................
...................................................................................................................................
...............................................................................................................................[2]
UCLES 2004
0610/03/O/N/04
For
Examiners
Use
5
(iii)
suggest why the European girl is more likely to suffer from constipation and colon
cancer than the African girl.
For
Examiners
Use
...................................................................................................................................
...................................................................................................................................
...................................................................................................................................
...............................................................................................................................[3]
[Total: 9]
UCLES 2004
0610/03/O/N/04
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6
3
Fig. 3.1 shows a section through a villus in the small intestine. The blood capillaries are not
shown.
surface layer
of cells
artery
vein
lymph
vessel
Fig. 3.1
(a) (i)
(ii)
On Fig. 3.1, draw a capillary inside the villus and link it with the appropriate blood
vessels. Draw an arrow to show the direction of blood flow in the capillary.
[2]
Name the first organ to which blood flows from the small intestine.
...............................................................................................................................[1]
(b) Name one substance that could be present in the blood:

(i)
at a higher concentration in the vein than in the artery; ........................................[1]
(ii)
at a lower concentration in the vein than in the artery. .........................................[1]
UCLES 2004
0610/03/O/N/04
For
Examiners
Use
For
Examiners
Use
7
(c) The cells of the surface layer of the villus are involved in absorption.
State two features of these cells that improve absorption.
1. ......................................................................................................................................
2. ..................................................................................................................................[2]
(d) (i)
Name structure Y. .................................................................................................[1]
(ii)
Describe the role of structure Y in the absorption of materials from the small
intestine.
...................................................................................................................................
...................................................................................................................................
...............................................................................................................................[2]
(e) Outline the functions of the lymphatic system, other than absorption from the small
intestine.
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
......................................................................................................................................[3]
[Total: 13]
UCLES 2004
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8
4
West Nile virus was first discovered in the blood of a feverish woman in Ugandas West Nile
district in 1937. This virus is an arbovirus, one of a family of more than 500 known viruses
transmitted by arthropods such as mosquitoes, ticks and fleas.
West Nile virus is transmitted by mosquitoes while they are feeding on the blood of birds and
mammals. It is common in Africa, the Middle East and western Asia. The disease first
appeared in America in 1999. Scientists now expect it to affect the whole of America by
2006, spread by the mosquito Culex pipiens.
Birds, as well as humans, are affected by the virus.
(a) Using information from the text, explain how arboviruses are transmitted.
..........................................................................................................................................
..........................................................................................................................................
......................................................................................................................................[2]
(b) Suggest how blood provides suitable conditions for the reproduction of viruses.
..........................................................................................................................................
..........................................................................................................................................
......................................................................................................................................[2]
(c) When birds become infected, the virus may spread hundreds of kilometres very rapidly.
Suggest one reason for this rapid spread of the virus.
..........................................................................................................................................
......................................................................................................................................[1]
(d) The pesticide, DDT, has been used to kill mosquitoes in an effort to reduce the spread
of disease.
Explain why countries have banned the use of some pesticides, despite their ability to
kill mosquitoes.
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
......................................................................................................................................[3]
(e) Mosquitoes are classified as insects, part of the arthropod group.
State two external features used in the classification of all arthropods.
1. ......................................................................................................................................
2. ..................................................................................................................................[2]
UCLES 2004
0610/03/O/N/04
For
Examiners
Use
9
(f)
With reference to the mosquito, explain the binomial system of naming organisms.
For
Examiners
Use
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
......................................................................................................................................[3]
[Total: 13]
UCLES 2004
0610/03/O/N/04
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10
5
In an experiment, pea seeds were germinated on moist cotton wool.

Ten seedlings with straight radicles were selected.
Five of these seedlings were pinned to a vertical piece of cork and enclosed in a transparent
cover (apparatus X). The other five were treated in the same way, but the cork was attached
to a motor that turned the seedlings four times an hour (apparatus Y).
Both sets were left in the dark for 24 hours. The results are shown in Fig. 5.1.
Apparatus X
at start
Apparatus Y
at start
cork attached
to motor
transparent cover
cork
Apparatus X
after 24 hours
Apparatus Y
after 24 hours
cork attached
to motor
Fig. 5.1
(a) (i)
Name the response shown by the seedlings in apparatus X.

...............................................................................................................................[2]
(ii)
Explain the mechanism that caused the roots in apparatus X to grow downwards.
...................................................................................................................................
...................................................................................................................................
...................................................................................................................................
...............................................................................................................................[3]
(iii)
State two advantages to a plant of this response.

1. ...............................................................................................................................
2. ...........................................................................................................................[2]
UCLES 2004
0610/03/O/N/04
For
Examiners
Use
For
Examiners
Use
11
(b) (i)
Explain the purpose of apparatus Y in this experiment.

...............................................................................................................................[1]
(ii)
Explain why the experiment was carried out in the dark.

...................................................................................................................................
...............................................................................................................................[1]
(c) After obtaining the results, another sample of germinating pea seeds was left in the dark
for several days. A further sample was kept in the light. Describe how the plumules of
the seedlings kept in the dark would differ from those of the seedlings kept in the light.
..........................................................................................................................................
..........................................................................................................................................
......................................................................................................................................[2]
[Total: 11]
UCLES 2004
0610/03/O/N/04
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12
6
Fig. 6.1 shows a lizard.
Fig. 6.1
The lizard is observed over a period of two hours.
(a) State two observations, other than movement, you could make about the lizard to show
that it is a living organism.
1. ......................................................................................................................................
2. ..................................................................................................................................[2]
UCLES 2004
0610/03/O/N/04
For
Examiners
Use
13
Fig. 6.2 shows the relationship between external and internal temperatures for a lizard and a
mammal, such as a cat.
40
body
temperature
/C
For
Examiners
Use
mammal
30
20
lizard
10
10
20
30
external temperature / C
40
Fig. 6.2
(b) Describe what happens to the body temperature of the lizard as the external
temperature drops from 20 C to 10 C.
..........................................................................................................................................
..........................................................................................................................................
......................................................................................................................................[2]
(c) Describe and explain two mechanisms that help to keep the body temperature of the
mammal constant when the external temperature drops from 20 C to 10 C.
1. ......................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
2. ......................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
......................................................................................................................................[6]
(d) Suggest why the movement of the lizard becomes slower when the external
temperature drops from 20 C to 10 C.
..........................................................................................................................................
..........................................................................................................................................
......................................................................................................................................[2]
[Total: 12]
UCLES 2004
0610/03/O/N/04
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14
7
Table 7.1 shows data for human life expectancy for six countries.
Table 7.1
country
life expectancy
for people born in
1982 / years
life expectancy
for people born in
1999 / years
42
47
59
39
56
48
54
50
46
47
51
38
(a) Human life expectancy worldwide has increased between 1982 and 1999.
(i)
State the countries in Table 7.1 that show this trend.

...............................................................................................................................[1]
(ii)
Suggest two reasons why life expectancy is increasing worldwide.

1. ...............................................................................................................................
2. ...........................................................................................................................[2]
(b) A person suffering from AIDS tends to have a reduced life expectancy.
State the country, from Table 7.1, that has developed the most serious AIDS problem
since 1982. Use data from the table to explain your choice.
country .............................................................................................................................
explanation .......................................................................................................................
......................................................................................................................................[2]
(c) HIV, the cause of AIDS, can be transmitted sexually. Many sexually transmitted
diseases, such as gonorrhoea, can be treated with antibiotics.
(i)
Explain why HIV cannot be controlled with antibiotics.

...................................................................................................................................
...................................................................................................................................
...............................................................................................................................[2]
UCLES 2004
0610/03/O/N/04
For
Examiners
Use
15
(ii)
Name a type of contraception that is used to prevent the transmission of HIV during
sexual intercourse. Explain how it prevents HIV from being transmitted.
type of contraception ................................................................................................
explanation ...............................................................................................................
...............................................................................................................................[2]
(iii)
Describe one other way, other than sexual intercourse, by which HIV can be
transmitted.
...................................................................................................................................
...................................................................................................................................
...................................................................................................................................
...............................................................................................................................[3]
[Total: 12]
UCLES 2004
0610/03/O/N/04
For
Examiners
Use
16
BLANK PAGE
Question 2
Question 5
Question 6
Fig. 2.1 Cooper, S (1992) British and Mali Diets in Complete Co-ordinated Science, Heinemann Educational Publishers Ltd.
Fig. 5.1 Mackean, D J (2002) Klinostat in IGCSE Biology, John Murray.
Fig. 6.2 Soper, R, Green, N P O, Stout, W G and Taylor, D J (1990) Biological Science Combined Volume, Cambridge University Press.
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.
0610/03/O/N/04
Name
ap
eP
e
tr
.X
Candidate Number
Centre Number
0610/03
BIOLOGY
Paper 3 Extended
1 hour 15 minutes

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

1
2
3
4
5
6
7
TOTAL
IB05 11_0610_03/3RP
UCLES 2005
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2
1
Toads are amphibians. Only two species are native to Britain, the Common toad (Bufo bufo)
and the Natterjack toad (Bufo calamita).
Natterjack toads like warm sandy soil in open and sunny habitats, with shallow pools for
breeding. Examples of these habitats are heathland and sand dunes.
Common toads like cooler, more shady habitats, such as woodland.
Many areas of sand dunes are being developed for camp sites. Heathland can easily
change to woodland as trees grow on it. In the summer, woodland is colder than heathland
due to the shade the trees create.
These conditions suit the Common toad, but not the Natterjack. As a result of the changing
habitats the Natterjack toad is becoming an endangered species.
(a) (i) Name one external feature that identifies an animal as an amphibian.
[1]
(ii) Amphibians are a class of vertebrate.
Name two other vertebrate classes.
1.
2.
[2]
(b) State one piece of information from the passage to show that the Common toad and
Natterjack toad are closely related species.
[1]
(c) From the information provided, state two reasons why Natterjack toads are becoming
endangered.
1.
2.
[2]
(d) Suggest measures that could be taken to protect the Natterjack toad from extinction.
[2]
UCLES 2005
0610/03/O/N/05
For
Examiner's
Use
For
Examiner's
Use
Fig. 1.1 shows a food web for British toads.

Natterjack
toad
insect
larvae
bark
Common
toad
adult
insects
slugs
flowers
worms
snails
leaves
Fig. 1.1
(e) (i) State the trophic level of toads.
[1]
(ii) State which foods the two species of toad both eat.
[1]
(iii) With reference only to food, suggest why the Common toad is more likely to
survive when the two species are in competition.
[1]
[Total: 11]
UCLES 2005
0610/03/O/N/05
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4
2
All the plants were removed in an area of ground next to a path. Four weeks later there
were 113 groundsel plants growing there. The heights of the plants were measured, sorted
into groups and recorded in Table 2.1.
Table 2.1
height / cm
0 - 3.9
4.0 - 7.9
8.0 - 11.9
12.0 - 15.9
16.0 - 19.9
20.0 - 23.9
24.0 - 27.9
28.0 - 31.9
32.0 - 35.9
36.0 - 39.9
frequency
8
28
27
21
9
9
5
4
1
1
The graph, Fig. 2.1, shows the spread of data but is incomplete.
(a) Complete the graph by adding the missing column and labelling the axes.
30
25
20
15
10
5
0
0
3.9
4.0 8.0 12.0 16.0 20.0 24.0 28.0 32.0 36.0

7.9 11.9 15.9 19.9 23.9 27.9 31.9 35.9 39.9
Fig. 2.1
[3]
(b) (i) State the type of variation shown by the graph.
[1]
UCLES 2005
0610/03/O/N/05
For
Examiner's
Use
For
Examiner's
Use
(ii) The plants were all growing in the same soil and germinated at the same time.
Suggest three reasons why the plants were not all the same height.
1.
2.
3.
[3]
(c) Some of the plants had developed flowers that had features to attract insects.
(i) State two features a flower could have to attract insects.
1.
2.
[2]
(ii) State the role insects have when visiting these flowers.
[1]
(d) Some of the flowers developed seeds although insects had not visited them.
Suggest how seed formation could occur in the flowers not visited by insects.
[2]
[Total: 12]
UCLES 2005
0610/03/O/N/05
[Turn over
6
3
For
Examiner's
Use
Fig. 3.1 shows an external view of the heart and its blood vessels.
direction of
flow of blood
coronary arteries
site of blockage B
Fig. 3.1
(a) The coronary arteries supply heart tissue with useful substances.
remove waste substances.
Coronary veins
(i) Name two useful substances the coronary arteries will supply.
1.
2.
[2]
(ii) Name one waste substance the coronary veins will remove.
[1]
(b) The tissue forming the wall of the left ventricle responds when it is stimulated by
electrical impulses.
(i) Name this type of tissue.
[1]
(ii) Describe how this tissue will respond when stimulated.
[1]
UCLES 2005
0610/03/O/N/05
For
Examiner's
Use
(iii) Describe the effect of this response on the contents of the left ventricle.
[2]
(c) The coronary arteries can become blocked with a fatty deposit, leading to a heart attack.
(i) State two likely causes of this type of blockage.
1.
2.
[2]
(ii) A blockage occurs at point B in the coronary artery.

On Fig. 3.1, shade in the parts of the artery affected by this blockage.
[1]
(d) Veins have different structures from arteries.

State two features of veins and explain how these features enable them to function
efficiently.
1. Feature
Explanation
2. Feature
Explanation
[4]
[Total: 14]
UCLES 2005
0610/03/O/N/05
[Turn over
8
4
For
Examiner's
Use
Jasmine went into a dark room from a bright corridor.

(a) Fig. 4.1 represents Jasmines right eye before and after entering the dark room.
before entering
a few seconds after entering
Fig. 4.1
(i) Complete Fig. 4.1 by drawing the appearance of the pupil and iris
1.
before entering the dark room,
[1]
2.
a few seconds after entering the dark room.
[1]
(ii) Label the following parts of the eye on the first diagram in Fig. 4.1.
iris
pupil
sclera
[3]
(b) Explain how the size of the pupil was changed when Jasmine went into the dark room.
[2]
(c) Explain why Jasmine could see shapes but not colours in the dark room.
[3]
[Total: 10]
UCLES 2005
0610/03/O/N/05
9
5
If the glucose in the blood rises above its normal concentration, insulin is secreted to bring
the concentration back to normal.
For
Examiner's
Use
(a) (i) Suggest one explanation for a rise in the concentration of glucose in the blood.
[1]
(ii) Name the organ that secretes insulin.
[1]
(iii) Describe the role of the liver in bringing the concentration of glucose in the blood
back to normal.
[2]
(iv) State the term that describes how a substance, such as glucose, in the body is
maintained at a constant level.
[1]
(b) Diabetics are unable to control their blood glucose levels naturally.
Human insulin can now be made using bacteria that have been genetically engineered.
(i) Insulin is a protein. Suggest why insulin has to be injected rather than taken by
mouth.
[2]
(ii) Explain how bacteria can be genetically engineered and used to make human
insulin.
[4]
[Total: 11]
UCLES 2005
0610/03/O/N/05
[Turn over
10
6
For
Examiner's
Use
(a) Define the term enzyme.
[2]
(b) Enzymes are used in biological washing powders.
(i) Describe how the presence of these enzymes may increase the efficiency of the
washing powder in removing stains from clothes.
[3]
(ii) Explain why the temperature of the wash needs to be carefully controlled.
[3]
(iii) Suggest a suitable temperature for a wash using a biological washing powder.
Suitable temperature
Explanation
[1]
(c) Outline how enzymes can be manufactured for use in biological washing powders.
[4]
[Total: 13]
UCLES 2005
0610/03/O/N/05
11
7
For
Examiner's
Use
(a) Describe the effect sickle cell anaemia has on red blood cells.
[2]
(b) (i) The allele for normal haemoglobin production is IN. The allele for sickle cell
haemoglobin production is IS. Two parents who are heterozygous have a child.
With the help of a genetic diagram, predict the probability that this child would be
heterozygous.
[4]
(ii) Explain why, under some circumstances, people who are heterozygous for this
condition have a greater chance of survival than homozygous people.
[3]
[Total: 9]
UCLES 2005
0610/03/O/N/05
12
BLANK PAGE
0610/O/N/05
w
om
.c
Paper 3 Extended
s
er
BIOLOGY
ap
eP
e
tr
.X
w
*061003*
0610/03
No Additional Materials are required
1 hour 15 minutes
Candidate
Name
Centre
Number
Candidate
Number

DO NOT WRITE IN THE BARCODE.
DO NOT WRITE IN THE GREY AREAS BETWEEN THE PAGES.
For Examiners Use
1
2
The number of marks is given in brackets [ ] at the end of each question or
part question.
4
5
6
Total

IB06 11_0610_03/4RP
UCLES 2006
[Turn over
2
1
Fig. 1.1 shows five mammals.
For
Examiner's
Use
body length
(mammals not
drawn to scale)
Fig. 1.1
(a) Use the key to identify each of these mammals. Write the letter for each mammal in
Table 1.1.
1 tail more than half that of body length

tail less than half that of body length
go to 2
go to 4
Sciurus caroliniensis
2 ears at top of head, with thick tail

ears at side of head, with thin tail
go to 3
3 nose pointed, nose length longer than its depth
Sorex araneus
nose blunt, nose length shorter than its depth
Clethrionomys glareolus
4 front legs as wide or wider than long
Oryctolagus cuniculus
front legs longer than wide
UCLES 2006
Talpa europaea
0610/03/O/N/06
3
Table 1.1
name of mammal
For
Examiner's
Use
letter
Clethrionomys glareolus
Oryctolagus cuniculus
Sciurus caroliniensis
Sorex araneus
Talpa europaea
[4]
(b) Fig. 1.2 shows a young deer feeding from its mother.
Fig. 1.2
State two features of the deer, visible in Fig. 1.2, that distinguish mammals from other
vertebrates.
1
2
[2]
[Total: 6]
UCLES 2006
0610/03/O/N/06
[Turn over
4
2
A human tooth was suspended in hydrochloric acid and left for 24 hours, as shown in
Fig. 2.1. When the tooth was removed and washed, the lower part, to which the cotton
was attached, was no longer hard, but soft and rubbery. After replacing the tooth in the
acid for another 24 hours, the rest of the tooth was also soft.
glass rod
cotton thread
hydrochloric acid
tooth
Fig. 2.1
(a) (i) Name the part of the tooth to which the cotton was attached.
[1]
(ii) Name the type of human tooth used in this experiment. State two reasons for your
answer.
Type of tooth
Reason 1
Reason 2
[3]
(iii) With reference to tooth structure, suggest and explain why the lower part of the
tooth became soft before the upper part.
[3]
UCLES 2006
0610/03/O/N/06
For
Examiner's
Use
5
Fig. 2.2 shows a tube of White Teeth toothpaste.
WHITE
TEETH
For
Examiner's
Use
pH 8.5
contains: oride
sodium flurial agent
antibacte
Fig. 2.2
(b) State and explain two reasons why regular brushing with this toothpaste would help to
protect teeth from decay.
1
[4]
(c) Brushing is not the only way of protecting teeth from decay.
State two other ways of maintaining healthy teeth.
1
2
[2]
[Total: 13]
UCLES 2006
0610/03/O/N/06
[Turn over
6
3
In 2003, 25 000 square kilometres of Amazon rainforest were cut down and cleared. The
land was then used for agriculture, producing beef and soya beans for export. However,
within three years the land was no longer suitable for agriculture and had to be abandoned.
(a) (i) State the term used for cutting down and clearing areas of forest.
[1]
(ii) Complete Table 3.1, to state different reasons why forests are cut down. The first
has been done for you.
Table 3.1
reason
1
for agricultural land
2
3
[2]
(iii) Outline and explain the likely effects of clearing forests.
[6]
UCLES 2006
0610/03/O/N/06
For
Examiner's
Use
7
(b) Soya beans and beef produced on the land are both good sources of protein. Table 3.2
shows the nutritional content of products made from soya and beef.
Table 3.2
nutritional content per 100 g of product
product
energy / kJ
protein / g
saturated fat
/g
fibre / g
corned beef
905
26.9
12.1
0.0
soya sausages
1128
19.0
2.1
2.0
(i) Using data from Table 3.2, state and explain two reasons why soya sausages may
be healthier than corned beef as a major item in the diet.
1
[4]
(ii) Soya beans are harvested from plants. Corned beef is produced from cattle that
have fed on grass.
Explain why it is more energy efficient for humans to eat soya products as a source
of protein than corned beef. Use the food chains involved to support your answer.
[4]
[Total: 17]
UCLES 2006
0610/03/O/N/06
[Turn over
For
Examiner's
Use
8
4
Fig. 4.1 shows the change in percentage of disease-causing bacteria that were resistant to
the antibiotic penicillin from 1991 to 1995.
30
25
percentage
of bacteria
resistant to
penicillin
20
15
10
5
0
1991
1993
1995
time / years
Fig. 4.1
(a) (i) Describe the change in the percentage of bacteria resistant to penicillin between
1991 and 1995.
[2]
(ii) Explain how a population of antibiotic-resistant bacteria can develop.
[4]
UCLES 2006
0610/03/O/N/06
For
Examiner's
Use
9
(b) Although bacteria can cause disease, many species are useful in processes such as
food production and maintaining soil fertility.
(i) Name one type of food produced using bacteria.
[1]
(ii) Outline the role of bacteria in maintaining soil fertility.
[3]
UCLES 2006
0610/03/O/N/06
[Turn over
For
Examiner's
Use
10
(c) Bacteria are also used in genetic engineering.
Fig. 4.2 outlines the process of inserting human insulin genes into bacteria using
genetic engineering.
Human cell
Bacterium
4
1
DNA thread
DNA plasmid
chromosomes
in nucleus
isolated
plasmids
6
3
isolated
insulin gene
production of insulin
Fig. 4.2
UCLES 2006
0610/03/O/N/06
For
Examiner's
Use
11
Complete the table below by identifying one of the stages shown in Fig. 4.2 that
matches each description.
description of the stage
number of
the stage
the plasmids are removed

from the bacterial cell
a chromosome is removed
from a healthy human cell
plasmids are returned to the
bacterial cell
restriction endonuclease
enzyme is used
bacterial cells are allowed to
reproduce in a fermenter
[5]
[Total: 15]
UCLES 2006
0610/03/O/N/06
[Turn over
For
Examiner's
Use
12
5
(a) A typical dicotyledonous leaf contains a number of different types of cells, including:
For
Examiner's
Use
guard cells, palisade mesophyll, spongy mesophyll and upper epidermal cells.
Using the types of cells listed above, complete the table by
(i)
writing the types of cells in the order that sunlight passes through them,
(ii) stating the proportion of chloroplasts in each of the types of cells. Use the terms
none, some and many.
type of cell
number of
chloroplasts
[3]
Stomatal pores are surrounded by pairs of guard cells. When the stomata are closed the
rate of photosynthesis is affected, due to a limiting factor.
(b) (i) Write a balanced equation, using chemical symbols, for the process of
photosynthesis.
[2]
(ii) Define the term limiting factor.
[2]
(iii) State the factor that limits photosynthesis when the stomata are closed.
[1]
UCLES 2006
0610/03/O/N/06
13
(c) Vascular bundles, containing xylem and phloem tissue, are situated in the leaf.
For
Examiner's
Use
(i) Describe the structure of xylem tissue.
[3]
(ii) State the functions of xylem and phloem.
Function of xylem
Function of phloem
[4]
(d) Some plants close their stomata during the hottest part of the day, despite the effect on
photosynthesis. Suggest what benefit this might be to the plants.
[1]
[Total: 16]
UCLES 2006
0610/03/O/N/06
[Turn over
14
6
Fig. 6.1 shows a side view of the female reproductive system.
For
Examiner's
Use
Fig. 6.1
(a) Using label lines and the letters given, label the following on Fig. 6.1.
S. where the penis is inserted during sexual intercourse
D. where a diaphragm (cap) would be placed to prevent pregnancy
M. where an ovum matures
F.
where an ovum would be fertilised
E. where an embryo would become implanted
[5]
(b) Explain how

(i) the ovum passes down to the uterus,
[2]
(ii) the structure of a sperm enables it to reach the ovum,
[2]
(iii) a zygote has a diploid number of chromosomes,
[2]
UCLES 2006
0610/03/O/N/06
15
(iv) the level of a hormone which prevents menstruation remains high during
pregnancy, even after the corpus luteum has broken down.
[2]
[Total: 13]
UCLES 2006
0610/03/O/N/06
For
Examiner's
Use
16
BLANK PAGE
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.
0610/03/O/N/06
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The content assessed by the examination papers and the type of questions are unchanged.
This change means that for this component there are now two variant Question Papers, Mark Schemes and
Principal Examiners Reports where previously there was only one. For any individual country, it is intended
that only one variant is used. This document contains both variants which will give all Centres access to
even more past examination material than is usually the case.
The diagram shows the relationship between the Question Papers, Mark Schemes and Principal Examiners
Reports.
Question Paper
Mark Scheme
Principal Examiners Report
Introduction
Introduction
Introduction

Examiners Report
Second variant Mark Scheme

Examiners Report

Please direct any questions about this to CIEs Customer Services team at: international@cie.org.uk
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As part of CIEs continual commitment to maintaining best practice in assessment, CIE has begun to use
different variants of some question papers for our most popular assessments with extremely large and
widespread candidature, The question papers are closely related and the relationships between them have
been thoroughly established using our assessment expertise. All versions of the paper give assessment of
equal standard.

*2377791016*
0610/03
BIOLOGY
Paper 3 Extended
1 hour 15 minutes

question.
For Examiner's Use

1
2
3
4
5
6
Total
P
IB07 11_0610_03/4RP
UCLES 2007

[Turn over

2
1
Fig. 1.1 shows a diagram of a bacterial cell.
For
Examiner's
Use
Fig. 1.1
(a) (i) State four structural features, present in a photosynthesising plant cell, that make it
different from the bacterial cell in Fig. 1.1.
1.
2.
3.
4.
[4]
(ii) State two structural features present in both the bacterial cell in Fig 1.1 and in an
animal cell, such as a liver cell.
1.
2.
UCLES 2007
[2]
0610/03/O/N/07

3
(b) Bacteria are examples of microorganisms.
For
Examiner's
Use
State two different types of food manufactured using microorganisms.

1.
2.
[2]
(c) Many bacterial diseases can no longer be treated with antibiotics. Outline how
antibiotic-resistant strains of bacteria can develop.
[3]
(d) Explain why bacteria, in particular, are very useful organisms in the process of genetic
engineering.
[2]
[Total: 13]
UCLES 2007
0610/03/O/N/07
[Turn over

4
2
Fig. 2.1 shows a reflex arc involving a finger and a muscle in the arm.
white matter
of spinal cord
For
Examiner's
Use
grey matter
of spinal cord
ganglion
receptors
in finger
sharp pin
muscle V
direction
of impulse
muscle W
Fig. 2.1
(a) State two stimuli that can be detected by receptors in the finger.
1.
2.
[2]
(b) Using labels from Fig. 2.1, state the site of the cell body of
1. a sensory neurone,
2. a relay neurone.
UCLES 2007
[2]
0610/03/O/N/07

5
(c) (i) In what form are impulses transmitted in the nervous system?
[1]
For
Examiner's
Use
(ii) State the structure, present in many mammalian neurones, which reduces leakage
of the impulse.
[1]
(iii) The impulse takes 0.02 seconds to pass from the finger to the spinal cord, a
distance of 1.5 metres. Calculate the speed of the impulse. Show your working.
Speed
[2]
(iv) Although the total distance the impulse travels in the reflex arc is less than 3
metres, the time taken is more than 0.04 seconds. Suggest why the time taken is
more than expected.
[1]
(d) (i) Describe what would happen to the muscle and the arm when muscle V receives
the nerve impulse.
[2]
(ii) Explain how muscle V would return to its original position.
[2]
[Total: 13]
UCLES 2007
0610/03/O/N/07
[Turn over

6
3
(a) Define the term excretion.
For
Examiner's
Use
[3]
(b) Fig. 3.1 shows a section through a kidney.
Fig. 3.1
(i) Using label lines and the letters given, label the following on Fig. 3.1.
UCLES 2007
where filtration occurs,
the renal artery,
where urine passes to the bladder.
0610/03/O/N/07
[3]

7
(ii) Describe the process of filtration in the kidney.
For
Examiner's
Use
[3]
(iii) Name the processes resulting in the reabsorption of

1. glucose,
2. water.
[3]
[Total: 12]
UCLES 2007
0610/03/O/N/07
[Turn over

8
4
Fig. 4.1 shows a diagram of a section through the male reproductive organs.
For
Examiner's
Use
B
C
prostate gland
D
F
Fig. 4.1
(a) Complete the table by using the labels from Fig. 4.1 to identify each of the structures
described. The first has been done for you.
description of structure
label letter
carries both urine and semen
where sperm are stored before ejaculation

is cut or tied during a vasectomy
produces fluid for sperm to swim in
where meiosis occurs
[4]
UCLES 2007
0610/03/O/N/07

9
(b) In older men the prostate gland often enlarges, reducing the diameter of tube D.
For
Examiner's
Use
(i) State the name of tube D.

[1]
(ii) Suggest and explain why a reduction in the diameter of this tube may cause a
problem.
[2]
(c) Some processes in the body involve the deliberate narrowing of structures.
Outline one situation in the body where there is a mechanism to reduce the diameter of
a structure for a particular purpose.
State the effect of this reduction in diameter.
[3]
UCLES 2007
0610/03/O/N/07
[Turn over

10
(d) Hormones can be used as a birth control mechanism and also to increase fertility.
Describe the use of named hormones in
For
Examiner's
Use
1. fertility drugs,
2. chemical methods of birth control.
[6]
[Total: 16]
UCLES 2007
0610/03/O/N/07

11
5
An experiment was carried out to find out if carbon dioxide is needed for photosynthesis.
Stage 1.
Two plants, A and B, of the same size and species were kept in a
dark place for 48 hours.
Stage 2.
A leaf from each plant was then tested for the presence of starch
using iodine solution, to show that destarching was complete.
Stage 3.
Both plants were placed in sealed glass containers, for 24 hours, as

shown in Fig. 5.1.
Plant A was in the presence of potassium hydroxide beads (which
absorb carbon dioxide).
Plant B was in the presence of glass beads. All other conditions
needed for photosynthesis were provided for both plants.
Stage 4.
After 24 hours a leaf from each plant was tested for the presence of
starch.
For
Examiner's
Use
glass cover
plant
potassium hydroxide
(to remove carbon dioxide)
glass beads
plant A
plant B
Fig. 5.1
UCLES 2007
0610/03/O/N/07
[Turn over

12
(a) (i) The stages involved in testing a leaf for starch are shown below.
The stages are in the correct sequence, but the reasons are in the wrong order.
Use straight lines to match the stages with the correct reasons. One has been
done for you.
stage
reason
boil the leaf in water
ethanol (alcohol) is
flammable
turn off any naked

flames
to test for starch
boil the leaf in ethanol

(alcohol)
to break down cell

membranes
soak the leaf in water
to remove chlorophyll
add iodine solution to

the leaf
to soften the leaf

[4]
(ii) Explain why chlorophyll is removed from the leaf before testing it for starch.
[1]
(b) State two factors, other than carbon dioxide, that both plants would need in order to
photosynthesise.
1.
2.
[2]
(c) Plant B was used as a control in the experiment. Explain the importance of this control.
[1]
(d) Explain why the plants were destarched.
[1]
UCLES 2007
0610/03/O/N/07
For
Examiner's
Use

13
(e) Complete the table. Use ticks and crosses to show if the starch test for plants A and B
would be positive () or negative () at stage 2 and stage 4. In each case, explain
your answer.
stage
leaf from
plant
A and B
starch test
( or )
For
Examiner's
Use
explanation
A
4
B
[3]
(f) In a further experiment, another destarched plant was kept in the dark.
The concentration of carbon dioxide in the container was measured at regular intervals
and was found to increase with time.
Explain why the concentration of carbon dioxide increased.
[3]
[Total: 15]
UCLES 2007
0610/03/O/N/07
[Turn over

14
6
Lake Victoria is the largest tropical lake in the world. Until the 1960s it provided an
ecosystem with habitats for 500 species of small cichlid fish. They feed on algae (aquatic
plants). Prawns also feed on algae.
Nile perch were introduced into the lake. These fish are excellent food for humans, as well
as providing sport for tourists. The Nile perch eat cichlids.
Deforestation of the lake shore and pollution by humans caused eutrophication and resulted
in a huge reduction in cichlid numbers. However, the Nile perch are able to survive in poor
quality water, even when the oxygen level is low. As the cichlid population dropped, prawn
numbers increased and Nile perch now eat them.
(a) Define the term ecosystem.
[2]
(b) Using information in the text above, state two reasons why Nile perch were introduced
into Lake Victoria.
1.
2.
[2]
(c) Complete the table to identify at which trophic level each of the organisms named in the
text are feeding.
algae
trophic level
cichlid fish
human
Nile perch
prawn
organism(s)
producer
herbivore
carnivore
[3]
UCLES 2007
0610/03/O/N/07
For
Examiner's
Use

15
(d) Explain how eutrophication could have resulted in a reduction in the numbers of cichlid
fish.
[4]
[Total: 11]
UCLES 2007
0610/03/O/N/07
For
Examiner's
Use

16
BLANK PAGE
0610/03/O/N/07

*1850128832*
0610/03
BIOLOGY
Paper 3 Extended
1 hour 15 minutes

question.
For Examiner's Use

1
2
3
4
5
6
Total
Q
IB07 11_0610_03_TZ/2RP
UCLES 2007

[Turn over

2
1
Fig. 1.1 shows a diagram of a bacterial cell.
For
Examiner's
Use
Fig. 1.1
(a) (i) State four structural features, present in a photosynthesising plant cell, that make it
different from the bacterial cell in Fig. 1.1.
1.
2.
3.
4.
[4]
(ii) State two structural features present in both the bacterial cell in Fig. 1.1 and in an
animal cell, such as a liver cell.
1.
2.
UCLES 2007
[2]
0610/03/O/N/07

3
(b) Bacteria are examples of microorganisms.
For
Examiner's
Use
State two different types of food manufactured using microorganisms.
1.
2.
[2]
(c) Many bacterial diseases can no longer be treated with antibiotics. Outline how
antibiotic-resistant strains of bacteria can develop.
[3]
(d) Explain why bacteria, in particular, are very useful organisms in the process of genetic
engineering.
[2]
[Total: 13]
UCLES 2007
0610/03/O/N/07
[Turn over

4
2
Fig. 2.1 shows the position of some of the teeth and salivary glands associated with the
digestion of food in the mouth.
mouth
teeth
salivary
glands
Fig. 2.1
(a) (i) Describe the role of the salivary glands in the digestion of food in the mouth.
[3]
(ii) Describe the physical changes to food that are brought about by the action of the
molar teeth.
Explain how these changes help digestion.
Description
Explanation
[3]
UCLES 2007
0610/03/O/N/07
For
Examiner's
Use

5
(b) Humans who have a diet rich in sugar often suffer from tooth decay.
For
Examiner's
Use
Explain how tooth decay is brought about.
[3]
(c) Scientists have found evidence that fluoride in the diet helps to reduce tooth decay.
Explain how fluoride may help to reduce tooth decay.
[1]
(d) In some parts of the world, fluoride is added to the drinking water supply.
Outline why some people are opposed to this.
[3]
[Total: 13]
UCLES 2007
0610/03/O/N/07
[Turn over

6
3
For
Examiner's
Use
[3]
(b) Fig. 3.1 shows a section through a kidney.
Fig. 3.1
(i) Using label lines and the letters given, label the following on Fig. 3.1.
UCLES 2007
where filtration occurs,
the renal artery,
where urine passes to the bladder.
0610/03/O/N/07
[3]

7
(ii) Describe the process of filtration in the kidney.
For
Examiner's
Use
[3]
(iii) Name the processes resulting in the reabsorption of

1. glucose,
2. water.
[3]
[Total: 12]
UCLES 2007
0610/03/O/N/07
[Turn over

8
4
Fig. 4.1 shows a diagram of a section through the male reproductive organs.
For
Examiner's
Use
B
C
prostate gland
D
F
Fig. 4.1
(a) Complete the table by using the labels from Fig. 4.1 to identify each of the structures
described. The first has been done for you.
description of structure
label
letter
carries both urine and semen
where sperm are stored before ejaculation

is cut or tied during a vasectomy
produces fluid for sperm to swim in
where meiosis occurs
[4]
UCLES 2007
0610/03/O/N/07

9
(b) In older men the prostate gland often enlarges, reducing the diameter of tube D.
For
Examiner's
Use
(i) State the name of tube D.

[1]
(ii) Suggest and explain why a reduction in the diameter of this tube may cause a
problem.
[2]
(c) Some processes in the body involve the deliberate narrowing of structures.
Outline one situation in the body where there is a mechanism to reduce the diameter of
a structure for a particular purpose.
State the effect of this reduction in diameter.
[3]
UCLES 2007
0610/03/O/N/07
[Turn over

10
(d) Hormones can be used as a birth control mechanism and also to increase fertility.
For
Examiner's
Use
Describe the use of named hormones in

1. fertility drugs,
2. chemical methods of birth control.
[6]
[Total: 16]
UCLES 2007
0610/03/O/N/07

11
5
(a) State the role of gaseous exchange surfaces.
For
Examiner's
Use
[1]
(b) Fig. 5.1 shows a section through the skin of an earthworm. The skin acts as the
earthworms gaseous exchange surface.
layer of watery mucus
cuticle
epidermis
capillary
circular muscle
inside worm
Fig. 5.1
500
Describe two features, visible in Fig. 5.1, which make this surface well adapted for
gaseous exchange.
1.
2.
[2]
(c) Pea seeds begin to germinate when soaked in water. When the seeds germinate they
respire aerobically, releasing energy.
(i) Suggest why seeds need water to germinate.
[1]
(ii) Suggest why the seeds need energy during germination.
[1]
UCLES 2007
0610/03/O/N/07
[Turn over

12
(d) Fig. 5.2 shows apparatus that can be used to investigate the uptake of oxygen by
germinating pea seeds.
Soda lime absorbs carbon dioxide.
Any changes in gas volumes in the boiling tube containing the peas will result in
movement of the oil droplet.
stopwatch
boiling tube
germinating
pea seeds
bung
capillary tube
soda lime
ruler
oil droplet
Fig. 5.2
(i) Describe and explain what would happen to the position of the oil droplet as the
peas respire aerobically.
[3]
UCLES 2007
0610/03/O/N/07
For
Examiner's
Use

13
(ii) Describe how the apparatus could be used to measure the rate of aerobic
respiration of the peas at different temperatures.
For
Examiner's
Use
[5]
(iii) Suggest why temperature affects the rate of respiration.
[2]
[Total: 15]
UCLES 2007
0610/03/O/N/07
[Turn over

14
6
Lake Victoria is the largest tropical lake in the world. Until the 1960s it provided an
ecosystem with habitats for 500 species of small cichlid fish. They feed on algae (aquatic
plants). Prawns also feed on algae.
Nile perch were introduced into the lake. These fish are excellent food for humans, as well
as providing sport for tourists. The Nile perch eat cichlids.
Deforestation of the lake shore and pollution by humans caused eutrophication and resulted
in a huge reduction in cichlid numbers. However, the Nile perch are able to survive in poor
quality water, even when the oxygen level is low. As the cichlid population dropped, prawn
numbers increased and Nile perch now eat them.
(a) Define the term ecosystem.
[2]
(b) Using information in the text above, state two reasons why Nile perch were introduced
into Lake Victoria.
1.
2.
[2]
(c) Complete the table to identify at which trophic level each of the organisms named in
the text are feeding.
algae
trophic level
cichlid fish
human
Nile perch
prawn
organism(s)
producer
herbivore
carnivore
[3]
UCLES 2007
0610/03/O/N/07
For
Examiner's
Use

15
(d) Explain how eutrophication could have resulted in a reduction in the numbers of cichlid
fish.
For
Examiner's
Use
[4]
[Total: 11]
UCLES 2007
0610/03/O/N/07
[Turn over

16
BLANK PAGE
0610/03/O/N/07
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*5679142279*
0610/31
BIOLOGY
Paper 3 Extended
1 hour 15 minutes

question.
For Examiner's Use

1
2
3
4
5
6
Total

IB09 11_0610_31/7RP
UCLES 2009
[Turn over
2
1
Fig. 1.1 shows a bacterium, a virus and a fungus.
For
Examiner's
Use
not to scale
Fig. 1.1
(a) Complete the table to compare the three organisms shown in Fig. 1.1 by using a tick
() to indicate if the organism shows the feature, or a cross (x) if it does not. The first
row has been completed for you.
feature
bacterium
virus
fungus
produces
spores
hyphae
capsule
nucleus
[3]
(b) Explain how the fungus shown in Fig. 1.1 is adapted to obtain its food.
[3]
UCLES 2009
0610/31/O/N/09
3
(c) Explain how the fungus spreads to new sources of food.
For
Examiner's
Use
[2]
[Total: 8]
UCLES 2009
0610/31/O/N/09
[Turn over
4
2
Fig. 2.1 shows a villus from the small intestine of a mammal and an enlarged view of a cell
from region A.
microvilli
A
B
mitochondria
magnification 110
magnification 2600
Fig. 2.1
(a) Name regions A, B and C.
A
B
C
[3]
(b) Explain why the cells from region A have many microvilli and mitochondria.
many microvilli
many mitochondria
[4]
UCLES 2009
0610/31/O/N/09
For
Examiner's
Use
5
(c) The Food Standards Agency in the UK defines a food additive as:
any substance intentionally added to food for a specific function that is not normally
eaten as a food or used as a characteristic ingredient in food.
For
Examiner's
Use
Some additives are naturally occurring substances, but others are man-made. Some
additives have been identified as a risk to peoples health.
(i) State two benefits of using food additives in processed foods.
1.
2.
[2]
(ii) State four possible risks to health that have been linked to food additives.
[4]
[Total: 13]
UCLES 2009
0610/31/O/N/09
[Turn over
6
3
A student set up the apparatus shown in Fig. 3.1 to investigate the effect of light intensity on
the rate of photosynthesis of a pond plant.
gas collects
here
glass tank
with water
test-tube
pond plant
syringe
stop-clock
scale / mm
0
10
20
air bubble
in capillary
tube
30
40
movement of
air bubble
50
movable
lamp
60
70
80
ruler
Fig. 3.1
The student maintained the temperature at 20 oC and measured the distance travelled by
the air bubble in the capillary tube for a period of five minutes on three occasions for each
light intensity.
The students results are shown in Table 3.1 on page 8.
UCLES 2009
0610/31/O/N/09
For
Examiner's
Use
7
(a) (i) Explain why the student included the glass tank and the syringe in the apparatus.
For
Examiner's
Use
glass tank
syringe
[2]
(ii) Explain why the air bubble moves down the capillary tube.
[3]
UCLES 2009
0610/31/O/N/09
[Turn over
8
Table 3.1
distance of lamp from
pond plant / mm
distance travelled by
air bubble / mm
rate of photosynthesis /
mm per minute
20
30
6.0
30
26
5.2
40
14
2.8
50
60
For
Examiner's
Use
0.6
(b) (i) Calculate the rate of photosynthesis when the lamp was 50 mm from the
pond plant and write your answer in the table.
7
[1]
rate of photosynthesis / mm per minute
0
0
10
20
30
40
distance / mm
Fig. 3.2
UCLES 2009
0610/31/O/N/09
50
60
70
9
(ii) Plot the students results from Table 3.1 on the axes on Fig. 3.2.
Draw an appropriate line on the graph to show the relationship between
distance of the lamp from the pond plant and the rate of photosynthesis.
[2]
For
Examiner's
Use
(c) (i) Using the graph to help you, predict the results that the student would get if the
lamp was positioned 15 mm and 70 mm from the pond plant.
15 mm
mm per minute
70 mm
mm per minute
[2]
(ii) Explain why the rate of photosynthesis decreases as the distance of the lamp
from the pond plant increases.
[3]
[Total: 13]
UCLES 2009
0610/31/O/N/09
[Turn over
10
4
(a) Mammals have a double circulatory system.
For
Examiner's
Use
Explain what is meant by a double circulatory system.
[1]
Fig. 4.1 shows sections of three blood vessels: an artery, a capillary and a vein.
artery
capillary
vein
Fig. 4.1
(b) State one function for each of the blood vessels shown in Fig. 4.1.
artery
capillary
vein
[3]
UCLES 2009
0610/31/O/N/09
11
(c) Explain how the structure of the artery shown in Fig. 4.1 is adapted to its function.
For
Examiner's
Use
[4]
(d) Explain how valves help the transport of blood in veins.
[2]
[Total: 10]
UCLES 2009
0610/31/O/N/09
[Turn over
12
5
(a) Four definitions of terms used in genetics are shown in Table 5.1.
For
Examiner's
Use
Table 5.1
definitions
terms
the outward appearance of an organism
..
a length of DNA that codes for a protein
..
having one set of chromosomes
..
type of nuclear division which gives

daughter nuclei that are genetically identical
For each of the definitions, select an appropriate term from the list and write it in the
box provided.
chromosome
genotype
mitosis
diploid
haploid
mutation
dominant
heterozygous
phenotype
gene
homozygous
recessive
[4]
(b) A couple who have blood groups A and B have four children. Each child has a different
blood group.
Use the space below to draw a genetic diagram to show how this is possible. Use the
symbols, IA , IB and Io, for the alleles.
parental blood groups
parental genotypes
gamete genotypes
childrens genotypes
childrens blood groups

[4]
UCLES 2009
0610/31/O/N/09
13
(c) Explain what is meant by codominance. You may refer to the genetic diagram in (b) to
help you with your answer.
For
Examiner's
Use
[3]
(d) Insulin produced by genetically engineered bacteria first became available in 1982.
Before 1982, insulin had been prepared from dead animal tissues.
Explain the advantages of using insulin produced by genetically engineered bacteria
rather than insulin from dead animal tissues.
[3]
UCLES 2009
0610/31/O/N/09
[Turn over
14
(e) Fig. 5.1 shows some of the steps involved in the genetic engineering of bacteria.
human cell
For
Examiner's
Use
bacterium
chromosomes
in nucleus
R
S
T
geneticallyengineered
bacterium
reproduction
of bacteria
Fig. 5.1
(i) Name structure R and state what it is made from.
[2]
(ii) State what is added at stages S and T.
[1]
[Total: 17]
UCLES 2009
0610/31/O/N/09
15
BLANK PAGE
QUESTION 6 STARTS ON THE NEXT PAGE
0610/31/O/N/09
[Turn over
16
6
(a) List four chemical elements that are found in proteins.
For
Examiner's
Use
1.
2.
3.
4.
[4]
Fig. 6.1 is a photograph of some root nodules from a pea plant, which is a type of legume.
Fig. 6.1
(b) Nodules like those in Fig. 6.1 develop on the roots of pea plants and other legumes
when the soil is lacking in nitrate ions.
Explain what happens inside the nodule to help legume plants grow in soils lacking
nitrate ions.
[3]
UCLES 2009
0610/31/O/N/09
17
(c) After the peas have been harvested, the plants are ploughed back into the soil.
Describe what happens in the soil to convert dead plant material into nitrate ions that
plants can absorb.
For
Examiner's
Use
[6]
(d) Nutrients in the soil can act as a limiting factor for crop growth.
List three other factors that may limit the growth of a crop plant.
1.
2.
3.
[3]
QUESTION 6 CONTINUES ON PAGE 18
UCLES 2009
0610/31/O/N/09
[Turn over
18
(e) The soya bean aphid is an insect pest of soya bean plants in North America. The
aphids can show an exponential growth rate where populations can double in two to
three days under favourable conditions.
Fig. 6.2 shows the growth of soya bean aphids in a field in North America during the
growing season.
7000
6000
5000
number
of aphids
per plant
4000
3000
2000
1000
0
10
20
30
40
50
60
70
time / days
Fig. 6.2
Suggest why the population of aphids did not increase rapidly until about day 40.
[3]
[Total: 19]
UCLES 2009
0610/31/O/N/09
For
Examiner's
Use
19
BLANK PAGE
0610/31/O/N/09
20
BLANK PAGE
Fig. 6.1
(c) DR.JEREMY BURGESS / SCIENCE PHOTO LIBRARY.
0610/31/O/N/09
w
ap
eP
e
tr
.X
w
om
.c
s
er

*8110419397*
0610/32
BIOLOGY
Paper 3 Extended
1 hour 15 minutes

question.
For Examiner's Use

1
2
3
4
5
6
Total

IB09 11_0610_32/7RP
UCLES 2009
[Turn over
2
1
Fig. 1.1 shows a bacterium, a virus and a fungus.
For
Examiner's
Use
not to scale
Fig. 1.1
(a) Complete the table to compare the three organisms shown in Fig. 1.1 by using a tick
() to indicate if the organism shows the feature, or a cross (x) if it does not. The first
row has been completed for you.
feature
bacterium
virus
fungus
produces
spores
hyphae
capsule
nucleus
[3]
(b) Explain how the fungus shown in Fig. 1.1 is adapted to obtain its food.
[3]
UCLES 2009
0610/32/O/N/09
3
(c) Explain how the fungus spreads to new sources of food.
For
Examiner's
Use
[2]
[Total: 8]
UCLES 2009
0610/32/O/N/09
[Turn over
4
2
Fig. 2.1 shows a villus from the small intestine of a mammal and an enlarged view of a cell
from region A.
microvilli
A
B
mitochondria
magnification 110
magnification 2600
Fig. 2.1
(a) Name regions A, B and C.
A
B
C
[3]
(b) Explain why the cells from region A have many microvilli and mitochondria.
many microvilli
many mitochondria
[4]
UCLES 2009
0610/32/O/N/09
For
Examiner's
Use
5
(c) The Food Standards Agency in the UK defines a food additive as:
any substance intentionally added to food for a specific function that is not normally
eaten as a food or used as a characteristic ingredient in food.
For
Examiner's
Use
Some additives are naturally occurring substances, but others are man-made. Some
additives have been identified as a risk to peoples health.
(i) State two benefits of using food additives in processed foods.
1.
2.
[2]
(ii) State four possible risks to health that have been linked to food additives.
[4]
[Total: 13]
UCLES 2009
0610/32/O/N/09
[Turn over
6
3
A student set up the apparatus shown in Fig. 3.1 to investigate the effect of carbon dioxide
concentration on the rate of photosynthesis of a pond plant.
The student used five similar pieces of pond plant and five different concentrations of
sodium hydrogen carbonate (NaHCO3) solution, which provides the carbon dioxide.
The student counted the number of bubbles produced by the pond plant over a period of
five minutes.
sodium hydrogen
carbonate solution
movable lamp
thermometer
water bath
ruler
cm
15
stop-clock
pond plant
Fig. 3.1
(a) Explain how the student made sure that the results were due only to the change in
carbon dioxide concentration.
[4]
UCLES 2009
0610/32/O/N/09
For
Examiner's
Use
7
The student repeated the investigation at each concentration and calculated the rate of
photosynthesis.
For
Examiner's
Use
The students results are shown in Table 3.1.

Table 3.1
rate of photosynthesis / number of bubbles per
minute
carbon dioxide
concentration / %
1st
3
6
12
14
18
19
0
0.1
0.2
0.3
0.4
0.5
2nd
2
4
7
15
22
23
3rd
4
5
11
16
21
21
mean
3
5
15
20
21
(b) (i) Calculate the mean rate of photosynthesis when the carbon dioxide concentration
was 0.2% and write your answer in the table.
[1]
(ii) Plot the results from Table 3.1 on the axes below. Draw an appropriate line on the
graph to show the relationship between carbon dioxide concentration and the rate
of photosynthesis.
[2]
25
20
15
mean rate of
photosynthesis /
number of
10
bubbles
per minute
0
0
0.1
0.2
0.3
0.4
0.5
0.6
concentration of carbon dioxide / %

Fig. 3.2
UCLES 2009
0610/32/O/N/09
[Turn over
8
(c) Explain the effect of increasing carbon dioxide concentration on the rate of
photosynthesis up to 0.4% as shown in your graph.
For
Examiner's
Use
[2]
(d) Suggest the result that the student would get if a carbon dioxide concentration of 0.6%
was used and explain your answer.
result
bubbles per minute
explanation
[3]
(e) The student used tap water as the 0% carbon dioxide concentration.
Explain why the student recorded some bubbles being produced.
[1]
[Total: 13]
UCLES 2009
0610/32/O/N/09
9
BLANK PAGE
QUESTION 4 STARTS ON THE NEXT PAGE.
0610/32/O/N/09
[Turn over
10
4
Fig. 4.1 shows a kidney tubule and its associated blood vessels.
For
Examiner's
Use
X
urine
Fig. 4.1
(a) Use label lines and the letters P, Q and R to identify the areas in the tubule shown in
Fig. 4.1.
P where blood is filtered,
Q where glucose is reabsorbed,
R where the concentration of urine may be increased by the reabsorption of water.
UCLES 2009
0610/32/O/N/09
[3]
11
(b) Water is reabsorbed in the kidney.
For
Examiner's
Use
Explain how water is reabsorbed in the kidney.
[2]
(c) Describe what happens to the urine after leaving the kidney tubule at X on Fig. 4.1.
[2]
(d) Describe the functions of the liver in excretion.
[3]
[Total: 10]
UCLES 2009
0610/32/O/N/09
[Turn over
12
5
(a) Four definitions of terms used in genetics are shown in Table 5.1.
For
Examiner's
Use
Table 5.1
definitions
terms
the outward appearance of an organism
..
a length of DNA that codes for a protein
..
having one set of chromosomes
..
type of nuclear division which gives

daughter nuclei that are genetically identical
For each of the definitions, select an appropriate term from the list and write it in the
box provided.
chromosome
genotype
mitosis
diploid
haploid
mutation
dominant
heterozygous
phenotype
gene
homozygous
recessive
[4]
(b) A couple who have blood groups A and B have four children. Each child has a different
blood group.
Use the space below to draw a genetic diagram to show how this is possible. Use the
symbols, IA , IB and Io, for the alleles.
parental blood groups
parental genotypes
gamete genotypes
childrens genotypes
childrens blood groups

[4]
UCLES 2009
0610/32/O/N/09
13
(c) Explain what is meant by codominance. You may refer to the genetic diagram in (b) to
help you with your answer.
For
Examiner's
Use
[3]
(d) Insulin produced by genetically engineered bacteria first became available in 1982.
Before 1982, insulin had been prepared from dead animal tissues.
Explain the advantages of using insulin produced by genetically engineered bacteria
rather than insulin from dead animal tissues.
[3]
UCLES 2009
0610/32/O/N/09
[Turn over
14
(e) Fig. 5.1 shows some of the steps involved in the genetic engineering of bacteria.
human cell
For
Examiner's
Use
bacterium
chromosomes
in nucleus
R
S
T
geneticallyengineered
bacterium
reproduction
of bacteria
Fig. 5.1
(i) Name structure R and state what it is made from.
[2]
(ii) State what is added at stages S and T.
[1]
[Total: 17]
UCLES 2009
0610/32/O/N/09
15
BLANK PAGE
QUESTION 6 STARTS ON THE NEXT PAGE.
0610/32/O/N/09
[Turn over
16
6
(a) List four chemical elements that are found in proteins.
For
Examiner's
Use
1.
2.
3.
4.
[4]
Fig. 6.1 is a photograph of some root nodules from a pea plant, which is a type of legume.
Fig. 6.1
(b) Nodules like those in Fig. 6.1 develop on the roots of pea plants and other legumes
when the soil is lacking in nitrate ions.
Explain what happens inside the nodule to help legume plants grow in soils lacking
nitrate ions.
[3]
UCLES 2009
0610/32/O/N/09
17
(c) After the peas have been harvested, the plants are ploughed back into the soil.
Describe what happens in the soil to convert dead plant material into nitrate ions that
plants can absorb.
For
Examiner's
Use
[6]
(d) Nutrients in the soil can act as a limiting factor for crop growth.
List three other factors that may limit the growth of a crop plant.
1.
2.
3.
[3]
QUESTION 6 CONTINUES ON PAGE 18
UCLES 2009
0610/31/O/N/09
[Turn over
18
(e) The soya bean aphid is an insect pest of soya bean plants in North America. The
aphids can show an exponential growth rate where populations can double in two to
three days under favourable conditions.
Fig. 6.2 shows the growth of soya bean aphids in a field in North America during the
growing season.
7000
6000
5000
number
of aphids
per plant
4000
3000
2000
1000
0
10
20
30
40
50
60
70
time / days
Fig. 6.2
Suggest why the population of aphids did not increase rapidly until about day 40.
[3]
[Total: 19]
UCLES 2009
0610/32/O/N/09
For
Examiner's
Use
19
BLANK PAGE
0610/32/O/N/09
20
BLANK PAGE
Fig. 6.1
(c) DR.JEREMY BURGESS / SCIENCE PHOTO LIBRARY.
0610/31/O/N/09
w
ap
eP
e
tr
.X
w
om
.c
s
er

*8103202447*
0610/31
BIOLOGY
Paper 3 Extended
1 hour 15 minutes

question.
For Examiner's Use

1
2
3
4
5
6
7
Total

IB10 11_0610_31/5RP
UCLES 2010
[Turn over
2
1
Fig. 1.1 shows a vertical section through a flower of soybean, Glycine max, following
self-pollination. Fig. 1.2 shows part of the section at a higher magnification.
For
Examiner's
Use
stigma
Fig. 1.1
A
B
Fig. 1.2
(a) (i) Name the parts labelled A to C shown in Figs. 1.1 and 1.2.
A
B
C
UCLES 2010
[3]
0610/31/O/N/10
3
(ii) Describe what happens to the structures shown in Figs. 1.1 and 1.2 to bring about
fertilisation. You may refer to the structures labelled A to C by their letters if you
wish.
For
Examiner's
Use
[3]
(iii) Explain the advantages and disadvantages of self-pollination for flowering plants,
such as soybean.
advantages
disadvantages
[4]
(b) Soybean is a dicotyledonous plant.

(i) Name the genus to which the soybean belongs.
[1]
(ii) State two features which are only found in dicotyledonous plants.
1.
2.
[2]
[Total: 13]
UCLES 2010
0610/31/O/N/10
[Turn over
4
2
The human menstrual cycle is controlled by four hormones. Fig. 2.1 is a diagram that
shows the site of production and the target organs of these hormones.
days 1 to 14 of the menstrual cycle
For
Examiner's
Use
days 15 to 28 of the menstrual cycle
pituitary
gland
hormone X
LH
secreted at day
12-13
hormone Y
progesterone
uterus
Fig. 2.1
(a) (i) Name hormones X and Y.
X
Y
[2]
(ii) Name organ Z.

[1]
UCLES 2010
0610/31/O/N/10
5
(b) Describe the roles of progesterone during the menstrual cycle and during pregnancy.
For
Examiner's
Use
[3]
(c) Many medical experts agree that breast-feeding of babies is better than bottle-feeding
using formula milk.
State two advantages and one disadvantage of breast-feeding.
advantage 1
advantage 2
disadvantage
[3]
[Total: 9]
UCLES 2010
0610/31/O/N/10
[Turn over
6
3
(a) Define the term aerobic respiration.
For
Examiner's
Use
[2]
During exercise the movement of the ribcage enables air to enter the lungs.
(b) Describe how the ribcage is moved during inspiration (breathing in) and explain how
this causes air to enter the lungs.
[4]
(c) Explain how the ribcage returns to its resting position during expiration (breathing out).
[2]
UCLES 2010
0610/31/O/N/10
7
Some students carried out an investigation on a 16-year old athlete. Table 3.1 shows the
results of their investigation on the athletes breathing at rest and immediately after 20
minutes of running.
For
Examiner's
Use
Ventilation rate is the volume of air taken into the lungs per minute.
Table 3.1
rate of breathing
/ breaths per minute
average volume of air
taken in with each breath
/ dm3
ventilation rate
/ dm3 per minute
at rest
immediately after 20
minutes of running
12
20
0.5
3.5
6.0
(d) (i) Calculate the ventilation rate of the athlete immediately after 20 minutes of running.
[1]
(ii) Explain why the athlete has a high ventilation rate after the exercise has
finished.
[5]
[Total: 14]
UCLES 2010
0610/31/O/N/10
[Turn over
8
4
The lymphatic system consists of:
thin-walled lymph vessels that drain tissue fluid from many organs of the body
lymph nodes that contain the cells of the immune system
For
Examiner's
Use
The fluid in the lymph vessels is moved in a way similar to the movement of blood in veins.
Fig. 4.1 shows part of the lymphatic system.
from head
vena cava
direction of
flow of lymph
ileum
from legs
Fig. 4.1
(a) Suggest how lymph is moved in the lymph vessels.
[2]
UCLES 2010
0610/31/O/N/10
9
(b) After a meal rich in fatty foods, the lymph leaving the ileum is full of fat droplets.
For
Examiner's
Use
Explain why there are fat droplets in the lymph leaving the ileum.
[2]
UCLES 2010
0610/31/O/N/10
[Turn over
10
Lymph flows through lymph nodes. Fig. 4.2 shows the action of white blood cells in a
lymph node when bacteria are present.
For
Examiner's
Use
P
bacteria
P
not to scale
cell R
Fig. 4.2
(c) (i) Name the type of nuclear division shown at P in Fig. 4.2.
[1]
(ii) Name the molecules labelled Q in Fig. 4.2.
[1]
(iii) Describe how bacteria are destroyed by cell R.
[3]
UCLES 2010
0610/31/O/N/10
11
BLANK PAGE
Question 4 continues on Page 12
0610/31/O/N/10
12
Antibiotics are used to treat bacterial infections. An investigation was carried out into the
effect of prescribing antibiotics on antibiotic resistance in 20 countries. Fig. 4.3 shows the
results of this investigation. Each point represents the result for a country.
For
Examiner's
Use
60
50
40
percentage
of bacterial
infections that
are antibiotic
resistant
30
20
10
0
0
percentage of population taking antibiotics

Fig. 4.3
(d) Describe the results shown in Fig. 4.3. Credit will be given for using figures from
Fig. 4.3 to support your answer.
[3]
UCLES 2010
0610/31/O/N/10
13
(e) Many different antibiotics are used.
For
Examiner's
Use
Suggest why some antibiotics are used less frequently than others.
[3]
[Total: 15]
UCLES 2010
0610/31/O/N/10
[Turn over
14
5
Marine conservationists are concerned that fish stocks in the sea are decreasing. Drastic
measures will have to be taken to stop the extinction of many fish species.
For
Examiner's
Use
Fig. 5.1 shows a marine food web. Tuna are large carnivorous fish that are an important
human food. Dolphins may be caught in fishermens nets and die.
fishing boat
trophic
level
tuna
dolphins
small carnivorous
fish
squid
herbivorous fish
photosynthetic
algae growing
on reefs
zooplankton
photosynthetic
plankton
Fig. 5.1
(a) State the names given to trophic levels 1 and 3.
1
3
UCLES 2010
[2]
0610/31/O/N/10
15
(b) Explain why it is more energy efficient for humans to eat herbivorous fish rather than
tuna.
For
Examiner's
Use
[3]
(c) Explain why it is necessary to conserve animals, such as tuna and dolphins, which are
at trophic level 4.
[4]
(d) Many seas are polluted by non-biodegradable plastics.

Suggest the likely effects of this pollutant on the marine environment.
[2]
[Total: 11]
UCLES 2010
0610/31/O/N/10
[Turn over
16
6
Daphnia is a small arthropod animal found in freshwater. The population of Daphnia in a

lake in Oregon (in the northern temperate region) was sampled at regular intervals between
March and November in 2006 and 2007. During 2006 there were very few Daphnia in any
of the samples. At the end of that year fish were removed from the lake.
The population of Daphnia in March, April and May 2007 was 1 animal per m3 of water
sampled.
The population then increased exponentially to 100 000 per m3 at the beginning of July.
By the end of August the population had decreased to 10 000 per m3 and the population
remained at this number until the end of November.
(a) Sketch a line on Fig. 6.1 to show the population of Daphnia from March to the end of
November 2007.
[3]
100 000
10 000
1000
numbers of
Daphnia
per m3
100
10
Mar Apr May June July Aug Sept Oct Nov

2007
Fig. 6.1
UCLES 2010
0610/31/O/N/10
For
Examiner's
Use
17
(b) Suggest why there were very few Daphnia present in the lake in 2006.
For
Examiner's
Use
[2]
(c) Explain the changes in the population of Daphnia in 2007.
[4]
[Total: 9]
UCLES 2010
0610/31/O/N/10
[Turn over
18
7
Seeds of the mung bean, Phaseolus aureus, were germinated and grown in a dish for a few
days in the dark. The dish was then placed as shown in Fig. 7.1 A.
Fig. 7.1 B shows the seedlings after a further two days in the dark.
Fig. 7.1
(a) Name the response shown by the roots in Fig. 7.1.
[1]
(b) Suggest why the seedlings were kept in the dark during this investigation.
[1]
(c) Explain why it is important for their early growth that the roots and shoots of seedlings
respond in the way shown in Fig. 7.1B.
[2]
UCLES 2010
0610/31/O/N/10
For
Examiner's
Use
19
(d) The response shown by the shoots in Fig. 7.1B is coordinated by auxins.
For
Examiner's
Use
Explain how auxins bring about this growth response in shoots.
[3]
(e) Weed seedlings are sprayed with synthetic auxins to kill them.
Suggest how these weedkillers spread throughout the plant.
[2]
[Total: 9]
UCLES 2010
0610/31/O/N/10
20
BLANK PAGE
Figure 4.3
Figure 5.1
adapted from: World Health Organisation antibiotic graphs;

http://apps.who.int/medicinedocs/en/d/Js7920e/1.html
http://apps.who.int/medicinedocs/ed/d/Js7920e/
http://apps.who.int/medicinedocs/collect/medicinedocs/pdf/s7920e/s7920e.pdf
adapted from: http://cordis.europa.eu/inco/fp5/icons/pauly1.gif; Daniel Pauly; Fishing down marine food webs as an integrative concept;
(University of British Columbia, Canada); ACP-EU Fisheries Research Report; Number 5; Page 8.
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0610/32
BIOLOGY
Paper 3 Extended
1 hour 15 minutes

question.
For Examiner's Use

1
2
3
4
5
6
Total

IB10 11_0610_32/5RP
UCLES 2010
[Turn over
2
1
Fig. 1.1A shows a buttercup, Ranunculus cymbalaria. Fig. 1.1B shows details of a flower of
the same plant.
Fig. 1.1
(a) Explain, using only features visible in Fig. 1.1, why Ranunculus cymbalaria is
classified as a dicotyledonous plant rather than as a monocotyledonous plant.
[2]
UCLES 2010
0610/32/O/N/10
For
Examiner's
Use
3
Fig. 1.2 shows a transverse section through a buttercup root at the end of the cold winter
(W) and at the end of the warm, moist summer (S). At the end of the winter, the cells
contain very few starch grains. At the end of the summer, most of the root cells contain
many starch grains.
For
Examiner's
Use
Fig. 1.2
(b) Suggest why there are few starch grains in the cells of W compared with a large
number of starch grains in the cells of S.
[3]
(c) Describe how enzymes in root cells synthesise starch.
[3]
UCLES 2010
0610/32/O/N/10
[Turn over
4
(d) As temperature is increased, for example from 10 oC to 30 oC, enzyme activity
increases.
Explain how increasing temperature affects enzyme activity.
[2]
[Total: 10]
UCLES 2010
0610/32/O/N/10
For
Examiner's
Use
5
BLANK PAGE
0610/32/O/N/10
[Turn over
6
2
For
Examiner's
Use
[3]
Fig. 2.1 shows a dialysis machine for treating people who have kidney failure. The dialysate
(dialysis fluid) is a solution of glucose and salts.
blood
vessels
dialysis membrane
blood out
blood in
dialysate
out
dialysate
in
Fig. 2.1
(b) Explain how, when the patient is receiving dialysis treatment
(i) the loss of plasma proteins and red blood cells is prevented,
[1]
UCLES 2010
0610/32/O/N/10
7
(ii) the normal glucose concentration of the blood is maintained.
For
Examiner's
Use
[2]
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0610/32/O/N/10
[Turn over
8
(c) A person with kidney failure received regular dialysis treatment for 17 days.
For
Examiner's
Use
Fig. 2.2 shows how the concentration of urea in the blood changed over the 17 days.
250
200
150
concentration
of urea in the
blood /
100
mg per dm3
50
10 11
12 13 14 15 16 17
time / days
Fig. 2.2
(i) State how many times the person received dialysis treatment.
[1]
(ii) Calculate the decrease in the concentration of urea in the blood from the beginning
of dialysis until the end of the treatment.
[1]
UCLES 2010
0610/32/O/N/10
9
(iii) Describe the changes that occur in the urea concentration in the blood over the
period shown in Fig. 2.2. You will gain credit for using the data in Fig. 2.2 in your
answer.
For
Examiner's
Use
[3]
(iv) Explain the changes in urea concentration in the blood as shown in Fig. 2.2.
[4]
[Total: 15]
UCLES 2010
0610/32/O/N/10
[Turn over
10
3
(a) In the space below write a balanced chemical equation for anaerobic respiration in
muscles.
.... ......
[2]
Some students investigated the breathing of a 16-year old male athlete. Fig. 3.1 shows the
pattern of his breathing for 60 seconds when resting. Fig. 3.2 shows the pattern of his
breathing while he took some exercise for 60 seconds.
2
volume
of air / dm3
0
0
10
20
30
40
50
60
40
50
60
time / s
Fig. 3.1
volume
of air / dm3
0
0
10
20
30
time / s
Fig. 3.2
UCLES 2010
0610/32/O/N/10
For
Examiner's
Use
11
Table 3.1 shows a summary of the results obtained by the students.
For
Examiner's
Use
Table 3.1
breathing at rest
volume of air breathed in
with each breath / dm3
0.5
rate of breathing / number of

breaths per minute
11
volume of air breathed in

per minute / dm3
5.5
breathing during exercise
(b) Using information from Fig. 3.2, complete Table 3.1.

Write your answers in Table 3.1.
[3]
(c) Explain the effect of exercise on the students breathing.
[5]
UCLES 2010
0610/32/O/N/10
[Turn over
12
(d) During strenuous exercise, the hormone adrenaline causes changes in the pulse rate
and in the concentration of glucose in the blood.
Explain the importance of these changes during strenuous exercise.
pulse rate
concentration of glucose in the blood
[5]
[Total: 15]
UCLES 2010
0610/32/O/N/10
For
Examiner's
Use
13
4
The human immunodeficiency virus (HIV) infects white blood cells. The virus is reproduced
inside these white blood cells.
For
Examiner's
Use
(a) Describe what may happen to viruses that leave infected white blood cells.
[2]
(b) Describe the possible long-term effects of HIV on the immune system.
[3]
(c) People with HIV may be treated with a variety of drugs.

(i) Define the term drug.
[1]
(ii) Explain why antibiotics cannot be used to control HIV.
[2]
[Total: 8]
UCLES 2010
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14
5
In many parts of the world, raw sewage drains into rivers. Raw sewage contains organic
matter which acts as food for bacteria. The breakdown of organic matter by bacteria has an
effect on the oxygen concentration and species of invertebrate animals in rivers.
Fig. 5.1 shows the changes in oxygen concentration along a river.
sewage enters river
100
concentration
of dissolved
oxygen / % of
maximum
saturation
75
50
25
0
sampling stations
A B C
distance downstream
Fig. 5.1
Table 5.1 shows the invertebrate animals at seven sampling stations, A to G, along the
river.
Table 5.1
key
invertebrate
animal present
sampling stations
invertebrate
animals
A B C
stonefly nymph
G
freshwater shrimp
caddis fly larva
mayfly nymph

midge larva

rat-tailed maggot
water louse

wandering snail
tubifex worm
UCLES 2010

0610/32/O/N/10
For
Examiner's
Use
15
(a) (i) Describe the changes that occur to the oxygen concentration in the river as shown
in Fig. 5.1. You will gain credit for using the data in Fig. 5.1 in your answer.
For
Examiner's
Use
[4]
(ii) Name the invertebrate animal that is only found in water with the highest oxygen
concentration.
[1]
(iii) Name the two invertebrate animals that tolerate the lowest oxygen concentrations.
[1]
(iv) Suggest and explain the changes in the number of different species of invertebrate
animals along the river, as shown in Table 5.1.
[3]
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16
Sewage treatment works receive raw sewage.
For
Examiner's
Use
This sewage contains food molecules, such as cellulose, starch, protein and fat.
(b) Explain how bacteria breakdown these nutrient molecules.
[4]
The concentration of nitrate ions is often very high in the water leaving a sewage treatment
works.
In some places, the water passes through a series of reed beds as shown in Fig. 5.2.
The water leaving the reed beds and entering the river contains very low concentrations of
nitrate ions.
water from
sewage works
reeds
gravel
river
Fig. 5.2
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17
(c) Explain two ways in which the concentration of nitrate ions may be reduced as the
water flows through the reed beds.
For
Examiner's
Use
[3]
(d) Some bacteria that live in reed beds release methane. Other sources of methane are
cattle and flooded rice fields.
Explain the environmental consequences of an increase in the methane concentration
in the atmosphere.
[3]
[Total: 19]
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[Turn over
18
6
(a) Define the term self-pollination.
For
Examiner's
Use
[2]
Snapdragon plants have flowers with three colours: red, pink and white.
Some students investigated the inheritance of flower colour in snapdragons.
In cross 1 they cross-pollinated plants that were homozygous for red flowers with plants
that were homozygous for white flowers. They collected and planted the seeds from
cross 1. All of the resulting plants had pink flowers.
In cross 2 they self-pollinated all the pink-flowered plants and found that in the next
generation there were red-flowered plants, white-flowered plants and pink-flowered plants.
(b) Complete the genetic diagrams to show how flower colour is inherited in snapdragon
plants.
Use the symbol IR for the allele for red flowers and IW for the allele for white flowers.
cross 1
UCLES 2010
parental phenotypes
red flowers
white flowers
parental genotypes
...........
...........
gametes
...........
...........
offspring
genotypes
...................
offspring
phenotypes
pink flowers
0610/32/O/N/10
19
cross 2
parental phenotypes
pink flowers
pink flowers
parental genotypes
...........
...........
gametes
offspring
genotypes
...........
...........
...........
For
Examiner's
Use
...........
ratio of offspring
phenotypes [4]
(c) Another student cross-pollinated pink-flowered plants with white-flowered plants.

Complete the genetic diagram to show the results that the student would expect.
phenotypes
pink flowers
white flowers
genotypes
...........
...........
gametes
offspring
genotypes
...........
...........
...........
ratio of offspring
phenotypes [3]
UCLES 2010
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20
(d) Explain the advantages of sexual reproduction to a species of flowering plant, such as
the snapdragon.
For
Examiner's
Use
[4]
[Total: 13]
0610/32/O/N/10
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*5890124480*
0610/33
BIOLOGY
Paper 3 Extended
1 hour 15 minutes

question.
For Examiner's Use

1
2
3
4
5
6
Total

IB10 11_0610_33/3RP
UCLES 2010
[Turn over
2
1
(a) Fig. 1.1 shows seven species of fish that live on reefs in the Caribbean.
A
Drawings not to scale
Fig. 1.1
UCLES 2010
0610/33/O/N/10
For
Examiner's
Use
3
Use the key to identify each species. Write the letter of each species (A to G) in the
correct box beside the key. One has been done for you.
For
Examiner's
Use
Key
1 (a)
Body shape is long and narrow, at least

10 times as long as its depth
go to 2
(b)
Body shape is not long and narrow, less

than 10 times long as its depth
go to 3
2 (a)
Fins are pointed
Aulostomus maculatus
(b)
Fins are smooth
Gymnothorax moringa
3 (a)
(b)
4 (a)
(b)
5 (a)
(b)
6 (a)
(b)
Both eyes are on top of the head
go to 4
Eyes are on either side of the head
go to 5
Tail fin is long and thin
Dasyatis americana
Tail fin is short
Bothus ocellatus
Fish has one or several dark spots
go to 6
Fish has no dark spots
Epinephelus striatus
Fish has two fins on its back
Pseudupeneus maculatus
Fish has more than two fins on its back
Chaetodon capistratus
[4]
UCLES 2010
0610/33/O/N/10
[Turn over
4
The wavelengths of light that penetrate water influence the features of fish. Blue light does
not penetrate far into water; red light penetrates much further.
Many different species of cichlid fish live in Lake Victoria in Africa. Some species live in
shallow water and others live in deeper water.
Table 1.2 summarises some of the features of males and females of these species.
Table 1.2
habitat
body colour of males
retina in eyes of females
shallow water
blue
detects blue light
deep water
red
detects red light
Body colour and colour vision are both inherited features. Females select the males that
they mate with and prefer bright coloured males. Male and female eyes of the same
species of cichlid fish are similar.
(b) (i) The ancestors of red and blue cichlid fish were brown.
State how the different body colours of the males first happened.
[1]
(ii) Suggest the advantages of different cichlid fish being able to detect blue and red
light.
[2]
UCLES 2010
0610/33/O/N/10
For
Examiner's
Use
5
(c) Lake Victoria receives considerable pollution from the surrounding area which makes
the water cloudier and reduces the penetration of blue light.
For
Examiner's
Use
Suggest and explain the likely long-term effects of the cloudy water on the red and blue
cichlid fish.
[4]
[Total: 11]
UCLES 2010
0610/33/O/N/10
[Turn over
6
2
Fig. 2.1 shows a diagram of human skin in hot weather.
For
Examiner's
Use
capillaries
arteriole
C
D
Fig. 2.1
(a) Name structures A to D.
A
B
C
D
UCLES 2010
[4]
0610/33/O/N/10
7
(b) Describe how the structures (A to D) in the skin help to maintain a constant body
temperature. You may refer to the structures by their letters.
For
Examiner's
Use
[4]
(c) (i) Blood flow through the skin changes in response to changes in the air
temperature.
State and explain what happens to blood flow through the skin when the
temperature of the surrounding air becomes very cold.
(ii) Explain how the changes you have described in (c)(i) reduce heat loss.
[5]
UCLES 2010
0610/33/O/N/10
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8
(d) The control of body temperature is an example of negative feedback.
For
Examiner's
Use
Describe how negative feedback is involved in the control of body temperature.
[3]
[Total: 16]
UCLES 2010
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9
3
Enzymes are biological catalysts. Fig. 3.1 shows how the enzyme, sucrase, breaks down a
molecule of sucrose.
For
Examiner's
Use
sucrose
sucrase
glucose
H 2O
fructose
Fig. 3.1
(a) Describe how sucrase catalyses the breakdown of sucrose. You should refer to Fig. 3.1
in your answer.
[3]
UCLES 2010
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[Turn over
10
(b) Three enzymes, P, Q and R, were extracted from different regions of the alimentary
canal of a mammal. The effect of pH on the activity of the enzymes was investigated at
40 oC. The results are shown in Fig. 3.2.
P
100
rate of
enzyme
activity /
arbitrary
units
75
50
25
0
10
11
12
pH
Fig. 3.2
(i) Explain why the investigation was carried out at 40 oC.
[2]
(ii) Using information in Fig. 3.2, describe the effects of increasing pH on the rate of
activity of enzyme Q.
[3]
UCLES 2010
0610/33/O/N/10
For
Examiner's
Use
11
(iii) Enzymes increase the rate of breakdown of different types of food substances in
digestion.
For
Examiner's
Use
Name enzymes P, Q and R.

P
Q
R
[3]
(c) Some baby foods are manufactured by

carbohydrates, fats and proteins with enzymes.
pre-digesting
foodstuffs
containing
Describe the roles of different types of enzymes in preparing these baby foods.
[4]
[Total: 15]
UCLES 2010
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[Turn over
12
4
The growth of the human population of Brazil between the years 1500 and 2005 is shown in
Fig. 4.1.
200
180
160
140
120
population /
millions
100
80
60
40
20
0
1500 1550 1600 1650 1700 1750 1800 1850 1900 1950 2000 2050
year
Fig. 4.1
(a) Compare the growth curve shown in Fig. 4.1 with a sigmoid growth curve.
[3]
UCLES 2010
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For
Examiner's
Use
13
Table 4.1 shows information on deforestation in four South American countries that have
extensive tropical rainforests. (1 hectare = 10 000 m2.)
For
Examiner's
Use
Table 4.1
area of forest / millions of

hectares
country
Brazil
Bolivia
Colombia
Peru
1990
2005
520.0
63.0
61.7
70.4
478.0
59.0
61.0
69.0
deforestation area of forest

lost as
percentage of
forested area in
1990
6.4
1.1
2.0
(b) (i) Calculate the percentage loss of forest in Brazil between 1990 and 2005.
Show your working.
Answer
[2]
(ii) State two reasons why forests are cut down.

1.
2.
[2]
UCLES 2010
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[Turn over
14
(c) Outline the effects of large scale deforestation on the following aspects of the
environment.
number of species
soils
rivers
atmosphere
[8]
UCLES 2010
0610/33/O/N/10
For
Examiner's
Use
15
(d) Drinks cartons have proved difficult to recycle because they are made of plastic,
aluminium and paper. A factory in Brazil uses new technology to recycle all these
components as raw materials for the packaging industry.
For
Examiner's
Use
Explain the importance for the environment of developing technologies for recycling
materials, such as those found in drinks cartons.
[3]
[Total: 18]
UCLES 2010
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[Turn over
16
BLANK PAGE
0610/33/O/N/10
17
5
Fig. 5.1 shows a root hair cell.
For
Examiner's
Use
B
C
Fig. 5.1
(a) Name structures A, B and C.
A
B
C
[3]
(b) Explain two ways in which root hair cells are adapted to carry out their functions.
1.
2.
[4]
(c) Root hair cells need a supply of sugars to provide energy.

Explain how root hair cells obtain a supply of sugars.
[2]
[Total: 9]
UCLES 2010
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[Turn over
18
6
Fig. 6.1 shows the changes in the concentrations of four hormones during one menstrual
cycle.
relative
concentration
of the hormones
in the blood
LH
FSH
1
10
20
Y
28
time / days
progesterone
oestrogen
relative
concentration
of the hormones
in the blood
10
20
Y
X
Fig. 6.1
UCLES 2010
0610/33/O/N/10
time / days
28
For
Examiner's
Use
19
(a) State what happens at X and at Y during the menstrual cycle.
For
Examiner's
Use
X
Y
[2]
(b) Describe the roles of oestrogen in controlling the menstrual cycle.
[4]
(c) Some women who cannot conceive may be treated with FSH.
(i) Describe how FSH is used as a fertility drug and how it may allow a woman to
conceive.
[2]
(ii) Suggest one implication of using fertility drugs.
[1]
Question 6 continues on page 20
UCLES 2010
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20
(d) Explain why it is important that FSH is not secreted during pregnancy.
For
Examiner's
Use
[2]
[Total: 11]
Figure 1.1
Domroese, M (editor); Treasures in the Sea; Our Bahamian Marine Resources. An Educator's Guide to Teaching Marine Biodiversity;
Bahamas National Trust, Center for Biodiversity and Conservation of the American Museum of Natural History, Bahamas Ministry of
Education, Youth, Sports and Culture; 2007.
UCLES 2010
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*3495392383*
0610/31
BIOLOGY
Paper 3 Extended
1 hour 15 minutes

question.
For Examiner's Use

1
2
3
4
5
6
Total

IB11 11_0610_31/6RP
UCLES 2011
[Turn over
2
1
Fig. 1.1 shows a flowering shoot of tiger lily, Lilium tigrinum.
For
Examiner's
Use
C
D
Fig. 1.1
(a) State the name of the genus of the tiger lily.
[1]
(b) Name the parts labelled A to D.

A
B
C
D
UCLES 2011
[4]
0610/31/O/N/11
3
(c) The tiger lily plant is a monocotyledon.
For
Examiner's
Use
List two features, visible in Fig. 1.1, that show it is a monocotyledon.

1
2
[2]
(d) The tiger lily in Fig. 1.1 reproduces sexually.

Plants reproduce sexually and asexually.
Complete Table 1.1 to show the advantages and disadvantages of asexual and sexual
reproduction to a flowering plant species.
Table 1.1
type of reproduction in
flowering plants
advantages
disadvantages
asexual
sexual
[4]
[Total: 11]
UCLES 2011
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[Turn over
4
2
(a) Define the term sensitivity.
For
Examiner's
Use
[2]
Fig. 2.1 shows the reflex arc involved in a simple reflex action.
spinal nerve
spinal cord
Fig. 2.1
(b) On Fig. 2.1 use label lines and the following letters to show
F
a receptor in the skin
the neurone that transmits impulses to the spinal cord
the effector in this reflex arc.
UCLES 2011
[3]
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5
(c) A reflex is an involuntary action.
For
Examiner's
Use
Explain what is meant by the term involuntary action.
[2]
(d) Suggest the advantages of having reflexes.

You may refer to an example to illustrate your answer.
[3]
(e) In dangerous situations there is an increase in the secretion of adrenaline from the
adrenal glands.
Describe three ways in which this increase in adrenaline prepares the body for action.
1
3
[3]
[Total: 13]
UCLES 2011
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[Turn over
6
3
(a) State, using chemical symbols, the equation for aerobic respiration.
[3]
A student compared the respiration of germinating mung bean seeds with pea seeds using
the apparatus shown in Fig. 3.1.
stopwatch
syringe
oil droplet
capillary tube
9
bag of
soda lime
seeds
Fig. 3.1
The soda lime absorbs any carbon dioxide released by the germinating seeds. The student
recorded the position of the oil droplet every minute over a period of six minutes.
(b) State three variables that should be kept constant in this investigation.
1
2
3
UCLES 2011
[3]
0610/31/O/N/11
For
Examiner's
Use
7
(c) Table 3.1 shows the students results.
For
Examiner's
Use
Table 3.1
time /
minute
germinating mung bean seeds
germinating pea seeds
position of droplet / distance moved / position of droplet / distance moved /

mm
mm per minute
mm
mm per minute
12
12
10
10
23
11
19
36
13
28
45
33
48
36
48
36
(i) State which way the droplet moves and explain your answer.
[3]
(ii) State what happens to the movement of the droplet after three minutes and
suggest an explanation.
[2]
[Total: 11]
UCLES 2011
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[Turn over
8
4
Penicillin is an antibiotic produced by the fungus Penicillium chrysogenum.
For
Examiner's
Use
Fig. 4.1 shows the process used to produce penicillin.
waste
gases
cooling water out
water jacket
fungus and
nutrients
acid or alkali
pH monitor
temperature
monitor
stirring
paddles
residue
sterile air
filtrate
containing
penicillin
cooling water in
fermenter
filter
Fig. 4.1
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9
(a) Enzymes in the fungus are used to make penicillin.
Explain why there is a water jacket around the fermenter and why acids or alkalis are
added to the fermenter.
For
Examiner's
Use
water jacket
addition of acids or alkalis
[6]
UCLES 2011
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[Turn over
10
Fig. 4.2 shows the mass of fungus and the yield of penicillin during the fermentation
process.
50
10
45
40
8
penicillin
35
mass of
fungus
/ g dm3
30
25
20
yield of
penicillin /
arbitrary
units
fungus
15
10
0
0
20
40
60
80
100 120 140 160
time / hours
nutrients added
Fig. 4.2
(b) (i) State the time interval over which the fungus grew at the maximum rate.
[1]
(ii) As the fungus grows in the fermenter, the nuclei in the fungal hyphae divide.
State the type of nuclear division that occurs during the growth of the fungus in the
fermenter.
[1]
UCLES 2011
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For
Examiner's
Use
11
(iii) Explain why the growth of the fungus slows down and stops.
For
Examiner's
Use
[3]
(c) Penicillin is not needed for the growth of P. chrysogenum.

(i) State the evidence from Fig. 4.2 that shows that penicillin is not needed for this
growth.
[2]
(ii) The people in charge of the penicillin production emptied the fermenter at
160 hours.
Use the information in Fig. 4.2 to suggest why they did not allow the fermentation
to continue for longer.
[1]
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12
(d) Downstream processing refers to all the processes that occur to the contents of the
fermenter after it is emptied. This involves making penicillin into a form that can be
used as a medicine.
Explain why downstream processing is necessary.
[3]
(e) Explain why antibiotics, such as penicillin, kill bacteria but not viruses.
[2]
[Total: 19]
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For
Examiner's
Use
13
5
Haemoglobin is a large protein molecule. The structure of each haemoglobin molecule is

controlled by a gene that has two alleles:
HbA codes for the normal form of haemoglobin,
HbS codes for an abnormal form of haemoglobin.
For
Examiner's
Use
Red blood cells containing only the abnormal form of haemoglobin become a stiff, sickle
shape in conditions of low oxygen concentration. This gives rise to sickle cell anaemia.
(a) Describe the harmful effects on the body of having red blood cells which become
sickle-shaped.
[5]
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14
People who are heterozygous for the gene for haemoglobin produce both the normal and
abnormal forms of haemoglobin. These people show no symptoms or have very mild
symptoms known as sickle cell trait.
(b) (i) Complete the genetic diagram to show how a couple who are both heterozygous
may have a child with sickle cell anaemia.
parental phenotypes
sickle cell trait
sickle cell trait
parental genotypes
................
................
gametes
offspring genotypes
..............
..............
................ ................
offspring phenotypes ........................ ........................
..............
..............
................ ................
........................ ........................
[3]
(ii) What is the chance of a child born to this couple having sickle cell anaemia?
[1]
In some parts of the world, up to 25% of the population have sickle cell trait.
(c) State the advantage of having sickle cell trait.
[1]
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For
Examiner's
Use
15
(d) Discuss whether sickle cell trait is an example of codominance.
For
Examiner's
Use
[2]
[Total: 12]
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[Turn over
16
6
The brown plant hopper is a serious insect pest of rice. Spraying with pesticides is a
common way to control it. However, brown plant hoppers have become resistant to
pesticides.
Fig. 6.1 shows the effect of spraying pesticides against populations of this insect pest.
1200
1100
1000
900
800
700
mean number
of brown plant
hoppers per m2
600
500
400
300
200
100
0
0
10
20
30
40
sprays with pesticide
50
60
70
80
days after
transplanting rice
Fig. 6.1
(a) Define the term population.
[2]
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For
Examiner's
Use
17
(b) Use Fig. 6.1 to describe the effect of pesticides on populations of the brown plant
hopper.
For
Examiner's
Use
[3]
(c) Some pesticides used against insects kill them on contact. Others are systemic
pesticides.
Explain how these systemic pesticides kill insects.
[2]
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18
(d) As an alternative to spraying pesticides, some farmers use predatory animals, such as
the hunting spider, Lycosa pseudoannulata, to control brown plant hoppers.
During an investigation into the effectiveness of this method, brown plant hoppers were
put into cages in rice fields. The plant hoppers could not leave the cages but were able
to feed. Predators, such as hunting spiders, could enter some of the cages to feed.
Fig. 6.2 shows the change in numbers of brown plant hoppers in these cages over a
period of time.
6000
5000
cages closed
to predators
4000
mean number
of brown
plant hoppers
per cage
3000
2000
1000
cages open
to predators
0
0
10
20
30
time / days
Fig. 6.2
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40
50
For
Examiner's
Use
19
Use the information in Fig. 6.2 to explain the advantages of using predators, such as
spiders, to control brown plant hoppers.
[3]
(e) Rice growing has involved the destruction of forests.

Describe the long-term effects of deforestation on the environment.
[4]
[Total: 14]
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For
Examiner's
Use
20
BLANK PAGE
Figure 2.1
Biology: A Modern Introduction; 2nd Edition; Oxford University Press; 1982.
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*5480932514*
0610/32
BIOLOGY
Paper 3 Extended
1 hour 15 minutes

question.
For Examiner's Use

1
2
3
4
5
6
Total

IB11 11_0610_32/4RP
UCLES 2011
[Turn over
2
1
Heart surgeons may stop the heart beating during operations. While this happens blood is
pumped through a heart-lung machine that oxygenates the blood.
Fig. 1.1 is a diagram showing a heart-lung machine in use.
E
oxygenated blood returned to body
oxygenator
pump
A
B
C
reservoir of
deoxygenated
blood removed
from body
drainage tubes
left ventricle
Fig. 1.1
(a) Name the structures labelled A to D.
A
B
C
D
[4]
(b) Name the blood vessels E and F.

E
F
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[2]
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For
Examiner's
Use
3
(c) The heart-lung machine is used so that surgeons can operate on the arteries supplying
heart muscle. These arteries may be diseased.
For
Examiner's
Use
Name these arteries and explain how they may become diseased.
name of arteries
explanation
[3]
(d) Suggest why a patient is put on a heart-lung machine during such an operation.
[2]
Humans have a double circulation system. There is a low pressure circulation and a high
pressure circulation.
(e) Explain how the structure of the heart enables it to pump blood into two circulations at
different pressures.
[4]
[Total: 15]
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[Turn over
4
2
(a) Movement is a characteristic of living organisms.
For
Examiner's
Use
Define the term movement.
[1]
When the hand is stimulated by a hot object a reflex action occurs in which the fore-arm is
raised.
Fig. 2.1 shows the muscles and the neurones involved in the reflex action.
The arrows show where there are nerve impulses during the reflex action.
spinal nerve
G
spinal cord
J
H
biceps muscle
triceps muscle
Fig. 2.1
(b) (i) State the name for the action of two opposing muscles, such as the biceps and the
triceps.
[1]
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5
(ii) Explain how two opposing muscles bring about movement at the elbow joint.
For
Examiner's
Use
[3]
(c) (i) Describe the function of neurone J.
[2]
(ii) Explain why there are impulses in motor neurone G, but not in motor neurone H.
[2]
(d) The action shown in Fig. 2.1 is an involuntary reflex action. The muscles can also be
used for voluntary actions.
Explain how muscles are controlled during voluntary actions.
[2]
[Total: 11]
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[Turn over
6
3
The sweet potato plant, Ipomoea batatas, has fibrous roots and storage roots.
Fibrous roots absorb water and ions from the soil. Storage roots store insoluble
carbohydrates.
Fig. 3.1 shows the growth of these roots on a sweet potato plant.
stem
storage
roots
fibrous
roots
Fig. 3.1
(a) Explain, using the term water potential, how fibrous roots absorb water.
[3]
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For
Examiner's
Use
7
The membranes of root hair cells contain proteins for the absorption of ions.
For
Examiner's
Use
(b) Describe how root hair cells are adapted for the absorption of ions.
[3]
Sweet potato plants produce flowers to reproduce sexually. Sweet potato plants also
reproduce asexually when shoots grow from the storage roots to form new plants.
Fig. 3.2 shows the life cycle of sweet potato. The diploid number of this species is 90.
adult sweet
potato plant
............
flower
stamens
young
plant
germination
embryo
plant
carpels
meiosis
male
gametes
female
gametes ............
fertilisation
zygote
............
Fig. 3.2
(c) Complete Fig. 3.2 by writing the number of chromosomes in the three boxes.
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[2]
[Turn over
8
(d) State two advantages and one disadvantage of asexual reproduction for plants, such
as sweet potato.
advantage 1
advantage 2
disadvantage
[3]
[Total: 11]
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For
Examiner's
Use
9
4
Proteins in the blood are involved in protection of the body.
For
Examiner's
Use
Three proteins found in the blood are
antibodies
thrombin
fibrinogen
(a) (i) Name the type of white blood cell that produces antibodies.
[1]
(ii) Outline how antibodies protect the body.
[2]
(b) Thrombin is an enzyme that catalyses the reaction:

fibrinogen
fibrin
(i) State when this reaction occurs.

[1]
(ii) Explain how fibrin protects the body.
[3]
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10
An investigation was carried out to determine the effect of different temperatures on the
activity of thrombin. The results are shown in Fig. 4.1.
9
8
7
6
activity
of
thrombin 5
/ arbitrary
units
4
3
2
1
0
0
10
20
30
40
50
60
70
temperature / C
Fig. 4.1
(c) (i) Explain why thrombin functions slowly at 5 C and does not function at all at 70 C.
5 C
70 C
[3]
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For
Examiner's
Use
11
For
Examiner's
Use
(ii) Suggest how the activity of thrombin was determined.
[1]
(iii) State two conditions that would have been kept constant during the investigation.
1
2
[2]
[Total: 13]
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[Turn over
12
5
Reed warblers are small birds that migrate over long distances between western Africa and
northern Europe.
Fig. 5.1 shows a reed warbler, Acrocephalus scirpaceus.
Fig. 5.1
(a) State three characteristic features of birds that are visible in Fig. 5.1.
1
2
3
[3]
A study was carried out in Sweden into the effects of natural selection on wing length in
reed warblers.
The wings of young reed warblers reach their maximum length a few days after leaving the
nest.
At this age the wing length in millimetres of each bird was recorded. Each bird was
identified by putting a small ring around one of its legs.
When the birds were caught in net traps as adults, the information on the rings was used to
identify specific birds and their ages.
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For
Examiner's
Use
13
The length of time between ringing and trapping was recorded for each bird that was
identified before it was released.
For
Examiner's
Use
The mean age at trapping was calculated for birds with each wing length.
Table 5.1
wing length at ringing /
mm
number of birds
trapped
mean age at trapping /

days
63 or less
24
253
64
72
256
65
130
297
66
183
346
67
167
349
68
106
270
69
66
237
70 or more
23
199
total = 771
(b) (i) Explain why wing length is an example of continuous variation.
[2]
(ii) Suggest a feature of reed warblers, other than wing length, that shows
continuous variation.
[1]
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14
(c) The researchers concluded that reed warblers with a wing length of 66-67 mm had the
best chance of survival.
(i) Describe the evidence from Table 5.1 that supports this conclusion.
[4]
(ii) The researchers also suggested that more evidence was needed to make this
conclusion.
Suggest what other evidence would show that birds with wings 66-67 mm in length
have the best chance of survival.
[3]
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For
Examiner's
Use
15
(d) Scientists have discovered that genes are responsible for wing length in reed warblers.
The most common length of wing has been 66-67 mm for many generations of these
birds.
For
Examiner's
Use
Explain how natural selection may be responsible for maintaining the mean wing length
of reed warblers at 66-67 mm.
[4]
[Total: 17]
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[Turn over
16
6
Sewage disposal involves the removal of human waste in pipes from houses to sewage
treatment works.
Fig. 6.1 is a diagram that shows how sewage is treated.
collection and
pumping
1
screening
2
grit removal
primary
sedimentation
effluent
solids to
anaerobic
digester
grit to landfill
disinfection
final
sedimentation
aeration and
digestion
chlorine
river
solids to
anaerobic
digester
Fig. 6.1
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oxygen
recycled
microorganisms
For
Examiner's
Use
17
(a) During stage 5 microorganisms break down organic matter consisting of cellulose,
starch, protein and lipid (fat). The microorganisms multiply during this stage and are
recycled.
For
Examiner's
Use
Complete Fig. 6.2 by writing in the boxes the names of the enzymes used to catalyse
the reactions shown. The first box has been completed for you.
cellulase
cellulose
starch
protein
lipid (fat)
cellobiose
maltose
glucose
amino acids
fatty acids and glycerol
Fig. 6.2
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0610/32/O/N/11
[3]
[Turn over
18
(b) State why it is important that sewage is treated.
For
Examiner's
Use
[1]
(c) At stage 5 in Fig. 6.1, oxygen and microorganisms are added.

Explain why oxygen is bubbled through the tank at this stage.
[4]
(d) Suggest and explain the advantage of recycling microorganisms from stage 6 to
stage 5 as shown in Fig. 6.1.
[3]
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19
(e) Explain why chlorine is added at stage 7.
For
Examiner's
Use
[2]
[Total: 13]
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20
BLANK PAGE
Figure 5.1
http://www.naturephoto-cz.com
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*5981330009*
0610/33
BIOLOGY
Paper 3 Extended
1 hour 15 minutes

question.
For Examiner's Use

1
2
3
4
5
6
Total

IB11 11_0610_33/7RP
UCLES 2011
[Turn over
2
1
Fig. 1.1 shows a diagram and a photograph of the human immunodeficiency virus (HIV)
after release from a human cell.
cell membrane
from host cell
diagram
photograph
Fig. 1.1
(a) Identify A and B.
A
B
[2]
(b) HIV infects lymphocytes and may lead to their destruction.

Explain why the destruction of lymphocytes puts people infected with HIV at increased
risk of developing many infectious diseases.
[3]
(c) List three methods of transmission of HIV.

1
2
3
UCLES 2011
[3]
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For
Examiner's
Use
3
(d) Describe ways in which the spread of HIV can be reduced.
For
Examiner's
Use
[3]
[Total: 11]
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[Turn over
4
2
Fig. 2.1 shows the changes that occur to the iris when a light is switched on.
before light is switched on
For
Examiner's
Use
after light is switched on
Fig. 2.1
(a) (i) Describe and explain the change to the eye as the light is switched on.
[2]
(ii) Explain why the change you described is necessary.
[2]
(iii) Distinguish between the functions of rods and cones in the eye.
[2]
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5
Fig. 2.2 shows the neurones involved in stimulating the muscles in the iris when the changes
shown in Fig. 2.1 take place.
For
Examiner's
Use
direction of light
muscle in
the iris
lens
optic nerve
brain
Fig. 2.2
(b) On Fig. 2.2 draw an arrow on each of the four neurones to show the direction taken
by the impulses when the light is switched on.
[1]
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6
(c) Muscles in the iris are described as antagonistic.
For
Examiner's
Use
Explain the term antagonistic using the muscles in the iris as an example.
[3]
(d) Neurones that terminate in the adrenal gland stimulate the release of adrenaline into
the blood.
(i) Describe situations when adrenaline would be released from the gland into the
blood.
[3]
(ii) State one advantage of releasing adrenaline to coordinate the body rather than
using nerve impulses.
[1]
[Total: 14]
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7
3
A small quantity of a fungus was put into a fermenter with all the nutrients required for
growth and kept at an appropriate temperature.
For
Examiner's
Use
The fungus was provided with nutrients at a suitable pH at the start.

Fig. 3.1 shows the growth of the fungus over 160 hours.
5.0
4.5
4.0
3.5
biomass
of fungus
/ g dm3 of
medium
3.0
2.5
2.0
1.5
1.0
0.5
0.0
0
20
40
60
80
100 120 140 160
time / hours
Fig. 3.1
(a) Explain why the biomass of the fungus did not increase during the stationary phase
after 110 hours.
[3]
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8
Mycoprotein is a food made from the fungus, Fusarium venenatum. The production process
for mycoprotein is shown in Fig. 3.2.
fermenter
carbon dioxide
glucose
downstream
processing
ammonia
and air
mycoprotein
cold
water in
heat
exchanger
filtrate
Fig. 3.2
(b) Explain why ammonia and air are pumped into the fermenter.
[3]
UCLES 2011
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For
Examiner's
Use
9
(c) The growth depends on the activity of enzymes in the fungus.
For
Examiner's
Use
Explain why the temperature in the fermenter is kept constant.
[4]
(d) Efficient production of mycoprotein depends on keeping the fungus in the exponential
phase of growth.
Explain how the production process, shown in Fig. 3.2, keeps the fungus in the
exponential phase.
[2]
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10
(e) The fungus extracted from the fermenter contains nutrients and is converted into foods,
such as burgers and sausages, that are suitable for vegetarians.
During processing, food additives are mixed with the fungus.
State two reasons for mixing food additives with the fungus that is made into foods.
1
2
[2]
[Total: 14]
UCLES 2011
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For
Examiner's
Use
11
BLANK PAGE
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[Turn over
12
4
(a) Explain how water is absorbed by plant roots.
For
Examiner's
Use
[3]
(b) Young plants were grown in pots of sand for four weeks.
Some plants were watered with distilled water at pH 7.0 (no salts).
Most pots were watered with solutions containing different concentrations of salt
(sodium chloride) at pH 7.0.
The plants were kept at 20 oC.
The growth of the plants was measured after four weeks.
The growth of the plants is shown in Fig. 4.1 as percentages of the growth of the plants
watered with distilled water.
100
90
80
70
growth as
percentages
of the growth
of the plants
given distilled
water
60
50
40
30
20
10
0
0
100
200
300
400
500
concentration of sodium chloride / arbitrary units

Fig. 4.1
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600
13
(i) Describe the results shown in Fig. 4.1.
For
Examiner's
Use
You will gain credit for using the figures in the graph to support your answer.
[3]
(ii) Explain the difference in growth between the plants watered with low
concentrations and those watered with high concentrations of salt solution.
[4]
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[Turn over
14
The pH of soils influences the availability of ions to plants.
For
Examiner's
Use
Fig. 4.2 shows the availability of ions in soils of different pH.

magnesium
potassium
phosphate
nitrate
iron
sulfate
4.0
5.0
6.0
7.0
8.0
9.0
10.0
availability
of each ion
11.0
Fig. 4.2
(c) Name the ion that is least available in soils of pH 4.0 and in soils of pH 11.0.
pH 4.0
pH 11.0
UCLES 2011
[2]
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15
(d) Plants grown in soils of pH 10 may show symptoms of deficiency. They are stunted and
their leaves are yellow.
For
Examiner's
Use
Explain how deficiencies of magnesium ions and nitrate ions lead to the symptoms
described.
magnesium ions
nitrate ions
[4]
[Total: 16]
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[Turn over
16
5
Two species of beetle, Tribolium castaneum and T. confusum, can infest and eat stored
flour.
In an investigation these two species were kept together in containers of flour under
different environmental conditions.
Many identical containers were set up, each with the same mass of flour.
Equal numbers of male and female flour beetles of the two species were put into each
container at the start.
The numbers of beetles were counted regularly.
The containers were left until only one species survived.
Table 5.1 shows the percentage of containers in which T. castaneum or T. confusum were
the only survivors.
Table 5.1
environmental conditions
percentage of containers in percentage of containers in

which only T. confusum
which only T. castaneum
survived / %
survived / %
A hot and wet
100
B hot and dry
10
90
C warm and wet
86
14
D warm and dry
13
87
E cold and wet
29
71
F cold and dry
100
(a) Compare the survival of the two species of flour beetle in different temperatures and
humidities.
Use data from Table 5.1 to illustrate your answer.
[4]
UCLES 2011
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For
Examiner's
Use
17
(b) Suggest why only one species survived in each container.
For
Examiner's
Use
[2]
There is a gene in T. confusum which controls body colour.
A represents the dominant allele for red-brown body colour.
a represents the recessive allele for black body colour.
(c) Complete the genetic diagram below to show the colour of beetles produced when
heterozygous beetles are crossed with beetles that are homozygous recessive for this
gene.
parental phenotypes
............................
............................
parental genotypes
............................
............................
gametes
............. .............
............. .............
offspring genotypes
........................................................
offspring phenotypes
........................................................
ratio of phenotypes
........................................................
[4]
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[Turn over
18
The eyes of Tribolium species are usually black. A very small number of flour beetles have
white eyes.
(d) Explain how this happens and why they are so rare.
[2]
(e) Insect pests, such as flour beetles, eat the flour and deposit nitrogenous waste in urine
and faeces into the flour. This leads to the growth of bacteria and fungi in the flour.
Suggest and explain what happens to the nitrogenous waste and the faeces released
by the flour beetles.
[4]
[Total: 16]
UCLES 2011
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For
Examiner's
Use
19
6
Fig. 6.1 shows the Calayan rail, Gallirallus calayanensis, a flightless bird that inhabits
Calayan Island in the Philippines. This species of bird was discovered in 2004.
For
Examiner's
Use
Fig. 6.1
(a) State the name of the genus of the Calayan rail.
[1]
Many bird species are threatened by deforestation.

(b) Suggest three reasons why deforestation occurs.
1
2
3
[3]
(c) Suggest the likely effects of deforestation on populations of bird species.
[3]
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20
(d) Some species of birds, such as the Calayan rail, are endangered.
For
Examiner's
Use
Outline the reasons why it is important to conserve species.
[2]
[Total: 9]
Fig. 6.1
James Eaton; Photograph of the Calayan rail. http://www.birdforum.net/bird_view.php?bid=9957.
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*4843122136*
0610/31
BIOLOGY
Paper 3 Extended
1 hour 15 minutes

appropriate units.
For Examiner's Use

1
question.
2
3
4
5
6
Total

IB12 11_0610_31/8RP
UCLES 2012
[Turn over
UCLES 2012
0610/31/O/N/12
3
1
Arachnids, crustaceans, insects and myriapods are all classified as arthropods.

For
Examiner's
Use
Scorpions, such as Heterometrus swammerdami shown in Fig. 1.1, are arachnids.

tail
cephalothorax
jaw
pedipalp
eyes
abdomen
Fig. 1.1
(a) State three features, shown by H. swammerdami and visible in Fig. 1.1, that arachnids
share with other arthropods.
1
2
3
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(b) Fig. 1.2 shows seven species of arachnid.
E
F
not to scale
Fig. 1.2
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For
Examiner's
Use
5
Use the key to identify each species. Write the letter of each species (A to G) in the correct
box beside the key. One has been done for you.
Key
1 (a)
(b)
2 (a)
(b)
3 (a)
(b)
4 (a)
(b)
5 (a)
(b)
6 (a)
(b)
Abdomen with a tail
Abaliella dicranotarsalis
Abdomen without a tail
For
Examiner's
Use
go to 2
Legs much longer than abdomen and

cephalothorax
Legs not much longer than abdomen and
cephalothorax
go to 3
go to 4
Hairs on the legs
Tegenaria domestica
No hairs on the legs
Odielus spinosus
Cephalothorax or abdomen segmented
Chelifer tuberculatus
Cephalothorax and abdomen not segmented
go to 5
Abdomen and cephalothorax about the same

Poecilotheria regalis
size
Abdomen larger than cephalothorax
go to 6
Body covered in long hairs
Tyroglyphus longior
Body not covered in hairs
Ixodes hexagonus
[4]
[Total: 7]
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2
Blood flows through the hepatic portal vein from some organs to the liver.
For
Examiner's
Use
Fig. 2.1 shows the hepatic portal vein and these organs.
liver
spleen
hepatic
portal
vein
Fig. 2.1
(a) Blood in the hepatic portal vein is deoxygenated.

Explain why the blood in the hepatic portal vein is deoxygenated rather than
oxygenated.
[2]
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(b) Name four organs, other than the spleen, that are shown in Fig. 2.1 and from which
blood flows into the hepatic portal vein.
1
For
Examiner's
Use
2
3
4
[4]
(c) Describe the role of the hepatic portal vein in the transport of absorbed nutrients.
[3]
(d) Explain how the liver is involved in regulating the composition of the blood and in
protecting the body against toxic substances.
[5]
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(e) The spleen contains lymphatic tissue which is full of phagocytes and lymphocytes.
Describe how phagocytes and lymphocytes protect the body against the spread of
disease-causing organisms.
phagocytes
lymphocytes
[4]
[Total: 18]
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For
Examiner's
Use
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3
The ribcage and diaphragm are involved in the breathing mechanism to ventilate the lungs.
Fig. 3.1 is a flow chart that shows the changes that take place when breathing in.
external intercostal
muscles contract
diaphragm muscles
contract
ribcage is raised
diaphragm is .....................
volume of thorax .....................
pressure of air in the lungs

....................
atmospheric pressure is .....................

than air pressure in the lungs
air moves ..................... the lungs
air enters the ..................... which

are the site of gaseous exchange
Fig. 3.1
(a) Complete Fig. 3.1 by writing appropriate words in the spaces provided.
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[6]
For
Examiner's
Use
11
(b) Fig. 3.2 shows part of the epithelium that lines the trachea.
For
Examiner's
Use
Fig. 3.2
Explain how the cells labelled A and B in Fig. 3.2 protect the gas exchange system.
A
[4]
[Total: 10]
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13
4
(a) Complete the balanced chemical equation for photosynthesis.
For
Examiner's
Use
light
+
[3]
chlorophyll
A student investigated the effect of increasing the concentration of carbon dioxide on the
rate of photosynthesis of Cabomba, an aquatic plant.
Fig. 4.1 shows the apparatus that the student used.
lamp
syringe
gas bubble
sodium hydrogencarbonate
(NaHCO3) solution
Cabomba
plastic tubing
meniscus
ruler
capillary tubing
Fig. 4.1
The concentration of carbon dioxide in the water surrounding the plant was changed by
adding different concentrations of sodium hydrogencarbonate solution to the water.
The student recorded the time taken for the meniscus to travel 50 mm down the tubing.
The rate of photosynthesis was calculated as:
rate of photosynthesis = 1000
t
where t = time taken in seconds for the meniscus to travel 50 mm.
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The students results are shown in Table 4.1.
For
Examiner's
Use
Table 4.1
concentration of sodium
hydrogencarbonate
solution / mol per dm3
t, time taken for meniscus

to travel 50 mm / s
rate of photosynthesis
(1000/t)
0.00
4998
0.20
0.01
2500
0.40
0.02
1175
0.85
0.05
350
2.86
0.07
201
0.10
199
(b) Calculate the rate of photosynthesis for

hydrogencarbonate solution of 0.07 mol per dm3.
5.03
the
concentration
of
sodium
Write your answer in Table 4.1. [1]

(c) (i) Explain why the lamp must be kept at a fixed distance from the syringe.
[2]
(ii) Explain what caused the meniscus to move down the capillary tubing.
[2]
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(d) Fig. 4.2 is a partially completed graph of the students results.
Complete the graph by labelling the axes, adding the missing point and drawing a
suitable line.
For
Examiner's
Use
6.0
5.0
4.0
..............................
..............................
3.0
2.0
1.0
0.0
0.00
0.02
0.04
0.06
0.08
0.10
..................................................
Fig. 4.2
[3]
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(e) Explain, using the term limiting factors, the effect of carbon dioxide concentration on
the rate of photosynthesis as shown by the students results.
You will gain credit for using the data in the table and the graph to answer the question.
[5]
[Total: 16]
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For
Examiner's
Use
17
5
Table 5.1 shows some information about air pollution.
For
Examiner's
Use
Table 5.1
pollutant
source of air pollutant
effect of pollutant on the environment
combustion of fossil fuels
increased greenhouse effect and global

warming
methane
increased greenhouse effect and global

warming
sulfur dioxide
combustion of high sulfur

fuels
acid rain
nitrogen
oxides
fertilisers
acid rain
(a) Complete Table 5.1 by writing answers in the spaces indicated.
[2]
(b) Explain how the increased greenhouse effect is thought to lead to global warming.
[3]
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(c) Fig. 5.1 shows changes in the emissions of sulfur dioxide in Europe between 1880 and
2004.
60
50
40
emissions
of sulfur
dioxide
/ millions
of tonnes
per year
30
20
10
0
1880 1890 1900 1910 1920 1930 1940 1950 1960 1970 1980 1990 2000 2010
year
Fig. 5.1
(i) Use the information in Fig. 5.1 to describe the changes in the emissions of sulfur
dioxide in Europe between 1880 and 2004.
[4]
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Examiner's
Use
19
(ii) Describe the effects of acid rain on the environment.
For
Examiner's
Use
[3]
(iii) Outline the methods that have been used to reduce the emissions of sulfur dioxide.
[3]
[Total: 15]
The flowers of pea plants, Pisum sativum, are produced for sexual reproduction. The
flowers are naturally self-pollinating, but they can be cross-pollinated by insects.
(a) Explain the difference between self-pollination and cross-pollination.
[2]
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(b) Explain the disadvantages for plants, such as P. sativum, of reproducing sexually.
For
Examiner's
Use
[4]
Pea seeds develop inside pea pods after fertilisation. They contain starch. A gene controls
the production of an enzyme involved in the synthesis of starch grains.
The allele, R, codes for an enzyme that produces normal starch grains.
This results in seeds that are round.
The allele, r, does not code for the enzyme. The starch grains are not formed normally. This
results in seeds that are wrinkled.
Fig. 6.1 shows round and wrinkled pea seeds.
round pea seed
wrinkled pea seed
Fig. 6.1
Pure bred plants are homozygous for the gene concerned. A plant breeder had some pure
bred pea plants that had grown from round seeds and some pure bred plants that had
grown from wrinkled seeds.
(c) State the genotypes of the pure bred plants that had grown from round and from
wrinkled seeds.
round
wrinkled
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21
These pure bred plants were cross-pollinated (cross 1) and the seeds collected.
All the seeds were round. These round seeds were germinated, grown into adult plants
(offspring 1) and self-pollinated (cross 2).
For
Examiner's
Use
The pods on the offspring 1 plants contained both round and wrinkled seeds.
Further crosses (3 and 4) were carried out as shown in Table 6.1.
Table 6.1
cross
phenotype of seeds in the seed

pods
round seeds
wrinkled seeds
pure bred for round seeds x

pure bred for wrinkled seeds
offspring 1 self-pollinated
ratio of round to
wrinkled seeds
1:0
offspring 1 x pure bred for

round seeds
offspring 1 x pure bred for
wrinkled seeds
3
4
(d) Complete Table 6.1 by indicating
the type of seeds present in the pods with a tick () or a cross ()
the ratio of round to wrinkled seeds.
You may use the space below and on page 22 for any rough working.
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[3]
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22
For
Examiner's
Use
(e) Seed shape in peas is an example of discontinuous variation.

Suggest one reason why seed shape is an example of discontinuous variation.
[1]
Plants have methods to disperse their seeds over a wide area.
(f) Explain the advantages of having seeds that are dispersed over a wide area,
[3]
[Total: 14]
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BLANK PAGE
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24
BLANK PAGE
Question 3 Figure 3.2
Reference A18K2A Electronmicrograph Peter Arnold, Inc. / Alamy
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*8086397897*
0610/32
BIOLOGY
Paper 3 Extended
1 hour 15 minutes

appropriate units.
question.
For Examiner's Use

1
2
3
4
5
6
Total

IB12 11_0610_32/5RP
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2
1
The fungus, Trichophyton violaceum, reproduces asexually by releasing spores.

A single spore was placed in the centre of a Petri dish containing an agar medium with
starch and protein.
Fig. 1.1 shows the fungus that grew from the spore.
Fig. 1.1
(a) State the name given to
(i) the body of the fungus that grows from a single spore
[1]
(ii) the thin threads that make up the body of the fungus.
[1]
(b) Describe how a fungus, such as T. violaceum, obtains nutrients from the agar medium.
[4]
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For
Examiner's
Use
3
Streptomyces, a soil bacterium, is a major source of antibiotics that are produced by
pharmaceutical companies. An antibiotic sensitivity test can be carried out to help doctors
decide which antibiotic should be used to treat a specific disease, such as gonorrhoea.
For
Examiner's
Use
Gonorrhoea bacteria isolated from a person are grown on an agar medium. A ring with
eight different antibiotics (1 to 8) is placed on the agar medium and left for 24 hours at
35 C.
Fig. 1.2 shows the growth of bacteria on the agar medium after 24 hours.
1
bacterial
growth
4
5
Fig. 1.2
(c) (i) Suggest why there is a clear area around some of the antibiotics.
[2]
(ii) Explain why antibiotics 1 and 5 would not be chosen to treat the gonorrhoea
infection.
[2]
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(iii) People who take antibiotics should always be told to complete the treatment rather
than stop taking the antibiotics when they feel better.
Suggest why people are given this advice.
[2]
[Total: 12]
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For
Examiner's
Use
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The glucose concentration of the blood is maintained within the range 80 90 mg per
100 cm3 blood.
Fig. 2.1 is a flow chart showing how the body responds to changes in the glucose
concentration of the blood after the absorption of a carbohydrate-rich meal and during
strenuous exercise.
large carbohydrate-rich meal

followed by absorption of
glucose from small intestine
muscle contraction during

strenuous exercise
blood glucose concentration

increases above 90 mg per 100 cm3

decreases below 80 mg per 100 cm3
change in blood glucose

concentration detected by organ A
organ A releases hormone B

into the blood
organ A releases hormone C

into the blood
hormone B stimulates
organ D to convert glucose
to glycogen
hormone C stimulates
organ D to convert
glycogen to glucose

decreases

increases

returns to 80 90 mg per 100 cm3
Fig. 2.1
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For
Examiner's
Use
7
(a) Name organ A and hormones B and C.
For
Examiner's
Use
A
B
C
[3]
(b) (i) Name organ D that stores glucose as glycogen.

[1]
(ii) Suggest why glucose is converted to glycogen rather than kept as glucose inside
the cells.
[2]
(c) Name the type of control system used in homeostasis that returns the blood glucose
concentration to 80 90 mg per 100 cm3.
[1]
(d) Animal hormones are used in the production of milk and meat. Bovine somatotrophin
(BST) is used to increase milk production by cows. The hormone is produced by
genetically modified bacteria that contain the cattle gene for making BST. It is used in
the United States but is banned for use in the European Union.
(i) Outline how genes, such as the one for BST, are transferred from the cells of cattle
(cows) to bacteria.
[3]
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8
(ii) Suggest advantages and disadvantages of using hormones, such as BST, in the
production of milk and meat.
advantages
disadvantages
[3]
[Total: 13]
(a) Explain the meaning of the term transpiration.
[2]
(b) Root hair cells provide a large surface area for the absorption of water from the soil.
Explain, using the term water potential, how water is absorbed from the soil into root
hair cells.
[3]
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For
Examiner's
Use
9
Some plants are adapted for life in dry habitats where it can be very hot during the day and
very cold at night.
For
Examiner's
Use
Fig. 3.1 shows some saguaro cacti from the Sonoran desert in Arizona and Mexico.
Fig. 3.2 shows the surface of the stem of a saguaro cactus.
Fig. 3.1
Fig. 3.2
(c) Explain how two features, visible in Fig. 3.1 or Fig. 3.2, are adaptations to the
conditions in the Sonoran desert.
feature 1
feature 2
[4]
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10
(d) The stomata of some desert plants, such as the saguaro cactus, open at night and
close during the day.
Explain how this allows the cacti to survive in the desert, but limits their growth rate.
[4]
[Total: 13]
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For
Examiner's
Use
11
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12
4
Enzymes are biological catalysts.
For
Examiner's
Use
(a) Define the term catalyst.
[2]
Urease is an enzyme found in bacteria and in the seeds of some species of bean.
The enzyme catalyses the reaction:
urea + water
carbon dioxide + ammonia
The production of ammonia increases the pH of the area around the bacteria. The
formation of ammonia can be used to study the progress of the reaction by testing the pH of
the surrounding medium with a pH indicator, such as Universal Indicator solution.
Some students carried out an investigation to find out if there was urease in the seeds of
four different species of bean.
The germinating seeds were ground up in water and filtered to give an extract containing
proteins.
Each extract was added to a urea solution and kept at 30 C for 30 minutes
(tubes 1 to 4).
Two more tubes (5 and 6) were included in the investigation.
Samples were taken from the reaction mixture at five-minute intervals and tested with
Universal Indicator solution.
Table 4.1
bean
species
urea
solution
water
soya
yes
mung
test-tube
presence of alkaline pH at intervals of 5

minutes
0
10
15
20
25
30
no
yes
no
jack
yes
no
broad
yes
no
soya
no
yes
no beans
yes
yes
= alkaline pH = not alkaline pH
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13
(b) (i) Explain why the test-tubes were kept at 30 C.
For
Examiner's
Use
[2]
(ii) Explain why test-tubes 5 and 6 were included in the investigation.
[2]
(iii) State the conclusions that the students would make from the results of test-tubes
1 to 4.
[3]
It is thought that some bean seeds produce ammonia as a protection against infection by
microorganisms in the soil.
(c) Suggest what would happen to any ammonia that passes into the soil.
[2]
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(d) Helicobacter pylori is a bacterium that infects the stomach and causes ulcers.
For
Examiner's
Use
The bacteria secrete urease that helps them to colonise the stomach lining.
(i) Explain why bacteria do not usually grow inside the stomach.
[2]
(ii) Suggest how urease helps the bacteria to colonise the stomach.
[2]
(iii) Explain how the immune system protects against infection by bacteria such as
H. pylori.
[2]
[Total: 17]
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15
5
Fig. 5.1 shows the changes in carbon emissions from the burning of three fossil fuels
For
Examiner's
Use
7000
total
oil
coal
natural gas
6000
5000
carbon
emitted
4000 by burning
fossil
fuels /
3000 million
tonnes
per year
2000
1000
1800
1825
1850
1875
1900
1925
1950
1975
0
2000
year
Fig. 5.1
(a) Use the information in Fig. 5.1 to describe the changes in carbon emissions from the
burning of fossil fuels between 1800 and 2000.
[5]
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16
All fossil fuels contain hydrocarbons and some also contain compounds of sulfur.
For
Examiner's
Use
(b) Explain how the combustion of these compounds contributes to pollution.

hydrocarbons
compounds of sulfur
[4]
(c) Explain the need to conserve fossil fuels, such as coal, oil and natural gas.
[2]
[Total: 11]
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18
6
The field mustard plant, Brassica rapa, is cross-pollinated by insects.
For
Examiner's
Use
(a) Describe the advantages of cross-pollination to plants.
[3]
Fig. 6.1 shows the events that follow pollination in B. rapa.
ovule
B
male gamete
A
C
E
Fig. 6.1
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19
(b) Name
For
Examiner's
Use
(i) structures A to E.
A
B
C
D
E
[5]
(ii) the type of nuclear division that occurs to produce the new cells as the seed
grows.
[1]
(c) Explain why the genotypes of the seeds are not all the same.
[2]
When ripe, the seed pod breaks open and the seeds are scattered. Some of the seeds
germinate and grow into adult plants, but many do not.
(d) Explain why many seeds released by B. rapa do not germinate and grow into adult
plants.
[3]
[Total: 14]
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20
BLANK PAGE
Question 1 Figure 1.1 Photograph
Question 1 Figure 1.1 Photograph
Question 3 Figure 3.1 Photographs
Reference SPL B250/628; Science Photo Library Ltd

http://www.microbiologyonline.org.uk/teachers/observing-microbes/observing-fungi-in-a-petri-dish
References A1K57J, A533DG; Alamy Ltd
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*6943348601*
0610/33
BIOLOGY
Paper 3 Extended
1 hour 15 minutes

appropriate units.
For Examiner's Use

1
question.
2
3
4
5
6
Total

IB12 11_0610_33/5RP
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[Turn over
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3
1
Cicadas are insects that make a lot of noise.

Fig. 1.1 shows an adult chorus cicada, Amphipsalta zelandica, that is only found in New
Zealand.
For
Examiner's
Use
Fig. 1.1
(a) State three features, visible in Fig. 1.1, that show that the chorus cicada is an insect.
1
2
3
[3]
(b) Insects are classified in the same group as crustaceans, arachnids and myriapods.
Name the group that contains all these animals.
[1]
Evolutionary relationships between different species are investigated by examining DNA.

(c) State precisely where DNA is found in a cell.
[2]
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4
Small sections of DNA in 14 species of cicada found in Australia, New Caledonia and New
Zealand (1 to 14) were examined for similarities and differences.
The results of the DNA examination of these species were used to make a diagram
showing how these cicada species may have evolved. Species that are closely related are
grouped together on the right of Fig. 1.2.
The brackets show that the cicada species in New Zealand are in two separate groups.
1
2
3
4
New Zealand
5
6
7
8
9
the
ancestral
species
of these
cicada
10
11
12
13
14
Fig. 1.2
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New Caledonia
Australia
New Zealand
Australia
For
Examiner's
Use
5
(d) It is suggested that the eight cicada species in New Zealand originated from two
migrations, A and B, from Australia as shown in Fig.1.3.
For
Examiner's
Use
New Caledonia
key
Australia
migration A
migration B
New Zealand
Fig. 1.3
Explain how the results in Fig. 1.2 support the idea that the eight cicada species in New
Zealand originated from two migrations of cicadas as shown in Fig. 1.3.
You can use the numbers from Fig. 1.2 in your answer.
[3]
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6
Islands in the Pacific have been colonised by populations of animals that have migrated
from Australia, mainland Asia and the Americas. Over many generations these populations
have changed. Now they are unable to breed with animals of the original populations in
Australia, mainland Asia and the Americas.
(e) Explain how natural selection has resulted in changes in the populations of animals on
islands in the Pacific.
[4]
[Total: 13]
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For
Examiner's
Use
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8
2
For
Examiner's
Use
[3]
Fig. 2.1 shows a kidney tubule and the blood vessels associated with it.
A
H
B
C
F
Fig. 2.1
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9
(b) Table 2.1 shows some processes that occur in a kidney.
In Table 2.1, write the letter of the part shown in Fig. 2.1 where each process occurs.
For
Examiner's
Use
You must put one letter in each box. You may use the same letter more than once.
Table 2.1
process
letter
filtration of blood
reabsorption of most of the solutes from the filtrate
water is absorbed by osmosis to determine the
concentration of urine
unfiltered blood returns to the renal vein
[4]
(c) Table 2.2 lists the components of blood, filtrate and urine.
Table 2.2
component
blood
filtrate
urine
red blood cells
white blood
cells
plasma
proteins
glucose
urea
salts
water
Complete the table by using ticks () and crosses () to show whether or not each
component is present in filtrate and in urine of a healthy person. The first component
has been done for you.
[2]
[Total: 9]
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10
3
Mycoprotein is a form of single cell protein. It is produced by growing the fungus, Fusarium
venenatum, in a fermenter. As the fungus grows in the fermenter it produces large
quantities of hyphae which are extracted and processed as shown in Fig. 3.1.
corn starch
enzymes
glucose
ammonia, salts
small quantity of
Fusarium venenatum
fermenter
oxygen in
sterile air
growth of fungus
removal of hyphae
in medium
hyphae filtered
from medium
hyphae treated to
remove RNA
food additives
hyphae processed into meat-like
form to make burgers, sausages,
pies and other products
Fig. 3.1
(a) (i) Name an enzyme used to digest the corn starch.
[1]
(ii) Explain why it is necessary to digest the corn starch.
[2]
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11
(b) Explain why sterile conditions are necessary in the fermenter.
For
Examiner's
Use
[2]
In 2008, there were riots in some parts of the world in protest against shortages of staple
foods, such as rice.
(c) Explain why it is better ecologically for people to eat foods made from plants rather
than from animal products, such as meat.
[3]
(d) Describe three possible advantages of using foods prepared from mycoprotein as
substitutes for animal products, such as meat.
1
3
[3]
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(e) Discuss whether production of foods made from mycoprotein might not reduce food
shortages in the future.
[3]
[Total: 14]
4
Niusila Opeloge from Samoa holds a Commonwealth Games record for weightlifting. He
can lift 338 kg. Weightlifting is an example of an anaerobic sport as muscles act over a
short period of time.
(a) Write a balanced chemical equation for anaerobic respiration in muscle.
.. ..
[2]
Weightlifting involves contraction of the muscles of the arms.

Fig. 4.1 shows the muscles that move the forearm.
scapula
humerus
biceps
radius
ulna
triceps
elbow joint
Fig. 4.1
(b) Describe how the muscles identified in Fig. 4.1 work to move the forearm up.
[2]
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13
Exercise that occurs over a longer period of time than weightlifting often involves aerobic
respiration as well as anaerobic respiration.
For
Examiner's
Use
Fig. 4.2 shows the oxygen consumed by an athlete during and after a 5000 metre race.
3.0
2.0
oxygen
consumption
/ dm3 min1
1.0
0
0
10
15
race starts
20
25
30
35
race ends
time / min
Fig. 4.2
(c) Describe the athletes oxygen consumption during and after the race as shown in
Fig. 4.2.
You will gain credit for using the figures in the graph to support your answer.
during
after
[4]
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(d) Explain why the oxygen consumption does not return immediately to the resting level
after the exercise is finished.
[5]
[Total: 13]
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15
5
Fertilisers are used to increase crop yields. Many fertilisers contain compounds of nitrogen
and are called nitrogen fertilisers.
For
Examiner's
Use
The development in the early twentieth century of the Haber-Bosch process for converting
nitrogen from the air into ammonia made the production of these fertilisers possible.
(a) Fig. 5.1 shows the global use of nitrogen fertilisers between 1960 and 2003.
90
80
70
60
global nitrogen
fertiliser use /
million tonnes
per year
50
40
30
20
10
0
1960
1970
1980
1990
2000
year
Fig. 5.1
(i) Calculate the percentage increase in the global use of nitrogen fertilisers between
1970 and 1987. Show your working.
Answer
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[2]
[Turn over
16
(ii) Explain why the use of nitrogen fertilisers has increased.
For
Examiner's
Use
[3]
(b) Some farmers increase the fertility of their soils by adding organic fertilisers, such as
manure, and by using legume crops in a crop rotation. Manure contains protein, urea
and ammonia in the waste from farm animals.
(i) Explain how nitrogen, in the form of nitrate ions, becomes available in a soil after
the addition of manure.
[4]
(ii) Explain why legume crops, such as peas, beans, alfalfa and clover are used in
crop rotations.
[3]
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(c) The overuse of fertilisers can lead to environmental problems. Soils, rivers, lakes, the
sea and the atmosphere have all been affected by this pollution.
For
Examiner's
Use
Outline the undesirable effects of the overuse of fertilisers.
[5]
[Total: 17]
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6
Haemoglobin is a protein that is made inside developing red blood cells in the bone
marrow.
(a) (i) State the function of haemoglobin.
[1]
(ii) Name the small molecules that are combined to make haemoglobin.
[1]
(iii) Name the mineral ion provided in the diet that is needed to make haemoglobin.
[1]
There are many different varieties of haemoglobin. The gene for haemoglobin exists as two
alleles, HbA and HbS.
People with the genotype HbSHbS have a condition called sickle cell anaemia.
(b) Describe the features of sickle cell anaemia.
[3]
(c) The allele for HbS is rare in many parts of the world, but it is more common in parts of
tropical Africa.
Explain why HbS is more common in parts of tropical Africa.
[3]
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19
(d) The parents of people with sickle cell anaemia rarely have this condition.
Explain, using a genetic diagram, how two parents who do not have sickle cell anaemia
may have a child with the condition.
parental genotypes
gametes
................
................ ................ +
genotype of child with

sickle cell anaemia
................
................ ................
................
[3]
(e) Sickle cell anaemia is an example of variation in humans. There are many causes of
variation, including nuclear fall-out.
Suggest how nuclear fall-out could cause variation in humans.
[2]
[Total: 14]
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20
BLANK PAGE
Figure 1.1
Figure 1.2
Figure 5.1
Richard Garvey-Williams / Alamy B3MPTX; side view: Chorus cicada

Peter Arensburger et al; Biogeography and phylogeny of the New Zealand cicada genera (Hemiptera: Cicadidae) based on nuclear and
mitochondrial DNA data; Journal of BIogeography; 2004
http://lepo.it.da.ut.ee/~olli/eutr/html/htmlBook_4.html
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*8387330290*
0610/31
BIOLOGY
Paper 3 Extended
1 hour 15 minutes


IB13 11_0610_31/3RP
UCLES 2013
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1
(a) Table 1.1 shows some features of the five groups of vertebrates.
Complete Table 1.1 to compare the five groups of vertebrates using a tick () to
indicate if the group shows the feature, or a cross () if not.
The first row has been completed for you.
Table 1.1
group of
vertebrates
birds
scaly skin
external ear
(pinna)
feathers
mammary glands
bony fish
amphibians
reptiles
mammals
[4]
Fig. 1.1 shows a southern cassowary, Casuarius casuarius, which is a large bird that cannot fly.
It lives in rainforests in northern Australia and southern New Guinea.
The cassowary feeds on fruits and helps to disperse seeds for many tree species, such as the
cassowary plum.
Fig. 1.1
(b) Suggest why the cassowary can digest the fruit but not the seeds of rainforest trees.
[2]
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3
(c) Describe one method of seed dispersal that does not require animals.
For
Examiner's
Use
[2]
(d) State two environmental conditions that seeds require so that they can germinate.
1.
2.
[2]
(e) Cassowaries are an endangered species. Many are killed on the roads and
development threatens their rainforest habitat.
Cassowaries, as with many other rainforest species, cannot survive in small nature
reserves.
Suggest why species, such as cassowaries, cannot survive in small nature reserves.
[3]
[Total: 13]
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2
(a) (i) Explain the term balanced diet.
For
Examiner's
Use
[3]
(ii) State three factors that influence a persons nutritional needs.
1
2
3
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(b) Glucose is absorbed in the small intestine and transported in the blood. The kidneys
filter the blood and reabsorb the glucose.
For
Examiner's
Use
If the blood contains more than 180 mg of glucose per 100 cm3, the kidney cannot
reabsorb it all and some is present in the urine. This figure is called the renal
threshold.
A doctor suspects that a patient has diabetes because a urine test is positive for
glucose.
The patient takes a glucose tolerance test by drinking a solution of glucose. The doctor
records the patients blood glucose concentration at 30 minute intervals for five and a
half hours.
The results are plotted on Fig. 2.1.
300
250
200
blood glucose
concentration /
mg per 100 cm3
150
100
50
0
0
30
60
90
120 150 180 210 240 270 300 330
glucose drink
time / minutes
Fig. 2.1
(i) Draw a horizontal line on Fig. 2.1 to show the renal threshold.
[1]
(ii) State the time period when the kidney will produce urine containing glucose.
[1]
(iii) Sketch on Fig. 2.1 the blood glucose concentrations that the doctor might expect if
he repeated this test on someone who does not have diabetes.
[1]
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(c) People who do not have diabetes maintain their blood glucose concentration below
180 mg per 100 cm3.
Explain how the body does this.
[3]
[Total: 12]
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Use
7
3
(a) Starch, glucose and fructose are carbohydrates. Fructose syrup is used as a
sweetening agent as an alternative to sucrose.
For
Examiner's
Use
The flow chart in Fig. 3.1 shows how fructose is prepared from maize starch.
maize grains
grains are crushed
pH is adjusted
starch released from
the maize grains
addition of enzyme 1
glucose syrup
addition of enzyme 2
fructose syrup
Fig. 3.1
(i) Name enzyme 1.
[1]
(ii) State why it is necessary to adjust the pH before an enzyme is added to the
process.
[1]
(b) Maize grains contain protease enzymes. With reference to the processes shown in
Fig. 3.1, suggest why it is important that these enzymes do not contaminate the
glucose syrup.
[1]
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(c) The formation of fructose syrup from glucose syrup is carried out at a temperature of
60 C.
Suggest an important property of enzyme 2 that allows it to be used at temperatures as
high as 60 C.
[1]
(d) Enzyme 2 is found naturally in many bacteria. Enzymes for use in washing powders
are obtained from bacteria.
Describe how bacteria are used to produce enzymes for washing powders.
[3]
(e) Pectinase is an enzyme that breaks down compounds known as pectins. Cell walls of
fruits, such as apples and mangoes, contain pectins.
Explain the advantages of using pectinase in fruit juice production.
[3]
[Total: 10]
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For
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Use
9
4
(a) Sickle cell anaemia is a genetic disorder that is found among people in certain parts of
the world.
For
Examiner's
Use
A sample of blood was taken from a person with sickle cell anaemia and examined with
an electron microscope.
Fig. 4.1 shows some of the red blood cells in the sample.
Fig. 4.1
Explain the problems that may occur as these cells circulate in the blood system.
[4]
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(b) The gene for haemoglobin exists in two alternative forms:
HA
HS
For
Examiner's
Use
codes for the normal form of haemoglobin;

codes for the abnormal form of haemoglobin.
(i) State the name for the alternative forms of a gene.

[1]
(ii) A child has sickle cell anaemia. The parents do not have this disorder.
Complete the genetic diagram to show how the child inherited the disorder.
Use the symbols HA and HS in your answer.
parental phenotypes
normal
normal
parental genotypes
HAHS
HAHS
gametes
childs genotype
...................
childs phenotype
sickle cell anaemia

[2]
(iii) The parents are about to have another child.

What is the probability that this child will have sickle cell anaemia?
[1]
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11
(c) The maps in Fig. 4.2 show the distribution of sickle cell anaemia and malaria in some
parts of the world.
For
Examiner's
Use
distribution
of malaria
Indonesia and
the Philippines
key
malaria
northern
Australia
distribution
of sickle cell
anaemia
key
sickle cell
anaemia
Fig. 4.2
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(i) Explain why sickle cell anaemia is common in people who live in areas where
malaria occurs.
[4]
(ii) Suggest why sickle cell anaemia is very rare among people who live in Indonesia
and northern Australia.
[2]
[Total: 14]
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Examiner's
Use
13
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5
(a) Complete Table 5.1 by naming three sense organs and the stimulus which each
detects.
Table 5.1
sense organ
stimulus
[3]
(b) Reflexes are involuntary actions coordinated by reflex arcs like the one shown in
Fig. 5.1.
relay neurone
spinal nerve
motor neurone
spinal cord
sensory neurone
biceps muscle
triceps muscle
Fig. 5.1
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15
(i) Explain what is meant by the term involuntary action.
For
Examiner's
Use
[2]
(ii) The arm shown in Fig. 5.1 moves in response to the detection of heat.
Explain how the parts of the reflex arc shown in Fig. 5.1 bring about this response.
[5]
(iii) Describe the advantages of simple reflexes, such as the one shown in Fig. 5.1.
[2]
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(c) The organs of the human body are coordinated by the nervous system.
For
Examiner's
Use
Outline one other way in which these organs are coordinated.
[2]
[Total: 14]
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17
6
Nitrogen is one of the most important chemical elements in the biosphere.

Nitrogen must be continually recycled if life is to continue on Earth.
For
Examiner's
Use
Savanna grasslands are an important ecosystem in Africa.

Fig. 6.1 shows part of the nitrogen cycle in a grassland ecosystem in southern Africa.
nitrogen gas (N2) in

the atmosphere
nitrogen
fixation
lightning
nitrate ions
in the soil
Cassia mimosoides
legume that fixes
nitrogen
F
ammonia
in the soil
B
E
D
urea in urine
impala
cheetah
Fig. 6.1
(a) Name:
(i) a type of nitrogen-containing compound that is made by Cassia mimosoides, eaten
by the impala and by the cheetah;
[1]
(ii) the type of consumer as represented by the cheetah;
[1]
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(iii) the process by which urea is removed from the body of the animals as shown
by D;
[1]
(iv) process F.
[1]
(b) Explain the importance of recycling nitrogen in ecosystems, such as the African
savanna.
[3]
(c) The most common plants that grow in the African savanna are grasses. There are very
few legume plants, such as C. mimosoides.
Suggest reasons why C. mimosoides is a rare plant in the African savanna.
[3]
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19
(d) Explain why there are far fewer cheetah than impala.
For
Examiner's
Use
[4]
(e) The cheetah is an endangered species.

It is important to conserve their food supply and all the species that inhabit their
ecosystem.
Explain why.
[3]
[Total: 17]
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20
BLANK PAGE
Figure 4.1
Ref: M108/0009; Sickle cell disease: variation in cell deformity; Omikron / Science Photo. Library.
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*9454349137*
0610/32
BIOLOGY
Paper 3 Extended
1 hour 15 minutes


IB13 11_0610_32/3RP
UCLES 2013
[Turn over
2
1
Molluscs are important animals in many aquatic and terrestrial ecosystems.
For
Examiner's
Use
Fig. 1.1 shows four species of mollusc that live in the sea.
common whelk
Buccinum undatum
edible mussel
Mytilus edulis
stout razor clam

Tagelus plebeius
not to scale
common octopus
Octopus vulgaris
Fig. 1.1
(a) State two features shown by all mollusc species.
1
2
[2]
(b) State two features, visible in Fig. 1.1, in which the octopus differs from the other three
molluscs.
1
2
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3
(c) The edible mussel, Mytilus edulis, is attached to rocks that are exposed to the air at low
tide.
For
Examiner's
Use
Use Fig. 1.1 to suggest how an edible mussel is adapted to attach to rocks and survive
when exposed to the air.
[2]
(d) The zebra mussel, Dreissena polymorpha, is a freshwater mussel that originates from
rivers in southern Russia.
The mussel was introduced into the Great Lakes of North America and has increased
in huge numbers with serious effects on the food webs of the lakes.
Explain why an introduced species, such as the zebra mussel, can have serious effects
on the populations of the species that are already living in the area.
[3]
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(e) The freshwater mussel, Pletholophus swinhoei, was used in a project to monitor water
pollution by chemical waste in northern Vietnam.
This was done by regularly counting the number of mussels in the river.
Suggest the advantages of using freshwater mussels to monitor the pollution of water
instead of carrying out chemical analysis of the water.
[2]
(f) Non-biodegradable plastics are a serious problem in many aquatic ecosystems.

Explain the harm that non-biodegradable plastics may cause to organisms in aquatic
ecosystems.
[3]
[Total: 14]
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For
Examiner's
Use
5
2
(a) Fig. 2.1 shows a reflex action that involves the eye.
A shows an eye in dim light. B shows the same eye when a bright blue light is shone
into it.
bright blue light
For
Examiner's
Use
Fig. 2.1
(i) Identify the:
stimulus to which the eye responds;

receptor cells that detect the stimulus;
effector;
response that the eye makes.
Write your answers in Table 2.1.

Table 2.1
stimulus
receptor cells
effector
response
[4]
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(ii) Describe how the nervous system coordinates the response shown in Fig. 2.1.
For
Examiner's
Use
[4]
(b) Adrenaline is secreted by the adrenal glands to prepare the body for dangerous
situations.
Extreme sports, such as bungee jumping shown in Fig. 2.2, are an example of such a
dangerous situation.
Fig. 2.2
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7
Explain how adrenaline prepares the body for an extreme sport, such as making a
bungee jump.
For
Examiner's
Use
[5]
(c) The response shown in Fig. 2.1 is involuntary.

Bungee jumping is a voluntary action.
Describe two ways in which involuntary actions differ from voluntary actions.
[2]
[Total: 15]
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3
(a) The production of yoghurt involves the fermentation of milk by two types of bacteria
that use the protein and sugar (lactose) in milk.
Lactobacillus bulgaricus breaks down proteins into short chains of amino acids.
Streptococcus thermophilus uses the chains of amino acids to make formic acid.
L. bulgaricus then uses lactose and formic acid to make lactic acid.
The flow diagram in Fig. 3.1 shows the production process.
milk at pH 7 is sterilised
two types of bacteria are added
the bacteria are mixed with the milk

and then incubated at 45 C
the bacteria use proteins and lactose in the

milk producing formic acid and lactic acid
lactic acid clots the milk

proteins to thicken the yoghurt
production stops when

the pH reaches 4.3
Fig. 3.1
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For
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9
(i) Explain why the milk is sterilised at the start of the process.
For
Examiner's
Use
[2]
(ii) Explain why the bacteria are incubated at 45 C.
[2]
(iii) State and explain what happens to the populations of the bacteria during the
yoghurt-making process.
[5]
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(iv) Explain why yoghurt cannot be made by using only one of the types of bacteria.
For
Examiner's
Use
[2]
(b) At the end of the fermentation, food additives may be added to the yoghurt.
State three types of food additive that may be used in producing yoghurt.
1
2
3
[3]
[Total: 14]
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11
4
This question is about transport in plants.

(a) Two pea plants, D and E, were supplied with substances containing the radioactive
isotopes, carbon-14 (14C) or phosphorus-32 (32P), as shown in Fig. 4.1.
For
Examiner's
Use
A leaf of plant D was exposed to radioactive carbon dioxide.

Plant E was placed into a solution containing radioactive phosphate ions.
growing point
flower
fruit
seed
clear plastic
bag with added
radioactive
carbon dioxide
nutrient
solution
plant D
nutrient solution
with added
radioactive
phosphate ions
plant E
Fig. 4.1
After several hours the plants were analysed for the presence of the radioactive isotopes.
Sucrose containing 14C was found throughout plant D.
Compounds containing 32P were found throughout plant E.
Complete Table 4.1 to show:
the tissue in which each substance is transported;

one possible sink for each substance.
Table 4.1
pea plant
substance
transported
transport
tissue
sucrose
phosphate ions
sink
[4]
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(b) State one substance, other than sucrose, that is produced in leaves and translocated
to other parts of the plant.
[1]
(c) Outline how sucrose is produced from carbon dioxide in pea plants.
[3]
(d) State two uses of sucrose within a pea plant.

1
2
[2]
(e) Explain how ions, such as phosphate ions, are absorbed by plant roots.
[3]
[Total: 13]
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Use
13
BLANK PAGE
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5
(a) The production of human gametes involves the type of nuclear division known as
meiosis.
State two reasons why meiosis is suitable for gamete production.
1
2
[2]
(b) The sex of a human fetus is determined by the sex chromosomes, X and Y.
Fig. 5.1 shows the determination of sex in four different examples.
Examples 3 and 4 show sex determination in twins.
example
gametes
zygote
cell from a fetus
XX
XX
XY
XY
XX
3
XX
XX
XX
XX
XX
XX
Fig. 5.1
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For
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Use
15
(i) Use 5.1 to explain how the sex of a fetus is determined.
For
Examiner's
Use
[2]
(ii) Examples 3 and 4 show two ways in which twins are formed.
The twins in example 3 are identical.
Use Fig. 5.1 to explain why.
[2]
(c) During the development of a fetus, different genes are expressed at different times.
Explain what is meant by the term development.
[2]
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(d) One of the genes that controls the ability of blood to clot is found only on the X
chromosome.
XH represents an X chromosome with the dominant allele for normal blood clotting.
Xh represents an X chromosome with the recessive allele which causes the blood to
clot slowly.
The Y chromosome is small and does not have the gene for blood clotting.
Here is a list of four genotypes.
XHXH,
XHXh,
XHY,
XhY
Choose the genotype from the list that matches each of the following:
gives a phenotype of long clotting time;
is heterozygous;
is homozygous.
[3]
(e) Haemophilia is a rare genetic condition in which the blood clots very slowly.
In the USA, haemophilia affects 1 in 5000 male births each year. In some cases these
births occur in families where the condition has not occurred before.
Explain how boys can have haemophilia when the condition has not previously existed
in their family.
[2]
[Total: 13]
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Use
17
6
Fig. 6.1 shows Soay sheep on St. Kilda, a group of small remote islands off the coast of
Scotland. These islands experience extreme conditions of cold, wind and rain.
For
Examiner's
Use
Sheep were introduced to the islands thousands of years ago and the Soay sheep are
descended from them.
The islands of St. Kilda have been uninhabited by people since 1930. The sheep are now
left unfarmed and in their natural state.
Fig. 6.1
(a) The populations of Soay sheep on St. Kilda show much more variation in their
phenotype than modern breeds of sheep.
Explain, by using an example from Fig. 6.1, what is meant by variation in their
phenotype.
[2]
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(b) Scientists have recorded the numbers of Soay sheep and lambs on St. Kilda for many
years.
Each year between 1985 and 1996, the lambs (young sheep) were caught, marked and
weighed. In some years, the total number of sheep on St. Kilda was lower than in other
years.
Fig. 6.2 shows the frequency of lambs of different body mass in years when the total
number of sheep was low and years when the total number was high.
low population years

120
key
100
lambs that died
80
frequency
of lambs
lambs that survived

for at least a year
60
40
20
0
34
56
78
910 1112 1314 1516 1718 1920 2122

body mass / kg
high population years

120
100
80
frequency
of lambs
60
40
20
0
34
56
78
910 1112 1314 1516 1718 1920 2122

body mass / kg
Fig. 6.2
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For
Examiner's
Use
19
(i) Population size has a great effect on the survival of lambs on St. Kilda.
For
Examiner's
Use
Describe the evidence from Fig. 6.2 that supports this statement.
[2]
(ii) Suggest an explanation for the effect that you have described.
[3]
(c) Soay sheep are adapted to the extreme conditions experienced on St. Kilda.
Explain how natural selection could account for the adaptive features of Soay sheep.
[4]
[Total: 11]
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20
BLANK PAGE
Figure 1.1
Figure 2.2
Figure 4.1
Figure 6.1
Figure 6.2
Buccinum undatum;
http://www.glaucus.org.uk/Buckie.htm.
Octopus vulgaris;
http://animaldiversity.ummz.umich.edu/site/resources/Grzimek_inverts/Cephalopoda/Octopus_vulgaris.jpg/view.html.
Tagelus plebeius;
R D Barnes; Invertebrate Zoology; Saunders; 1968.
Bungee jumping; matejmm IStock 1935273, mayo5 iStock 10138655.
R Fosbery et al; Revise AS Biology for OCR; Heinemann; 2001.
Soay sheep on St Kilda, Scotland; Gannet77 iStock 2094245.
J M Milner et al; Journal of Animal Ecology; 1999; http://onlinelibrary.wiley.com/doi/10.1046/j.1365-2656.1999.00299.x/full.
UCLES 2013
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*8272753014*
0610/33
BIOLOGY
Paper 3 Extended
1 hour 15 minutes


IB13 11_0610_33/3RP
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[Turn over
2
BLANK PAGE
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0610/33/O/N/13
3
1
Crabs are classified, along with prawns, shrimps and lobsters, as crustaceans. Most crabs
live in the sea, although some live in freshwater and there are a few land-dwelling crabs.
For
Examiner's
Use
Fig. 1.1 shows the structure of a typical crab.

cheliped / claw
eye
carapace
walking legs
abdomen, often tucked

beneath the rest of the body
Fig. 1.1
(a) State the group of animals that includes crustaceans, insects, arachnids and
myriapods.
[1]
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0610/33/O/N/13
[Turn over
4
Fig. 1.2 shows four different species of crab.
For
Examiner's
Use
A spiny spider crab

Maia squinado
B hairy hermit crab

Pagurus hirsutiusculus
C West African fiddler crab

Uca tangeri
D sand crab
Portunus pelagicus
Fig. 1.2
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5
(b) Biologists use dichotomous keys to identify different species.
Use Fig. 1.1 and Fig. 1.2 to state one visible feature of each species of crab A, B, C
and D, that could be used in a dichotomous key to identify crabs.
For
Examiner's
Use
D
[4]
(c) Crabs show variation in many features.

(i) State one feature of crabs that shows continuous variation.
[1]
(ii) Describe how you would measure variation in the feature you have given in (i).
[1]
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[Turn over
6
(d) Crabs produce huge numbers of offspring, but their populations remain fairly constant
from year to year.
Explain why.
[3]
(e) Emergency medical packs contain bandages made from chitosan.

Chitosan comes from the exoskeleton of crustaceans and has a positive charge to
attract red blood cells. It helps blood clot quickly and also has antibacterial properties.
Explain the benefits of using bandages made from chitosan.
[3]
[Total: 13]
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For
Examiner's
Use
7
2
Bovine somatotropin (BST) is a protein hormone that stimulates growth in cows.
For
Examiner's
Use
(a) (i) Name the small molecules that are joined together to make proteins.
[1]
(ii) Define the term growth.
[2]
(b) Genetic engineering techniques similar to those used for producing human insulin were
used to make bacteria produce BST.
Outline the way in which genetic engineering was used to produce BST.
[3]
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[Turn over
8
(c) The effects of BST on milk production and the food energy intake of cows were
investigated.
The milk yield and food energy intake were recorded each day for each cow in two
groups, A and B.
Group A received BST treatment at week 10.

Group B did not receive any BST.

50
40
A
mean milk
yield / kg
per day
30
B
20
0
0
10
15
20
25
30
35
40
key
BST given time / weeks
BST
no BST
180
170
160
150
mean food
energy intake
/ MJ per day
140
130
120
110
0
0
10
15
20
25
BST given time / weeks

Fig. 2.1
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30
35
40
For
Examiner's
Use
9
(i) Use Fig. 2.1 to describe the effect of BST treatment on mean milk yield and mean
food energy intake. You will gain credit if you use data from Fig. 2.1 in your
answer.
For
Examiner's
Use
mean milk yield
mean food energy intake
[6]
(ii) Various studies have shown that there is little economic benefit from using BST.
Use the results from Fig. 2.1 to explain why this might be so.
[3]
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[Turn over
10
(d) The US Food and Drug Administration certifies that milk from cows treated with BST is
as safe as milk from cows not treated with the hormone.
It is impossible to test milk to detect the use of BST, but some milk producers in the US
label their milk to indicate that it is BST-free.
Discuss the reasons for labelling milk to show whether it has come from cattle treated
with BST or not.
[3]
[Total: 18]
Fig. 3.1 shows a vertical section of a kidney.

E
Fig. 3.1
(a) Name the parts E, F and G.
E
F
G
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[3]
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For
Examiner's
Use
11
(b) Substances move into and out of cells in kidney tubules.
For
Examiner's
Use
Fig. 3.2 shows four processes, H, J, K and L, that occur in cells lining the kidney
tubule.
The net movement of substance is shown by an arrow, in each case.
H
nucleus
kidney
tubule
cell
outside the cells

key
high concentration
low concentration
Fig. 3.2
(i) Complete Table 3.1 by stating the letter, H, J, K or L, which identifies each of the
processes. Give a reason for each answer.
Table 3.1
process
letter
reason
diffusion of oxygen
active uptake of sodium ions
[4]
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[Turn over
12
(ii) Glucose is filtered from the blood. Usually all of it is reabsorbed by the kidney
tubules so that there is none present in the urine.
Name the part of the kidney where filtration occurs.
[1]
(iii) Use Fig. 3.2 to describe how kidney tubules reabsorb glucose from the filtrate.
[2]
(c) When plants are grown in a solution that includes a poison that prevents respiration,
the roots continue to absorb water, but do not absorb many ions.
Explain this result.
[3]
[Total: 13]
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For
Examiner's
Use
13
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[Turn over
14
4
(a) Yeast cells and human muscle cells can carry out both aerobic and anaerobic
respiration.
Complete Table 4.1 by writing the end products of aerobic and anaerobic respiration in
these two types of cell.
Table 4.1
end products of respiration
cell
aerobic
anaerobic
.....
.....
.....
.....
yeast
.....
human muscle
cell
..
+
.....
[4]
(b) During exercise there are changes to:
breathing rate;
ventilation rate;
oxygen absorption;
heart rate;
blood pressure.
The effect of strenuous exercise is shown in Table 4.2.

Table 4.2
breathing rate
/ breaths per minute
ventilation rate (volume of air
taken into the lungs per minute)
/ dm3 per minute
oxygen absorption
/ cm3 per minute
heart rate
/ beats per minute
blood pressure
/ kPa
UCLES 2013
before exercise
immediately after
exercise
11
22
90
250
2500
65
170
15
25
0610/33/O/N/13
For
Examiner's
Use
15
Explain why the changes shown in Table 4.2 occur during exercise.
For
Examiner's
Use
[5]
[Total: 9]
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[Turn over
16
5
(a) In 2005, the World Health Organization estimated that there were 2.3 million children
infected with HIV.
Most children become infected from their mothers at birth or during breast feeding.
Very few become infected by movement of HIV across the placenta.
Without any treatment, 25-40% of babies of mothers who are HIV positive (HIV+) will
be infected. However, there are very effective treatments that have reduced
transmission rates to 1%.
This has been achieved by:
encouraging mothers to be tested for HIV;

treating mothers and new-born babies with drugs that prevent HIV spreading within
the body and reduce the chances of infection at birth;
advising mothers not to breast feed if they are HIV+.
Explain the meaning of the following terms as used in the passage above:
transmission;
drug.
[2]
(b) In many countries, there are dangers in using milk powder because it cannot be
prepared under sterile conditions.
Explain the dangers of feeding non-sterile milk to children who may be HIV+.
[4]
UCLES 2013
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For
Examiner's
Use
17
(c) Even though there is a risk of HIV infection, it is sometimes advised that women breast
feed their babies.
For
Examiner's
Use
Explain the advantages of breast feeding.
[4]
(d) State two ways in which an adult may become infected with HIV.
1
2
[2]
[Total: 12]
Chemical fertilisers are used to improve crop productivity.

(a) Outline how chemical fertilisers improve the productivity of crops.
[3]
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[Turn over
18
Some students investigated the effect of acid on the germination and growth of seedlings.
Seeds were placed onto paper that had been soaked in different concentrations of sulfuric
acid.
Ten seeds were placed into each dish.
The students measured the lengths of roots and shoots. Their results are shown in Fig. 6.1.
key
roots
shoots
0.001 mol per dm3 sulfuric acid
water
70
70
60
60
50
50
mean 40
length
/ mm 30
mean 40
length
/ mm 30
20
20
10
10
0
0
12
24
36
48
60
72
36
48
60
time / days

70
60
60
50
50
mean 40
length
/ mm 30
mean 40
length
/ mm 30
20
20
10
10
0
12
24
36
48
60
72
time / days
12
24
36
48
time / days
Fig. 6.1
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24
time / days
70
12
0610/33/ON/13
60
72
72
For
Examiner's
Use
19
(b) State the conditions necessary for seeds to germinate.
For
Examiner's
Use
[3]
(c) Describe the effects of increasing the concentration of sulfuric acid on the growth of
roots and shoots of the seedlings.
You will gain credit if you use data from Fig. 6.1 in your answer.
[4]
(d) Acid rain is formed when sulfur dioxide (SO2) and oxides of nitrogen (NOx) dissolve in
rain water.
Explain why concentrations of sulfur dioxide in the atmosphere have increased over the
last 150 years.
[2]
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[Turn over
20
(e) Describe three effects of acid rain on organisms and their environment.
For
Examiner's
Use
3
[3]
[Total: 15]
Figure 2.1
Figure 6.1
T D Etherton & D E Bauman; Biology of Somatotropin in Growth and Lactation of Domestic Animals; Physiological Reviews;
Vol.78, No.3; July 1998; http://physrev.physiology.org/content/78/3/745.html.
G Fleet et al; Acid rain in the classroom: a student research project; Journal of Biological Education; 1987.
UCLES 2013
0610/33/ON/13

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READ THESE INSTRUCTIONS FIRST

For Examiners Use

Stick your personal label here, if

CAMBRIDGE INTERNATIONAL EXAMINATIONS

Fig. 1.1 shows an incomplete diagram of the female urinary system.

Outline the role of the kidneys in homeostasis.

number of decayed teeth

number of decayed teeth

total percentage .................................................[2]

Based on your conclusion, what recommendation should be given to town B?

Explain why some people may object to this recommendation.

Suggest why the local seaweeds are becoming rare.

Sea urchins are herbivores. Define the term herbivore.

Suggest why the populations of carnivorous fish have decreased by up to 50%.

Suggest why conservationists are concerned about the effects of Caulerpa on

Outline the possible dangers of introducing tropical sea slugs.

Describe the main similarities between insects and arachnids.

(a) Explain the term codominance.

READ THESE INSTRUCTIONS FIRST

For Examiners Use

Stick your personal label here, if

UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS

100 110 120 130 140 150 160

Identify the student who is

Suggest two health problems that could be caused by obesity.

Name the units that make up

Name the type of chemical that speeds up digestion.

Table 3.1 shows a students daily water gains and losses.

water loss / cm3

The blood stream transports a sugar called ....................................... .

Fig. 4.1 shows part of a root.

Define the term active transport.

Describe how the structure of xylem tissue is adapted to its functions.

Describe the mechanism of water movement through the xylem.

the power station;

cutting down trees and burning the wood;

running motor vehicles such as the van or car.

READ THESE INSTRUCTIONS FIRST

FOR EXAMINERS USE

UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS

(b) Describe and explain the effect on plant growth of

allows the lens to become fatter for

focusing on close objects

iris circular muscle

distribution in the retina

Fig. 3.1 shows structures in the human thorax.

variable that, if increased, would

using water to form

Fig. 5.1 shows stages in the formation of a human fetus.

(c) The fetus is surrounded by amniotic fluid and an amniotic sac.

The Ruddy duck, Oxyura jamaicensis, is a native of America.

UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS

READ THESE INSTRUCTIONS FIRST

For Examiners Use

Question 1 starts on page 3

absorbs water and

carries oxygen around

moves dust and bacteria

transports water and

(a) Annelids and nematodes are both worm-like animals.

(ii) State the type of neurone that stimulates effectors.

(c) Plants also respond to stimuli such as light.