Bio Papers

Cambridge International Examinations
Cambridge International General Certificate of Secondary Education

* 6 3 6 7 9 5 5 4 1 2 *
BIOLOGY 0610/32
Paper 3 Extended February/March 2015
1 hour 15 minutes
Candidates answer on the Question Paper.
No Additional Materials are required.
READ THESE INSTRUCTIONS FIRST
Write your Centre number, candidate number and name on all the work you hand in.
Write in dark blue or black pen.
You may use an HB pencil for any diagrams or graphs.
Do not use staples, paper clips, glue or correction fluid.
DO NOT WRITE IN ANY BARCODES.
Answer all questions.
Electronic calculators may be used.

You may lose marks if you do not show your working or if you do not use appropriate units.
At the end of the examination, fasten all your work securely together.
The number of marks is given in brackets [ ] at the end of each question or part question.
The syllabus is approved for use in England, Wales and Northern Ireland as a Cambridge International Level 1/Level 2 Certificate.
This document consists of 22 printed pages and 2 blank pages.
DC (LK/FD) 99109/3
© UCLES 2015 [Turn over
2
1 Fig. 1.1 shows a diagram of a cross-section of a dicotyledonous leaf, as seen using a light
microscope.
Fig. 1.1
(a) (i) Name tissue A and cell B.
A .......................................................................................................................................
B .................................................................................................................................. [2]
(ii) Describe two ways in which tissue A is adapted for maximum photosynthesis.
1 .......................................................................................................................................
...........................................................................................................................................
2 .......................................................................................................................................
...................................................................................................................................... [2]
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3
(b) Plants use carbon dioxide for photosynthesis.
(i) Describe where and how carbon dioxide enters a leaf.
...........................................................................................................................................
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...................................................................................................................................... [3]
(ii) State the two products of photosynthesis.
...................................................................................................................................... [1]
© UCLES 2015 0610/32/F/M/15 [Turn over

4
(c) Hydrophytes are plants that grow in water. Fig. 1.2 shows a photograph of Indian lotus,
Nelumbo nucifera, which is a hydrophyte.
Fig. 1.2
Describe and explain two adaptations of hydrophytes to their environment.
adaptation .................................................................................................................................
...................................................................................................................................................
explanation ...............................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
adaptation .................................................................................................................................
...................................................................................................................................................
explanation ...............................................................................................................................
...................................................................................................................................................
.............................................................................................................................................. [4]
[Total: 12]
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5
2 Coat colour in cattle is inherited in a very similar way to blood groups in humans. The gene for coat
colour has two codominant alleles:
CB which is the allele for brown coat
CW which is the allele for white coat.
Table 2.1 shows the genotypes and phenotypes of different coat colours seen in a herd of cattle.
Table 2.1
genotype phenotype
CBCB brown
CWCW white
CBCW roan
(a) (i) Explain the term codominance.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...................................................................................................................................... [2]
(ii) A farmer crossed several roan coloured cows with a roan coloured bull.
Complete the genetic diagram to show the ratio of expected phenotypes among the
offspring.
parental phenotypes roan cow × roan bull

parental genotypes CBCW × CBCW
gametes
........... ........... ........... ...........
offspring genotypes
......................... ......................... ......................... .........................
offspring phenotypes
......................... ......................... ......................... .........................
phenotypic ratio
................................................................................................................. [4]

6
(b) A farmer has a herd of cows that produce milk. The farmer wants to improve the milk yield
of the herd by using artificial selection (selective breeding). The farmer buys semen (fluid
containing sperm) to inseminate the cows artificially.
(i) Describe how the farmer could improve the milk yield of the cows using artificial selection.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...................................................................................................................................... [3]
(ii) Suggest one useful feature, other than milk yield and coat colour, which a farmer might
wish to develop in a herd of cows.
...........................................................................................................................................
...................................................................................................................................... [1]
(c) Milk yield can also be increased by injecting cows with the hormone bovine somatotropin
(BST).
Explain why there may be concerns about the use of this hormone to increase milk yield.
...................................................................................................................................................
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...................................................................................................................................................
...................................................................................................................................................
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.............................................................................................................................................. [3]
[Total: 13]
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8
3 Excretion is the process of removing waste products of metabolism from the body.
(a) Name the two main products of metabolism that need to be excreted from the human body.
.............................................................................................................................................. [2]
(b) The kidney is one of the main excretory organs of the body. Its role is to filter the blood. Some
substances leave the blood and are removed from the body in the urine. The concentration of
protein in the blood entering the kidneys in the renal arteries is 83 g dm–3.
State the concentration of protein that you would expect in the urine of a healthy person and
explain your answer.
concentration ............................. g dm–3
explanation ................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
.............................................................................................................................................. [2]
(c) Dialysis can be used to treat people whose kidneys do not function properly.
Fig. 3.1 shows dialysis treatment.
.H\
movement of blood
movement of dialysis
fluid
movement of dialysis unit
substances in
and out of blood
blood pump
blood from
patient
used dialysis fluid
dialysis membrane
bubble trap fresh dialysis

fluid
blood returns
to patient
Fig. 3.1
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9
Use Fig. 3.1 to describe the process of dialysis and explain changes that occur in a person’s
blood.
...................................................................................................................................................
...................................................................................................................................................
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...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
.............................................................................................................................................. [5]
(d) Some people with kidney failure are given a kidney transplant.
State one advantage and one disadvantage of having a kidney transplant instead of dialysis
treatment.
advantage ..................................................................................................................................
...................................................................................................................................................
disadvantage .............................................................................................................................
.............................................................................................................................................. [2]
(e) The liver is another excretory organ of the body. The liver breaks down hormones and drugs,
such as alcohol.
(i) State one function of the liver other than the breakdown of hormones and drugs.
...........................................................................................................................................
...........................................................................................................................................
...................................................................................................................................... [1]

10
(ii) Describe two effects on the body of long-term, excessive consumption of alcohol.
1 .......................................................................................................................................
...........................................................................................................................................
2 .......................................................................................................................................
...................................................................................................................................... [2]
(iii) Suggest one social implication of alcohol misuse.
...........................................................................................................................................
...................................................................................................................................... [1]
[Total: 15]
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12
4 (a) Fig. 4.1 shows the structure of a typical fish.
GRUVDOILQ
FDXGDOILQ
XSSHU
PDQGLEOH
ORZHU
DQDOILQ PDQGLEOH
SHOYLFILQ SHFWRUDOILQ
Fig 4.1
Fig. 4.2 shows four species of freshwater fish, A, B, C and D.
A B
Haplochromis nyererei Protopterus dolloi
C D
Salmo trutta Polyodon spathula
not drawn to the same scale
Fig. 4.2
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13
Biologists use dichotomous keys to identify different species.
Describe one visible feature of each species of fish A, B, C and D, that could be used to distinguish
it from the other three species in Fig. 4.2.
Only use descriptions of the features labelled in Fig. 4.1 in your answers.
Write your answers in Table 4.1.
Table 4.1
fish distinguishing feature
[4]

14
(b) Pollution is harm done to the environment by release of substances produced by human
activities. Acid rain is one form of pollution that damages many lakes, ponds and rivers.
(i) State one pollutant that causes acid rain.
...................................................................................................................................... [1]
(ii) Fig. 4.3 shows the effect of pH on the mean number of species of fish found in lakes in
New York State, USA.
7
6
mean 5
number 4
of fish
species in 3
the lake 2
1
0
4.0 4.5 5.0 5.5 6.0 6.5 7.0 7.5 8.0
pH
Fig. 4.3
Describe the results shown in Fig. 4.3.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...................................................................................................................................... [3]
(iii) Explain the effects of acid rain on the environment.
...........................................................................................................................................
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...................................................................................................................................... [2]
[Total: 10]
© UCLES 2015 0610/32/F/M/15
16
5 Many flowering plants can reproduce sexually and asexually.
(a) (i) Define the term asexual reproduction.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...................................................................................................................................... [2]
(ii) State one advantage and one disadvantage of asexual reproduction for flowering plants.
advantage ..........................................................................................................................
...........................................................................................................................................
disadvantage .....................................................................................................................
...................................................................................................................................... [2]
(b) Fig. 5.1 shows a potato plant, Solanum tuberosum, grown from a tuber. The tubers that potato
plants are grown from are commonly referred to as seed potatoes.
IORZHU
VWHP
GHYHORSLQJ XQGHUJURXQG
WXEHU VWHP
WXEHU \RXQJ
WXEHU
ROGVHHG
URRWV
SRWDWR
Fig. 5.1
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17
(i) Define the term growth.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...................................................................................................................................... [2]
(ii) Potatoes can reproduce asexually by means of tubers. The parent plant produces
underground stems, which eventually form tubers.
With reference to Fig. 5.1, describe how tubers are formed from the underground stems
in potatoes.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
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18
(c) A student conducted an experiment to investigate the percentage change in mass of potato
tuber tissue when placed in different concentrations of sucrose solution. The potato tuber
tissue was cut into cubes of the same size.
Fig. 5.2 shows a graph of the results.
40
30
20
10
percentage
change 0
in mass 0.0 0.2 0.4 0.6 0.8 1.0 1.2
-10
-20
-30
-40
concentration of sucrose solution / mol dm-3
Fig. 5.2
(i) Use Fig. 5.2 to predict the percentage change in mass of a cube of potato tuber tissue
placed in 1.2 mol dm–3 sucrose solution.
...................................................................................................................................... [2]
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19
(ii) Explain the results shown in Fig. 5.2 in terms of water potential:
• between sucrose concentrations of 0.0 – 0.4 mol dm–3
• at sucrose concentration 0.4 mol dm–3
• between sucrose concentrations of 0.4 – 1.0 mol dm–3.
between 0.0 – 0.4 mol dm–3 ...............................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
at 0.4 mol dm–3 ...................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
between 0.4 – 1.0 mol dm–3 ...............................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...................................................................................................................................... [5]

20
(d) Pollination is the transfer of pollen from the anther to the stigma. Pollen can be transferred to
the stigma by being carried by the wind or by animals.
Fig. 5.3 shows a photograph of a wind-pollinated flowering plant.
Fig. 5.3
(i) State two structural adaptations of a flower for wind-pollination.
1 .......................................................................................................................................
2 .................................................................................................................................. [2]
(ii) State how self-pollination differs from cross-pollination.
...........................................................................................................................................
...........................................................................................................................................
...................................................................................................................................... [1]
(iii) Suggest one reason why self-pollination might be advantageous to a population of

plants.
...........................................................................................................................................
...........................................................................................................................................
...................................................................................................................................... [1]
[Total: 20]
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21
6 Fig. 6.1 shows changes in the global human population between 1910 and 2010.
8000
7000
6000
5000
population 4000
(in millions)
3000
2000
1000
0
1910 1930 1950 1970 1990 2010
year
Fig. 6.1
(a) Improved food production has contributed to the increase in the human population.
(i) State and explain two ways in which modern technology has resulted in increased food
production.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...................................................................................................................................... [2]
(ii) State one reason, other than food production, why the human population has increased
so rapidly between 1910 and 2010.
...........................................................................................................................................
...................................................................................................................................... [1]

22
(b) In view of the increasing human population, people are sometimes encouraged to eat less
meat and more fruit and vegetables, to improve the energy efficiency of their food supply.
Explain why eating less meat and more fruit and vegetables is more energy efficient.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
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...................................................................................................................................................
.............................................................................................................................................. [3]
(c) As the human population has increased, forests have been cleared for farming.
Outline the effects of deforestation on the environment.
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[Total: 10]
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2
1 Yeast is a single-celled organism that is used in bread-making and brewing.
Some students carried out an investigation into respiration in an active yeast culture.
The active yeast culture was prepared in a glucose solution and was kept in a warm environment.
The glucose was dissolved in cooled, boiled water, (boiling removed the gases from the water)
before the yeast was added.
The yeast culture was stirred and 10 cm3 added to each of test-tubes A and B.
In test-tube B, a few drops of oil were carefully added to form a layer on the surface of the yeast
culture.
The apparatus was set up as shown in Fig. 1.1.
air-tight stoppers
delivery tube delivery tube
beaker to
beaker of support
warm water test-tube
layer
of oil
hydrogencarbonate A B hydrogencarbonate
indicator solution indicator solution
yeast culture
in glucose
solution
Fig. 1.1
The appearance of the yeast cultures and hydrogencarbonate indicator solutions were recorded.
The numbers of bubbles released from test-tubes A and B into the hydrogencarbonate indicator
solution were also recorded.
This was repeated at five minute intervals.
The results and observations were recorded in Table 1.1.
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3
Table 1.1
time appearance of yeast number of appearance of the

/ min culture in A and B bubbles released hydrogencarbonate
in one minute indicator solution
A B A B A B
0 pale cream pale cream 0 0 red red
bubbles no bubbles
forming
5 foam starting bubbles 5 4 pale red red
to form forming
on top
10 thicker foam frothy below 8 6 pale pink pale red
on top oil
15 thicker foam frothy below 11 9 yellow-pink pale pink

on top oil red
20 foam 2 cm in foam 16 12 yellow yellow-pink

depth 0.5 mm in
depth
(a) (i) Draw a graph of the results on the grid below. Use the same set of axes to show the
number of bubbles released in one minute for the 20 minute period from test-tubes A
and B.
[5]

4
(ii) Describe and explain the results and observations shown in Table 1.1.
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...................................................................................................................................... [5]
(iii) Suggest why the number of bubbles released per minute would decrease for both
test-tubes A and B after a period of 24 hours.
...........................................................................................................................................
...........................................................................................................................................
...................................................................................................................................... [1]
(b) Explain why:
(i) the yeast culture was stirred at the beginning of the investigation
...........................................................................................................................................
...........................................................................................................................................
...................................................................................................................................... [1]
(ii) the oil was introduced into test-tube B
...........................................................................................................................................
...........................................................................................................................................
...................................................................................................................................... [1]
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5
(iii) the test-tubes containing the yeast culture were kept in a container of warm water.
...........................................................................................................................................
...........................................................................................................................................
...................................................................................................................................... [1]
(c) For this investigation give:
(i) the independent variable (variable that is deliberately changed)
...........................................................................................................................................
...........................................................................................................................................
...................................................................................................................................... [1]
(ii) two variables that need to be controlled.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...................................................................................................................................... [2]
(d) The dependent variable in this investigation was the rate of respiration. This cannot be
measured directly.
Describe how the rate of respiration was determined in this investigation.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
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.............................................................................................................................................. [2]

6
(e) Fig. 1.2 shows yeast as seen using a microscope.
x 5000
Fig. 1.2
(i) Name the process that is occurring in Fig. 1.2.
...................................................................................................................................... [1]
(ii) You are going to calculate the actual length of a yeast cell shown in Fig. 1.2.
Measure the length of line PQ.
length of line PQ ........................................ mm
Calculate the actual length of the yeast cell.
Show your working.
actual length of cell ................................................... mm [3]
[Total: 23]
© UCLES 2015 0610/62/F/M/15

7
2 Fig. 2.1 shows two halves of a fresh strawberry fruit. This is a false fruit as the edible part has
developed from a swollen receptacle and the seeds are found in structures called achenes on the
surface of the strawberry.
Fig. 2.1
(a) (i) Make a large, labelled drawing of this fruit to show the cut surface. Make a second
large, labelled drawing to show the outer surface. The second drawing should show the
arrangement of the seeds.
cut surface outer surface

[5]

8
(ii) Suggest how the fruit may be dispersed to spread the seeds to new areas.
...........................................................................................................................................
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...................................................................................................................................... [2]
(b) (i) Describe how you would safely test this fruit to show the presence of reducing sugar.
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...................................................................................................................................... [4]
(ii) Describe how you would test this fruit to show the presence of protein.
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...................................................................................................................................... [2]
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9
(c) Fig. 2.2 shows two different strawberry fruits, S and T, from species of strawberry plants that
grow in different habitats.
S T
Fig. 2.2
(i) Describe two similarities, visible in Fig. 2.2, between the two fruits.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...................................................................................................................................... [2]
(ii) Complete Table 2.1 to describe two differences, visible in Fig. 2.2, between the two
fruits.
Table 2.1
feature S T
seeds
shape
[2]
[Total: 17]
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2
1 A researcher used a light microscope to observe epithelial cells from a human cheek.
Fig. 1.1 is a photograph that the researcher made of these cells.
Fig. 1.1
(a) (i) Name the parts labelled A and B.
A ........................................................................................................................................
B ........................................................................................................................................
[2]
(ii) The cells in Fig. 1.1 each have a cell membrane.
State one of the functions of a cell membrane.
...........................................................................................................................................
.......................................................................................................................................[1]
(iii) State how the shape of the cells shown in Fig. 1.1 differs from the shape of a palisade
mesophyll cell in a leaf.
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[1]
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3
(b) Fig. 1.2 shows an electron micrograph of a mitochondrion.
Fig. 1.2
Mitochondria have two membranes, an inner membrane and an outer membrane. The inner
membrane is folded and used in respiration.
Suggest why the inner membrane of mitochondria is folded.
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[1]

4
(c) Table 1.1 shows different specialised cells and the average number of mitochondria each cell
contains.
Table 1.1
specialised cell type average number of

mitochondria
liver cell 1000–2000
red blood cell 0
sperm cell 25–75
heart muscle cell 1500
Explain the differences between the average numbers of mitochondria in the cells shown in
Table 1.1.
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...............................................................................................................................................[4]
[Total: 9]
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5
2 Reflexes are simple responses that protect the body.

The pathway that nerve impulses travel along during a reflex is called a reflex arc.
(a) Letters A to G show the components of a reflex arc.
A stimulus
B motor neurone
C sensory neurone
D receptor cell
E response
F relay neurone
G effector
Put the components into the correct sequence. Two have been done for you.
A E
[1]
(b) Impulses travel between neurones across a synapse.
Describe how impulses travel across the synapse from one neurone to another.
...................................................................................................................................................
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...................................................................................................................................................
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...................................................................................................................................................
...............................................................................................................................................[3]
(c) Drugs such as heroin restrict the movement of impulses across synapses. Users can become
addicted to heroin. When users stop taking heroin they may experience withdrawal symptoms.
(i) State two withdrawal symptoms that heroin users may experience.
1 ........................................................................................................................................
2 ........................................................................................................................................
[2]
(ii) Suggest why heroin abuse may increase criminal activity.
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[1]

6
(d) Heroin abuse may lead to HIV infection. There is currently no approved vaccine that prevents
the spread of HIV. Vaccination stimulates active immunity against specific pathogens.
(i) Explain how vaccination stimulates active immunity.
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.......................................................................................................................................[4]
(ii) Explain what is meant by passive immunity.
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.......................................................................................................................................[2]
[Total: 13]
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7
3 Yeast is used in bread-making. It respires anaerobically, producing carbon dioxide.
(a) Write the balanced chemical equation for anaerobic respiration of yeast in bread-making.
...............................................................................................................................................[2]
A baker wants to increase the rate of carbon dioxide production in the bread-making process.
The baker trialled different concentrations of glucose solution in the bread dough.
Fig. 3.1 shows the results.
4.5
4.0
rate of
carbon 3.5
dioxide
production 3.0
/ cm3 per min
2.5
2.0
1.5
1.0
0.5
0.0
0.0 1.0 2.0 3.0 4.0 5.0 6.0 7.0
concentration of glucose solution / %
Fig. 3.1
(b) (i) Predict the rate of carbon dioxide production if the concentration of the glucose solution
was 7.0%.
.................................................................................................................. cm3 per min [1]
(ii) The baker carried out the trials at 30 °C.

The trials were repeated at 20 °C.
Draw a line on Fig. 3.1 to show the rate of carbon dioxide production at 20 °C. [2]
(iii) The baker carried out another trial at 80 °C. No carbon dioxide was released.
State why no carbon dioxide was produced.
.......................................................................................................................................[1]
(c) Name one other industrial process that uses yeast.
...............................................................................................................................................[1]

8
(d) During the production of penicillin, large fermenters are used. Fig. 3.2 shows a fermenter.
SUHVVXUH
UHOHDVHYDOYH PRWRU
SUREHV
QXWULHQWV VDPSOHWXEH
VWHULOHDLU
FRROLQJZDWHU
ZDWHUILOOHG
MDFNHW
FRROLQJZDWHU
VWLUUHU
WDS
SURGXFWV
Fig. 3.2
(i) Explain the functions of the following parts of the fermenter:
stirrer .................................................................................................................................
...........................................................................................................................................
water-filled jacket ...............................................................................................................
...........................................................................................................................................
probes ...............................................................................................................................
...........................................................................................................................................
[3]
(ii) The air and nutrients that are added to the fermenter are sterile.
State why they must be sterile.
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[1]
[Total: 11]
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9
4 (a) Increasing human population is linked to a change in carbon dioxide concentration in the
atmosphere. Fig. 4.1 shows the carbon dioxide concentration between 1958 and 2010
measured at Mauna Loa, Hawaii.
400
390
380
carbon
dioxide 370
concentration
/ parts per 360
million
350
340
330
320
310
1960 1970 1980 1990 2000 2010
year
Fig. 4.1
Describe how the carbon dioxide concentration has changed between 1958 and 2010.
You will gain credit for using data from Fig. 4.1.
...................................................................................................................................................
...................................................................................................................................................
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...............................................................................................................................................[3]

10
(b) (i) Carbon dioxide is a greenhouse gas.

Name one other greenhouse gas.
.......................................................................................................................................[1]
(ii) Explain how carbon dioxide enhances the greenhouse effect.
...........................................................................................................................................
...........................................................................................................................................
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...........................................................................................................................................
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...........................................................................................................................................
.......................................................................................................................................[3]
(c) Mineral ions are needed for plant growth.
Complete Table 4.1 to show the function and effect of the lack of some mineral ions on plants.
One has been done for you.
Table 4.1
mineral ion function in plants effect of lack of mineral ion on plants
nitrate
magnesium
phosphate used for making DNA poor root growth
[4]
© UCLES 2016 0610/42/F/M/16

11
(d) Fertilisers can cause pollution to aquatic systems. Overuse of fertilisers may cause
eutrophication. Lake Udai Sagar in India is an example of an aquatic system that shows high
levels of eutrophication.
Explain what happens in aquatic environments, such as Lake Udai Sagar, when eutrophication
occurs.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[6]
[Total: 17]

12
5 Fig. 5.1 shows the different types of human teeth.
PRODUV
SUHPRODUV
FDQLQH
LQFLVRUV
Fig. 5.1
(a) Describe the functions of the canine and molar teeth.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[2]
(b) Fig. 5.2 shows the skulls of a tiger and a rabbit.
WLJHU UDEELW
Fig. 5.2 not to scale
© UCLES 2016 0610/42/F/M/16

13
(i) State two ways in which the teeth of a tiger differ from the teeth of a rabbit, using evidence
from Fig. 5.2.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[2]
(ii) Suggest one feature visible in Fig. 5.2 that indicates the tiger is a carnivore.
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[1]

14
(c) Omnivores are animals that eat both animals and plants. Scientists use the number and types
of teeth to classify animals as carnivores, herbivores or omnivores.
Table 5.1 shows examples of different types of mammals and their teeth.
Table 5.1
mammal carnivore, herbivore incisors canines premolars molars total

or omnivore number
of teeth
1 omnivore 12 4 16 12
2 omnivore 12 4 16 12 44
3 herbivore 12 4 12 12 40
4 herbivore 6 2 12 12 32
5 carnivore 12 4 16 10 42
6 carnivore 12 4 10 8 34
X 12 4 12 8 36
(i) Calculate the number of molars as a percentage of the total number of teeth for
mammal 1.
Show your working.
Give your answer to the nearest whole number.
.............................................................%
[2]
(ii) The skull of an unidentified mammal, X, is likely to be a carnivore.

Discuss the evidence in Table 5.1 for and against classifying mammal X as a carnivore.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[4]
© UCLES 2016 0610/42/F/M/16
15
(d) Mechanically digested food travels from the mouth to the stomach. The gastric juice in the
stomach contains hydrochloric acid, giving a low pH environment.
Explain why it is important to have a low pH in the stomach.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[3]
(e) Products of digestion are absorbed through the villi in the small intestine.
Explain how villi are adapted for absorption.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[3]
(f) Coeliac disease is caused by a reaction to a protein called gluten. The villi become damaged
causing a reduction in the absorption of nutrients.
Suggest possible effects on the body of a reduction in the absorption of nutrients.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[3]
[Total: 20]
16
6 A new species of frog was discovered in 2009 in the Amazon rainforest in Peru.
Fig. 6.1 shows this frog, Osteocephalus castaneicola.
Fig. 6.1
(a) State the genus of this animal.
...............................................................................................................................................[1]
In the past, anatomy was a way to classify species. DNA is now used to aid the classification of
organisms.
(b) (i) Draw and annotate a diagram to show the structure of DNA.
[3]
© UCLES 2016 0610/42/F/M/16

17
(ii) Describe how DNA can be used to classify organisms.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[2]
(c) DNA controls cell function by controlling the production of proteins.
(i) Proteins are coded for by a length of DNA.
What is the name given to the length of DNA which codes for a protein?
.......................................................................................................................................[1]
(ii) Describe the role of mRNA in protein synthesis.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[3]
[Total: 10]
© UCLES 2016 0610/42/F/M/16

2
1 Some students investigated the effect of temperature on the activity of amylase.
Amylase is an enzyme that catalyses the break down of starch.
Starch changes the colour of iodine solution from orange-brown to blue-black.
Step 1 The students added 2 cm3 of starch solution to a test-tube, labelled it W, and placed it
into a beaker of warm water.
Step 2 They added 2 cm3 of starch solution to a second test-tube, labelled it C, and placed it into
a beaker of iced water.
Step 3 The students placed one dropping pipette into each of test-tubes W and C.
Step 4 They waited five minutes before continuing.
Step 5 The students added 10 drops of amylase solution to each of test-tubes W and C and
shook both test-tubes gently.
Step 6 They started a timer.
Step 7 The students immediately tested the liquids in test-tubes W and C for starch using iodine
solution.
Step 8 The students repeated step 7 after 2, 4, 6 and 8 minutes.
(a) Iodine solution can affect the activity of amylase.
The students tested the liquids in test-tubes W and C using iodine solution without affecting
the activity of the amylase.
Describe how the students did this.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[2]
© UCLES 2016 0610/62/F/M/16

3
The students observed that the liquid from test-tube W turned the iodine solution blue-black after
0 minutes, dark brown after 2 minutes, and it remained orange-brown after 4, 6 and 8 minutes.
The liquid from test-tube C turned the iodine solution blue-black after 0, 2 and 4 minutes and dark
brown after 6 and 8 minutes.
(b) Prepare a table to record these observations in the space below.
[4]
(c) Suggest reasons for:
(i) waiting for five minutes at step 4
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[1]
(ii) using separate dropping pipettes for test-tubes W and C.
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[1]

4
(d) Explain the observations for test-tube W.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[3]
(e) The students concluded:
“The higher the temperature, the greater the activity of amylase.”
Do you agree with this conclusion?
Give a reason for your answer.
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[1]
(f) There is a source of error in step 5 of the method.
(i) Identify this source of error.
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[1]
(ii) Suggest apparatus that could be used to minimise this source of error.
.......................................................................................................................................[1]
© UCLES 2016 0610/62/F/M/16

5
(g) State one other source of error in the method used in this investigation.
Suggest how to improve the method to minimise this source of error.
error ..........................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
improvement .............................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
[2]
(h) Some students stated:
“The activity of amylase is greatest at 40 °C.”
Describe an investigation to test whether this statement is correct.
The investigation should be similar to that described in steps 1–8.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[6]

6
(i) Amylase breaks starch down into reducing sugars.
Outline how the students could show that reducing sugars are present in a solution.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[2]
[Total: 24]
© UCLES 2016 0610/62/F/M/16

8
2 Leaves exposed to light photosynthesise and produce oxygen gas.
A student measured the rate at which the leaves of a pond plant produced bubbles of oxygen gas
when exposed to different intensities of light.
The apparatus used is shown in Fig. 2.1.
sodium
hydrogencarbonate
solution
thermometer
movable lamp
bubble
stopwatch
water-bath
pond plant
0 25 50 75 100
cm
ruler
not drawn to scale
Fig. 2.1
The investigation was carried out in a dark laboratory. The only light source was the lamp, as
shown in Fig. 2.1.
The student changed the light intensity by placing the lamp at different distances from the plant.
The results are shown in Table 2.1.
Table 2.1
distance of lamp from plant / cm number of bubbles of oxygen produced per minute
20 29
40 16
60 8
80 3
100 1
© UCLES 2016 0610/62/F/M/16

9
(a) (i) Plot a graph of the data in Table 2.1 and draw a line of best fit.
[5]
(ii) Use your graph to estimate the distance of the lamp from the plant when six bubbles of
oxygen per minute would be produced.
Show on the graph how you obtained your answer.
...........................................................................................................................................
[2]
(iii) Describe the relationship between light intensity and the rate at which oxygen is produced
by the plant.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[2]
(iv) Suggest why the student used a water-bath in the investigation shown in Fig. 2.1.
...........................................................................................................................................
.......................................................................................................................................[1]

10
(b) Fig. 2.2 shows a photograph of a section through the pond plant as seen under a light
microscope.
A B
Fig. 2.2
(i) Make a large drawing of Fig. 2.2 to show the position of the outermost layer of cells and
the central core.
Do not draw any of the individual cells or air spaces.
[3]
© UCLES 2016 0610/62/F/M/16

11
(ii) The central core is called the stele. Label the stele on your diagram. [1]
(iii) The diameter of the section in the photograph in Fig. 2.2 is shown by the line AB.
Measure the length of AB on Fig. 2.2.
Length of AB on Fig. 2.2 ......................................... mm
The actual diameter of the section is 7.5 mm.
The magnification of Fig. 2.2 can be calculated using the following equation:
length of AB
magnification =
actual diameter of the section
Calculate the magnification of Fig. 2.2 using the information above and your answer
for AB.
Show your working.
magnification .......................................................... [2]
[Total: 16]
© UCLES 2016 0610/62/F/M/16

2
1 Fig. 1.1 shows a vertical section through a human heart and the major blood vessels.
O
L
Fig. 1.1
(a) (i) State the names of the structures labelled L, M and O as shown in Fig. 1.1.
L ..................................
M ..................................
O ..................................
[3]
(ii) Identify a letter on Fig. 1.1 that represents a blood vessel that has:
blood with the highest concentration of carbon dioxide ...........
blood with the highest concentration of oxygen ...........
the highest pressure ...........

[3]
© UCLES 2017 0610/42/F/M/17

3
(b) (i) Describe how blood is moved by the heart from blood vessel K to blood vessel J.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[5]
(ii) Explain why the wall of the left ventricle is thicker than the wall of the right ventricle.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[2]
[Total: 13]

4
2 Bacteria are classified as belonging to the Prokaryote kingdom.
(a) State two features of all prokaryotes.
1 ................................................................................................................................................
2 ................................................................................................................................................
[2]
MRSA is a type of bacterium that is resistant to antibiotics. The number of cases of MRSA
identified in hospitals in the USA between 1995 and 2005 was recorded.
Fig. 2.1 shows these data.
400 000
350 000
300 000
250 000
number of cases
of MRSA per year
200 000
150 000
100 000
50 000
0
1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005
year
Fig. 2.1
© UCLES 2017 0610/42/F/M/17

5
(b) (i) Describe the results shown in Fig. 2.1.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[2]
(ii) Explain how bacteria become resistant to antibiotics.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[4]
(c) The number of cases of MRSA has decreased since 2005.
Suggest reasons for this decrease.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[2]
[Total: 10]

6
3 Colour blindness in humans is caused by a fault in some of the light receptor cells in the retina of
the eye. Rod cells and cone cells are two types of light receptor.
(a) Complete Table 3.1 to state the function of three types of cell in the eye.
Table 3.1
type of cell in the eye function
..........................................................................................
rod cells
..........................................................................................
..........................................................................................
cone cells
..........................................................................................
..........................................................................................
sensory neurones
..........................................................................................
[3]
(b) The number of rod cells and cone cells at places across the retina were recorded.
The diagram of an eye in Fig. 3.1 shows the angles from the fovea where the recordings were
made.
The graph in Fig. 3.1 shows the number of rod cells and cone cells across the retina.
Use Fig. 3.1 to describe and explain the distribution of rod cells and cone cells across the
retina.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[5]
© UCLES 2017 0610/42/F/M/17
7
70° 70°
60° 60°
40° 40°
20° 20°
0°
blind spot
fovea optic nerve
fovea blind spot

180 000
160 000
140 000
rod cells rod cells
number of 120 000
rod cells
and 100 000
cone cells
per mm2 80 000
60 000
40 000
20 000 cone cells cone cells
0
70 60 50 40 30 20 10 0 10 20 30 40 50 60 70
angle from fovea / degrees
Fig. 3.1

8
(c) Colour blindness is a sex-linked characteristic.
The gene for colour vision is on the X chromosome.
There are two alleles of this gene:
• B is the allele for normal colour vision
• b is the allele for colour blindness.
Fig. 3.2 is a pedigree chart showing the inheritance of colour blindness in a family. The key
shows the sex chromosomes and the alleles of the gene for colour vision.
Key
male with normal colour vision XBY
colour-blind male XbY
female with normal colour vision XBXB
carrier female with normal XBXb
colour vision
colour-blind female X b Xb
Fig. 3.2
Describe evidence from Fig. 3.2 that shows that colour blindness is a sex-linked characteristic.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[2]
© UCLES 2017 0610/42/F/M/17

9
(d) A man with normal colour vision (XBY) and a woman who is colour-blind (XbXb) have a
baby.
Complete the genetic diagram to predict the probability that the baby is colour-blind.
parental phenotypes male with normal x colour-blind female

colour vision
parental genotypes XBY x XbXb
parental gametes ............... ............... ............... ...............
offspring genotypes ................... ................... ................... ...................
offspring phenotypes ................... ................... ................... ...................
probability that the baby is colour-blind:
...................................................................................................................................................
[4]
[Total: 14]

10
4 (a) Water is one requirement for photosynthesis.
State two other requirements needed by plants to carry out photosynthesis.
1 ................................................................................................................................................
2 ................................................................................................................................................
[2]
Table 4.1 shows the number of hectares of forested area in some countries in Africa in the years
1990, 2000 and 2005.
Table 4.1
hectares of forest per 1000 hectares of land

country
1990 2000 2005
Cameroon 25 22 21
Tanzania 41 37 35
Nigeria 17 13 11
Zambia 49 45 43
Zimbabwe 22 19 18
(b) Calculate the percentage loss of forested area in Nigeria between 2000 and 2005.
Show your working and give your answer to the nearest whole number.
............................................................ %
[2]
(c) Some forested areas are cleared to provide land to grow crop plants. Deforestation reduces
the local rainfall and the concentration of water vapour in the air.
(i) Describe and explain how a reduced concentration of water vapour in the air would
increase the movement of water through crop plants.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[3]
© UCLES 2017 0610/42/F/M/17
11
(ii) Describe how water moves from the soil into the roots of crop plants.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[3]
(d) Describe the consequences of deforestation on the animals that live in forests.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[4]
[Total: 14]

12
5 (a) (i) Alcohol can be made by the microorganism yeast.
State the balanced chemical equation for the production of alcohol by yeast.
.......................................................................................................................................[2]
(ii) Name the organ that breaks down alcohol in the human body.
.......................................................................................................................................[1]
(b) Fig. 5.1 shows a computer model of the enzyme alcohol dehydrogenase, which is the enzyme
responsible for breaking down alcohol.
Fig. 5.1
Enzymes have a specific three dimensional shape.
Explain why the shape of an enzyme is important.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[3]
© UCLES 2017 0610/42/F/M/17

13
(c) Table 5.1 shows the enzyme activity of alcohol dehydrogenase at different temperatures.
Table 5.1
temperature / °C enzyme activity

/ arbitrary units
30 115
42 175
(i) The information in Table 5.1 shows that an increase in temperature increases the activity
of alcohol dehydrogenase.
Explain why an increase in temperature causes an increase in enzyme activity.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[3]
(ii) State one factor, other than temperature, that affects enzyme activity.
.......................................................................................................................................[1]
(d) A gene is involved in the production of the enzyme alcohol dehydrogenase.
(i) Define the term gene.
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[2]
(ii) Describe the role of ribosomes in the synthesis of proteins such as enzymes.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[2]
[Total: 14]
14
6 (a) Table 6.1 shows some of the enzymes, their substrates, products and where they are
produced in the digestive system.
Complete Table 6.1.
Table 6.1
location of enzyme
enzyme substrate product(s)
production
starch salivary glands

.............................. ..............................
maltase maltose
.............................. ..............................
amino acids stomach wall

.............................. ..............................
pancreas and
amino acids
.............................. .............................. small intestinal wall
lipase fats
.............................. ..............................
[5]
(b) Bile is made in the liver, stored in the gall bladder and passes into the small intestine.
Describe the role of bile in digestion.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[3]
(c) After chemical digestion the products of digestion are absorbed.
Define absorption.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[3]
© UCLES 2017 0610/42/F/M/17
15
(d) Lack of protein in the diet can result in protein-energy malnutrition.
State the name of one disease caused by protein-energy malnutrition.
...............................................................................................................................................[1]
(e) People that eat a diet that is high in fats are often advised to reduce their intake of fats.
Suggest the health benefits of this change in diet.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[3]
[Total: 15]
© UCLES 2017 0610/42/F/M/17

2
1 (a) A student investigated the effect of different concentrations of sucrose solution on the
movement of water into and out of potato cells by osmosis.
Water enters cells if the solution outside the cells is less concentrated than the solution inside
the cells.
Water exits cells if the solution outside the cells is more concentrated than the solution inside
the cells.
Prepare a table to record your results in (a)(i).
The student was given four different concentrations of sucrose solution labelled A, B, C
and D.
The student was also given four potato sticks which were cut to the same length and diameter.
Step 1 The student measured the length of four potato sticks. The potato sticks for this step
are shown in Fig. 1.1.
length
A B C D
Fig. 1.1
Step 2 The student labelled a large test-tube A and used a syringe to put 25 cm3 of sucrose
solution A into the large test-tube.
Step 3 The student repeated step 2 using solutions B, C and D and three more large test-
tubes. The student reused the syringe from step 2.
© UCLES 2017 0610/62/F/M/17

3
Step 4 The student placed one potato stick into each of the four large test-tubes, A, B, C
and D. This step is shown in Fig. 1.2.
potato stick
solution
A B C D
Fig. 1.2
Step 5 The potato sticks were left in the solutions for 30 minutes.
Step 6 After 30 minutes the student removed the potato sticks from the solutions and
measured the length of each potato stick. The potato sticks for this step are shown
in Fig. 1.3.
A B C D
Fig. 1.3

4
(i) Measure the length of each potato stick in Fig. 1.1 and Fig. 1.3 and record the results in
your table in (a)(i).
Prepare a table to record your results in the space provided.

Your table should show:
• the length of the potato sticks at the start

• the length of the potato sticks after 30 minutes
• the change in length of the potato sticks.
[4]
(ii) Suggest why it is important to compare the change in length rather than the final lengths
of the potato sticks in this type of investigation.
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[1]
© UCLES 2017 0610/62/F/M/17

5
(b) The student examined each potato stick after the 30 minutes soaking time. Their observations
are recorded in Fig. 1.4.
potato stick A - slightly soft, bends a little
potato stick B - very hard and easy to snap in half
potato stick C - very soft and bends easily
potato stick D - does not bend but difficult to snap in half
Fig. 1.4
(i) Use the information in your table of results and in Fig. 1.2 and Fig. 1.4 to identify solutions
A, B, C and D.
Table 1.1
relative concentration of solution

sucrose solution letter
least concentrated
most concentrated
[2]
(ii) Explain how the results support your answer to part (b)(i).
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[3]
(iii) Identify one source of error with the method and suggest an improvement.
error ...................................................................................................................................
...........................................................................................................................................
improvement .....................................................................................................................
...........................................................................................................................................
[2]
6
(iv) State one of the controlled variables for this investigation.
...........................................................................................................................................
.......................................................................................................................................[1]
(c) Another investigation was carried out into the effect of different concentrations of sucrose
solution on potato sticks.
In this investigation students decided to measure the change in mass rather than the change
in length.
The students followed a similar method to the one in your investigation but they left the potato
sticks to soak for three hours instead of 30 minutes.
(i) Suggest why the students left the potato sticks in the solutions for three hours instead of
30 minutes.
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[1]
(ii) The students dried the potato sticks on paper towels before measuring the mass of each
potato stick.
Suggest why this step was not important in the investigation described in 1(a), where
length was measured.
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[1]
Table 1.2 shows their results.
Table 1.2
concentration of percentage
sucrose solution change
/ g per dm3 in mass
0 29.5
70 12.0
140 –3.0
210 –15.0
280 –26.0
350 –29.5
© UCLES 2017 0610/62/F/M/17

7
(iii) Using Table 1.2, plot a graph on the grid to show the effect of the concentration of
sucrose solution on the percentage change in mass.
The y-axis has been started for you.
[4]
(iv) Use your graph to find the concentration of sucrose solution that would cause no change
in mass of the potato stick.
Mark this point on your graph with a + and record the concentration.
Include the unit.
................................................................
[2]
(v) Students tested other potatoes and found different values for the concentration of
sucrose solution that would cause no change in mass.
Suggest one reason for this.
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[1]
[Total: 22]

8
2 Fig. 2.1 shows a flower. Some of the petals have been removed.
Fig. 2.1
(a) Draw a large diagram of the flower.
[4]
© UCLES 2017 0610/62/F/M/17

9
(b) Fig. 2.2 shows a different kind of flower.
anther
magnification ×2.0
Fig. 2.2
(i) Measure the length of the labelled anther in the photograph.
length of anther ................................................... mm [1]
(ii) Use your answer to 2(b)(i) and the equation to calculate the actual length of the anther.
length of anther on photograph

magnification = actual length of anther
Show your working.
actual length of anther ........................................................ mm

[2]

10
(c) After pollination and fertilisation, seeds will develop. These will disperse to new environments.
If conditions are suitable they will germinate.
A student put some seeds on wet cotton wool in a Petri dish and left them to germinate. The
student counted the number of seeds that had germinated.
Describe a method the student could use to find the best or optimum temperature for the
germination of seeds.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[6]
(d) After germination, the growing seedling may get most of its energy from food stores inside
the seed.
(i) Describe how you could test the food store inside the seed for starch.
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[2]
(ii) State the result that shows starch is present.
.......................................................................................................................................[1]
(iii) Starch is broken down into simple sugars.

Most of these sugars are reducing sugars.
Describe how you could test for reducing sugars.
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[2]
[Total: 18]
© UCLES 2017 0610/62/F/M/17
2
1 (a) (i) Fig. 1.1 is a branching key used to identify different species of bacteria.
Do the bacteria have flagella?
Yes No
Do the bacteria have Do the bacteria have

more than one flagellum? a spiral shape?
Yes No Yes No
Do the bacteria have flagella A B Do the bacteria form

attached at one end only? a chain?
Yes No Yes No
C D E F
Fig. 1.1
Fig. 1.2 shows six different species of bacteria.
Use the key to identify the six different species of bacteria.
Write the letters on the lines in Fig. 1.2.
..................................... ..................................... .....................................
..................................... ..................................... .....................................

[5]
Fig. 1.2
© UCLES 2018 0610/42/F/M/18
3
(ii) State the name of the kingdom that bacteria belong to.
...................................................................................................................................... [1]
(b) State one similarity between the structure of bacteria and the structure of viruses.
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[1]
(c) Fig. 1.3 is a photomicrograph of Vibrio cholerae, the bacterium that causes cholera.
45 mm
magnification ×17 300
Fig. 1.3
(i) Write the formula that would be used to calculate the actual length of the bacterium (not
including the flagellum) in Fig. 1.3.
[1]

4
(ii) The actual length of the bacterium shown in Fig. 1.3 is 0.0026 mm.
Convert this value to micrometres (µm).
Space for working.
..................................................... µm [1]
(d) (i) Describe and explain the effects of cholera bacteria on the gut.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[4]
(ii) Suggest one treatment for cholera.
.......................................................................................................................................[1]
[Total: 14]
© UCLES 2018 0610/42/F/M/18

6
2 A study estimated the number of people with chronic obstructive pulmonary disease (COPD) in
India. Data were collected from two groups of people, those who lived in cities and those who
lived in villages.
18 Key:
city
16
village
14
12
estimated numbers
of people with 10
COPD / million
8
0
1996 2001 2006 2011 2016
year
Fig. 2.1
© UCLES 2018 0610/42/F/M/18

7
(a) Compare the number of people with COPD in cities with the number of people with COPD in
villages and suggest reasons for the differences.
Use the data in Fig. 2.1 to support your answer.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[6]
(b) (i) Explain how the body prevents particles in inspired air from reaching the gas exchange
surfaces.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[4]

8
(ii) State two ways in which the composition of inspired air differs from the composition of
expired air.
1 ........................................................................................................................................
2 ........................................................................................................................................
[2]
(c) Alveoli are well-ventilated to provide efficient gas exchange.
(i) State the name of the muscles that cause the ribs to move during ventilation.
.......................................................................................................................................[1]
(ii) During inspiration the pressure and volume in the thorax changes.
State these changes.
pressure ............................................................................................................................
volume ...............................................................................................................................
[1]
[Total: 14]
© UCLES 2018 0610/42/F/M/18

9
3 (a) Ecologists studied an area of woodland and estimated the biomass of each trophic level for
one of the food chains in the woodland.
Some students wanted to use the data to draw a pyramid of biomass for the food chain.
Table 3.1 shows the students’ table.
The students added a column to calculate the width of the bars they would need to draw.
Table 3.1
trophic level biomass / g m−2 width of bar / cm
1 producer 120 12.0
2 primary consumer 48 4.8
3 secondary consumer 16 1.6
4 tertiary consumer 2
(i) Complete Table 3.1 by calculating the missing value and writing it in the table. [1]
(ii) Using the information in Table 3.1, draw a pyramid of biomass.
Label each bar with the trophic level.
[3]
(b) A type of organism gains energy from waste organic material from all trophic levels.
State the name of this type of organism.
...............................................................................................................................................[1]

10
(c) (i) Outline how organisms in the first trophic level of the woodland food chain produce
biomass using energy from the Sun.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[3]
(ii) Explain why the fourth trophic level has the least biomass in this food chain.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[3]
(d) The woodland is a conservation area.
Outline the possible benefits of conserving this specific area of woodland.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[3]
[Total: 14]
© UCLES 2018 0610/42/F/M/18

11
4 Fig. 4.1 is a diagram of the human female reproductive system.
F
B
E
D C
Fig. 4.1
(a) Complete Table 4.1 to show the letter and the name of each of the structures that perform
these functions.
Table 4.1
function letter name
releases oestrogen
site of fertilisation
site of implantation
dilates during the process of birth
[4]
(b) Fertilisation is the fusion of the nuclei of a male gamete and a female gamete resulting in a
zygote.
State the number of chromosomes present in a human:
female gamete ...........................
zygote ........................................
[2]

12
(c) Chlamydia is a sexually transmitted infection (STI).
Fig. 4.2 shows the number of reported cases of chlamydia in females in each age group in
one country.
400 000
350 000
300 000
250 000
number of
chlamydia 200 000
cases in 2008
150 000
100 000
50 000
0
10–14 15–19 20–24 25–29 30–34 35–39 40–44 45–54 55–64 65+
age group / years
Fig. 4.2
Describe the results shown by the data in Fig. 4.2.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[3]
(d) Chlamydia is caused by a bacterium.
(i) Suggest a treatment for chlamydia.
.......................................................................................................................................[1]
(ii) State the name of one other STI.
.......................................................................................................................................[1]
© UCLES 2018 0610/42/F/M/18

13
(iii) Complete the sentences about the spread of STIs.
STIs are transmitted through the transfer of ............................................... during sexual
contact. One way individuals can avoid the spread of STIs is to use a type of
............................................... contraception. One example of this type of contraception
is ............................................... .
[3]
[Total: 14]

14
5 2,4-D is a synthetic plant auxin that is used as a weedkiller.
Researchers investigated the effectiveness of different treatments of 2,4-D on the control of the
weed Conyza canadensis in fields of maize, Zea mays.
Table 5.1
treatment time of treatment mean dry mass of weed density / number

weeds / g per m2 of weeds per m2
day 7 day 23 day 33
A ✓ 7.40 6.20
B ✓ 3.90 4.90
C ✓ 0.50 1.20
D ✓ ✓ 0.66 1.90
E ✓ ✓ 0.18 0.98
F ✓ ✓ 0.07 0.29
G ✓ ✓ ✓ 0.08 0.51
(a) (i) Maize farmers that had been using treatment C were advised by the researchers to
change to treatment F.
Discuss the advantages and disadvantages of changing to treatment F.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[4]
(ii) Suggest two factors that could decrease the effectiveness of 2,4-D.
1 ........................................................................................................................................
2 ........................................................................................................................................
[2]
© UCLES 2018 0610/42/F/M/18

15
(iii) Explain how 2,4-D acts as a weedkiller.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[3]
(b) Auxin causes the shoots of a plant to grow away from gravity.
State the name of this response.
...............................................................................................................................................[2]
[Total: 11]

16
6 (a) Define the term chemical digestion.
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[2]
(b) A student investigated the activity of the digestive enzyme pepsin.
Fig. 6.1 shows the apparatus used in the investigation.
test-tube 1 test-tube 2 test-tube 3 test-tube 4 stop-clock

egg white solution egg white solution, egg white solution, egg white solution
and pepsin pepsin and boiled pepsin and and hydrochloric
hydrochloric hydrochloric acid
acid acid
Fig. 6.1
The appearance of the four test-tubes was recorded at 0 and 5 minutes.
The protein in the egg white solution gives the solution a cloudy appearance.
The cloudy appearance clears when the protein in the egg white solution breaks down.
Table 6.1 shows the results.
Table 6.1
test-tube contents appearance at appearance after

0 mins 5 mins
1 egg white solution, cloudy less cloudy
pepsin
2 egg white solution, cloudy clear
pepsin, hydrochloric acid
3 egg white solution, boiled cloudy cloudy
pepsin, hydrochloric acid
4 egg white solution, cloudy cloudy
hydrochloric acid
© UCLES 2018 0610/42/F/M/18

17
(i) Explain the results shown for test-tubes 1, 2 and 3 in Table 6.1.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[5]
(ii) Explain the purpose of test-tube 4.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[2]
(iii) State the name of the organ in the body that produces pepsin.
.......................................................................................................................................[1]

18
(c) Maltase is another digestive enzyme.
Describe the action of maltase and state where it acts in the alimentary canal.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[3]
[Total: 13]
© UCLES 2018 0610/42/F/M/18

2
1 A student investigated the effect of temperature on water uptake in celery stalks.
Water is transported in the xylem tissue in plant stems.
Step 1 One celery stalk was placed into a beaker containing warm red stain. Another celery
stalk was placed into a beaker containing cool red stain.
This is shown in Fig 1.1.
xylem
tissue
celery
stalk
beaker
red stain
Fig. 1.1
Step 2 Both celery stalks were left in the red stain for 10 minutes.
Step 3 After 10 minutes the celery stalks were removed from the red stain.
Step 4 A 5 mm section was cut from the end of the celery stalk which had been in the warm red
stain, as shown in Fig. 1.2.
section cut
in this direction
end that was

in the red stain
Fig. 1.2
Step 5 The section was inspected for the presence of the red stain in the xylem tissue in the
celery stalk, as shown in Fig. 1.3.
xylem tissue
Fig. 1.3
© UCLES 2018 0610/62/F/M/18

3
Step 6 If the red stain was visible in the cut section, another 5 mm section was cut and the
process repeated until no red stain was visible in the cut section. This allowed the student
to estimate how far the red stain had moved up the celery stalk.
Step 7 Steps 4 to 6 were repeated for the celery stalk which had been in the cool red stain.
(a) (i) State one safety precaution that should be taken while carrying out this method.
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[1]
(ii) The student’s results are shown in Fig. 1.4.
number of 5 mm sections cut from the celery stalk in warm

red stain – 11
number of 5 mm sections cut from the celery stalk in cool red

stain – 5
Fig. 1.4
Prepare a table and record your results in your table, in the space provided.
Your table should include:
• the temperature (cool or warm) of the red stain

• the number of sections that were stained in 10 minutes
• the total distance moved by the red stain in 10 minutes.
[3]
(iii) Use the data to calculate the rate of movement of the red stain in the celery stalk at each
temperature.
Space for working
warm ...................................... mm per minute
cool ...................................... mm per minute

[2]
4
(iv) State a conclusion for these results.
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[1]
(b) State two variables which were kept constant in this experiment.
1 ................................................................................................................................................
2 ................................................................................................................................................
[2]
(c) One way of improving the method used in this investigation would be to repeat it a number of
times.
Identify two other sources of error in this investigation.
For each error, suggest an improvement to minimise the effect of the error.
error 1 .......................................................................................................................................
...................................................................................................................................................
improvement 1 ..........................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
error 2 .......................................................................................................................................
...................................................................................................................................................
improvement 2 ..........................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
[4]
© UCLES 2018 0610/62/F/M/18

5
(d) Some farmers wanted to investigate the effect of humidity on the rate of transpiration in celery
plants.
Fig. 1.5 shows celery plants being harvested.
Fig. 1.5
One method of measuring the rate of transpiration is to record how long it takes a red stain to
travel up the xylem tissue in a celery stalk that still has its leaves attached.
Plan an investigation to determine the effect of humidity on the rate of movement of water
through leafy celery stalks.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[6]
[Total: 19]
6
2 Fig. 2.1 shows a photomicrograph of a bronchus, surrounded by alveoli and other tissues, in the
lung.
A B
bronchus lumen
bronchus wall
alveoli
Fig. 2.1
(a) (i) Make a large drawing of the bronchus shown in Fig. 2.1.
Do not include any of the alveoli or other tissues in your drawing. Do not label your
drawing.
[4]
© UCLES 2018 0610/62/F/M/18
7
(ii) The diameter of the bronchus in Fig. 2.1 is shown by the line AB.
Measure the length of AB on Fig. 2.1. Include the units.
length of AB on Fig. 2.1 ............................................
The actual diameter of the bronchus in Fig. 2.1 is 1.5 mm.
The magnification of the bronchus in Fig. 2.1 can be calculated using the following
equation:
length of AB on Fig. 2.1

magnification =
actual diameter of the bronchus
Calculate the magnification of the bronchus in Fig. 2.1.
Space for working.
................................................................
[2]

8
(b) A student investigated the effect of exercise on breathing rate.
The breathing rates of five people were measured at rest and after running for different
periods of time. The people rested between each period of running.
Table 2.1
breathing rate / breaths per minute

running
time person
/ minutes average
one two three four five
0 20 24 22 26 28 24
2 32 31 28 32 32 31
4 39 41 38 42 40
6 46 52 52 46 44 48
8 48 50 52 46 44 48
10 49 51 51 46 43 48
(i) Complete Table 2.1 by calculating the average breathing rate for four minutes of running.
Space for working.
[1]
(ii) The student thought that the result for person two at six minutes was an anomaly.
Suggest what the student should do to determine if the result is anomalous.
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[1]
© UCLES 2018 0610/62/F/M/18

9
(iii) Plot a graph, on the grid, to show the relationship between running time and the average
breathing rate. Draw a line of best fit.
[4]
(iv) Use your graph to estimate the average breathing rate for one minute of the running.
Show on the graph how you obtained your answer.
............................................................[2]
(v) Use your graph to describe the relationship between running time and the average
breathing rate.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[3]

10
(c) (i) Suggest one safety precaution for this investigation.
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[1]
(ii) State two variables that should be kept constant during this investigation.
1 ........................................................................................................................................
...........................................................................................................................................
2 ........................................................................................................................................
...........................................................................................................................................
[2]
(iii) State the variable that has been changed (the independent variable) in this investigation.
.......................................................................................................................................[1]
[Total: 21]
© UCLES 2018 0610/62/F/M/18

2
1 The kidney is one of the main excretory organs of the body.
(a) Define the term excretion.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
............................................................................................................................................. [3]
(b) One of the roles of the kidney is to filter the blood.
Fig. 1.1 shows a section of a kidney.
Fig. 1.1
State the name of the parts labelled A, B and C on Fig. 1.1.
A ...............................................................................................................................................
B ...............................................................................................................................................
C ...............................................................................................................................................
[3]
© UCLES 2019 0610/42/F/M/19

3
(c) Table 1.1 shows the concentrations of four solutes:
• in the blood in the renal artery

• in the fluid in the kidney tubule
• in the urine.
Table 1.1
solute concentration / g dm–3

solute blood in the fluid in the
urine
renal artery kidney tubule
glucose 0.9 0.9 0.0
protein 83.0 0.0 0.0
salts 8.0 8.0 16.5
urea 0.2 0.2 20.0
(i) Calculate the percentage increase in the concentration of urea between the blood in the
renal artery and the urine.
Show your working.
............................................................ %
[2]
(ii) Describe the results for the concentration of salts shown in Table 1.1.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [2]
(iii) State the reason for the difference in the concentration of protein between the blood in
the renal artery and the fluid in the kidney tubule.
...........................................................................................................................................
..................................................................................................................................... [1]

4
(iv) State the reason for the difference in the concentration of glucose between the fluid in
the kidney tubule and the urine.
...........................................................................................................................................
..................................................................................................................................... [1]
(d) Dialysis is a treatment used for people with kidney failure.
Some people with kidney failure are given a kidney transplant.
State the advantages of having a kidney transplant instead of dialysis.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
............................................................................................................................................. [3]
[Total: 15]
© UCLES 2019 0610/42/F/M/19

5
2 (a) Fig. 2.1 shows some flowers of a snapdragon plant, Antirrhinum majus.
Snapdragons are insect-pollinated plants.
Fig. 2.1
(i) State one feature visible in Fig. 2.1 that suggests these flowers are insect-pollinated.
..................................................................................................................................... [1]
(ii) State how self-pollination differs from cross-pollination.
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [1]
(iii) Suggest why self-pollination might be advantageous to a population of plants.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [3]

6
(b) Petal colour in the flowers of snapdragon plants shows co-dominance.
The gene for petal colour has two co-dominant alleles:
• CR for red petals

• CW for white petals
Table 2.1 shows the genotypes and phenotypes of snapdragon plants with different petal
colours.
Table 2.1
genotype phenotype
C RC R red
CWCW white
C RC W pink
(i) Explain the term co-dominance.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [2]
© UCLES 2019 0610/42/F/M/19

7
(ii) A botanist crossed two snapdragon plants with pink flowers.
Complete the genetic diagram to show the ratio of expected phenotypes in the offspring.
parental phenotypes pink flower × pink flower
parental genotypes CRCW × CRCW
gametes ........... ........... ........... ...........
offspring genotypes .................... .................... .................... ....................
offspring phenotypes .................... .................... .................... ....................
phenotypic ratio .................................................................................................................

[4]
(iii) The botanist wanted to produce a generation of snapdragons that all had pink flowers.
State the phenotypes of the parent plants that the botanist would need to cross.
Explain your answer.
parent phenotypes ............................................................................................................
explanation ........................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
[2]
[Total: 13]

8
3 Reflexes are simple responses that protect the body.
(a) The letters A to G show the components involved in a reflex action.
A stimulus
B motor neurone
C sensory neurone
D receptor cell
E response
F relay neurone
G effector
Put the letters into the correct sequence involved in a reflex action. Two have been done for
you.
A E
[1]
(b) Impulses travel along neurones.
Describe how impulses pass from one neurone to another neurone across a synapse.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
............................................................................................................................................. [4]
© UCLES 2019 0610/42/F/M/19

9
(c) Drugs such as heroin affect the nervous system. When users stop taking heroin they may
experience withdrawal symptoms.
(i) Outline the short-term effects of heroin on the body.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [3]
(ii) State two withdrawal symptoms that heroin users may experience.
...........................................................................................................................................
..................................................................................................................................... [2]
(iii) Suggest why heroin abuse may increase criminal activity.
...........................................................................................................................................
..................................................................................................................................... [1]
[Total: 11]

10
4 Pollution is the harm done to the environment by the release of substances from human activities.
Table 4.1 shows the names of some pollutants, their sources and their effects on the environment.
Table 4.1
pollutant source effect on environment
acid rain
enhanced greenhouse
carbon dioxide
effect
enhanced greenhouse
cattle and rice farming
effect
fertilisers crop farming eutrophication
(a) Complete Table 4.1. [4]
(b) When fertiliser is applied to fields, it can lead to eutrophication in lakes and rivers.
(i) Describe and explain what happens in lakes when eutrophication occurs.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [6]
© UCLES 2019 0610/42/F/M/19

11
(ii) Suggest ways in which a farmer could reduce the chances of eutrophication occurring
when applying fertiliser to crops.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [2]
[Total: 12]

12
5 Scientists investigated the effect of cuticle thickness on water loss from the leaves of the balsam
fir tree, Abies balsamea.
The leaves were divided into three groups:
A – thick cuticle
B – medium cuticle
C – thin cuticle
Samples of leaves from each group were weighed. The leaves were placed on a tray in dry air at
20 °C. The samples of leaves were reweighed, at intervals, over 15 hours.
The scientists calculated the mass of each sample of leaves as a percentage of the initial mass.
100
95
mass of the 90
leaves as a
percentage
of the initial
mass 85
80 B
75
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
time / hours
Fig. 5.1
© UCLES 2019 0610/42/F/M/19

13
(a) (i) Describe and explain the results shown in Fig. 5.1.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [5]
(ii) The investigation was repeated on a day when the air humidity was higher.
Suggest and explain the effect that this would have on the results.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [3]
(b) The leaves of pine trees show xerophytic features. Stems and roots also show xerophytic
adaptations.
State one adaptation of the stem and one adaptation of the root in xerophytes.
stem ..........................................................................................................................................
root ...........................................................................................................................................
[2]

14
(c) Water is one of the raw materials needed for the production of sugars in photosynthesis.
(i) State the name of the other raw material needed for photosynthesis.
..................................................................................................................................... [1]
(ii) State three ways a plant uses the sugars produced in photosynthesis.
1 ........................................................................................................................................
2 ........................................................................................................................................
3 ........................................................................................................................................
[3]
[Total: 14]
6 Fig. 6.1 is a diagram of the virus that causes measles.
Fig. 6.1
(a) (i) State the name of the parts of the virus shown in Fig. 6.1 labelled X and Y.
X ........................................................................................................................................
Y ........................................................................................................................................
[2]
(ii) Bacteria belong to the Prokaryote kingdom.
State two ways in which the structure of bacteria differs from the structure of viruses.
1 ........................................................................................................................................
2 ........................................................................................................................................
[2]
© UCLES 2019 0610/42/F/M/19

15
(b) Viruses and some bacteria are pathogenic. Diseases caused by pathogens are transmissible.
(i) State two ways that a pathogen can be transmitted indirectly.
1 ........................................................................................................................................
2 ........................................................................................................................................
[2]
(ii) The body has barriers to defend itself against pathogens.
State two mechanical barriers of the body.
1 ........................................................................................................................................
2 ........................................................................................................................................
[2]
(c) Some white blood cells produce antibodies as part of the body’s defence against pathogens.
Describe the role of antibodies in defence of the body.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
............................................................................................................................................. [4]
(d) The immunity gained after infection by a pathogen is active immunity.
Explain how active immunity differs from passive immunity.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
............................................................................................................................................. [3]
[Total: 15]
© UCLES 2019 0610/42/F/M/19
2
1 A student investigated the effect of two different types of washing powder on stained cloth. One
was biological and contained enzymes and detergent. The other was non-biological and contained
only detergent.
They were provided with:
• four pieces of dry cloth that had been stained with the same food
• a solution of biological washing powder in a beaker labelled bio
• a solution of non-biological washing powder in a beaker labelled non-bio
• distilled water in a beaker labelled water.
Step 1 A marker pen was used to divide a white tile into four sections. The four sections were
labelled bio, non-bio, water and not washed.
Step 2 One piece of stained dry cloth was placed on the not washed section of the white tile.
Step 3 One piece of stained dry cloth was placed into each of the solutions labelled bio, non-bio
and water.
Step 4 One glass rod was used to push the pieces of cloth into the liquid in each beaker. The
liquid in each beaker was then stirred for 10 seconds.
Step 5 The liquid in each beaker was stirred again, for 10 seconds, after 5, 10 and 15 minutes.
Step 6 After 15 minutes each piece of cloth was removed from the liquid and placed on the
labelled area of the white tile.
Step 7 The student observed the stain on each piece of cloth and used the intensity score in
Table 1.1 to determine the intensity of the stain on the four pieces of cloth.
A drawing of the four pieces of cloth at the end of the experiment is shown in Fig. 1.1.
bio non-bio
water not washed
Fig. 1.1
© UCLES 2019 0610/62/F/M/19

3
Table 1.1
intensity score
lowest intensity +
++
+++
highest intensity ++++
(a) (i) Prepare a table to record the results in the space provided.
Use the information in Fig. 1.1 and Table 1.1 to match the intensity of the stain to a score
for each piece of cloth. Record the intensity scores in your table.
[3]
(ii) State the variable that was measured (dependent variable) in this investigation.
..................................................................................................................................... [1]
(iii) State one variable that was kept the same in this investigation.
..................................................................................................................................... [1]
(iv) Identify one source of error in step 4 and explain how it might affect the results.
error ...................................................................................................................................
explanation ........................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
[2]

4
(v) Identify a control in this experiment and explain why this control was used.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [2]
(vi) State why the method used in step 7 may not give accurate results.
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [1]
© UCLES 2019 0610/62/F/M/19

5
(b) Some students wanted to find the optimum (best) temperature for using biological washing
powder.
A Petri dish was filled with agar jelly containing starch. A circular hole was cut into the centre
of the agar. A solution of the biological washing powder was put into the hole. The Petri dish
was incubated at 10 °C for 10 hours.
After 10 hours iodine solution was poured onto the agar in the Petri dish.
This procedure was repeated at different temperatures.
A typical result is shown in Fig. 1.2.
hole with washing powder solution
agar stained pale brown
agar stained blue-black
Fig. 1.2
(i) State the variable that was changed (independent variable) in the investigation described
in 1(b).
..................................................................................................................................... [1]
(ii) Some of the agar is stained blue-black and some is stained pale brown.
State a conclusion for this result.
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [1]

6
(iii) The diameter of the pale brown stained area was measured during the investigation.
Table 1.2
diameter of pale brown

temperature / °C
stained area / mm
10 11
20 14
30 18
40 22
50 22
60 7
70 5
Plot a line graph on the grid of the data in Table 1.2.
[4]
© UCLES 2019 0610/62/F/M/19

7
(iv) Describe the trend shown by the data in Table 1.2 and your graph.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [2]
(v) The students were unable to determine the optimum temperature from their results.
Describe what additional measurements would be needed to find the optimum

temperature.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [2]
[Total: 20]

8
2 Fig. 2.1 shows photomicrographs of lung tissue at the same magnification. One shows healthy
lung tissue and the other shows lung tissue from a person with COPD.
Line AB shows the diameter of one healthy alveolus. Line CD shows the diameter of an area of
lung where the alveoli have been destroyed.
alveolar wall
C D
A B
healthy COPD
Fig. 2.1
(a) (i) Make a large drawing of the lung tissue of the person with COPD shown in Fig. 2.1. Do
not draw individual cells.
[4]
© UCLES 2019 0610/62/F/M/19
9
(ii) Measure the length of CD as shown on Fig. 2.1. Include the unit.
length of CD ................................................................
Mark on your drawing the position of the line CD and measure the length of the line you
have drawn. Include the unit.
length of line on your drawing ................................................................
Calculate the magnification of your drawing. Give your answer to the nearest whole
number.
magnification = length of line on your drawing

length of CD on Fig. 2.1
Space for working.
................................................................
[3]
(iii) Describe three visible ways that the lungs of the healthy person differ from the person
with COPD in Fig. 2.1.
1 ........................................................................................................................................
...........................................................................................................................................
2 ........................................................................................................................................
...........................................................................................................................................
3 ........................................................................................................................................
...........................................................................................................................................
[3]

10
(b) Some students decided to investigate the concentration of carbon dioxide in expired air
compared to that in inspired air.
They used the apparatus shown in Fig. 2.2 by breathing into the tube labelled T.
T
inspired air expired air
air enters air exits
A B
limewater
Fig. 2.2
(i) Suggest one possible hazard in this investigation.
..................................................................................................................................... [1]
(ii) State one other substance which could be used instead of limewater to determine the
concentration of carbon dioxide.
...........................................................................................................................................
..................................................................................................................................... [1]
© UCLES 2019 0610/62/F/M/19

11
(iii) When the students used the apparatus shown in Fig. 2.2, inspired air passed through
the limewater in test-tube A and expired air passed through the limewater in test-tube B.
The students timed how long it took for the limewater in test-tubes A and B to go cloudy.
Their results are shown in Table 2.1.
Table 2.1
time taken for limewater to go cloudy / s

test-tube A test-tube B
600 6
The concentration of carbon dioxide in inspired air is 0.04%.
Calculate, using the results in Table 2.1, the concentration of carbon dioxide in expired
air.
Show your working.
............................................................ %
[2]

12
(c) A student wanted to investigate the hypothesis:
‘Expired air contains more carbon dioxide immediately after exercise than
before exercise.’
Plan an investigation using the apparatus shown in Fig. 2.2 to test this hypothesis.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
............................................................................................................................................. [6]
[Total: 20]
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.
To avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the Cambridge
Assessment International Education Copyright Acknowledgements Booklet. This is produced for each series of examinations and is freely available to download
at www.cambridgeinternational.org after the live examination series.
Cambridge Assessment International Education is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of the University of
Cambridge Local Examinations Syndicate (UCLES), which itself is a department of the University of Cambridge.
© UCLES 2019 0610/62/F/M/19

2
1 (a) Fig. 1.1 is a diagram of the human gas exchange system.
Fig. 1.1
(i) Identify the structures labelled A, B and C in Fig. 1.1.
A ........................................................................................................................................
B ........................................................................................................................................
C ........................................................................................................................................
[3]
(ii) Explain how the structures in the gas exchange system cause inspiration.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [4]
© UCLES 2020 0610/42/F/M/20

3
(b) A person who does not smoke can be exposed to tobacco smoke from other people smoking.
Researchers studied the effect of exposure to tobacco smoke on the development of lung
cancer in three groups of women who did not smoke:
• group 1 – no exposure to tobacco smoke

• group 2 – low level exposure to tobacco smoke
• group 3 – high level exposure to tobacco smoke.
Table 1.1
number of women percentage of

number of women
group who died from women who died
studied
lung cancer from lung cancer
1 21 895 32 0.15
2 44 184 86
3 25 461 56 0.22
(i) Calculate the percentage of women in group 2 who died from lung cancer.
Write your answer, to two significant figures, in Table 1.1.
[2]
(ii) Many countries have laws that ban smoking in public buildings.
Discuss the evidence from Table 1.1 that supports these laws.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [3]

4
(iii) Smoking has been found to increase the risk of developing diseases other than cancer.
State two other diseases that can be caused by smoking.
1 ........................................................................................................................................
2 ........................................................................................................................................
[2]
[Total: 14]
© UCLES 2020 0610/42/F/M/20

5
2 (a) Fig. 2.1 shows the transfer of materials between blood and tissues.
lymphatic
fluid A
vessel
fluid B
arteriole venule
Key:
flow of blood
transfer of materials
Fig. 2.1
(i) Complete Table 2.1 by:
• stating the names of the fluids

• writing yes if the fluid contains red blood cells or no if the fluid does not contain
red blood cells.
Table 2.1
letter on contains red

name of the fluid
Fig. 2.1 blood cells
[2]
(ii) State the name of the process by which oxygen is transferred from fluid B to the cells.
..................................................................................................................................... [1]
(iii) Explain why cells need oxygen.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [2]

6
(b) Describe the functions of arterioles in the skin.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
............................................................................................................................................. [3]
(c) Describe the functions of lymph nodes in the lymphatic system.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
............................................................................................................................................. [2]
(d) Lacteals are part of the lymphatic system.
(i) State where in the body lacteals are found.
..................................................................................................................................... [1]
(ii) Describe the role of lacteals.
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [1]
[Total: 12]
© UCLES 2020 0610/42/F/M/20

7
3 (a) One of the characteristics of living organisms is sensitivity.
Define the term sensitivity.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
............................................................................................................................................. [2]
(b) State the names of two sense organs.
1 ................................................................................................................................................
2 ................................................................................................................................................
[1]

8
(c) Scientists investigated the effect of adrenaline on blood glucose concentration in rats.
The rats were put into two groups:
• group A was given an injection of adrenaline

• group B was given an injection that did not contain adrenaline.
The blood glucose concentrations of the rats in both groups were monitored for three hours
after the injections.
The rats did not eat for 12 hours before the investigation or while they were being monitored.
The results are shown in Fig. 3.1.
5.0
time of
injection
4.5
blood glucose
concentration
/ mmol per dm3
4.0
3.5
0.0 0.5 1.0 1.5 2.0 2.5 3.0 3.5
monitoring time / hours
Key:
group A (adrenaline)
group B (no adrenaline)
Fig. 3.1
© UCLES 2020 0610/42/F/M/20

9
(i) Suggest why group B was given an injection that did not contain adrenaline.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [2]
(ii) Describe and explain the results shown in Fig. 3.1 for group A.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [5]
(d) Another group of rats was given an injection that did not contain adrenaline.
These rats were given food after 2 hours of monitoring.
Predict the changes to blood glucose concentration in this group of rats.
Sketch a line to show your prediction on the graph in Fig. 3.1. [2]
(e) Describe two effects of adrenaline on the body, other than a change in blood glucose
concentration.
1 ................................................................................................................................................
2 ................................................................................................................................................
[2]
[Total: 14]

10
4 (a) Describe the similarities and differences between marasmus and kwashiorkor.
similarities .................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
differences ................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
[4]
(b) Researchers at a hospital recorded the total number of children admitted to the hospital
between 1984 and 2002.
A common reason for children being admitted to this hospital was severe diarrhoea.
Table 4.1 shows this information.
Table 4.1
total number of
year children admitted to
the hospital
1984 1386
1986 1604
1988 1955
1990 2054
1992 1726
1994 1143
1996 1422
1998 1419
2000 1580
2002 1161
© UCLES 2020 0610/42/F/M/20

11
(i) Calculate the percentage decrease in the total number of children admitted to the hospital
between 1998 and 2002.
Space for working.
............................................................ %
[3]
(ii) Health workers in the communities near the hospital were trained in the prevention and
treatment of diarrhoea. This affected the total number of children being admitted to the
hospital.
Suggest the year in which the training took place.
Give a reason for your answer.
year ...................................................................................................................................
reason ...............................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
[2]
(iii) The health workers provided advice to the community on ways of preventing the spread
of the pathogens that cause diarrhoea.
Suggest the advice that was given to the community.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [3]
[Total: 12]

12
5 (a) Mitosis is a type of nuclear division.
Fig. 5.1 is a series of photomicrographs showing a cell dividing by mitosis.
before mitosis 0 minutes 34 minutes
40 minutes 45 minutes 55 minutes
Fig. 5.1
(i) State the change that has occurred to the mass of DNA immediately before mitosis in
Fig. 5.1.
..................................................................................................................................... [1]
(ii) Estimate the time when the chromosomes shown in Fig. 5.1 begin to separate.
..................................................................................................................................... [1]
© UCLES 2020 0610/42/F/M/20

13
(b) Meiosis is another type of nuclear division.
Describe how the nuclei in cells produced by meiosis differ from the nuclei in cells produced
by mitosis.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
............................................................................................................................................. [3]
(c) Stem cells divide by mitosis during the growth of an embryo.
Describe the role of stem cells in the growth of an embryo.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
............................................................................................................................................. [2]

14
(d) An embryo develops into a fetus.
Outline the processes of labour and birth.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
............................................................................................................................................. [6]
[Total: 13]
© UCLES 2020 0610/42/F/M/20

15
6 (a) Atlantic cod, Gadhus morhua, is a type of fish that is an important resource for commercial
fishing.
Fig. 6.1 shows the estimated mass of Atlantic cod over 40 years.
6
mass of
Atlantic 5
cod
/ million 4
tonnes
3
0
1970 1975 1980 1985 1990 1995 2000 2005 2010
year
Fig. 6.1
(i) In 1970, the mass of Atlantic cod was 8 000 000 tonnes.
State one year when the mass of Atlantic cod was half this value.
..................................................................................................................................... [1]
(ii) State the years when there was a continuous increase in the mass of Atlantic cod for at
least five years.
..................................................................................................................................... [1]
(iii) Suggest reasons for the trend shown between 1990 and 1995.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [3]
16
(iv) Explain how fish stocks can be conserved by restocking.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [3]
(b) Fish have adaptive features that enable them to live successfully in their environment.
Fig. 6.2 is a photograph of a great white shark, Carcharodon carcharias.
Great white sharks are efficient predators and have very good eyesight to see in poor light
conditions underwater.
Fig. 6.2
© UCLES 2020 0610/42/F/M/20

17
(i) Describe two features, other than eyesight, visible in Fig. 6.2 that suggest that great
white sharks are efficient predators.
1 ........................................................................................................................................
2 ........................................................................................................................................
[2]
(ii) Describe how the ancestors of the great white shark developed adaptive features such
as good eyesight.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [5]
[Total: 15]
© UCLES 2020 0610/42/F/M/20

2
1 (a) Beetroot is the large fleshy root of a beet plant. The cells of beetroot contain a coloured
pigment. This pigment may leak from the cells if the cell membranes are damaged.
A student investigated the effect of temperature on the leakage of pigment from beetroot
cells.
Step 1 Cylinders of varying length were cut from a beetroot. The student was provided with
two of the beetroot cylinders. The student cut both cylinders to 3 cm in length.
Step 2 The student labelled one test-tube C and another test-tube H.
Step 3 The student put some cold water into test-tube C and some hot water into
test-tube H.
Step 4 The student measured the temperature of the water in test-tube C and in test-tube H.
Sections of the thermometers are shown in Fig. 1.1.
80 80
70 70
60 60
50 50
40 40
30 30
20 20
thermometer thermometer
in cold water in hot water
Fig. 1.1
Step 5 The student put one beetroot cylinder into test-tube C and one beetroot cylinder into
test-tube H. A stopper was placed in each test-tube.
Step 6 The student waited for 10 minutes.
Step 7 After 10 minutes the student shook both test-tubes.
Step 8 The student observed the colour of the liquid in both test-tubes.
© UCLES 2020 0610/62/F/M/20

3
The student’s observations are shown in Fig. 1.2.
— test-tube C
light red
— test-tube H
dark red
Fig. 1.2
(i) Prepare a table to record the results shown in Fig. 1.1 and Fig. 1.2.
[3]
(ii) State a conclusion for these results.
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [1]

4
(iii) In step 1 the two beetroot cylinders were cut to the same length.
Suggest why this was necessary.
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [1]
(iv) Identify one possible source of error in step 3.

Suggest a piece of apparatus that could be used to reduce this error.
error ...................................................................................................................................
...........................................................................................................................................
apparatus ..........................................................................................................................
...........................................................................................................................................
[2]
(v) In step 7 the student shook the test-tubes. It was important that the shaking of both test-
tubes was the same.
Suggest two ways that this could be achieved.
1 ........................................................................................................................................
...........................................................................................................................................
2 ........................................................................................................................................
...........................................................................................................................................
[2]
© UCLES 2020 0610/62/F/M/20

6
(b) A student repeated the investigation in 1(a) at five different temperatures. They carried out
three trials at each temperature.
The student measured the percentage of light that passed through the liquids in the test-tubes.
The coloured pigment reduces the percentage of light that can pass through the liquid. The
higher the pigment concentration the less light passes through the liquid.
The student’s results are shown in Table 1.1.
Table 1.1
percentage of light that passes through the liquid

temperature / °C
trial 1 trial 2 trial 3 average
10 100 99 98 99
20 94 48 96 95
40 80 77 77 78
60 26 30 31 29
90 1 2 0 1
(i) State the variable that was changed (independent variable) in the investigation described
in 1(b).
..................................................................................................................................... [1]
(ii) Suggest two ways in which the method described in 1(b) is an improvement to the
method used in 1(a).
1 ........................................................................................................................................
...........................................................................................................................................
2 ........................................................................................................................................
...........................................................................................................................................
[2]
(iii) The student decided that the result for trial 2 at 20 °C was anomalous.
State what is meant by an anomalous result.
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [1]
© UCLES 2020 0610/62/F/M/20

7
(iv) State how the student dealt with the anomalous result when calculating the average
value for 20 °C.
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [1]
(v) Plot a line graph on the grid of the temperature against the average percentage of light
that passes through the liquid using the data in Table 1.1.
[4]
(vi) Estimate the percentage of light passing through the liquid at 50 °C.
Show on your graph how you obtained your estimate.
.............................................................%
[2]
[Total: 20]

8
2 Fig. 2.1 is a photograph of a leaf from a beet plant.
P Q
magnification ×1.2
Fig. 2.1
(a) (i) Make a large drawing of the leaf shown in Fig. 2.1.
[4]
© UCLES 2020 0610/62/F/M/20

9
(ii) Measure the length of the line PQ on Fig. 2.1. Include the unit.
length of line PQ ................................................
Calculate the actual length of the leaf using the formula and your measurement.
length of line PQ
magnification = actual length of the leaf
Give your answer to the nearest whole number and include the unit.
Space for working.
................................................................
[3]

10
(b) Some athletes drink beetroot juice because they think it improves their performance.
Scientists investigated the effect of drinking 100 cm3 of beetroot juice on the length of time
that athletes were able to run at their fastest pace before stopping due to exhaustion.
The results of the investigation are shown in Fig. 2.2.
600
550
average time
athletes were
able to run / s
500
450
400
control beetroot
group group
Fig. 2.2
(i) Explain why a control group was used in this investigation.
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [1]
(ii) Suggest a suitable control experiment for this investigation.
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [1]
© UCLES 2020 0610/62/F/M/20

11
(iii) Calculate the percentage increase in the average time athletes were able to run for the
beetroot group compared to the control group.
Give your answer to one decimal place.
Space for working.
.............................................................%
[2]
(c) An athlete suggested the hypothesis:
‘Drinking a greater volume of beetroot juice would increase the length of time that
athletes are able to run.’
Plan an investigation to test this hypothesis.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
............................................................................................................................................. [6]

12
(d) Athletes often consume energy drinks.
Describe how you could test a sample of an energy drink to determine if reducing sugars are
present.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
............................................................................................................................................. [3]
[Total: 20]
© UCLES 2020 0610/62/F/M/20

Cambridge IGCSE™
* 4 7 8 0 1 4 8 1 2 4 *
BIOLOGY 0610/42
Paper 4 Theory (Extended) February/March 2021
1 hour 15 minutes
You must answer on the question paper.
No additional materials are needed.
INSTRUCTIONS
● Answer all questions.
● Use a black or dark blue pen. You may use an HB pencil for any diagrams or graphs.
● Write your name, centre number and candidate number in the boxes at the top of the page.
● Write your answer to each question in the space provided.
● Do not use an erasable pen or correction fluid.
● Do not write on any bar codes.
● You may use a calculator.
● You should show all your working and use appropriate units.
INFORMATION
● The total mark for this paper is 80.
● The number of marks for each question or part question is shown in brackets [ ].
This document has 20 pages. Any blank pages are indicated.
DC (NF/AR) 202933/3
© UCLES 2021 [Turn over
3
1 (a) Fig. 1.1 is a diagram showing the position of some organs in the human body.
Fig. 1.1
Some of the organs shown in Fig. 1.1 are endocrine glands.
Table 1.1 shows the names of some of the endocrine glands, their identifying letters and the
hormones that they produce.
Complete Table 1.1.
Table 1.1
name of endocrine gland letter in Fig. 1.1 hormone produced
insulin
testes
[3]

4
(b) Fig. 1.2 shows two graphs representing:
• the relative blood concentrations of two hormones, A and B, released by the ovaries
during the menstrual cycle
• the thickness of the lining of the uterus.
relative blood
concentration A B
of the
hormones
0 2 4 6 8 10 12 14 16 18 20 22 24 26 28
days
thickness
of the lining
of the uterus
0 2 4 6 8 10 12 14 16 18 20 22 24 26 28
days
Fig. 1.2
© UCLES 2021 0610/42/F/M/21

5
(i) Describe the roles in the menstrual cycle of hormone A.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [3]
(ii) State the day in Fig. 1.2 when ovulation is most likely to occur.
..................................................................................................................................... [1]
(iii) State the days in Fig. 1.2 when the lining of the uterus is lost from the body.
..................................................................................................................................... [1]

6
(c) The female contraceptive pill is a chemical method of birth control, which is available in many
countries.
(i) Describe the social implications of the increased availability of the female contraceptive
pill.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [2]
(ii) The hormones in the female contraceptive pill can enter rivers.
Describe the negative impacts of female contraceptive hormones entering rivers and
contaminating drinking water.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [3]
(iii) State two barrier methods of contraception.
1 ........................................................................................................................................
2 ........................................................................................................................................
[2]
[Total: 15]
© UCLES 2021 0610/42/F/M/21

8
2 (a) Fig. 2.1 is a diagram of a prokaryotic cell.
not to scale
Fig. 2.1
(i) State one visible feature in Fig. 2.1 that identifies this cell as a prokaryotic cell.
..................................................................................................................................... [1]
(ii) State one cell structure that is present in the cells of all organisms.
..................................................................................................................................... [1]
(b) Prokaryotes, Animals and Plants are three of the five kingdoms of organisms.
State the names of the two other kingdoms.
1 ................................................................................................................................................
2 ................................................................................................................................................
[2]
(c) Fig. 2.2 shows part of the nitrogen cycle.
nitrogen in
atmosphere
proteins in proteins in
animals plants
animal waste B C
dead
organisms
A
nitrate ions
in soil
Fig. 2.2
© UCLES 2021 0610/42/F/M/21

9
(i) Describe processes A, B and C in Fig. 2.2.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [6]
(ii) State the name of the process that plants use to absorb nitrate ions.
..................................................................................................................................... [1]
[Total: 11]

10
3 (a) The activity of the heart can be monitored using different methods.
Fig. 3.1 shows two ECG traces. One trace was recorded when the person was at rest and the
second trace was recorded during exercise.
The length of time taken for one heart beat is indicated in Fig. 3.1 on the ECG trace recorded
at rest.
one heart beat
at rest
0.0 0.2 0.4 0.6 0.8 1.0 1.2 1.4 1.6 1.8 2.0 2.2 2.4 2.6 2.8
time / s
during
exercise
0.0 0.2 0.4 0.6 0.8 1.0 1.2 1.4 1.6 1.8 2.0 2.2 2.4 2.6 2.8
time / s
Fig. 3.1
(i) Estimate the resting heart rate of the person from their ECG trace in Fig. 3.1.
Space for working.
.................................... beats per minute

[2]
© UCLES 2021 0610/42/F/M/21

11
(ii) Explain why the ECG trace recorded during exercise differs from the ECG trace recorded
at rest.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [4]
(iii) Suggest one other way of monitoring the activity of the heart.
...........................................................................................................................................
..................................................................................................................................... [1]
(b) If exercise is very intense an oxygen debt is formed.
(i) Complete the sentence.
An oxygen debt results in a build-up of ................................................ in the
................................................ during vigorous exercise.

[2]
(ii) Outline how the body removes an oxygen debt.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [4]
[Total: 13]
12
4 (a) A leaf can be described as an organ.
Define the term organ.
...................................................................................................................................................
...................................................................................................................................................
............................................................................................................................................. [1]
(b) Fig. 4.1 is a photomicrograph of a cross section of part of a leaf.
Fig. 4.1
(i) Identify the tissue labelled A in Fig. 4.1.
..................................................................................................................................... [1]
(ii) Identify the structure labelled C in Fig. 4.1.
..................................................................................................................................... [1]
© UCLES 2021 0610/42/F/M/21

13
(iii) Describe how the tissue labelled B is adapted to maximise photosynthesis.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [3]
(c) (i) State two substances that are transported only in the phloem.
..................................................................................................................................... [1]
(ii) Explain why some parts of a plant can act as both a source and a sink.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [2]

14
(d) The effect of carbon dioxide concentration on the rate of oxygen production in an aquatic
plant was measured.
• A lamp was used to keep the light intensity constant.

• The oxygen gas released by the plant was collected in a gas syringe.
• The plant was placed in water that was kept constant at 20 °C.
(i) The rate of oxygen production was assumed to be the same as the rate of photosynthesis.
Suggest why the rate of oxygen production was not the same as the rate of
photosynthesis.
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [2]
0.30
0.25
rate of
oxygen 0.20
production
/ cm3 per m2
per s
0.15
0.10
0.05
0.00
0 200 400 600 800 1000 1200 1400 1600
concentration of carbon dioxide / μmol per dm3
Fig. 4.2
© UCLES 2021 0610/42/F/M/21

15
(ii) Explain the results shown in Fig. 4.2.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [3]
(e) The investigation was repeated with the same type of aquatic plant at 10 °C.
Draw a line on Fig. 4.2 to predict the results at 10 °C. [2]
[Total: 16]

16
5 (a) Measles is a transmissible disease.
The percentage of the population that were vaccinated against measles in a country was
determined.
The number of confirmed cases of measles in the country was also recorded.
Fig. 5.1 shows the data that were collected between 1975 and 2010.
160 000
100 140 000
90 120 000
80 100 000
number of
percentage
cases of
of the
measles
population 70 80 000
vaccinated
against
measles
60 60 000
50 40 000
40 20 000
30 0
1975 1980 1985 1990 1995 2000 2005 2010
year
Key:
percentage of population vaccinated
number of cases of measles
Fig 5.1
(i) Calculate the percentage change in the number of cases of measles between 1980 and
1990.
Space for working.
.............................................................%
[2]
© UCLES 2021 0610/42/F/M/21
17
(ii) Describe the data shown in Fig. 5.1.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [4]
(iii) Explain how vaccination protects people against a transmissible disease such as
measles.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [5]
(b) The human body has several defences against pathogens.
(i) State two of the body’s chemical barriers to pathogens.
1 ........................................................................................................................................
2 ........................................................................................................................................
[2]

18
(ii) Describe the process of blood clotting.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [3]
[Total: 16]
© UCLES 2021 0610/42/F/M/21

19
6 (a) Fig. 6.1 shows a food web.
hawks
snakes
rabbits grasshoppers mice
grass corn
Fig. 6.1
(i) State the number of trophic levels in the food web in Fig. 6.1.
..................................................................................................................................... [1]
(ii) State the name of one organism that feeds at both the third and fourth trophic levels
from Fig. 6.1.
..................................................................................................................................... [1]
(iii) State the name of the type of energy that is transferred between trophic levels.
..................................................................................................................................... [1]
(b) The total biomass of the snakes is much less than the total biomass of the mice in the food
web shown in Fig. 6.1.
Explain why the total biomass of the snakes is less than the total biomass of the mice.
Use the term energy in your answer.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
............................................................................................................................................. [3]

20
(c) Food shortages that result in famine can be caused by many factors.
Describe how drought can contribute to famine.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
............................................................................................................................................. [3]
[Total: 9]
© UCLES 2021 0610/42/F/M/21

2
1 A student investigated osmosis. They used a model cell made from dialysis tubing. Dialysis tubing
is permeable to water but is not permeable to larger molecules such as sucrose, which is a type of
sugar.
Step 1 One test-tube was labelled DW and a second test-tube was labelled S.
Step 2 Two dialysis tubing bags were made by knotting lengths of dialysis tubing at one end.
Step 3 A syringe was filled with 10 cm3 of sucrose solution.
Step 4 The 10 cm3 of sucrose solution was transferred from the syringe to a dialysis tubing bag,
as shown in Fig. 1.1.
syringe
sucrose solution
open end of the
dialysis tubing bag
sucrose solution inside

the dialysis tubing bag
knotted end of the
dialysis tubing bag
Fig. 1.1
Step 5 A ruler was used to measure the distance from the knot to the meniscus of the sucrose
solution in the bag, as shown in Fig. 1.2.
finger
dialysis tubing bag

the distance
from the knot to bottom of the meniscus
the meniscus
knot
Fig. 1.2
Step 6 The dialysis tubing bag was placed into test-tube S and secured with an elastic band.
Step 7 A measuring cylinder was used to pour 30 cm3 of distilled water into test-tube S, as
shown in Fig. 1.3.
© UCLES 2021 0610/62/F/M/21

3
elastic band
open end of the

dialysis tubing bag
test-tube
30 cm3 of distilled water
Fig. 1.3
Step 8 The student filled the second dialysis tubing bag with 10 cm3 of distilled water.
Step 9 The student measured the distance from the top of the knot to the bottom of the meniscus
of the distilled water in the dialysis tubing bag.
Step 10 The dialysis tubing bag containing distilled water was then placed into test-tube DW and
secured with an elastic band. 30 cm3 of distilled water was poured into test-tube DW.
Step 11 Test-tubes S and DW were left for 15 minutes.
Step 12 At 15 minutes the dialysis tubing bags were removed from test-tubes S and DW.

4
(a) Fig. 1.4 shows the dialysis tubing bags at 0 minutes and at 15 minutes.
0 minutes 15 minutes 0 minutes 15 minutes
dialysis tubing bag from test-tube S dialysis tubing bag from test-tube DW
Fig. 1.4
(i) Measure the distance from the top of the knot to the bottom of the meniscus at 0 minutes
and 15 minutes for the dialysis tubing bags from test-tubes S and DW.
Prepare a table and record these measurements in your table.
[3]
© UCLES 2021 0610/62/F/M/21
5
(ii) Calculate the change in distance from the knot to the meniscus of the liquids in the
dialysis tubing bags in test-tubes S and DW.
S ........................................................ mm
DW ........................................................ mm
[1]
(iii) Explain why it is important to take the measurements from the same place on the dialysis
tubing bags shown in Fig. 1.4.
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [1]
(iv) State a conclusion for the results of this investigation.
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [1]
(v) Identify the variable that the student decided to change (independent variable) in this
investigation.
..................................................................................................................................... [1]
(vi) Only one set of results was collected during this investigation.
Explain why it is better to collect several sets of results.
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [1]
(b) Another student repeated the investigation but their results were not the same. The student
only used one syringe during the investigation and did not wash it.
Suggest why the results of their investigation were not as expected.
...................................................................................................................................................
...................................................................................................................................................
............................................................................................................................................. [1]

6
(c) Sucrose can be broken down into reducing sugars.
Describe how you would test for the presence of reducing sugars.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
............................................................................................................................................. [2]
(d) Students investigated the effect of sucrose concentration on the mass of potato cylinders.
• A potato was cut into cylinders.

• The potato cylinders were all cut to 2 cm in length.
• The initial mass of each potato cylinder was measured and recorded.
• Each potato cylinder was put into a different concentration of sucrose solution.
• The potato cylinders were left in the sucrose solutions for one hour.
• The potato cylinders were removed from the sucrose solutions and the final mass of
each potato cylinder was measured and recorded.
(i) State two variables that were kept constant in this investigation.
1 ........................................................................................................................................
2 ........................................................................................................................................
[2]
The results of the investigation are shown in Table 1.1.
Table 1.1
concentration initial mass of final mass of percentage

change in
of sucrose potato cylinder potato cylinder change in
mass / g
/ mol per dm3 /g /g mass
0.00 2.13 2.29 0.16 7.5
0.20 2.05 2.08 0.03 1.5
0.40 2.52 2.42 –0.10 –4.0
0.60 1.68 1.52 –0.16 –9.5
0.80 1.56 1.32 –0.24 –15.4
1.00 2.51 2.08 –0.43
© UCLES 2021 0610/62/F/M/21

7
(ii) Calculate the percentage change in mass of the potato cylinder that was immersed in
1.00 mol per dm3 sucrose solution.
Give your answer to one decimal place.
Space for working.
.............................................................%
[3]
(iii) Plot a line graph on the grid of the concentration of sucrose solution against the
percentage change in mass. One axis has been started for you.
Include a curved line of best fit on your graph.
0.0
[4]

8
(iv) Estimate the concentration of sucrose solution at which there was no percentage change
in the mass of the potato cylinder.
....................................... mol per dm3 [1]
(v) Explain why the percentage change in mass is more useful than the change in mass
when analysing the results in Table 1.1.
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [1]
(e) State the name of the solution that is used to test for the presence of starch and give the
result of a positive test.
test solution ..............................................................................................................................
positive result .............................................................................................................................

[2]
[Total: 24]
© UCLES 2021 0610/62/F/M/21

9
2 Fig. 2.1 is a photograph of a tomato fruit that has been cut in half.
Fig. 2.1
(a) (i) Draw a large diagram of the tomato fruit shown in Fig. 2.1.
[4]
10
(ii) Describe how you could show that a tomato fruit contains vitamin C.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [3]
© UCLES 2021 0610/62/F/M/21

11
(b) Fig. 2.2 is a photomicrograph of a tomato seed.
magnification ×50
Fig. 2.2
Measure the length of line PQ on Fig. 2.2.
length of PQ ................................................. mm
Calculate the actual size of the tomato seed using the formula and your measurement.
length of line PQ
magnification = actual length of the tomato seed
Include the unit.
Space for working.
................................................................
[3]

12
(c) Plan an investigation to determine the optimum (best) temperature for germination of tomato
seeds.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
............................................................................................................................................. [6]
[Total: 16]
© UCLES 2021 0610/62/F/M/21

2
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
Fig. 1.1
(b) Describe the functions of the regions labelled A and B.
[4]
© UCLES 2013 0610/32/M/J/13

3
Table 1.1 shows the concentrations of some substances in the blood at X, the fluid at Y and For
the urine at Z. 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 7 0 0
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]
© UCLES 2013 0610/32/M/J/13 [Turn over

4
(e) People who have acute kidney failure are given dialysis treatment. For
Examiner's
Use
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.
concentration g per 100 cm3
reason
[2]
(ii) State two components of blood that are not in dialysis fluid.
2 [2]
(f) Heparin is added to the blood before it returns to the body from the dialysis machine.
Heparin prevents a person’s blood from clotting.
Describe the process of blood clotting.
[3]
[Total: 18]
© UCLES 2013 0610/32/M/J/13

6
2 Antibiotics are used to treat human diseases. For

Examiner's
Use
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 agar plate contains agar plate contains agar plate contains
no antibiotic antibiotic 1 antibiotic 2 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]
© UCLES 2013 0610/32/M/J/13

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]

8
(d) Hormones are used to treat a variety of conditions. For

Examiner's
Use
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.
P gene from human cell removed from chromosome 11
Q bacterium produces human insulin
R plasmid vector enters bacterium
S gene for human insulin found to be on chromosome 11
T bacterium divides by binary fission
V 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.
S 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]
© UCLES 2013 0610/32/M/J/13

10
3 Fig. 3.1 shows the front part of the eye. For

Examiner's
Use
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]
© UCLES 2013 0610/32/M/J/13

11
(b) An eye specialist measured the change in shape of the lens of a patient during an eye For
test. The specialist recorded the change in shape of the lens with the patient looking at Examiner's
Use
a chart 10 metres away and when reading from a book. This is shown in Fig. 3.2.
more convex
shape
of lens E
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
[2]
(c) Outline how humans are able to see in colour.
[3]
[Total: 8]

12
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.
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]
© UCLES 2013 0610/32/M/J/13

13
(ii) Describe two implications of self-pollination. For

Examiner's
Use
1
[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]

14
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
F
Fig. 5.1
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15
(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 name of part letter from Fig. 5.1
produces bile liver J

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]

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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17
6 In some countries forests are cleared by burning. This produces carbon dioxide and ash. For
Examiner's
Use
(a) Outline the environmental effects of an increase in carbon dioxide in the atmosphere as
a result of burning forests.
[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]

18
(c) When mineral ions from soils are washed into streams and rivers there is often a rapid For
growth of algae. Examiner's
Use
(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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2
1 Fig. 1.1 shows two similar cut shoots in test-tubes that contained 20 cm3 of water at the For
start. Examiner's
Use
One shoot has its leaves attached and the other shoot has had its leaves removed.
The shoots were placed in the water immediately after being cut.
A small quantity of oil was added to cover the water in these test-tubes.
The two test-tubes with the shoots were left in the light for two days.
shoot with
shoot without leaves
leaves
height of
water after oil
2 days
height of
water after
2 days
water
Fig. 1.1
(a) (i) Identify the variable that was changed (independent variable) in this investigation.
[1]
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3
(ii) Suggest why oil was placed on top of the water in both test-tubes. For
Examiner's
Use
[1]
(iii) Use a ruler to measure the height of the water in the two test-tubes, shown in
Fig. 1.1.
test-tube containing shoot without leaves mm
test-tube containing shoot with leaves mm [1]
(iv) Describe and explain your observations.
[2]

4
(b) The two shoots were removed from the test-tubes. For
Both shoots were immediately placed in a beaker of coloured water and left for 10 Examiner's
Use
minutes.
After 10 minutes the shoots were removed from the coloured water.
The shoots were cut in half, as shown in Fig. 1.2, to see how far up the stem the
coloured water had moved.
coloured
water
each shoot cut in half from one half of each shoot

the cut end to the tip showing the movement of the
coloured water up the stem
Fig. 1.2
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5
For
Examiner's
Use
shoot without shoot with

leaves leaves
Fig. 1.3
(i) Use a ruler to measure the distance moved by the coloured water, shown in
Fig. 1.3.
shoot without leaves mm
shoot with leaves mm [1]
(ii) Do the measurements in (b)(i) support the measurements in (a)(iii)? Explain your
answer.
[2]

6
(iii) Describe how you could carry out a similar investigation to determine whether For
temperature affects the rate of water uptake of shoots with leaves. Examiner's
Use
[3]
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8
(c) A group of students measured the mass lost from a flask containing a shoot with For
leaves. Examiner's
Use
The shoot was placed in water, on a balance as shown in Fig. 1.4.
An automatic data logger recorded the mass every six hours for two days.
shoot with
leaves
flask
oil
water
balance
data logger
Fig. 1.4
Only natural light from the sun was allowed to fall on the shoot.
The students calculated the mass lost every six hours. The data is shown in Table 1.1.
Table 1.1
time of day mass lost / g
10:00 0.0
16:00 3.0
22:00 5.0
04:00 5.0
10:00 7.0
16:00 10.0
22.00 11.5
04.00 11.5
10.00 13.5
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9
(c) (i) Plot the data from Table 1.1 on Fig. 1.5. For
Examiner's
Use
Fig. 1.5
[4]
(ii) Describe and explain the results.
description
explanation
[3]

10
Fig. 1.6 shows part of the lower surface of a leaf as viewed under a microscope. For
Examiner's
Use
stomata
× 300
120 mm
Fig. 1.6
(d) Name the structures labelled G and H.
H [2]
(e) The number of stomata on the lower surface of the leaf can be calculated by using
Fig. 1.6.
(i) Count the number of stomata visible in Fig. 1.6.
number of stomata [1]
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11
(ii) The magnification of the image in Fig. 1.6 is × 300. For

Examiner's
Use
The length of one side of the image is 120 mm. The image is a square.
You can calculate the actual length of one side of the square of leaf surface shown
in Fig. 1.6 by dividing the length of one side of the image by the magnification.
Calculate the actual length of one side of the square of leaf surface shown in
Fig. 1.6.
Show your working.
actual length of one side of the square of leaf surface mm [1]
(iii) Calculate the actual total area of the square of leaf surface shown in Fig. 1.6.
Show your working.
actual total area of the square of leaf surface mm2 [2]
(iv) The number of stomata per mm2 can be calculated from the number of stomata
and the actual total area of the square of leaf surface shown in Fig. 1.6.
Calculate the number of stomata per mm2 of this leaf.

Show your working.
number of stomata per mm2 [2]
(v) The total area of the lower surface of this leaf was measured and found to be
9000 mm2.
Calculate the total number of stomata on the lower surface of this leaf.
Show your working.
total number of stomata [1]
[Total: 27]

12
2 You are going to observe and draw one of your fingers. For
Examiner's
Use
(a) Place the palm of your hand on the paper.
Examine one finger.
Make a large, labelled drawing of this finger.
[4]
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13
(b) Fig. 2.1 shows the European mole, Talpa europa. For
Examiner's
Use
hand × 0.8
Fig. 2.1
(i) State one similarity, visible in Fig. 2.1, between the structure of the mole’s hand
and your hand.
[1]
(ii) Complete Table 2.1 to state two differences, visible in Fig. 2.1 between the
shape and size of the mole’s hand and your hand.
feature mole’s hand your hand
shape
size
[2]
(c) (i) Name the group of vertebrates to which the mole belongs.
[1]
(ii) State one feature, visible in Fig. 2.1, that supports your answer to (c)(i).
[1]
[Total: 9]

14
3 Arum lilies, such as Arum maculatum, are plants that have a smell like rotting meat. For
The smell attracts flies so that the flowers can be pollinated. Examiner's
Use
Some arum lilies have a purple coloured sheath and some have a light green coloured
sheath.
Fig. 3.1 shows an arum lily with part of the sheath cut away to show the inside.
sheath
flies
Fig. 3.1
A group of students collected arum lilies from the same habitat, two with purple coloured
sheaths and three with light green coloured sheaths.
They opened the sheaths of each lily and counted the number of flies inside.

Table 3.1
total number of mean number of

colour of sheath number of flies
flies flies
purple 3
purple 5
light green 5
light green 6
light green 4
(a) Calculate the total and mean number of flies found in each colour of sheath.
Write your answers in Table 3.1. [2]
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15
(b) Suggest two ways in which this investigation could be improved. For
Examiner's
Use
1
[2]
[Total: 4]
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2
1 Fig. 1.1 shows the change in the biomass of the fungus Penicillium when grown in a fermenter to
produce the antibiotic penicillin.
5.0
X
4.5
4.0
3.5
3.0
biomass / g per kg W
growth medium 2.5
2.0
1.5
1.0 V
0.5
0.0
0 20 40 60 80 100 120 140 160 180
time / hours
Fig. 1.1
(a) Name the stages in the growth of Penicillium indicated by V, W and X.
V ...............................................................................................................................................
W ..............................................................................................................................................
X .......................................................................................................................................... [3]
(b) State two factors that are kept constant when Penicillium is grown in a fermenter.
1 ...............................................................................................................................................
2 .......................................................................................................................................... [2]
(c) Suggest why the growth of Penicillium is measured in biomass rather than numbers of cells.
...................................................................................................................................................
.............................................................................................................................................. [1]
[Total: 6]
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4
2 Fig. 2.1 shows the changes in a human ovary during the first part of the menstrual cycle and after
the fertilisation of an egg.
day 1
follicle
day 10
day 14
B A
day 15
Fig. 2.1
(a) (i) Name:
organ A .............................................................................................................................
process B ..........................................................................................................................
cell C. ............................................................................................................................ [3]
(ii) Name the hormone that promotes:
the growth of the follicle .....................................................................................................
process B. .................................................................................................................... [2]
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5
(iii) Explain how a sperm cell is adapted for its functions.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[3]
(b) Explain the advantages of sexual reproduction to an animal species.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
.............................................................................................................................................. [5]
[Total: 13]

6
3 Fig. 3.1 is a diagram of the water cycle.
E
D
Fig. 3.1
(a) Water is a large component of the cells in the leaves of trees, as labelled D on Fig. 3.1.
Explain how water passes from a leaf cell to the atmosphere.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
.............................................................................................................................................. [4]
(b) Explain how the loss of water from the leaves helps to move water from the roots to the
leaves.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
.............................................................................................................................................. [4]
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7
(c) Explain how water enters the roots of the trees from the soil.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
.............................................................................................................................................. [3]
(d) Fig. 3.1 shows a sewage treatment works, labelled E.
Describe three processes used in the treatment of sewage.
1 ...............................................................................................................................................
...................................................................................................................................................
2 ...............................................................................................................................................
...................................................................................................................................................
3 ...............................................................................................................................................
.............................................................................................................................................. [3]
(e) Herbicides are used by farmers to control weeds.
Explain the environmental damage that may be caused by herbicides.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
.............................................................................................................................................. [3]
[Total: 17]

8
4 Table 4.1 shows the composition of blood plasma.
Table 4.1
component concentration in the plasma
adrenaline / ng dm–3 10 – 100
fibrinogen / g dm–3 1.7 – 4.0
glucose / mg dm–3 700 – 1000
hydrogencarbonate ions / g dm–3 1.1 – 1.4
insulin / μg dm–3 0.33 – 0.40
lactic acid / mg dm–3 50 – 200
sodium ions / g dm–3 3.1 – 3.4
urea / mg dm–3 70 – 200
(a) From Table 4.1, name:
(i) an excretory product
...................................................................................................................................... [1]
(ii) a plasma protein.
...................................................................................................................................... [1]
(b) (i) State what could cause the lactic acid concentration in the blood to increase to
200 mg dm–3.
...................................................................................................................................... [1]
(ii) State the function of fibrinogen.
...................................................................................................................................... [1]
(iii) State two effects that a concentration of adrenaline of 100 ng dm–3 might have on the
body.
...........................................................................................................................................
...................................................................................................................................... [2]
(c) Table 4.1 shows that the glucose concentration varies between 700 and 1000 mg dm–3.
Describe the role of the liver in regulating the concentration of glucose in the body.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
.............................................................................................................................................. [3]
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9
(d) Lymphocytes and phagocytes are white blood cells.
A woman had some blood tests taken before and during a bacterial infection.
Table 4.2 shows the number of white blood cells in the two blood samples.
Table 4.2
white blood mean number of cells per mm3 of blood

cells
before infection during infection
lymphocytes 1300 3500
phagocytes 2000 7500
(i) Calculate the percentage increase in lymphocytes that occurred during the bacterial
infection.
answer ...............................................% [2]
(ii) Describe the role of phagocytes in defence against disease.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...................................................................................................................................... [3]
(iii) Describe the roles of white blood cells in tissue rejection.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[3]
[Total: 17]

10
5 (a) Describe how food is moved along the small intestine.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
.............................................................................................................................................. [2]
(b) The small intestine is lined by many villi.
Fig. 5.1 shows a longitudinal section of a villus.
Fig. 5.2 shows a cross-section of the same villus at V – W.
The diagrams are not drawn to the same scale.
V W
microvilli
S
cell T
Fig. 5.1 Fig. 5.2
(i) Name structures P, Q, and R.
P ........................................................................................................................................
Q .......................................................................................................................................
R ................................................................................................................................... [3]
(ii) The blood that flows from S enters a vein.
Name the vein that transports blood away from the small intestine.
...................................................................................................................................... [1]
© UCLES 2014 0610/32/M/J/14
11
(iii) Cell T is an example of the cells that form the surface of the villi.
Explain why there are many microvilli on cell T.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...................................................................................................................................... [2]
(iv) Some of the cells on the surface of the villi secrete mucus for protection.
Suggest what the villi need to be protected against.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...................................................................................................................................... [2]
[Total: 10]

12
6 Myriapods are a group of arthropods that are commonly found in soil habitats in many parts of the
world. Many myriapods are very small and not easy to identify.
Fig. 6.1 shows four species of myriapod, not drawn to the same scale.
Polydesmus Cylindroiulus Scutigera Scolopocryptops

denticulatus punctatus coleoptrata sexspinosus
Fig. 6.1
(a) State three features of all myriapods that are visible in Fig. 6.1.
1 ...............................................................................................................................................
...................................................................................................................................................
2 ...............................................................................................................................................
...................................................................................................................................................
3 ...............................................................................................................................................
.............................................................................................................................................. [3]
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13
(b) Describe three features of myriapods that could be used to make a dichotomous key to
distinguish between the four species in Fig. 6.1.
1 ...............................................................................................................................................
...................................................................................................................................................
2 ...............................................................................................................................................
...................................................................................................................................................
3 ...............................................................................................................................................
.............................................................................................................................................. [3]
(c) Mitochondria are cell structures that contain a small quantity of DNA.
Scientists are sequencing the DNA of one particular gene in mitochondria to help identify
different species of many animals including myriapods. The sequences that they find are
called ‘barcodes’.
(i) State the part of the cell that contains most of the DNA.
...................................................................................................................................... [1]
(ii) Suggest how DNA barcoding might be useful in the conservation of animals, such as
myriapods.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...................................................................................................................................... [2]
(iii) State the function of DNA in cells.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...................................................................................................................................... [2]

14
(d) A student found the following information about the feeding relationships between some
organisms in a soil habitat.
Dead organic matter, such as leaves, provides food for bacteria and soil fungi.
Earthworms eat dead leaves.
Many millipedes feed on dead plant matter and also on soil fungi.
Nematodes feed on bacteria and are eaten by springtails.
Centipedes are predators that feed on earthworms, millipedes and springtails.
(i) Draw a food web to show the feeding relationships described above.
[4]
(ii) Describe the roles of the soil organisms in the carbon cycle.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...................................................................................................................................... [2]
[Total: 17]
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2
1 A student investigated the effect of surface area on the rate of digestion of food by observing the
colour change in agar jelly pieces placed in dilute sulfuric acid.
The student was provided with a Petri dish of agar jelly. The agar jelly contained Universal Indicator
that changed colour according to the pH of its environment.
RED pH1 ORANGE BLUE pH10
The student was also provided with a beaker of sulfuric acid.
When a small piece of agar jelly was put into the beaker of dilute sulfuric acid, it gradually changed
colour.
(a) Suggest what colour the agar jelly became after it changed colour in the dilute sulfuric acid.
It started orange and changed to .......................................................................................... [1]
The student cut four identical blocks of agar jelly, each 2 cm × 1 cm × 1 cm, as shown in Fig. 1.1.
1 cm 2 cm
1 cm
Fig. 1.1
The student labelled the agar blocks A, B, C and D.
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3
The blocks of agar jelly were then cut up as shown in Fig 1.2.
total number total surface

view of block from above showing
block of pieces after area of all
cuts that were made
cutting pieces / cm2
A 1
....................
cut here
B 2 12
C 4 16
D 8 20
Fig. 1.2
The student calculated the total surface area of all the pieces cut from each block.
(b) (i) Calculate the surface area of block A.
Show your working.
surface area of block A ................................................... cm2 [2]

4
(ii) Calculate the volume of block A.
Show your working and include the units.
volume of block A ........................................................... [2]
The student labelled four large test-tubes, A, B, C and D.
The student put all the agar pieces that had been cut from each agar block, A, B, C
and D, into the large test-tube that was labelled with the same letter as the agar block.
This is shown in Fig. 1.3.
A B C D
Fig. 1.3
The student poured sulfuric acid into each large test-tube and timed how long it took for all the
pieces of agar jelly in each large test-tube to change colour.
The student wrote down their results.
Block A took 12 minutes to

change.
Block B took 6 minutes 25

seconds.
Block C took 2 minutes 40

seconds.
Block D took 4 minutes 10

seconds.
© UCLES 2014 0610/62/M/J/14

5
(c) (i) State two pieces of apparatus, not shown in Fig. 1.3, that the student needed to use for
this investigation.
....................................................................................................................................... [1]
(ii) Use the space below to draw a suitable results table for this investigation.
[5]
(d) Describe and explain the results.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
.............................................................................................................................................. [4]

6
(e) Explain why it was important for blocks A, B, C and D to have the same volume at the start,
before they were cut into pieces.
...................................................................................................................................................
.............................................................................................................................................. [1]
(f) Suggest two possible sources of errors in the investigation.
For each error, describe one way that you could improve the investigation.
error 1 .......................................................................................................................................
...................................................................................................................................................
improvement 1 ..........................................................................................................................
...................................................................................................................................................
error 2 .......................................................................................................................................
...................................................................................................................................................
improvement 2 ..........................................................................................................................
.............................................................................................................................................. [4]
(g) The surface area of food particles affects the rate of their break down.
A student carried out an experiment to investigate the rate of the break down of fat.
Two test-tubes were set up as shown in Table 1.1.
Each test-tube contained the same volumes and concentrations of enzyme.
Table 1.1
test-tube contents of test-tube time taken for break down of fat / min
E fat + enzyme + water 8
F fat + enzyme + bile 3
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7
(i) Suggest a reason for the difference in results recorded in Table 1.1.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...................................................................................................................................... [2]
(ii) Another student carried out a similar experiment but also included a test-tube that
contained fat and water only.
Suggest a reason for this additional test-tube.
...........................................................................................................................................
...................................................................................................................................... [1]
[Total: 23]

8
2 The outline of a leaf has been drawn on the grid in Fig. 2.1.
Fig 2.1
(a) Label two features of the leaf shown in Fig. 2.1. [2]
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9
(b) (i) Use the grid to estimate the area of the surface of the leaf shown in Fig. 2.1.
Each square of the grid has an area of 1 cm2.
................................................... cm2 [1]
(ii) Suggest one way to improve the accuracy of this method of calculating the surface area
of a leaf.
...........................................................................................................................................
...................................................................................................................................... [1]
(c) The two leaves, G and H, shown in Fig. 2.2 are from the same plant.
G H
×1
Fig. 2.2
One of the leaves was from higher up the plant, in full sunlight.
The other leaf was from lower down the plant, in the shade.
Suggest and explain which leaf is from lower down the plant, in the shade.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...................................................................................................................................... [2]

10
(d) Table 2.1 shows the results of an investigation into the relationship between the total surface
area of the leaves on a plant and the volume of water lost from the plant.
Table 2.1
total surface area of leaves / m2 volume of water lost from plant per day / dm3
0.05 4.5
0.10 6.5
0.15 8.0
0.20 10.0
0.25 12.5
(i) Plot a graph of the data in Table 2.1 on the grid below. Draw a straight line of best-fit.
[4]
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11
(ii) Describe the trend shown by the results.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...................................................................................................................................... [2]
(e) Fig. 2.3 shows the lower surface of a leaf as seen under a microscope.
× 400
Fig. 2.3
JK shows the length of a stoma in Fig. 2.3.
Measure the length of JK.
length of JK ................................................................ mm
Calculate the actual length of the stoma.
Show your working.
actual length of stoma ........................................................ mm
[3]

12
(f) A student investigated how light intensity affected the rate of water loss from a leaf.
Suggest two variables that the student would control in their investigation.
1 ................................................................................................................................................
...................................................................................................................................................
2 ................................................................................................................................................
.............................................................................................................................................. [2]
[Total: 17]
Copyright Acknowledgements:
Question 2c E.S.Masters © UCLES

Question 2e © http://biology-aasharifah.blogspot.co.uk/2012/06/question-and-answer-about-stomata.html.
Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of Cambridge Local
Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge.
© UCLES 2014 0610/62/M/J/14

2
1 (a) Fig. 1.1 shows seven plant species that are important crops.
B
A
C D E
F
G
not drawn to scale
Fig. 1.1
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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.
Key
1 (a) branched veins on leaves go to 2

(b) parallel veins (not branched) on leaves go to 3
2 (a) leaves divided into leaflets (look like small individual leaves) go to 4
(b) leaves not divided into leaflets go to 5
3 (a) flowers grouped tightly together at the top of the stalk Triticum aestivum
(b) flowers grouped loosely together at the top of the stalk go to 6
4 (a) large flowers located at top of stem Solanum tuberosum
(b) small flowers located along the stem Glycine max
5 (a) leaves have five lobes Manihot esculenta F
(b) leaves have three lobes Ipomoea batatas
6 (a) flowers above youngest leaf Zea mays
(b) flowers bend down below youngest leaf Oryza sativa
[3]
(b) The pattern of the veins on the leaves was used in the key to separate the monocotyledonous
crop plants and eudicotyledonous (dicotyledonous) crop plants shown in Fig. 1.1.
State one other feature that could be used to identify monocotyledonous plants from
eudicotyledonous plants.
.............................................................................................................................................. [1]

4
(c) The leaves of some crop plants are not eaten but are used to make paper. This reduces
deforestation because fewer trees are cut down for making paper. Deforestation has negative
effects on soil ecosystems.
(i) Describe the negative effects of deforestation on soil ecosystems.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...................................................................................................................................... [4]
(ii) Paper recycling can reduce deforestation.
Outline how paper can be recycled.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...................................................................................................................................... [3]
[Total: 11]
© UCLES 2015 0610/32/M/J/15

5
2 (a) Write a balanced chemical equation for photosynthesis.
................................................................... ................................................................... [3]
A student investigated the effect of light intensity on the rate of photosynthesis of algae.
Fig. 2.1 shows the apparatus set up for the investigation.
glass tank with water
bottle containing algae

suspension and hydrogencarbonate
lamp stop-clock
indicator solution
ruler 0 20 40 60 80 100 120
Fig. 2.1
(b) Suggest why a glass tank with water was placed between the lamp and the bottle in the
investigation.
...................................................................................................................................................
...................................................................................................................................................
.............................................................................................................................................. [1]
(c) The hydrogencarbonate indicator solution changes colour when the pH changes. At pH 8.4 it
is red, at pH 7.6 it is yellow and at pH 9 it is purple.
Predict the colour of the hydrogencarbonate indicator solution in the bottle nearest the lamp
at the end of the investigation. Explain your answer.
colour prediction .......................................................................................................................
explanation ...............................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
[3]
6
(d) The student’s results are shown in Fig. 2.2.
100
90
80
70
60
time for colour
change 50
/ minutes
40
30
20
10
0
0 20 40 60 80 100 120 140
distance from lamp / cm
Fig. 2.2
Describe and explain how the rate of photosynthesis is affected by light intensity.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
.............................................................................................................................................. [5]
[Total: 12]
© UCLES 2015 0610/32/M/J/15

7
3 Fig. 3.1 shows images of red blood cells from a human, A, and a bird, B.
nucleus
A B
Fig. 3.1
(a) State the function of red blood cells.
...................................................................................................................................................
...................................................................................................................................................
.............................................................................................................................................. [1]
(b) There is a nucleus present in each of the red blood cells of the bird, as shown in Fig. 3.1.
(i) State the function of a nucleus.
...........................................................................................................................................
...........................................................................................................................................
...................................................................................................................................... [1]
(ii) Human red blood cells do not contain a nucleus.
State an advantage of this.
...........................................................................................................................................
...........................................................................................................................................
...................................................................................................................................... [1]

8
Red blood cells from humans were placed into three test-tubes. Each test-tube contained a salt
solution of a different concentration. A sample was taken from each test-tube and viewed using a
microscope. The results are shown in Fig. 3.2.
salt concentration / mol dm–3 0.10 0.15 0.20 0.25
Fig. 3.2
(c) (i) Describe the appearance of the red blood cells in the 0.15 mol dm−3 salt solution and the
red blood cells in the 0.20 mol dm−3 salt solution.
0.15 mol dm−3 .....................................................................................................................
...........................................................................................................................................
0.20 mol dm−3 .....................................................................................................................
...........................................................................................................................................
[2]
(ii) The red blood cells in the 0.10 mol dm−3 salt solution burst.
Explain why the red blood cells burst.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...................................................................................................................................... [3]
(iii) Suggest why a plant cell in 0.10 mol dm−3 salt solution would not burst.
...........................................................................................................................................
...........................................................................................................................................
...................................................................................................................................... [1]
© UCLES 2015 0610/32/M/J/15

9
(d) Some people in accidents lose a lot of blood. Doctors give patients fluid to replace lost blood.
(i) Use the information in Fig. 3.2 to predict and explain the concentration of fluid replacement
given to patients who have lost blood.
prediction ...........................................................................................................................
explanation ........................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
[2]
(ii) Describe the process of blood clotting.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...................................................................................................................................... [3]
[Total: 14]

10
4 Fig. 4.1 shows part of the human gas exchange system.
Fig. 4.1
(a) (i) Name structure K.
...................................................................................................................................... [1]
(ii) Ciliated cells and goblet cells line structure L.
Explain the function of these cells in structure L.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...................................................................................................................................... [3]
© UCLES 2015 0610/32/M/J/15

11
(b) Gas exchange occurs at the alveoli.
(i) Describe how oxygen molecules move from the alveoli into the blood.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...................................................................................................................................... [3]
(ii) During inspiration, air moves from the atmosphere into the lungs.
Describe the mechanism of inspiration.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...................................................................................................................................... [4]
(iii) Name one gas that is found in a higher concentration in expired air than in inspired air.
...................................................................................................................................... [1]

12
(c) Tobacco smoke affects the gas exchange system.
Name two components of tobacco smoke and describe their effect on the gas exchange
system.
component 1 .............................................................................................................................
effect .........................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
component 2 .............................................................................................................................
effect .........................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
[4]
[Total: 16]
© UCLES 2015 0610/32/M/J/15

14
5 The growth and development of an embryo begins immediately after fertilisation.
(a) Fig. 5.1 shows some of the events (S to Y) between fertilisation and birth.
S development of the heart

T placenta forms
U hormones are released by mother to start contractions
V implantation of the embryo in the lining of the uterus
W embryo forms into a ball of eight cells
X development of sex organs
Y fertilised ovum divides into two cells by mitosis
Fig. 5.1
(i) Put the events into the correct sequence. Two have been done for you.
Y X
[2]
Fig. 5.2 shows a developing fetus and part of the reproductive system of the mother.
R
M
Q
N
P
O
Fig. 5.2
© UCLES 2015 0610/32/M/J/15

15
(ii) Table 5.1 shows some functions and names of parts of the developing fetus and pregnant
mother.
Complete the table. One row has been done for you.
Table 5.1
letter from Fig. 5.2 name function during pregnancy
P amniotic sac encloses the amniotic fluid
attaches the placenta to the fetus
amniotic fluid
contracts to push the baby through the birth

canal
placenta
widens during labour to allow the head of the

baby to pass
[5]

16
(b) Mothers are often given nutritional advice for their newborn babies. Scientists compared
breast-feeding to bottle-feeding with formula milk. Their data is shown in Table 5.2.
Table 5.2
breast milk formula milk

lipid / g per dm3 37 38
lactose / g per dm3 73 72
protein / g per dm3 8.7 12.9
energy / kJ per dm3 680 690
volume of milk taken / g per day 448 732
Use the data in Table 5.2 to describe one difference and one similarity between the nutritional
value of breast milk and formula milk.
difference ..................................................................................................................................
...................................................................................................................................................
similarity ....................................................................................................................................
...................................................................................................................................................
[2]
© UCLES 2015 0610/32/M/J/15

17
(c) The scientists measured the growth of the babies fed with breast milk and babies fed with
formula milk described in Table 5.2. The mass of the babies from birth until they were
15 months old is shown in Fig. 5.3.
12
10
mass / kg 6
0
0 2 4 6 8 10 12 14 16
age / months
Key
breast-fed formula-fed
Fig. 5.3
(i) Define the term growth.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...................................................................................................................................... [2]
(ii) Using the information in Table 5.2 and Fig. 5.3, describe and explain the changes in the
mass of the babies that were breast-fed and babies that were bottle-fed with formula milk.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...................................................................................................................................... [4]
18
(iii) The scientists noticed that there were other differences between the breast-fed babies
and the babies fed with formula milk.
Describe the advantages and disadvantages of breast-feeding.
advantages ........................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
disadvantages ...................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
[4]
[Total: 19]
© UCLES 2015 0610/32/M/J/15

19
6 The human population is growing rapidly. This is increasing the pressure on the world food supply.
(a) Name the rapid growth phase of any population of organisms.
.............................................................................................................................................. [1]
In Canada farmers are breeding fish in large nets because the wild stocks of fish are decreasing.
Fig. 6.1 is a diagram of a salmon fish farm in the ocean. The salmon only eat the food provided by
the worker.
fish farmer
worker feeds salmon monitors water
with fish pieces from from boat
floating walkway
net
waste excreted from salmon

collects at the bottom of
excess fish pieces the ocean
pass into the ocean ocean floor
Fig. 6.1
(b) Explain the effects of the excess fish pieces and waste excreted from the salmon on the
environment.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
.............................................................................................................................................. [3]

20
(c) State the lowest possible trophic level of the salmon shown in Fig. 6.1.
.............................................................................................................................................. [1]
(d) Other farmers grow seaweed. Salmon farming is a less energy efficient way of producing food
for humans than seaweed farming.
Explain why.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
.............................................................................................................................................. [3]
[Total: 8]
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.
To avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the Cambridge International
Examinations Copyright Acknowledgements Booklet. This is produced for each series of examinations and is freely available to download at www.cie.org.uk after
the live examination series.
© UCLES 2015 0610/32/M/J/15

2
1 Hydrogen peroxide is produced by metabolism in most cells and is toxic in high concentration.
Cells contain the enzyme catalase to break down the hydrogen peroxide.
Fig. 1.1 shows this reaction.
catalase
hydrogen peroxide water + oxygen
Fig. 1.1
Some students investigated the activity of catalase found in leaves. Two different sized pieces of
leaf were placed into hydrogen peroxide solution and the time taken for the pieces of leaf to rise
was recorded.
• A ruler was used to measure a distance of 40 mm from the bottom of three containers and a
line drawn on the containers.
• Hydrogen peroxide solution was poured into each container until it reached the line at 40 mm.
• A ruler and scissors were used to cut three pieces of leaf, each measuring 10 mm × 10 mm,
from leaves of the same species.
• A 1 cm length of metal wire was bent into a U-shape. A piece of leaf was placed into the
U-shape and the wire pinched to hold the leaf in place as shown in Fig. 1.2.
leaf
metal wire
Fig. 1.2
• One piece of leaf was placed in the hydrogen peroxide solution in each of the containers and
pushed gently with forceps to make it sink.
• The leaves were observed and a timer was used to measure the time taken for each piece of
leaf to rise from the bottom of the container to the surface of the hydrogen peroxide solution.
• Forceps were used to remove the pieces of leaf from each container.
• The experiment was then repeated using three pieces of leaf cut to a size of 15 mm × 15 mm
from leaves of the same species as previously used.
© UCLES 2015 0610/62/M/J/15

3
Fig. 1.3 shows the times for each set of leaves.
piece 1 piece 2 piece 3

10 × 10 mm leaf pieces
piece 1 piece 2 piece 3

15 × 15 mm leaf pieces
Fig. 1.3
(a) (i) Prepare a table to record the results shown in Fig. 1.3.
Record the times taken for the leaf pieces to rise into this table.
[4]
(ii) Calculate the mean time taken for each size of leaf piece to reach the surface.
Show your working.
10 mm × 10 mm .................................................................................................................
15 mm × 15 mm .............................................................................................................[1]
4
(iii) Describe the effect of the size of leaf piece on the time taken to rise to the surface.
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[1]
(b) Fig. 1.4 shows the students’ observations of the pieces of leaf.
Many small bubbles formed on the leaf at first and then some large
10 x 10 bubbles. There were more at the edge. Then the leaf tipped and
started to rise.
This was the same as the first set of leaves, but the bubbles seemed
15 x 15
to start quicker.
Fig. 1.4
Use the information you have been given and the observations in Fig. 1.4 to explain why the
leaf pieces rose to the surface.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[2]
(c) Predict, with reasons, the effect of using a piece of leaf 20 mm × 20 mm on the time taken to
rise to the surface.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[2]
© UCLES 2015 0610/62/M/J/15

5
(d) (i) State one variable that has been controlled in the students’ investigation.
variable ..........................................................................................................................[1]
(ii) State one source of error in the method used in this investigation.
Describe how to improve the method to decrease the effect of this error.
error ....................................................................................................................................
improvement ......................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
[2]
(iii) Describe a control experiment for this investigation.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[2]
(iv) State one hazard (danger to the students) in this investigation and describe one safety
precaution the students should take to reduce this hazard.
hazard ...............................................................................................................................
safety precaution ...............................................................................................................
...........................................................................................................................................
...........................................................................................................................................
[2]

6
(e) The students used the same method to investigate the catalase activity in pieces of leaf of
four different species, W, X, Y and Z. Each piece of leaf was the same size.
Fig. 1.5 shows their results.
species average time / s
W 290
X 130
Y 170
Z 50
Fig. 1.5
(i) Plot a bar chart of the data shown in Fig. 1.5.
[4]
© UCLES 2015 0610/62/M/J/15

7
(ii) Describe the results and suggest what the students could conclude from this investigation.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[3]
[Total: 24]

8
2 Fig. 2.1 shows cells in the growing part of a root as seen using a microscope.
cell A
cell B
cell C
× 600
Fig. 2.1
(a) (i) Count and record the total number of cells in Fig. 2.1. Do not include any cells that are
only partly visible.
.......................................................................................................................................[1]
(ii) Chromosomes can be seen in cells that are undergoing mitosis. There are 18 of these
cells in Fig. 2.1.
Calculate the percentage of the cells that are undergoing mitosis in Fig. 2.1.
Show your working. Give your answer to the nearest whole number.
....................................................... % [2]
(b) State two ways, visible in Fig. 2.1, in which the cell labelled B is different from the cell
labelled A.
1 ................................................................................................................................................
...................................................................................................................................................
2 ................................................................................................................................................
...................................................................................................................................................
[2]
© UCLES 2015 0610/62/M/J/15
9
(c) Fig. 2.2 is a magnified view of cell C in Fig. 2.1.
cell C
× 800
Fig. 2.2
(i) Make a large drawing of the cell labelled C to show:
• the cell wall

• the chromosomes.
Label a chromosome.
[5]
(ii) Measure the length of cell C on Fig. 2.2 and record your result. Include the unit.
Draw a line on Fig. 2.2 to show where you have made your measurement.
length of cell C ...............................................................................................................[2]
(iii) Calculate the actual length of the cell.

Show your working. Give your answer to the nearest whole number.
size of cell ....................................................mm [2]

10
(d) Cancer in the bronchus can be caused by smoking. When cancer develops, mitosis in cells
becomes uncontrolled, forming tumours.
Fig. 2.3 shows cancer in the wall of a bronchus as seen using a microscope.
area Y
area X
outer surface
cells forming
wall of
bronchus
Fig. 2.3
Describe two features, visible in Fig. 2.3, that suggest that area X is healthy and area Y is
cancerous.
1 ................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
2 ................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[2]
[Total: 16]
© UCLES 2015 0610/62/M/J/15

2
1 All mammals have a double circulatory system. Fig. 1.1 shows part of the human double circulatory
system.
right lung left lung
P J
O B K
C
A
D
N muscular wall
of heart
right kidney left kidney
L
M
Fig. 1.1
(a) Name the muscular wall that separates the left and right sides of the human heart.
........................................................................................................................................... [1]
(b) (i) Describe what is meant by the term double circulation.
................................................................................................................................
................................................................................................................................
................................................................................................................................ [1]
(ii) State one advantage of a double circulation.
................................................................................................................................
................................................................................................................................
................................................................................................................................ [1]
© UCLES 2016 06_0610_42_2016_1.10

3
(c) Table 1.1 describes some of the structures of the human circulatory system shown in Fig.1.1.
Complete the table.
One row has been done for you.
Table 1.1
description name of structure letter on Fig. 1.1
heart chamber with the

thickest muscular wall
blood vessel that carries

oxygenated blood to the heart
blood vessel that carries

oxygenated blood away from the heart
blood vessel that carries blood away

from the kidneys
blood vessel with the largest vena cava N

lumen
[4]
(d) Describe how blood is transported from the vena cava to the lungs. You may use the letters
on Fig. 1.1 in your description.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
........................................................................................................................................... [4]
© UCLES 2016 06_0610_42_2016_1.10 [Turn over

4
(e) (i) Doctors recommend that a healthy diet can reduce the risk of coronary heart disease.
Give one other lifestyle improvement patients can make that can reduce the risk of
coronary heart disease.
................................................................................................................................
................................................................................................................................ [1]
(ii) Sometimes surgery is required to treat coronary heart disease.
Describe one named example of surgery that can treat coronary heart disease.
................................................................................................................................
................................................................................................................................
................................................................................................................................
................................................................................................................................
................................................................................................................................ [2]
[Total: 14]
© UCLES 2016 06_0610_42_2016_1.10

5
2 Fig. 2.1 is an electron micrograph showing the bacteria, Vibrio cholerae.
Fig. 2.1
(a) (i) Bacteria are prokaryotes.
State two distinguishing features of all prokaryotes.
1 .............................................................................................................................
2 .............................................................................................................................
[2]
(ii) The bacteria shown in Fig. 2.1 each have a flagellum.
Suggest the function of the flagellum in bacteria.
................................................................................................................................
................................................................................................................................
................................................................................................................................ [1]
© UCLES 2016 06_0610_42_2016_1.10 [Turn over

6
(b) V. cholerae is the pathogen that causes cholera. Vaccination is used to control the spread of
cholera during an outbreak.
Explain how vaccination can control the spread of diseases.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
........................................................................................................................................... [4]
(c) Many years ago scientists discovered that V. cholerae secretes a toxin. Fig. 2.2 shows the
results of an experiment to measure the flow of chloride ions out of human cells with and
without the toxin.
14
12
10
key
8 with toxin
flow of chloride
ions / arbitrary without toxin
units 6
0
0 50 100 150 200 250 300
time / s
Fig. 2.2
© UCLES 2016 06_0610_42_2016_1.10

7
(i) Calculate the difference in flow of chloride ions between the cells with the toxin and the
cells without the toxin at 50 seconds.
Show your working and state the units in your answer.
................................................. [2]
(ii) Use the data in Fig. 2.2 to describe the effect of the toxin on the flow of chloride ions
out of the cells.
................................................................................................................................
................................................................................................................................
................................................................................................................................
................................................................................................................................
................................................................................................................................
................................................................................................................................
................................................................................................................................ [3]
(iii) Chloride ions cannot move out of cells by simple diffusion.
Suggest and describe how chloride ions could move out of cells.
................................................................................................................................
................................................................................................................................
................................................................................................................................
................................................................................................................................
................................................................................................................................
................................................................................................................................
................................................................................................................................ [3]
© UCLES 2016 06_0610_42_2016_1.10 [Turn over

8
(d) The loss of chloride ions from cells causes diarrhoea and dehydration in patients with cholera.
(i) State which organ in the alimentary canal is affected by the cholera toxin.
................................................................................................................................ [1]
(ii) Describe the treatment for cholera.
................................................................................................................................
................................................................................................................................
................................................................................................................................
................................................................................................................................
................................................................................................................................ [2]
[Total: 18]
© UCLES 2016 06_0610_42_2016_1.10

9
3 Anthocyanin is a red pigment found in carnation flowers. Some carnation plants have a gene for
making anthocyanin.
(a) (i) A flower grower bred red carnations.
Describe how growers selectively breed plants.
................................................................................................................................
................................................................................................................................
................................................................................................................................
................................................................................................................................
................................................................................................................................
................................................................................................................................
................................................................................................................................ [3]
(ii) Explain the disadvantages of using sexual reproduction to breed red carnations.
................................................................................................................................
................................................................................................................................
................................................................................................................................
................................................................................................................................
................................................................................................................................ [2]
(b) Meiosis is necessary for sexual reproduction of carnation plants.
Define the term meiosis.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
........................................................................................................................................... [2]
© UCLES 2016 06_0610_42_2016_1.10 [Turn over

10
(c) Carnation plants show co-dominance for the anthocyanin gene. There are two alleles:
A
• F – allele for anthocyanin pigment (red flowers)
N
• F – allele for no anthocyanin pigment (white flowers)
(i) State the genotype of a carnation plant that is heterozygous for this gene.
................................................................................................................................ [1]
(ii) Describe the phenotype of a heterozygous carnation plant for this gene.
................................................................................................................................
................................................................................................................................ [1]
A N A A
(iii) The breeder crossed a F F carnation plant with a F F carnation plant. Predict, using
a genetic diagram, the proportion of pure breeding carnation plants in the offspring.
parental genotypes FAFN × FAFA
+
gametes ........... ........... ........... ...........
Punnett square
offspring genotypes .............................................................................................
offspring phenotypes ...........................................................................................
proportion of pure breeding carnation plants .......................................................
[4]
[Total: 13]
© UCLES 2016 06_0610_42_2016_1.10

11
4 Some students investigated osmosis in raw potato sticks.
(a) Define the term osmosis.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
........................................................................................................................................... [3]
(b) The students measured the mass of four of the potato sticks using an electronic balance.
Fig. 4.1 shows an electronic balance.
Fig. 4.1
The students left each potato stick in one of four different liquids for 5 hours:
• distilled water
3
• 0.1 mol per dm sodium chloride solution
3
• 0.5 mol per dm sodium chloride solution
3
• 1.0 mol per dm sodium chloride solution.
After 5 hours they measured the mass again and calculated the change in mass.
© UCLES 2016 06_0610_42_2016_1.10 [Turn over

12
(i) Predict which of the liquids would cause the largest decrease in mass of a potato stick.
................................................................................................................................ [1]
(ii) The students dried the potato sticks with paper towels before putting them on the
electronic balance.
Suggest why.
................................................................................................................................
................................................................................................................................
................................................................................................................................ [1]
(c) After the experiment the students noticed that the potato stick with the lowest mass was soft
and floppy.
Explain why the potato stick had become soft and floppy.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
........................................................................................................................................... [3]
(d) The students followed the same experimental procedure with boiled potato sticks and found
no overall change in mass in any of the solutions.
Suggest why the mass of the boiled potato sticks remained the same.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
........................................................................................................................................... [2]
[Total: 10]
© UCLES 2016 06_0610_42_2016_1.10

13
5 Hormones are secreted by glands or made artificially by drug companies.
(a) (i) Name the gland that secretes testosterone.
................................................................................................................................ [1]
(ii) State why testosterone can improve sporting performance.
................................................................................................................................
................................................................................................................................
................................................................................................................................ [1]
(iii) Describe the role of progesterone in the menstrual cycle.
................................................................................................................................
................................................................................................................................
................................................................................................................................ [1]
(iv) Synthetic progesterone is found in oral contraceptives.
Name one other hormone often found in oral contraceptives.
................................................................................................................................ [1]
© UCLES 2016 06_0610_42_2016_1.10 [Turn over

14
Water entering two sewage works, A and B, was tested for the presence of four hormones.
The testing was repeated on water that left the sewage works to flow into lake A and lake B.
The results of the tests on the water samples are shown in Table 5.1.
Table 5.1
3
hormone concentration of hormones at sewage works / ng per dm
A B
before sewage after sewage before sewage after sewage

treatment treatment treatment treatment
including ozone including chlorine
and chlorine alone
oestrogen not measurable not measurable 0.1 not measurable
synthetic 8.5 8.0 4.5 4.6

progesterone
natural 2.5 2.8 2.4 2.7

progesterone
testosterone 15.6 3.7 2.7 3.1
(b) Explain which water sample was most polluted with hormones before sewage treatment. Use
data from Table 5.1 to support your answer.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
........................................................................................................................................... [3]
© UCLES 2016 06_0610_42_2016_1.10

15
(c) One reason for treating sewage is to reduce the concentration of hormones in the environment.
(i) Chlorine was used in the sewage treatment of both lakes.
Describe the effect that chlorine had on the hormone concentrations in the water. Use
data from Table 5.1 to support your answer.
................................................................................................................................
................................................................................................................................
................................................................................................................................
................................................................................................................................
................................................................................................................................ [2]
(ii) State the main purpose of chlorine in sewage treatment.
................................................................................................................................
................................................................................................................................
................................................................................................................................ [1]
© UCLES 2016 06_0610_42_2016_1.10 [Turn over

16
(d) Describe the negative consequences of letting untreated sewage flow into lake ecosystems.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
........................................................................................................................................... [6]
[Total: 16]
© UCLES 2016 06_0610_42_2016_1.10

17
6 Fig. 6.1 shows the changes in glucose concentration of the blood.
high blood B
glucose
concentration A
set level
time
low blood
C
glucose
concentration
Fig. 6.1
(a) Name the process that maintains blood glucose concentration within set limits.
........................................................................................................................................... [1]
(b) (i) Name the hormone that would be secreted in response to the increasing blood glucose
concentration at A in Fig. 6.1.
................................................................................................................................ [1]
(ii) Name an organ that is responsible for the decrease in blood glucose concentration
after B in Fig. 6.1.
................................................................................................................................ [1]
(iii) Name the compound that is converted to glucose at C in Fig. 6.1.
................................................................................................................................ [1]
© UCLES 2016 06_0610_42_2016_1.10 [Turn over

18
(c) Describe the symptoms and treatment of Type 1 diabetes.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
........................................................................................................................................... [5]
[Total: 9]
© UCLES 2016 06_0610_42_2016_1.10

2
1 Some students test the composition of three liquid food supplements.
(a) (i) State the chemical test the students would use to show that protein is present in a liquid
sample of a food supplement.
.......................................................................................................................................[1]
The students carried out this test for protein on liquid samples of food supplements P, Q
and R.
Food supplements P and R contained protein.
(ii) Complete Table 1.1 to show the results from the students’ tests for protein.
Table 1.1
food supplement colour at start colour at end
R
[2]
The students carried out a test for vitamin C on liquid samples of food supplements P, Q and R.
When iodine solution is mixed with starch, a blue-black colour is observed. Vitamin C stops this
blue-black colour from forming.
Step 1 The students labelled a test-tube P and added 3 cm3 of food supplement P to the test-
tube.
Step 2 They added 1 cm3 of starch solution to test-tube P.
Step 3 The students added iodine solution to the test-tube, one drop at a time. They counted the
drops as they added them. They shook the test-tube gently after adding each drop and
stopped adding drops when a blue-black colour remained.
A blue-black colour remained in P after 12 drops of iodine solution had been added.
Step 4 They repeated steps 1 to 3 with food supplements Q and R.
A blue-black colour remained in Q after 1 drop of iodine solution had been added.
A blue-black colour remained in R after 5 drops of iodine solution had been added.
© UCLES 2016 0610/62/M/J/16

3
Table 1.2 shows how the number of drops of iodine solution added relates to the vitamin C content
of the food supplement.
Table 1.2
number of drops of iodine solution added vitamin C content
1 none
2–3 low
4 or more high
(b) Use the results of the students’ experiments and the information in Table 1.2 to complete
Table 1.3.
Table 1.3
food supplement number of drops of iodine solution added vitamin C content
R
[2]
The students carried out a test for reducing sugar on liquid samples of food supplements P, Q
and R.
(c) (i) Name the solution used for the reducing sugar test.
.......................................................................................................................................[1]
(ii) Give one safety precaution that should be used when carrying out this test.
.......................................................................................................................................[1]
A positive result for the test for reducing sugar is the appearance of a brick-red colour.
The quicker the brick-red colour appears, the higher the concentration of reducing sugar.
Step 5 The students labelled a test-tube P2 and added a sample of food supplement P to the
test-tube.
Step 6 They added 2 cm3 of the test solution to test-tube P2.
Step 7 The students repeated steps 5 and 6 with food supplements Q and R.
Step 8 They placed test-tubes P2, Q2 and R2 into hot water, and started a timer.
Step 9 The students observed the test-tubes carefully and noted the time when the brick-red
colour appeared in each test-tube.
If there was no colour change after 180 seconds (3 minutes), the students recorded
‘more than 180’ as the result for that test-tube.
4
A brick-red colour appeared in test-tube R2 after 25 seconds and in test-tube P2 after 1 minute
and 15 seconds.
No brick-red colour appeared in test-tube Q2.
(d) Complete Table 1.4 to show the students’ results for the reducing sugar test.
Table 1.4
test-tube time for brick-red colour to appear / s
[2]
(e) There is a source of error in step 5 of the method for the reducing sugar test.
(i) Identify this source of error.
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[1]
(ii) Suggest apparatus that could be used to minimise this source of error.
.......................................................................................................................................[1]
(f) State one other source of error in the method used for the reducing sugar test.
Suggest how to improve the method to minimise this source of error.
error
...................................................................................................................................................
...................................................................................................................................................
improvement
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
[2]
© UCLES 2016 0610/62/M/J/16

5
(g) Table 1.5 shows the protein content of five foods.
Table 1.5
food protein content of food / g per 100 g

maize 3.2
rice 7.1
potato 2.0
yam 1.5
sorghum 11.3
(i) Plot a graph of the data shown in Table 1.5.
[4]

6
(ii) It is recommended that a six-year-old child eats 20 g of protein per day.
Calculate the mass of sorghum a six-year-old child must eat each day to obtain 20 g of
protein.
Show your working.
............................................................. g
[2]
[Total: 19]
© UCLES 2016 0610/62/M/J/16

7
2 Fig. 2.1 shows the apparatus used to measure the rate of water loss from the leaves of a plant.
layer of
petroleum 1: 25 timer
leafy shoot
jelly
rubber water air

tubing capillary tube
containing water
ruler
Fig. 2.1
(a) Suggest how a student might use the apparatus shown in Fig. 2.1 to calculate the rate of
water loss from the leaves of a leafy shoot.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[2]
The student used the apparatus shown in Fig. 2.1 to compare the rates of water loss from leaves
in still and moving air.
(b) Suggest one piece of apparatus that the student could use to vary the air movement.
...............................................................................................................................................[1]
(c) State two variables that the students should keep constant in this investigation.
1 ................................................................................................................................................
...................................................................................................................................................
2 ................................................................................................................................................
...................................................................................................................................................
[2]
Petroleum jelly is greasy and waterproof.
(d) Suggest the purpose of the petroleum jelly on the apparatus shown in Fig. 2.1.
...................................................................................................................................................
...............................................................................................................................................[1]

8
The student’s results are shown in Fig. 2.2.
2.5
2.0
rate of water
loss 1.5
/ arbitrary
units 1.0
0.5
0.0
still air moving air
Fig. 2.2
(e) The rate of water loss is greater in moving air than still air.
Use Fig. 2.2 to calculate how many times greater the rate of water loss is in moving air.
Show your working.
................................................................
[2]
(f) Another student thinks that the apparatus in Fig. 2.1 does not measure water loss from the
leaves.
Suggest why this student is correct.
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[1]
© UCLES 2016 0610/62/M/J/16

9
(g) Fig. 2.3 shows some laboratory apparatus.
two clamps and stands

1: 25 timer
leaves
petroleum
jelly
g Jelly
scissors ball of string balance
Fig. 2.3
Petroleum jelly is greasy and waterproof.
Describe, with the aid of a labelled diagram, how you could set up the apparatus shown in
Fig. 2.3 to find out whether the upper or the lower surface of the leaves loses more water by
evaporation.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[6]
10
(h) Fig. 2.4 shows a section of a stem as seen under a light microscope.
A B
Fig. 2.4
© UCLES 2016 0610/62/M/J/16

11
Make a large drawing of the section of the stem contained in the square on Fig. 2.4 to show
the different structures and layers.
Do not draw any individual cells.
[4]

12
(i) (i) The diameter of the stem in Fig. 2.4 is shown by the line AB.
Measure the length of AB on Fig. 2.4.
measured length of line AB ................................................... mm [1]
(ii) The actual diameter of the stem is 7.5 mm.
The magnification of Fig. 2.4 can be calculated using the following equation:
length of AB
magnification =
actual diameter of stem
Calculate the magnification of Fig. 2.4 using the information above and your answer
to (i).
Show your working.
magnification .......................................................... [1]
[Total: 21]
© UCLES 2016 0610/62/M/J/16

2
1 Wheat is a crop plant grown to produce flour.
(a) Flour is used to make dough for bread.
(i) State the name of the organism used to make dough rise.
.......................................................................................................................................[1]
(ii) State the name of the process that this organism uses to produce the gas that makes
dough rise.
.......................................................................................................................................[1]
(b) Farmers grow crop plants such as wheat to provide food.
(i) State two types of natural event that could cause widespread food shortages.
1 ........................................................................................................................................
2 ........................................................................................................................................
[2]
(ii) The increasing human population is another reason for food shortages.
Explain how the increasing human population contributes to food shortages.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[3]
© UCLES 2017 0610/42/M/J/17

3
(c) Many farmers grow crop plants as monocultures to improve yields.
Fig. 1.1 shows a monoculture of wheat.
Fig. 1.1
Describe the impact of large-scale monocultures on the environment.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[4]
[Total: 11]

4
2 Many researchers are studying the structure and function of genes.
(a) Define the term gene.
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[2]
(b) Every living cell is able to make proteins.
The process begins in the nucleus.
Describe how proteins are made in a cell.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[4]
© UCLES 2017 0610/42/M/J/17

5
(c) Fig. 2.1 is a diagram of a protein used to move ions across membranes in root hair cells.
protein
high concentration
of ions
direction of
ion movement
low concentration
of ions
Fig. 2.1
(i) State the name of the process that moves mineral ions into root hair cells through cell
membrane proteins.
.......................................................................................................................................[1]
(ii) Explain how protein molecules move ions across a membrane during this process.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[3]
(d) Proteins are also found in the blood.
State the names of two proteins found in the blood.
1 ................................................................................................................................................
2 ................................................................................................................................................
[2]
[Total: 12]

6
3 Heart rate is influenced by electrical impulses from the brain.
(a) State the name of the type of cell that conducts electrical impulses to the heart.
...............................................................................................................................................[1]
(b) The electrical activity of the heart can be recorded on an ECG.
Fig. 3.1 shows an ECG of one heartbeat.
T
P
Q
S
Fig. 3.1
(i) Table 3.1 shows how the electrical activity, during one heartbeat, corresponds to the
opening and closing of the valves in the heart.
Complete Table 3.1 using the words ‘open’ and ‘closed’.
Table 3.1
part of the ECG result of electrical atrioventricular

semilunar valves
shown in Fig. 3.1 activity valves
P atria contract
QRS ventricles contract
atria and ventricles
T
relax
[3]
(ii) State the function of heart valves.
...........................................................................................................................................
.......................................................................................................................................[1]
© UCLES 2017 0610/42/M/J/17

7
(c) Fig. 3.2 shows the ECG of an athlete before and during exercise.
exercise begins
0 1 2 3 4 5 6 7 8 9 10 11 12
time / s
Fig. 3.2
(i) Calculate the heart rate, in beats per minute, before exercise begins.
..................................... beats per minute

[2]
(ii) Using Fig. 3.2, describe how the electrical activity of the heart during exercise differs
from the electrical activity before exercise begins.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[3]

8
(iii) Describe how the ventilation of the lungs will change while the athlete exercises.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[2]
[Total: 12]
© UCLES 2017 0610/42/M/J/17

9
4 A balanced diet is required to ensure healthy weight gain as children grow.
(a) Explain the term balanced diet.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[3]
(b) A doctor diagnosed a young child with marasmus.
Describe the symptoms of marasmus.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[3]

10
(c) The child with marasmus was put on a special diet.
He was given fortified milk, which is milk that has extra nutrients added to it.
The child was encouraged to drink as much fortified milk as he wanted over a period of seven
months.
Table 4.1 shows the composition of the fortified milk given to the child and the composition of
cow’s milk for comparison.
Table 4.1
type of milk milk composition

percentage of percentage of percentage of energy / kJ dm–3
protein carbohydrate fat
fortified milk 16.5 57.0 17.0 5468
cow’s milk 3.3 4.6 3.9 2845
The body mass of the child who had marasmus and the mean body mass of healthy children
of the same age were recorded. The data is shown in Fig. 4.1.
12
10
Key
marasmus
healthy
8
body mass / kg
0
12 14 16 18 20 22
time / months
Fig. 4.1
© UCLES 2017 0610/42/M/J/17

11
Using the information in Table 4.1 and Fig. 4.1, describe and explain the importance of diet
when treating children affected by marasmus.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[6]
(d) It is important that children with marasmus produce enough bile.
Describe the role of bile in the digestion of fats.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[3]
[Total: 15]

13
5 Acid rain has negative effects on many ecosystems.
(a) Describe the negative effects of acid rain on freshwater ecosystems, such as streams, rivers
and lakes.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[5]
(b) Two groups of students were asked to investigate the effects of acid rain on the germination
of pine tree seeds.
(i) Both groups of students decided to use sulfuric acid rather than hydrochloric acid to
represent acid rain in their investigation.
Suggest why.
...........................................................................................................................................
.......................................................................................................................................[1]
(ii) State how the students could have measured the pH of the sulfuric acid.
...........................................................................................................................................
.......................................................................................................................................[1]
(iii) The students provided the environmental conditions that seeds need to germinate.
State two of these environmental conditions.
1 ........................................................................................................................................
2 ........................................................................................................................................
[2]

14
(c) One group of students recorded the change in temperature as the seeds germinated in five
insulated flasks, labelled A to E.
(i) Suggest why germinating seeds increase in temperature.
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[2]
(ii) The students sterilised the seeds before their investigation.
Their teacher told them to use a sterilising solution to wash the seeds because steam
would kill the seeds and prevent the seeds from germinating.
Explain why steam sterilisation would prevent seed germination.
...........................................................................................................................................
.......................................................................................................................................[1]
The results from this group of students are shown in Table 5.1.
Table 5.1
flask pH group 1
temperature
of seeds after
72 hours / °C
A 2.0 20.6
B 3.5 20.3
C 4.0 21.2
D 5.5 34.1
E 7.0 46.2
(iii) Describe the results obtained by group 1.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[2]
© UCLES 2017 0610/42/M/J/17

15
(d) The second group of students placed 100 seeds in each of five Petri dishes, labelled 1 to 5.
Group 2 used the same range of pH values as group 1.
They recorded the percentage of seeds that had germinated after 72 hours.
Table 5.2
Petri pH group 2
dish
percentage of
seeds germinated
after 72 hours
1 2.0 20
2 3.5 82
3 4.0 19
4 5.5 65
5 7.0 87
The teacher thought that group 2 had forgotten to add the sulfuric acid to one of their Petri
dishes.
Suggest which Petri dish was not set up correctly.
...............................................................................................................................................[1]
[Total: 15]

16
6 Fig. 6.1 is a flow diagram that shows what happens at the start of a bacterial infection.
T S
U
V U
Fig. 6.1
(a) Cell R is a prokaryote and cell S is a lymphocyte.
(i) State the names of two cellular structures that would be found in both prokaryotes and
white blood cells.
1 ........................................................................................................................................
2 ........................................................................................................................................
[2]
(ii) Describe how the cellular structure of white blood cells differs from the cellular structure
of prokaryotes.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[3]
© UCLES 2017 0610/42/M/J/17

17
(b) Cell R is a pathogen that has structures T on its surface. These structures are recognised
by cell S. Cell S is a lymphocyte and it produces structures V. Cell R reproduces by binary
fission and cell S divides by process U.
Identify T to V from the passage and Fig. 6.1.
T ..............................
U ..............................
V ..............................
[3]
(c) Cell W in Fig. 6.2 also responds to pathogens.
cell W
pathogen
Fig. 6.2
(i) State the name of the process shown in Fig. 6.2.
.......................................................................................................................................[1]
(ii) Describe what happens to the pathogen during the process shown in Fig. 6.2.
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[1]

18
Fig. 6.3 shows some human teeth that require dental treatment.
Fig. 6.3
(d) (i) Identify the type of teeth in Fig. 6.3.
.......................................................................................................................................[1]
(ii) Explain how bacteria dissolve enamel to cause tooth decay.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[2]
(e) Describe two ways of preventing tooth decay.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[2]
[Total: 15]
© UCLES 2017 0610/42/M/J/17

2
1 A student wanted to investigate the effect of different growing conditions on the rate of
photosynthesis in plants.
When photosynthesis takes place in a leaf oxygen gas is produced and this is released into the air
spaces in the leaf.
carbon dioxide + water glucose + oxygen
When small discs are cut from the leaf, the gases in the air spaces in the leaf discs can be
removed. This allows the leaf discs to sink when they are placed in a liquid.
As photosynthesis takes place the leaf discs start to float. The time taken for the leaf discs to float
indicates the rate of photosynthesis.
Step 1 A student selected two plants, X and Y, which were of the same species but were growing
in two different locations.
Step 2 One leaf was removed from plant X and five small discs were cut from the leaf. Each leaf
disc was 8 mm in diameter.
Step 3 The student placed the five leaf discs from plant X into a syringe containing 5 cm3 of 2%
sodium hydrogencarbonate solution.
1
2
nozzle
3
4
5
6
7
8
9
10 leaf discs sinking
barrel
plunger
pull on plunger of syringe
Fig. 1.1a Fig. 1.1b
Step 4 The student removed the air from the air spaces in the leaf discs from plant X by pulling
and releasing the syringe plunger as shown in Fig. 1.1a. The leaf discs then sank to the
bottom of the syringe as shown in Fig. 1.1b.
© UCLES 2017 0610/62/M/J/17

3
Step 5 The five leaf discs from plant X were removed from the syringe and each one was placed
into a separate test-tube in a test-tube rack.
2% sodium hydrogencarbonate solution was poured into each test-tube to a height of

approximately 5 cm from the bottom of the test-tube. This is shown in Fig. 1.2.
sodium
hydrogencarbonate
solution
5 cm
leaf disc
leaf X leaf Y
Fig. 1.2
Step 6 A lamp was placed at a distance of 10 cm from the edge of the test-tube rack. This is
shown in Fig. 1.3.
1 2 3 4 5
10 cm lamp
Fig. 1.3
Step 7 The lamp was switched on and a timer was started. The time taken for each of the five
leaf discs to start to rise to the surface of the liquid in the test-tube was recorded.
Step 8 The student repeated steps 2 to 7 for the five leaf discs from plant Y.

4
n t X le af discs s , 1 m in 18 s.
p la 26
s , 5 8 s, 1 min
5
m in 1 0 s, 1 min
1
.
af discs , 3 min 37 s
plant Y le 10 s, 4
min 0 s
, 4 m in
5 s , 4 min 12 s
3 min
Fig. 1.4
(a) (i) Prepare a table to record the results shown in Fig. 1.4.
Record the student’s results in your table.
[4]
(ii) Calculate the average time taken for the leaf discs from plant X and the leaf discs from
plant Y to rise. Include the units and give your answer as a whole number.
Space for working.
X .............................................
Y.............................................
[2]
© UCLES 2017 0610/62/M/J/17
5
(iii) Plot a bar chart on the grid of the average rising time of the leaf discs for plants X and Y.
[3]
(iv) Suggest why the leaf discs rise when photosynthesis takes place.
...........................................................................................................................................
.......................................................................................................................................[1]
(v) Explain why five leaf discs of each leaf type were used.
...........................................................................................................................................
.......................................................................................................................................[1]
(vi) Identify the variable that was:
measured ..........................................................................................................................
changed ............................................................................................................................
[2]
(vii) State two variables that were kept constant.
1 ........................................................................................................................................
2 ........................................................................................................................................
[2]

6
(b) There are potential sources of error in step 5, step 6 and step 7 of the method on page 3.
Identify two sources of error in these steps.
For each error suggest one possible improvement.
error ..........................................................................................................................................
...................................................................................................................................................
improvement .............................................................................................................................
...................................................................................................................................................
error ..........................................................................................................................................
...................................................................................................................................................
improvement .............................................................................................................................
...................................................................................................................................................
[4]
[Total: 19]
2 (a) Fig. 2.1 and Fig. 2.2 are photomicrographs of cross-sections of leaves taken from different
areas of the same tree. Some parts of the tree are shaded from the Sun and some parts are
in direct sunlight.
The cross-section shown in Fig. 2.1 was taken from a leaf grown in the shade and the
cross-section shown in Fig. 2.2 was taken from a leaf grown in direct sunlight.
leaf grown in the shade

P
upper epidermis
palisade mesophyll
spongy mesophyll
lower epidermis
Q
magnification ×130
Fig. 2.1
(i) State two visible differences between the leaves shown in Fig. 2.1 and Fig. 2.2.
1 ........................................................................................................................................
...........................................................................................................................................
2 ........................................................................................................................................
...........................................................................................................................................
[2]
© UCLES 2017 0610/62/M/J/17
7
leaf grown in direct sunlight
upper epidermis
palisade mesophyll
spongy mesophyll
lower epidermis
magnification ×130
Fig. 2.2
(ii) Make a large drawing of the leaf cross-section shown in Fig. 2.2.
Do not draw individual cells. Do not label your drawing.
[4]

8
(iii) Measure the leaf thickness at line PQ in Fig. 2.1. Include the unit.
length of PQ ...........................................................
Calculate the actual leaf thickness using the equation:

length of line PQ
actual leaf thickness =
magnification
Show your working and give your answer to two decimal places.
................................................................
[3]
(b) A student measured the length and the thickness of some leaves taken from a different tree.
Some parts of the tree were in direct sunlight and some parts of the tree were shaded from
the Sun.
Fig. 2.3 shows a diagram of two of the leaves sampled.
leaf length
leaf grown in direct sunlight leaf grown in the shade
Fig. 2.3
© UCLES 2017 0610/62/M/J/17

9
Table 2.1 shows the average leaf thickness and the average leaf length
Table 2.1
leaves in leaves in difference percentage

direct sunlight the shade difference
average leaf thickness 2.27 1.53 0.74 32.60
/ mm
average leaf length 70.00 105.00
/ mm
(i) Calculate the percentage difference between the average leaf length of the leaves grown
in direct sunlight and the average leaf length of the leaves grown in the shade.
Space for working.
[2]
(ii) The student was testing a hypothesis that stated:
“leaves grown in the shade will be larger than leaves grown in direct sunlight”
Use Table 2.1 to explain how the data:
supports this hypothesis ....................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
does not support this hypothesis ......................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
[3]

10
(c) Before testing leaves for the presence of starch, the green chlorophyll must be removed. The
chlorophyll can be removed by boiling the leaf in ethanol.
(i) Describe how ethanol can be boiled safely.
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[1]
(ii) Suggest why the chlorophyll needs to be removed.
...........................................................................................................................................
.......................................................................................................................................[1]
(iii) A student wanted to find out if starch was present in both leaves grown in direct sunlight
and leaves grown in the shade.
Plan an investigation to determine if starch is present in both types of leaf.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[5]
[Total: 21]
© UCLES 2017 0610/62/M/J/17

3
1 (a) Red pandas, Ailurus fulgens, and humans have a similar arrangement of teeth.
Fig. 1.1 shows a section through one tooth of a red panda. Fig. 1.2 shows the side view of the
lower jaw of a red panda.
C D E F
Fig. 1.1 Fig. 1.2
(i) State the names of the structures labelled A to F in Fig. 1.1 and Fig. 1.2.
A ........................................................................................................................................
B ........................................................................................................................................
C ........................................................................................................................................
D ........................................................................................................................................
E ........................................................................................................................................
F ........................................................................................................................................
[3]
(ii) State the type of digestion that breaks down large pieces of food.
...................................................................................................................................... [1]
(b) Food that sticks to the teeth can be used by bacteria for anaerobic respiration.
This type of respiration releases a substance that can cause tooth decay.
(i) State the type of substance released by the bacteria, during respiration, that causes
tooth decay.
...................................................................................................................................... [1]

4
(ii) State the names of the two parts of a tooth that are dissolved by the substance released
by bacterial respiration.
1 .........................................................................................................................................
2 .........................................................................................................................................
[2]
(c) The teeth of red pandas do not decay as much as human teeth.
Suggest the component of a human diet that causes teeth to decay as a result of bacterial
respiration.
.............................................................................................................................................. [1]
[Total: 8]
© UCLES 2018 0610/42/M/J/18

5
2 Mangrove trees are hydrophytes because they grow in water.
Fig. 2.1 shows a young mangrove tree.
Fig. 2.1
(a) An adaptive feature is a feature that increases the fitness of an organism.
(i) Define the term fitness.
...........................................................................................................................................
...........................................................................................................................................
...................................................................................................................................... [1]
(ii) Mangrove trees have many aerial roots and floating seeds.
Suggest how these adaptive features allow mangrove trees to survive in water.
many aerial roots ...............................................................................................................
...........................................................................................................................................
...........................................................................................................................................
floating seeds ....................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
[2]

6
(b) Fig. 2.2 shows a food chain in a mangrove forest.
mangrove tree fiddler crab seagull
Fig. 2.2
Table 2.1 gives the number of organisms and their biomass in a mangrove forest.
Table 2.1
organism number of organisms biomass of organisms / kg

mangrove trees 1 000 450 000
fiddler crabs 7 500 000 8 000
seagulls 150 000 1 200
(i) Estimate the biomass of one fiddler crab in grams.
Write your answer to two significant figures.
Show your working.
............................ g
[2]
(ii) Sketch a pyramid of numbers, using the information in Table 2.1, for the food chain
shown in Fig. 2.2.
Write the number of each trophic level on the appropriate part of your pyramid.
[3]
© UCLES 2018 0610/42/M/J/18
7
(iii) Explain why the shape of a pyramid of biomass, for the information given in Table 2.1,
would be different from the shape of your pyramid of numbers.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...................................................................................................................................... [4]
[Total: 12]

8
3 Aphids are insects that feed on the phloem sap in plants.
Fig. 3.1 shows a diagram of an aphid with its mouth parts inserted into the stem of a plant.
phloem xylem
Fig. 3.1
(a) The mouth parts of the aphid reach the phloem tissue of the stem.
(i) State the name of the foods the aphid could suck out of the phloem tissue.
1 .........................................................................................................................................
2 .........................................................................................................................................
[2]
(ii) Explain the role of phloem in plant transport. Use the words source and sink in your
answer.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...................................................................................................................................... [4]
© UCLES 2018 0610/42/M/J/18

9
(b) Fig. 3.1 shows some of the features of xylem.
Describe how xylem is adapted for its functions.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
.............................................................................................................................................. [6]
(c) Some farmers spray their crops with insecticides to kill pests such as aphids.
Explain the benefits of killing pests.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
.............................................................................................................................................. [2]
[Total: 14]

10
4 One of the roles of the Centers for Disease Control and Prevention (CDC) in Atlanta, US, is to try
to reduce the number of people who are infected with pathogens.
The CDC conducted a survey. They asked women which, if any, contraceptive methods they used.
(a) Suggest why the CDC collected data on contraceptive methods.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
.............................................................................................................................................. [3]
Fig. 4.1 shows the results of the survey.
90
80
70
60
percentage
50
of women
in the survey
40
30
20
10
0
any condoms/ contraceptive other
method femidoms pills chemical
methods
contraceptive method
Fig. 4.1
© UCLES 2018 0610/42/M/J/18

11
(b) (i) State two hormones that are used in contraceptive pills.
1 .........................................................................................................................................
2 .........................................................................................................................................
[2]
(ii) Suggest why contraceptive pills do not contain FSH.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...................................................................................................................................... [3]
(iii) Give one example of ‘other chemical methods’ (fourth bar) that could be included in the
bar in Fig. 4.1.
...................................................................................................................................... [1]
(iv) State two methods of birth control that were not listed in the survey.
1 .........................................................................................................................................
2 .........................................................................................................................................
[2]
(v) The percentage of the last three bars in Fig. 4.1 added together is 90%.
Suggest why the percentage of women who used any type of contraceptive method (first
bar) is not equal to the sum of the last three bars.
...........................................................................................................................................
...........................................................................................................................................
...................................................................................................................................... [1]
[Total: 12]

12
5 Fig. 5.1 shows an adult fly, Chrysomya megacephala.
Fig. 5.1
(a) State three visible features from Fig. 5.1 that could be used to distinguish adult insects from
other arthropods.
1 ................................................................................................................................................
2 ................................................................................................................................................
3 ................................................................................................................................................
[3]
(b) Fly larvae are immature insects that are often used in experiments on respiration.
Give the balanced chemical equation for aerobic respiration.
.............................................................................................................................................. [2]
© UCLES 2018 0610/42/M/J/18

13
(c) A respirometer is shown in Fig. 5.2. It can be used to estimate an organism’s rate of respiration.
8 7 6 5 4 3 2 1 0
droplet
of oil
water-bath
fly larvae wire mesh
soda lime
Fig. 5.2
(i) Complete the sentences:
A respirometer can be used to calculate the ............................. of oxygen used by the
fly larvae by measuring the ............................. the droplet of oil moves in one minute. A
water-bath is used to ............................. the temperature of the apparatus.

[3]
(ii) The soda lime in the respirometer absorbs carbon dioxide.
Explain why this is important in this investigation.
...........................................................................................................................................
...........................................................................................................................................
...................................................................................................................................... [1]
(iii) Fly larvae respire to release energy.
State two uses of energy in a fly larva.
1 .........................................................................................................................................
2 .........................................................................................................................................
[2]
14
(d) A student used a respirometer to investigate the effect of temperature on the rate of respiration
of germinating seeds.
Predict the results of this investigation and explain your prediction.
prediction ..................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
explanation ...............................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
[4]
[Total: 15]
© UCLES 2018 0610/42/M/J/18

15
6 Bacteria are useful in biotechnology and genetic engineering.
Fig. 6.1 shows a photomicrograph of a bacterium.
magnification ×27 000
Fig. 6.1
(a) State the name of the process that is taking place in Fig. 6.1.
.............................................................................................................................................. [1]
(b) (i) Write the formula that would be used to calculate the actual width of the bacterium.
[1]
(ii) The actual width of the bacterium is 0.0008 mm.
Convert this value to micrometres (μm).
Space for working.
................................. μm [1]
(c) Genetically modified bacteria can produce human insulin.
(i) State the name of the disease that can be treated with insulin injections.
...................................................................................................................................... [1]

16
(ii) Insulin is a protein.
Describe the process of using bacteria in genetic engineering to produce human proteins.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...................................................................................................................................... [5]
(d) Genetically modified bacteria are often grown in fermenters.
(i) Suggest why steam is used to clean fermenters.
...........................................................................................................................................
...........................................................................................................................................
...................................................................................................................................... [2]
(ii) State three conditions inside a fermenter that are measured and controlled.
1 .........................................................................................................................................
2 .........................................................................................................................................
3 .........................................................................................................................................
[3]
(iii) State the name of one commercial product, other than insulin, that is made in fermenters.
...................................................................................................................................... [1]
© UCLES 2018 0610/42/M/J/18

17
(e) Crop plants can also be genetically modified.
Describe the advantages of genetically modifying crops.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
.............................................................................................................................................. [4]
[Total: 19]
© UCLES 2018 0610/42/M/J/18

2
1 A student investigated the rate of respiration of yeast at two different temperatures.
Step 1 The student was provided with a yeast suspension which also contained glucose.
Two identical sets of equipment were set up as shown in Fig. 1.1.
bubble of
gas produced
by the yeast
pipette
water
large test-tube
5 cm3 of yeast
suspension
containing glucose
Fig. 1.1
Step 2 One set of the equipment shown in Fig. 1.1 was placed into a warm water-bath and the
starting temperature of the water-bath was recorded as 50 °C. The other set was placed
into a cool water-bath which had a starting temperature of 25 °C. The volume of water in
each water-bath was the same.
Step 3 The student counted the number of gas bubbles produced by the yeast suspension in
five minutes and recorded the results in a tally chart. This is shown in Fig. 1.2.
||
||||
Cool
||||
||||
Wa r m ||||
||||
Fig. 1.2
© UCLES 2018 0610/62/M/J/18
3
(a) (i) Prepare a table and record the student’s results shown in Fig. 1.2.
[3]
Step 4 At the end of the investigation the final temperature of the water in both water-baths was
measured. The results are shown in Fig. 1.3.
50 30
40 20
thermometer in the thermometer in the

warm water-bath cool water-bath
Fig. 1.3
(ii) Use the information in step 2 and Fig. 1.3 to complete Table 1.1.
Table 1.1
water-bath starting temperature / °C final temperature / °C

warm
cool
[1]

4
(b) (i) State a conclusion for the results.
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[1]
(ii) Counting the number of gas bubbles produced may not be an accurate method of
measurement.
Explain why and suggest an improvement.
explanation ........................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
improvement .....................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
[2]
(iii) Identify a variable that should have been kept constant during this investigation but
was not. Suggest how this variable could have been kept constant.
variable ..............................................................................................................................
...........................................................................................................................................
how this variable could have been kept constant ..............................................................
...........................................................................................................................................
...........................................................................................................................................
[2]
(iv) Identify the variable that was changed (independent variable) and the variable that was
measured (dependent variable) in this investigation.
independent variable .........................................................................................................
...........................................................................................................................................
dependent variable ............................................................................................................
...........................................................................................................................................
[2]
© UCLES 2018 0610/62/M/J/18

5
(c) A scientist investigated the effect of different concentrations of glucose on the rate of carbon
dioxide production in yeast cells. They measured the volume of carbon dioxide produced by
the yeast cells in five minutes.
(i) The scientist decided to test their method before beginning the investigation.
They performed three trials using one concentration of glucose.
The results are given in Table 1.2.
Table 1.2
volume of carbon dioxide

trial
produced in 5 minutes / cm3
1 13.6
2 14.3
3 12.9
Calculate the average volume of carbon dioxide produced in 5 minutes.
......................................................... cm3
Calculate the average rate of carbon dioxide production per minute.
....................................... cm3 per minute

[2]

6
(ii) The scientist performed the investigation. Their results are shown in Table 1.3.
Table 1.3
percentage concentration of glucose average rate of carbon dioxide production

/ cm3 per minute
0.5 1.3
1.0 2.6
1.5 3.8
2.0 4.3
2.5 4.4
3.0 4.4
Plot a graph on the grid, using the data in Table 1.3, to show the effect of glucose
concentration on the rate of carbon dioxide production. Include a line of best fit.
[4]
© UCLES 2018 0610/62/M/J/18

7
(iii) Describe the effect of glucose concentration on the rate of carbon dioxide production by
respiring yeast cells, shown in your graph.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[3]
(iv) Estimate the concentration of glucose the scientist used to test their method. Use your
answer for 1(c)(i) and your graph to find this value.
....................................................... % [1]
(d) (i) Describe how the student could show that the glucose used in the investigation is a
simple (reducing) sugar.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[3]
(ii) Identify one hazard when testing for simple (reducing) sugars.
Describe one precaution that could be taken to reduce the risk.
hazard ...............................................................................................................................
...........................................................................................................................................
precaution .........................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[2]
[Total: 26]

8
2 Fig. 2.1 shows Asterionella, which are microscopic algae that live in fresh water.
×425
Fig. 2.1
(a) (i) Make a large outline drawing of the algae. Do not label your drawing.
[4]
© UCLES 2018 0610/62/M/J/18
9
(ii) Measure the length of the line AB in Fig. 2.1. Include the unit.
length of AB ..........................................
Use the formula to calculate the actual diameter of the algae shown in Fig. 2.1. Include
the units.
length of line AB
magnification =
actual diameter of algae
Show your working.
................................................................
[3]

10
(b) Algae photosynthesise. This process uses carbon dioxide.
Hydrogencarbonate indicator can be used to determine the concentration of carbon dioxide in

a solution.
colour of hydrogencarbonate indicator concentration of carbon dioxide

purple low
red medium
yellow high
(i) A student wanted to use hydrogencarbonate indicator to investigate the effect of light
intensity on photosynthesis in fresh water algae.
Describe how the student could carry out this experiment.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[6]
(ii) State the name of a pH indicator other than hydrogencarbonate which could be used to
detect a change in pH.
.......................................................................................................................................[1]
[Total: 14]
© UCLES 2018 0610/62/M/J/18

2
1 Biotechnology is used in the process of bread-making.
Fig. 1.1 shows some of the steps in making bread.
flour, salt and water are put into a bowl
Step 1 mixing
organism A and an energy source are added
Step 2 mixing
dough forms
Step 3 dough left at 35 °C for 2 hours
gas bubbles form in the dough
Step 4 dough is shaped and left at room temperature
dough put into baking tins
Step 5 dough is baked for 30 minutes at 200 °C
bread is made
Fig. 1.1
(a) State the name of organism A in Fig. 1.1.
............................................................................................................................................. [1]
(b) (i) State the name of the source of energy used by organism A.
..................................................................................................................................... [1]
(ii) State the name of the process that occurs at step 3 that causes gas bubbles to form in
the dough.
..................................................................................................................................... [1]
(iii) State the name of the gas that forms to create the gas bubbles in the dough.
..................................................................................................................................... [1]
© UCLES 2019 0610/42/M/J/19

3
(c) Explain the reasons for the different temperatures used in step 3 and step 5.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
............................................................................................................................................. [2]
(d) State the name of two products of biotechnology, other than bread, that make use of
microorganisms.
1 ................................................................................................................................................
2 ................................................................................................................................................
[2]
[Total: 8]

4
2 The concentration of atmospheric carbon dioxide has increased considerably in recent years.
(a) Describe the possible causes of increased atmospheric carbon dioxide.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
............................................................................................................................................. [3]
(b) Soybean plants, Glycine max, were grown in two separate plots.
Each plot used a carbon dioxide enrichment system to control the atmospheric carbon dioxide
concentration.
The atmospheric carbon dioxide concentrations in the two plots were kept at:
• 370 ppm, which is similar to the current atmospheric carbon dioxide concentration
• 550 ppm, which is a possible future atmospheric carbon dioxide concentration.
When the soybean plants were fully grown, scientists calculated the average rates of
photosynthesis at regular intervals from 04:00 to 22:00 for both plots.
25
550 ppm CO2
20
average
rates of 15
photosynthesis 370 ppm CO2
/ μmol per m2 per s 10
0
04:00 06:00 08:00 10:00 12:00 14:00 16:00 18:00 20:00 22:00
time of day
Fig. 2.1
© UCLES 2019 0610/42/M/J/19

5
Describe and explain the effect of carbon dioxide concentration on the average rates of
photosynthesis of the soybean plants from 04:00 to 22:00.
Use the data from Fig. 2.1 in your answer.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
............................................................................................................................................. [6]

6
(c) The scientists also made observations of the leaf structure of the soybean plants.
Epidermis and mesophyll tissues are adapted for photosynthesis.
Complete Table 2.1 by stating two structural features of each of these tissues and explain
how each feature is an adaptation for photosynthesis.
Table 2.1
how the feature is an adaptation

tissue feature
for photosynthesis
1 ............................................... .............................................................................
.................................................. .............................................................................
.................................................. .............................................................................
epidermis
2 ............................................... .............................................................................
.................................................. .............................................................................
.................................................. .............................................................................
1 ............................................... .............................................................................
.................................................. .............................................................................
.................................................. .............................................................................
mesophyll
2 ............................................... .............................................................................
.................................................. .............................................................................
.................................................. .............................................................................
[4]
(d) When the scientists were working in the plot with a carbon dioxide concentration of 550 ppm,
their breathing rates were higher than when they worked in the other plot.
Suggest why their breathing rates were higher.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
............................................................................................................................................. [2]
[Total: 15]
© UCLES 2019 0610/42/M/J/19
7
3 Very small pieces of plastic, called microplastics, are found in many products such as soaps and
toothpaste.
Fig. 3.1 shows toothpaste that contains microplastics.
Fig. 3.1
(a) (i) It is estimated that microplastics make up 5% of the mass of some toothpastes.
Each person uses approximately 2 g of toothpaste a day.
There were estimated to be 1.2 × 109 people using toothpaste that contained
microplastics in some countries in 2013.
Calculate the mass of microplastics contained in the toothpaste used on one day in 2013
for these countries.
Show your working and state appropriate units with your answer.
................................................................
[3]
(ii) State one recommendation, other than regular brushing, for the proper care of teeth.
..................................................................................................................................... [1]

8
(b) Lugworms live in sand on coastal beaches and are eaten by wading birds. Lugworms feed on
diatoms. Diatoms are photosynthetic protoctists that require ammonium ions as a source of
nitrogen. Beach sand contains ammonium ions.
(i) Construct a food chain for these marine organisms.
[2]
(ii) There is some evidence that microplastics affect ammonium ions. Affected ammonium
ions cannot be used by diatoms. A group of researchers thought that this could affect
lugworms living in sand polluted by microplastics.
The researchers collected 30 healthy lugworms, all with the same initial mass.
They divided them into three groups, A, B and C. Each group contained 10 lugworms.
Each group of lugworms was placed in a bucket containing the same mass of beach
sand and ammonium ions and:
A biodegradable microplastics
B non-biodegradable microplastics
C no microplastics.
The measurements that were recorded at the end of the investigation are shown in
Table 3.1.
Table 3.1
group
variable measured
A B C
ammonium ion concentration in the
19.3 47.0 27.4
bucket / µmol per dm3
average respiration rate of lugworms
5.2 9.6 5.1
/ mg oxygen per hour per g mass
volume of lugworm faeces / cm3 60.0 25.0 40.0
average lugworm mass / g 9.1 7.0 9.1
© UCLES 2019 0610/42/M/J/19

9
Describe and explain why the researchers concluded that non-biodegradable

microplastics are the most harmful to lugworms.
Use the information in Table 3.1 in your answer.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [4]
(c) Ammonium ions are an important part of the nitrogen cycle. They can be converted into
nitrate ions, which are used by plants and protoctists such as diatoms.
(i) State the name of the molecules that are converted into ammonium ions in the nitrogen
cycle.
..................................................................................................................................... [1]
(ii) State the name of the process of converting ammonium ions into nitrate ions.
..................................................................................................................................... [1]
(iii) Explain the effects of nitrate ion deficiency on plant growth.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [3]

10
(d) Non-biodegradable plastics are also harmful to terrestrial ecosystems.
Discuss the effects of non-biodegradable plastics on terrestrial ecosystems.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
............................................................................................................................................. [5]
[Total: 20]
© UCLES 2019 0610/42/M/J/19

11
4 Neurones are part of the nervous system. Neurones are connected to each other by synapses.
(a) (i) Describe how the structure of a neurone is related to its function.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [3]
(ii) The nervous system is made up of the central nervous system and the peripheral
nervous system.
State the names of the organs that make up the central nervous system.
..................................................................................................................................... [1]
(b) Reflex actions allow the body to respond rapidly to changes in the external environment.
(i) Outline the pathway in a reflex arc in response to shining a bright light into the eye.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [3]
(ii) Doctors sometimes check the reflexes of people who are unconscious.
Suggest why reflexes occur in people who are unconscious.
..................................................................................................................................... [1]

12
(c) Fig. 4.1 is a diagram of a synapse and parts of two neurones.
G F
Fig. 4.1
(i) State the names of the labelled parts in Fig. 4.1.
E ........................................................................................................................................
F ........................................................................................................................................
G .......................................................................................................................................
[3]
(ii) Draw an arrow on Fig. 4.1 to show the direction in which the signal travels across the
synapse. [1]
[Total: 12]
© UCLES 2019 0610/42/M/J/19

13
5 (a) The testes are part of the endocrine system because they produce hormones.
(i) State the name of the hormone released from the testes.
..................................................................................................................................... [1]
(ii) The testes are also part of the reproductive system. This means that the testes are part
of two organ systems.
Complete Fig. 5.1 by stating two other organs that also belong to two organ systems.
One has been completed for you.
organ organ system
male reproductive system
testes
endocrine system
male reproductive system
endocrine system
Fig. 5.1
[4]

14
Fig. 5.2 is a photomicrograph of part of a mammalian testis.
Fig. 5.2
(b) The cells labelled M in Fig. 5.2 are undergoing meiosis.
Explain why meiosis is necessary in the testes.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
............................................................................................................................................. [3]
© UCLES 2019 0610/42/M/J/19

15
(c) Fig. 5.3 is a photomicrograph of a section through a sperm.
Fig. 5.3
Table 5.1 shows information about the sperm shown in Fig. 5.3.
Complete Table 5.1.
Table 5.1
letter on Fig. 5.3 name of the structure function
haploid nucleus
releases energy
flagellum
[4]

16
(d) Draw and label one human egg cell.
Include at least one labelled feature that is not found in a sperm cell.
[3]
(e) Describe what happens to a fertilised egg cell before implantation in the uterus.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
............................................................................................................................................. [3]
[Total: 18]
© UCLES 2019 0610/42/M/J/19

17
6 Fig. 6.1 shows some of the many different varieties of potato, Solanum tuberosum, that are
cultivated across the world for food.
Fig. 6.1
All varieties of S. tuberosum are classified as the same species.
(a) Define the term species.
...................................................................................................................................................
...................................................................................................................................................
............................................................................................................................................. [2]

18
(b) Fig. 6.2 shows a method of reproduction that some potato farmers use to produce more
potato plants.
parent plant
offspring
potato tuber
plant pot
not to scale
Fig. 6.2
Describe the advantages of the type of reproduction shown in Fig. 6.2 in crop production.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
............................................................................................................................................. [3]
(c) Potato tubers store starch.
Explain why plants store starch.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
............................................................................................................................................. [2]
[Total: 7]
© UCLES 2019 0610/42/M/J/19
2
1 Anaerobic respiration in yeast causes the blue dye, methylene blue, to become colourless.
A student investigated the effect of temperature on the rate of respiration in yeast.
Step 1 7 cm3 of a yeast suspension was put into a test-tube labelled warm. The test-tube was
then placed into a beaker of warm water. The temperature of the water in the beaker was
45 °C.
Step 2 7 cm3 of a yeast suspension was put into a test-tube labelled cool. The test-tube was
then placed into a beaker of cool water. The temperature of the water in the beaker was
20 °C.
Step 3 After three minutes, the student added five drops of methylene blue dye to the yeast
suspensions in each of the test-tubes. The yeast suspensions became blue in both
test-tubes.
Step 4 A layer of vegetable oil was carefully poured on top of the yeast suspension in each of
the test-tubes, as shown in Fig. 1.1.
The layer of oil stopped air from reaching the yeast cells in the suspension so that the
conditions were anaerobic
layer of oil 1 cm
to maintain
anaerobic
conditions
test-tube containing
yeast suspension and
methylene blue dye
not to scale
Fig. 1.1
Step 5 A stop-clock was started.
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3
Step 6 The student observed the warm and cool test-tubes. When they could no longer see the
blue colour they recorded the time taken for the blue colour to disappear.
Fig. 1.2 shows the time on the stop-clock for each test-tube at the end of step 6.
warm cool
test-tube test-tube
MIN : SECONDS MIN : SECONDS
Fig. 1.2
(a) (i) Prepare a table to record the results.
Convert the times shown in Fig. 1.2 to seconds and record them in your table.
[3]
(ii) State a conclusion for the results in your table in 1(a)(i).
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [1]

4
Step 7 The student used a thermometer to measure the temperatures of the warm water beaker
and the cool water beaker at the end of the investigation.
Fig. 1.3 shows the temperatures on the thermometer at the end of the investigation.
warm water cool water

beaker beaker
50
30
40
20
30
10
Fig. 1.3
(iii) Complete Table 1.1 by recording the temperatures in the beakers at the start and at the
end of the investigation.
Table 1.1
beaker temperature at the start / °C temperature at the end / °C
warm water
cool water
[1]
© UCLES 2019 0610/62/M/J/19

5
(iv) Identify the variable that was changed (independent variable) in this investigation.
..................................................................................................................................... [1]
(v) Identify two variables that were kept constant in this investigation.
1 ........................................................................................................................................
2 ........................................................................................................................................
[2]
(b) (i) Identify one possible source of error in step 6 and suggest an improvement for this error.
error ...................................................................................................................................
...........................................................................................................................................
improvement .....................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
[2]
(ii) The data you have recorded in Table 1.1 may indicate that there is a source of error with
the method used in this investigation.
Identify the possible error and suggest an improvement to the method to reduce the
effect of this error.
error ...................................................................................................................................
...........................................................................................................................................
improvement .....................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
[2]

6
(c) Anaerobic respiration in yeast produces a gas.
State the name of an indicator which could be used to show that the gas is carbon dioxide
and state the expected result.
indicator ....................................................................................................................................
expected result .........................................................................................................................

[2]
(d) Anaerobic respiration in yeast cells also produces ethanol. In high concentrations ethanol can
slow down the rate of respiration.
Plan an investigation to determine the effect of different concentrations of ethanol on the rate
of respiration in yeast cells.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
............................................................................................................................................. [6]
[Total: 20]
© UCLES 2019 0610/62/M/J/19

8
2 (a) Fig. 2.1 is a photograph showing four seed heads from a poppy plant.
P
Q
magnification ×1.6
Fig. 2.1
(i) Draw a large diagram of the seed head labelled A.
[4]
© UCLES 2019 0610/62/M/J/19

9
(ii) Measure the length of line PQ on Fig. 2.1. Include the unit.
length of line PQ ...........................................................
Calculate the actual size of the seed head using the formula and your measurement.
length of line PQ
magnification =
actual diameter of the seed head
Give your answer to the nearest whole number and include the unit.
Show your working.
................................................................
[3]

10
(b) A student investigated the effect of pH on the germination of seeds. The student planted
25 seeds for each pH value.
Table 2.1
number of seeds that percentage of seeds that

pH
germinated germinated
4 20 80
5 23 92
6 24 96
7 19 76
8 15
9 10 40
(i) Calculate the percentage of seeds that germinated at pH 8.
Show your working.
............................................................ %
[2]
© UCLES 2019 0610/62/M/J/19

11
(ii) Plot a line graph on the grid to show the effect of pH on the percentage of seeds that
germinated using the data in Table 2.1.
[4]
(iii) Describe the effect of pH on the percentage of seeds that germinated shown in your
graph.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [2]
(iv) The student wanted to obtain a more accurate value for the optimum (best) pH for the
germination of seeds.
Suggest further investigative work that the student should carry out.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [2]
12
(c) During germination the starch within seeds is broken down to form reducing sugars.
Describe how you could test a sample of germinating seeds to find out if reducing sugars are
present.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
............................................................................................................................................. [3]
[Total: 20]
© UCLES 2019 0610/62/M/J/19

2
1 Homeostasis is the maintenance of a constant internal environment.
(a) Human skin is involved in the maintenance of a constant internal body temperature.
(i) Skin is an organ.
State why the skin is an organ.
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [1]
(ii) State the name of the organ that coordinates the control of body temperature.
..................................................................................................................................... [1]
Fig. 1.1 shows a diagram of a section through human skin.
A
F
Fig. 1.1
(iii) State the names of structures A, B and C in Fig. 1.1.
A ........................................................................................................................................
B ........................................................................................................................................
C ........................................................................................................................................
[3]
© UCLES 2020 0610/42/M/J/20

3
(iv) Structure D is a shunt vessel and E is an arteriole.
Describe how these blood vessels are involved in maintaining a constant internal body
temperature in a cold environment.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [3]
(b) Energy is used to maintain body temperature.
State three other uses of energy in humans.
1 ................................................................................................................................................
2 ................................................................................................................................................
3 ................................................................................................................................................
[3]
[Total: 11]

4
2 Pregnancy can occur after the fusion of a male gamete and a female gamete.
(a) State the name of the ball of cells that implants into the uterus after fertilisation.
............................................................................................................................................. [1]
(b) There are many changes that occur in a fetus during pregnancy.
Compare the development of a fetus in the early stages of pregnancy to its development in
the late stages of pregnancy.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
............................................................................................................................................. [2]
(c) Describe the functions of amniotic fluid and the amniotic sac.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
............................................................................................................................................. [4]
(d) The umbilical artery is found in the umbilical cord. This artery transports blood away from the
heart of the fetus.
The umbilical artery is unusual because it transports deoxygenated blood.
(i) State the name of one other artery in the mother that transports deoxygenated blood.
..................................................................................................................................... [1]
© UCLES 2020 0610/42/M/J/20

5
(ii) State one excretory product that is transported from the fetus to the placenta.
..................................................................................................................................... [1]
(iii) State the name of the process that allows substances to move down a concentration
gradient across the placenta.
..................................................................................................................................... [1]

6
(e) One of the functions of the placenta is to provide a barrier to toxins and pathogens.
A study was done on donated afterbirths. The afterbirth is a placenta with part of the umbilical
cord attached.
The purpose of the study was to find the maximum size of particles that can pass through the
placenta and enter the umbilical cord.
The researchers inserted beads with a diameter of 0.5 µm into blood vessels in the placenta.
Three hours later they recorded the percentage of beads found in the blood in the placenta
and in the umbilical cord.
They then repeated the tests using beads with diameters of 0.8 µm, 2.4 µm, 5.0 µm and
8.0 µm.
Their results are shown in Fig. 2.1.

100
80
percentage of 60
beads found in
the blood after
3 hours
40
20
0
0.5 μm 0.8 μm 2.4 μm 5.0 μm 8.0 μm
bead size
Key:
umbilical cord
placenta
Fig. 2.1
© UCLES 2020 0610/42/M/J/20

7
(i) Convert the diameter of the 5.0 µm beads into millimetres (mm).
Space for working.
................................................... mm [1]
(ii) One million beads with a diameter of 2.4 µm were injected into the placenta.
Calculate the number of these beads in the umbilical cord after 3 hours.
Space for working.
..................................................... beads
[2]
(iii) Table 2.1 shows a range of substances and their diameters.
Table 2.1
toxins and pathogens diameter / µm

nicotine 2.0 × 10–2
drug X 3.0 × 10–2
rubella virus 5.0 × 10–2
Vibrio cholerae 8.0 × 10–1
Trypanosoma brucei 1.8 × 101
State the names of all the toxins and pathogens listed in Table 2.1 that could pass
through the placenta and enter the umbilical cord.
Use the data in Fig. 2.1 to make your choice.
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [1]

8
(f) Fig. 2.2 shows the junction between two neurones with drug X absent and two neurones with
drug X present, immediately after a painful stimulus.
B
Key:
electrical signal
C neurotransmitter
drug X
D
relay neurone
drug X absent drug X present
Fig. 2.2
(i) State the names of A, B, C and D in Fig. 2.2.
A ........................................................................................................................................
B ........................................................................................................................................
C ........................................................................................................................................
D ........................................................................................................................................
[4]
(ii) Describe and explain how drug X affects the function of the relay neurone shown in
Fig. 2.2.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [3]
© UCLES 2020 0610/42/M/J/20

9
(g) Drug X can be injected into the body. This is one way that HIV can be transmitted.
Describe two other ways that HIV can be transmitted.
1 ................................................................................................................................................
...................................................................................................................................................
2 ................................................................................................................................................
...................................................................................................................................................
[2]
[Total: 23]

11
3 Cheetahs, Acinonyx jubatus, are carnivores found in the dry grasslands and woodlands of
southern Africa. Cheetahs hunt for food during the day. They eat deer and antelope.
The cheetah is the fastest mammal on land but can only run at high speed (sprint) over a short
distance. Its hunting strategy is to creep up on prey and then sprint to catch them.
Fig. 3.1 is a photograph of a cheetah in its natural habitat.
Fig. 3.1
(a) Suggest how these adaptive features enable cheetahs to survive in their natural environment.
fur colouring ..............................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
streamlined body shape ...........................................................................................................
...................................................................................................................................................
...................................................................................................................................................
[2]

12
(b) The king cheetah is a rare variety of A. jubatus that has inherited striped fur markings.
Fig. 3.2 shows a cheetah with spots and a king cheetah.
cheetah with spots king cheetah
Fig. 3.2
(i) Define the term inheritance.
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [1]
© UCLES 2020 0610/42/M/J/20

13
Fig. 3.3 shows a pedigree diagram of a population of cheetahs.
1 2
3 4 5 6 7 8 9 10
11 12 13 14 15 16 17 18 19
?
Key:
female king cheetah female cheetah with spots
male king cheetah male cheetah with spots
Fig. 3.3
(ii) Deduce the genotype of cheetah 11.
..................................................................................................................................... [1]
(iii) Predict the probability of cheetah 14 being a king cheetah.
..................................................................................................................................... [1]
(iv) Describe how a breeder could determine the genotype of cheetah 17.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [2]

14
(v) When the king cheetah was first discovered it was thought that it was a new species.
Pedigree diagrams of cheetahs proved it was not a new species.
Suggest one type of evidence, other than pedigree diagrams, that can be used to
determine how closely related organisms are.
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [1]
(c) Cheetahs are at risk of becoming endangered.
(i) Suggest why the cheetah is at risk of becoming endangered.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [3]
(ii) Describe how species like the cheetah can be conserved.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [3]
[Total: 14]
© UCLES 2020 0610/42/M/J/20

15
4 Some crop farmers use herbicides on their fields.
Fig. 4.1 shows a farmer spraying a rice crop with herbicides.
Fig. 4.1
(a) Herbicides kill weeds.
Explain why farmers use herbicides.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
............................................................................................................................................. [2]

16
(b) Fields of crop plants were sprayed with two herbicides. A farmer measured the concentration
of the two herbicides, A and B, in a lake near the fields.
The water in the lake was sampled at intervals for two weeks.
0.20
0.16
0.12
concentration
of herbicides in
the lake water
samples / mg per kg
0.08
0.04
0.00
0 2 4 6 8 10 12 14 16
time / days
herbicides Key:
sprayed on herbicide A
the fields herbicide B
Fig. 4.2
(i) Compare the concentrations of herbicide A and herbicide B in the lake.
Use the information in Fig. 4.2 to support your answer.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [3]
© UCLES 2020 0610/42/M/J/20
17
(ii) Suggest how herbicides damage ecosystems in a lake.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [4]
(c) Herbicide A is a synthetic plant hormone called 2,4-D that selectively kills dicotyledonous
plants only.
(i) State two features that distinguish leaves of dicotyledonous plants from leaves of
monocotyledonous plants.
1 ........................................................................................................................................
2 ........................................................................................................................................
[2]
(ii) State the name of a natural plant hormone that stimulates cell elongation.
..................................................................................................................................... [1]
(iii) Herbicide B is a chemical that prevents the uptake of magnesium ions.
Suggest how herbicide B kills plants.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [3]
[Total: 15]

18
5 The Galápagos Islands are a group of small islands in the Pacific Ocean.
In 1839 Charles Darwin published a book that described differences in a family of birds called
finches.
Each species of Galápagos finch had:
• a different diet
• a different beak shape, as shown in Fig. 5.1.
Geospiza conirostris Geospiza scandens
Geospiza magnirostris Geospiza fortis
Fig. 5.1
(a) State the genus name for the Galápagos finches shown in Fig. 5.1.
............................................................................................................................................. [1]
© UCLES 2020 0610/42/M/J/20

19
(b) Galápagos finches share a common ancestor.
Suggest how Galápagos finches have evolved different shaped beaks.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
............................................................................................................................................. [5]
[Total: 6]

20
6 (a) Fig. 6.1 is a diagram showing some parts of a plant. The circle shows a magnified cross-section
of part of the stem.
C
M D
E
L
F
K G
not to scale
Fig. 6.1
(i) Table 6.1 contains statements about the functions of some of the structures in Fig. 6.1.
• stating the name of the structure

• identifying the letter that labels that structure.
Table 6.1
function name of structure letter from Fig. 6.1
provides support to the stem
protects flower bud
produces glucose
produces pollen
delivers male nuclei to the site of fertilisation
[5]
© UCLES 2020 0610/42/M/J/20

21
(ii) State one letter from Fig. 6.1 that identifies a structure that contains a haploid nucleus.
..................................................................................................................................... [1]
(iii) State the name of the process that describes the transport of sucrose in a plant.
..................................................................................................................................... [1]
(iv) State one letter from Fig. 6.1 that is a structure that is an example of a source for sucrose
transport.
..................................................................................................................................... [1]
(b) In addition to sucrose, amino acids are also transported in plants.
(i) State the name of a mineral ion that becomes part of an amino acid.
..................................................................................................................................... [1]
(ii) State the name of the structures inside cells that assemble amino acids into proteins.
..................................................................................................................................... [1]
(iii) State the name of the group of molecules that are made of proteins and act as catalysts.
..................................................................................................................................... [1]
[Total: 11]
© UCLES 2020 0610/42/M/J/20

2
1 A student investigated the effect of temperature on diffusion. Dialysis tubing was used to represent
a cell membrane. Cell membranes are partially permeable.
Step 1 One test-tube was labelled C and another test-tube was labelled H. The student drew a
small X on the outside of each test-tube as shown in Fig. 1.1.
C H
X X
Fig. 1.1
Step 2 The student was given two pieces of dialysis tubing. A knot was tied at one end of each
piece of dialysis tubing to form two bags.
Step 3 Starch suspension was put into each dialysis tubing bag until each bag was approximately
three-quarters full.
Step 4 One of the dialysis tubing bags containing starch suspension was put into test-tube
C. The open end of the dialysis tubing was folded over the top of the test-tube. It was
secured with an elastic band as shown in Fig. 1.2.
C open end of the dialysis tubing

bag folded over the top of
elastic band the test-tube
dialysis tubing bag containing

X starch suspension
test-tube
closed end of
the dialysis tubing bag
Fig. 1.2
© UCLES 2020 0610/62/M/J/20

3
Step 5 Step 4 was repeated with the other dialysis tubing bag and test-tube H.
Step 6 Cold water was added to test-tube C until it reached the level of the elastic band.
Step 7 Hot water was added to test-tube H until it reached the level of the elastic band.
Step 8 The temperatures of the water in test-tube C and test-tube H were measured.
The temperatures are shown on the sections of thermometers in Fig. 1.3.
30 80
20 70
10 60
thermometer in thermometer in
test-tube C test-tube H
Fig. 1.3
Step 9 1 cm3 of iodine solution was added to the water in each test-tube.
Step 10 A stop-clock was started.
Step 11 The student observed the X on each test-tube by looking through the dialysis tubing
bags as shown in Fig. 1.4.
X drawn on the opposite

side of the test-tube
eye looking at X
through the dialysis
tubing bag that is water containing
inside the test-tube iodine solution
Fig. 1.4

4
Step 12 The student continued to observe the X until the contents of the dialysis tubing bag
became blue-black in colour. At this point the X was no longer visible.
The student recorded the time taken for the X to stop being visible in each test-tube.
test-tube C
8 minutes 36 s
test-tube H
1 minute 23 s
Fig. 1.5
(a) (i) Prepare a table to record the temperatures shown in Fig. 1.3 and the results shown in
Fig. 1.5.
The times shown in Fig. 1.5 should be converted to seconds.
[3]
(ii) State a conclusion for this investigation.
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [1]
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5
(iii) Identify the variable that was changed by the student (independent variable) in this
investigation.
..................................................................................................................................... [1]
(iv) The student observed that the liquid inside the dialysis tubing bag turned blue-black in
colour during the investigation. The liquid in the test-tube surrounding the dialysis tubing
bag remained brown.
State what can be concluded about the ability of the starch molecules to move through
the dialysis tubing.
State the evidence to support your conclusion.
conclusion .........................................................................................................................
...........................................................................................................................................
evidence ............................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
[2]
(v) Identify one possible source of error in this investigation and suggest one additional
piece of apparatus that could be used to reduce the effect of this error.
error ...................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
apparatus ..........................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
[2]

6
(b) (i) Amylase is an enzyme that breaks down starch to form reducing sugars.
Describe how you could test for the presence of reducing sugars.
Include the result of a positive test.
method ..............................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
result .................................................................................................................................
[3]
(ii) Plan an investigation to determine the effect of different concentrations of amylase on

the breakdown of starch.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [6]
[Total: 18]
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7
2 A student investigated the effect of different concentrations of sugar solution on osmosis in potato
sticks.
The student used this method:
• cut six potato sticks

• measure the initial mass of each potato stick
• place each potato stick in a different concentration of sugar solution
• leave the potato sticks in the sugar solutions for one hour
• after one hour remove the potato sticks and measure the final mass of each potato stick.
(a) (i) All of the potato sticks were left in the sugar solutions for the same length of time.
State two other variables that the student should have kept constant during their
investigation.
1 ........................................................................................................................................
2 ........................................................................................................................................
[2]
(ii) Identify the variable that was measured (dependent variable) in this investigation.
..................................................................................................................................... [1]

8
(b) The results of the investigation are shown in Table 2.1.
Table 2.1
concentration of
initial mass of final mass of percentage
sugar solution
potato stick / g potato stick / g change in mass
/ mol per dm3
0.0 2.14 2.18 1.87
0.2 1.90 1.91 0.53
0.4 2.32 2.30 –0.86
0.6 2.25 2.21 –1.78
0.8 2.08 2.03
1.0 2.16 2.10 –2.78
(i) Calculate the percentage change in mass for the potato stick that was placed in the
0.8 mol per dm3 sugar solution.
Give your answer to two decimal places.
Space for working.
.............................................................%
[2]
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9
(ii) Plot a line graph on the grid to show the data in Table 2.1. One axis has been started for
you.
[4]
(iii) State the concentration of the sugar solution at which your graph shows there would be
no change in the mass of the potato stick.
....................................... mol per dm3 [1]
(iv) The student wanted to obtain a more accurate value for the concentration of the sugar
solution at which there would be no change in the mass of the potato stick.
Suggest further investigative work that the student should carry out.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [2]
10
(c) Fig. 2.1 is a photomicrograph showing cells from a potato.
The structures visible within the cells are starch grains.
X
P
starch grain
Q
Fig. 2.1
(i) Draw a large diagram of the cell labelled X. Do not label your diagram.
[4]
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11
(ii) Measure the length of line PQ on Fig. 2.1. Include the unit.
length of line PQ ...........................................................
The actual length of the potato cell at line PQ is 0.14 mm.
Calculate the magnification of the potato cell using the formula and your measurement.
length of line PQ
magnification =
actual length of the potato cell
Space for working.
................................................................
[3]
(iii) A student measured the actual lengths of five of the starch grains present in one potato
cell. The results are shown in Table 2.2.
Table 2.2
length of starch grain / mm

0.052
0.048
0.025
0.023
0.017
Calculate the average length of the starch grains.
.................................................... mm [1]

12
(d) Potato cells release carbon dioxide during respiration.
State the name of an indicator which could be used to test for the presence of carbon dioxide
and give the result of a positive test.
indicator ....................................................................................................................................
result .........................................................................................................................................
[2]
[Total: 22]
© UCLES 2020 0610/62/M/J/20

2
1 (a) Complete the sentence about the nervous system.
The brain and spinal cord form the ............................................... nervous system and the
nerves coming into and out of the spinal cord are part of the ...............................................
nervous system. [1]
(b) Fig. 1.1 shows part of a human eye and three neurones that conduct electrical impulses
between the eye and the brain. These neurones are involved in the pupil reflex.
J
A B
H
C
not to scale
Fig. 1.1
(i) State the type of neurone identified as A in Fig. 1.1.
..................................................................................................................................... [1]
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3
(ii) Table 1.1 shows the names of some parts of the eye, their functions and the letters in
Fig. 1.1 that identify the parts of the eye.
Complete Table 1.1.
Table 1.1
part of the eye function letter in Fig. 1.1
suspensory ligament G
contracts in response to a bright light
cornea
contains a high density of cones for colour

vision
[4]
(c) (i) The eye can adjust how light is refracted through it in order to focus on a near object.
State one process that uses energy when focusing on a near object.
..................................................................................................................................... [1]
(ii) Mitochondria require oxygen to release energy. Oxygen is transported to cells in the eye
by red blood cells.
State the name of the molecule in red blood cells that carries oxygen.
..................................................................................................................................... [1]
(iii) Explain how oxygen in the capillaries reaches the cells in the eye.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [2]

4
(d) Eyelashes and eyelids are mechanical barriers that help to prevent particles and pathogens
entering the eye.
(i) Give two other mechanical barriers that defend the body against pathogens.
1 ........................................................................................................................................
2 ........................................................................................................................................
[2]
(ii) State the name of the white blood cells that digest pathogens.
..................................................................................................................................... [1]
(iii) Conjunctivitis can be caused by pathogens and affects the tissues lining the eyelids and
covering the sclera. People with conjunctivitis that is caused by a pathogen can develop
active immunity.
Explain why the shape of specific parts of a pathogen is important in the development of
active immunity.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [3]
(e) Most insects and some crustaceans have compound eyes.
State the name of the group that contains insects and crustaceans.
............................................................................................................................................. [1]
[Total: 17]
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5
2 The classification of giant pandas, Ailuropoda melanoleuca, is debated by many scientists.
Fig. 2.1 shows a giant panda eating bamboo plants.
Fig. 2.1
Fig. 2.2 shows a red panda, Ailurus fulgens, and a polar bear, Ursus maritimus.
red panda eating bamboo plants polar bear eating fish

Fig. 2.2
(a) State one dietary component that is more likely to be found in bamboo plants than in fish.
............................................................................................................................................. [1]
(b) (i) State two features, visible in Fig. 2.1 and Fig. 2.2, that identify the three animals as all
belonging to the same vertebrate group.
1 ........................................................................................................................................
2 ........................................................................................................................................
[2]

6
(ii) DNA can also be used to classify species.
Molecular biologists compared the DNA base sequences of eight species from the same
vertebrate group. They used the differences to draw a classification diagram.
Fig. 2.3 shows the classification diagram for these eight species. The shorter the
horizontal distance from two species to the branching point that they share, the more
similar their DNA sequences are and the more closely the two species are related.
The scale on Fig. 2.3 shows the time at which the molecular biologists estimate that
each branching point occurred.
red panda
ferret
giant panda
polar bear
wolf
tiger
human
mouse
100 80 60 40 20 0
million years ago
Fig. 2.3
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7
Morphology can also be used to classify species. Some scientists think that morphology
suggests that the giant panda is more closely related to the red panda than it is to the
polar bear.
Discuss the evidence for and against the giant panda being more closely related to
the red panda than it is to the polar bear. Use the information in Fig. 2.1, Fig. 2.2 and
Fig. 2.3 in your answer.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [5]
(iii) State one other type of evidence that is used to classify species.
..................................................................................................................................... [1]
[Total: 9]

8
3 (a) Fig. 3.1 shows some of the events that occur in the menstrual cycle.
A follicle is fully developed
B gamete is released into the oviduct
C lining of the uterus is removed from the body
D lining of the uterus reaches a maximum thickness
E lining of the uterus gets thicker
Fig. 3.1
(i) Put the events shown in Fig. 3.1 into the correct sequence.
One has been done for you.
B
[1]
(ii) State the name of the hormone that stimulates event A to occur.
..................................................................................................................................... [1]
(iii) Event C means that menstruating females lose blood regularly.
Two females of the same age have different dietary needs because one has started
menstruating and the other has not started menstruating.
Suggest why the dietary needs of the two females are different.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [2]
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9
(b) During pregnancy menstruation does not occur.
Fig. 3.2 shows some of the organs of a pregnant woman, viewed from the side.
fetus
V
Q
U
T R
Fig. 3.2
Describe what happens between ovulation and the formation of a fetus.
Use the letters in Fig. 3.2 to support your answer.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
............................................................................................................................................. [6]
[Total: 10]
10
4 (a) Climate change is one reason why a plant species could become endangered.
(i) State other reasons why a plant species could become endangered.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [3]
(ii) Describe how human actions are causing climate change.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [4]
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11
(b) Seed banks are used to conserve endangered plant species.
Fig. 4.1 shows some of the steps involved in managing a seed bank.
seeds are collected from

many populations of
each species
seeds are checked using

X-rays
seeds are stored at low

temperatures in the
seed bank
a small sample of seeds

is germinated
Fig. 4.1
(i) Explain why seeds from one species are collected from many populations to store in a
seed bank.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [3]

12
(ii) Seeds are X-rayed before they are stored to check that they contain an embryo.
State one possible consequence of using ionising radiation on seeds.
...........................................................................................................................................
..................................................................................................................................... [1]
(iii) Seeds stored at low temperatures have very low respiration rates.
Explain why.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [2]
(c) One purpose of seed banks is to reintroduce plant species into their natural environment.
A survey was done to find out why some reintroduction programmes are not successful.
Fig. 4.2 shows the results of the survey.
40
35
30
percentage of 25
species that
were not 20
successfully
reintroduced 15
10
0
reason wrong changing seeds did seedlings too few wrong
unknown habitat habitat not too young individuals season
germinate
reasons why reintroductions failed
Fig. 4.2
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13
(i) Some of the seeds in the reintroduction programmes did not germinate.
State the conditions that are necessary for seeds to germinate.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [3]
(ii) Some reintroduction programmes failed because the seedlings were too young. Young
seedlings only have a few small roots.
Explain why it would be important to reintroduce plants with many large roots.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [4]
(iii) The low number of individuals also caused some reintroduction programmes to fail.
State the name of the phase in a population growth curve where the number of individuals
is very low.
..................................................................................................................................... [1]
[Total: 21]

14
5 Fig. 5.1 shows some of the stages in the reproduction of the bacterium Escherichia coli.
loop of DNA
original bacterial cell
bacterial cell expands to a critical length

and a copy of DNA is synthesised
daughter cells are formed
daughter cells grow
Fig. 5.1
(a) Complete the sentences about the cells in Fig. 5.1.
The DNA is in the form of a double ............................................... . The DNA is copied so
that the number of loops of DNA after cell division is ............................................... in each
daughter cell. The daughter cells are genetically ............................................... to the original
cell.
[3]
(b) Students used a microscope and time-lapse photography to observe E. coli cells reproducing.
They used the series of photographs to identify which cells were dividing.
They measured the lengths of the dividing cells and put their data into two groups:
• cell lengths immediately before cell division
• cell lengths immediately after cell division.
Fig. 5.2 shows their results.
© UCLES 2021 0610/42/M/J/21

15
key: 100
immediately after division
90
immediately before division
80
70
60
number
of 50
cells
40
30
20
10
0
0 1 2 3 4 5 6 7 8 9 10
cell length / μm
Fig. 5.2
(i) Use the information in Fig. 5.2 to state the most frequent cell length of the E. coli cells
immediately after cell division.
Give your answer in millimetres.
......................................................... mm
[2]
(ii) Some students concluded that the cells must be at least 6 µm in length before cell
division can occur.
Describe the evidence against the students’ conclusion. Use the information in Fig. 5.2
to support your answer.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [2]

16
(c) Bacteria are useful in genetic engineering because they contain plasmids.
(i) Describe how a plasmid is cut so that a new gene can be inserted into the plasmid.
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [2]
(ii) List two reasons, other than the presence of plasmids, that make bacteria and
single-celled fungi useful to biotechnology industries.
1 ........................................................................................................................................
2 ........................................................................................................................................
[2]
[Total: 11]
© UCLES 2021 0610/42/M/J/21

17
6 (a) Some students set up the apparatus shown in Fig. 6.1 to compare transpiration in two sets of
leaves.
Set A was kept in a transparent bag and set B was left in the open air.
All other conditions were kept constant.
The mass of the leaves in each set was measured at the start of the investigation and after
five hours.
string line paper clip
clamp stand
transparent bag
set A
set B
Fig. 6.1
(i) Predict the results for this investigation.
Explain the reason for your prediction.
prediction ...........................................................................................................................
...........................................................................................................................................
explanation ........................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
[3]
18
(ii) Explain how transpiration occurred in the leaves shown in Fig. 6.1.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [3]
(iii) The students needed two additional pieces of apparatus to take measurements so that
they could calculate the rate of transpiration from their results.
State the two additional pieces of apparatus the students needed to take the
measurements.
1 ........................................................................................................................................
2 ........................................................................................................................................
[2]
(b) Fig. 6.2 shows the positions of the different tissues in part of a dicotyledonous leaf.
Fig. 6.2
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19
Identify the tissues described in Table 6.1 by:

• drawing label lines with the corresponding letter on Fig. 6.2 and
• stating the name of each tissue in Table 6.1.
The label, line and name of the tissue for letter P has been completed for you on Fig. 6.2 and
in Table 6.1.
Table 6.1
letter description name of the tissue
a protective transparent layer that allows light

P upper epidermis
to reach the inner tissues
Q conducts water from the stem
R contains many interconnected air spaces
S transports sucrose and amino acids
traps the most light energy to synthesise

T
carbohydrates
[4]
[Total: 12]
© UCLES 2021 0610/42/M/J/21

2
1 Catalase is an enzyme found in living cells. It catalyses the break-down of hydrogen peroxide to
form water and oxygen. In this investigation a celery extract was used as a source of catalase.
A student investigated the effect of catalase concentration on the rate of oxygen production.
The student made five different concentrations of celery extract by diluting the celery extract by
50% in each successive dilution.
Step 1 Five beakers were labelled A, B, C, D and E.
Step 2 A 10 cm3 measuring cylinder was used to place 10 cm3 of celery extract into beaker A.
Step 3 The same measuring cylinder was used to transfer 5 cm3 of celery extract from beaker A
to beaker B. The same measuring cylinder was used to add 5 cm3 of distilled water to
beaker B.
Step 4 The same measuring cylinder was used to transfer 5 cm3 of celery extract from beaker B
to beaker C. 5 cm3 of distilled water was added to beaker C.
Step 5 The same measuring cylinder was used to transfer 5 cm3 of celery extract from beaker C
to beaker D. 5 cm3 of distilled water was added to beaker D.
Step 6 The same measuring cylinder was used to transfer 5 cm3 of celery extract from beaker D
to beaker E. 5 cm3 of distilled water was added to beaker E.
(a) (i) Table 1.1 shows the concentrations of the celery extract in beakers A to E.
Table 1.1
percentage
beaker concentration of
celery extract
A 100.00
B 50.00
C
..................
D 12.50
E 6.25
Complete Table 1.1 by calculating and writing in the percentage concentration of celery
extract in beaker C. [1]
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3
Step 7 Small filter paper discs were dipped into the celery extracts in beakers A to E.
Step 8 The paper disc dipped in celery extract A was placed into a test-tube and was pushed to
the bottom of the test-tube with a glass rod.
Step 9 A syringe was used to put 18 cm3 of 1% hydrogen peroxide solution into the test-tube.
The apparatus is shown in Fig. 1.1.
The student recorded the time taken for the paper disc to rise to the surface of the
hydrogen peroxide solution.
test-tube
1% hydrogen peroxide
solution
direction of travel
of filter paper disc
bubbles of oxygen gas
filter paper disc soaked

in celery extract
Fig. 1.1
Step 10 Steps 8 and 9 were repeated using the paper discs dipped in celery extracts B, C, D and
E.
The times taken for each paper disc to rise are shown in Fig. 1.2.
minutes:seconds minutes:seconds minutes:seconds minutes:seconds minutes:seconds
00:24 00:49 01:07 01:56 03:19
celery extract A celery extract B celery extract C celery extract D celery extract E
Fig. 1.2

4
(ii) Prepare a table to record the results shown in Fig. 1.2. Record all the times in seconds.
[4]
(iii) State a conclusion for this investigation.
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [1]
(iv) Identify the variable that the student changed (independent variable) and the variable
that was measured (dependent variable) in this investigation.
independent variable .........................................................................................................
...........................................................................................................................................
dependent variable ............................................................................................................
...........................................................................................................................................
[2]
© UCLES 2021 0610/62/M/J/21

5
(b) (i) The oxygen gas produced by the reaction forms bubbles on the paper disc. The bubbles
cause the disc to rise to the top of the hydrogen peroxide solution. The time taken for the
disc to rise can be used to calculate the rate of the reaction.
Explain how you could calculate the rate at which the disc rises.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [2]
(ii) Identify one source of error in step 4.
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [1]
(iii) Describe a suitable control for this investigation.
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [1]

6
(c) Sodium chloride affects the activity of the enzyme catalase.
This enzyme catalyses the break-down of hydrogen peroxide to release water and oxygen
gas.
catalase
2H2O2 2H2O + O2
hydrogen peroxide water oxygen
Plan an experiment to determine the effect of sodium chloride concentration on the volume of
oxygen gas produced during this reaction.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
............................................................................................................................................. [6]
(d) The enzyme catalase is a protein.
State the test for protein and state the result of a positive test.
test ............................................................................................................................................
...................................................................................................................................................
positive test result .....................................................................................................................
...................................................................................................................................................
[2]
[Total: 20]
© UCLES 2021 0610/62/M/J/21

8
2 (a) The photograph in Fig. 2.1 shows a leaf from a European holly tree (Ilex aquifolium).
prickle
Fig. 2.1
(i) Draw a large diagram of the holly leaf shown in Fig. 2.1.
Do not label your drawing.
[4]
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9
(ii) The line PQ on Fig. 2.1 shows the length of the leaf.
Measure the length of line PQ on Fig. 2.1. Include the unit.
length of line PQ ................................................
Draw a line on your drawing in the same position as line PQ in Fig. 2.1.
Measure the length of the line you have drawn. Include the unit.
length of the line on your drawing ................................................
Calculate the magnification of your drawing using your measurements and the formula.
length of the line on your drawing

magnification =
length of line PQ in Fig. 2.1
Space for working.
................................................................
[3]

10
(b) Students investigated the relationship between the number of prickles on holly leaves and the
height of the leaves above the ground.
• The students collected leaves from a total of five holly trees.

• The students took leaves from seven different heights on each holly tree.
• They collected 10 leaves from each height on each tree.
• They counted the number of prickles on each of the holly leaves and calculated the
average number of prickles per leaf at each height.
Table 2.1
height above ground on average number of

each holly tree / m prickles per leaf
0.5 18
1.0 14
1.5 13
2.0
3.0 8
4.0 3
5.0 1
(i) The students counted a total of 614 prickles on the leaves collected at a height of
2.0 metres.
Calculate the total number of leaves collected at 2.0 metres above ground ......................
Calculate the average number of prickles per leaf.
Space for working.
................................................................
[3]
© UCLES 2021 0610/62/M/J/21

11
(ii) State two ways the students ensured that they collected a representative sample of
leaves.
1 ........................................................................................................................................
...........................................................................................................................................
2 ........................................................................................................................................
...........................................................................................................................................
[2]
(iii) Plot a line graph on the grid to show the data in Table 2.1. Include a line of best fit.
[4]

12
(c) Fig. 2.2 shows another holly leaf.
Fig. 2.2
Count and record the number of prickles on the leaf shown in Fig. 2.2.
Use the information in Table 2.1 or your graph in 2(b)(iii) to estimate the height on the tree
from which this holly leaf was collected.
number of prickles ......................................
estimated height on the holly tree ...................................... m

[2]
(d) Leaves contain starch.
State the solution used to test for starch and give the result of a positive test.
solution .....................................................................................................................................
...................................................................................................................................................
positive test result .....................................................................................................................
...................................................................................................................................................
[2]
[Total: 20]
© UCLES 2021 0610/62/M/J/21

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 common octopus

Tagelus plebeius not to scale Octopus vulgaris
Fig. 1.1
(a) State two features shown by all mollusc species.
2 [2]
(b) State two features, visible in Fig. 1.1, in which the octopus differs from the other three
molluscs.
2 [2]
© UCLES 2013 0610/32/O/N/13

3
(c) The edible mussel, Mytilus edulis, is attached to rocks that are exposed to the air at low For
tide. 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]
© UCLES 2013 0610/32/O/N/13 [Turn over

4
(e) The freshwater mussel, Pletholophus swinhoei, was used in a project to monitor water For
pollution by chemical waste in northern Vietnam. Examiner's
Use
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]
© UCLES 2013 0610/32/O/N/13

5
2 (a) Fig. 2.1 shows a reflex action that involves the eye. For
Examiner's
Use
A shows an eye in dim light. B shows the same eye when a bright blue light is shone
into it.
A bright blue light B
Fig. 2.1
(i) Identify the:
• stimulus to which the eye responds;

• receptor cells that detect the stimulus;
• effector;
• response that the eye makes.
Table 2.1
stimulus
receptor cells
effector
response
[4]

6
(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
© UCLES 2013 0610/32/O/N/13

7
Explain how adrenaline prepares the body for an extreme sport, such as making a For
bungee jump. 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]

8
3 (a) The production of yoghurt involves the fermentation of milk by two types of bacteria For
that use the protein and sugar (lactose) in milk. Examiner's
Use
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
© UCLES 2013 0610/32/O/N/13

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]

10
(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.
3 [3]
[Total: 14]
© UCLES 2013 0610/32/O/N/13

11
4 This question is about transport in plants. For

Examiner's
Use
(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.
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
nutrient nutrient solution
bag with added
solution with added
radioactive
radioactive
carbon dioxide
phosphate ions
plant D 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 D E
substance
sucrose phosphate ions
transported
transport
tissue
sink
[4]

12
(b) State one substance, other than sucrose, that is produced in leaves and translocated For
to other parts of the plant. Examiner's
Use
[1]
(c) Outline how sucrose is produced from carbon dioxide in pea plants.
[3]
(d) State two uses of sucrose within a pea plant.
2 [2]
(e) Explain how ions, such as phosphate ions, are absorbed by plant roots.
[3]
[Total: 13]
© UCLES 2013 0610/32/O/N/13

14
5 (a) The production of human gametes involves the type of nuclear division known as For
meiosis. Examiner's
Use
State two reasons why meiosis is suitable for gamete production.
[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
1 X + X XX XX
2 X + Y XY XY
XX
3 X + X XX
XX
X + X XX XX
4
X + X XX XX
Fig. 5.1
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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]

16
(d) One of the genes that controls the ability of blood to clot is found only on the X For
chromosome. Examiner's
Use
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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17
6 Fig. 6.1 shows Soay sheep on St. Kilda, a group of small remote islands off the coast of For
Scotland. These islands experience extreme conditions of cold, wind and rain. 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]

18
(b) Scientists have recorded the numbers of Soay sheep and lambs on St. Kilda for many For
years. Examiner's
Use
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 lambs that survived
frequency for at least a year
of lambs 60
40
20
0
3–4 5–6 7–8 9–10 11–12 13–14 15–16 17–18 19–20 21–22
body mass / kg
high population years

120
100
80
frequency
of lambs 60
40
20
0
3–4 5–6 7–8 9–10 11–12 13–14 15–16 17–18 19–20 21–22
body mass / kg
Fig. 6.2
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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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2
1 Catalase is a common enzyme found in both plants and animals. For

Examiner's
Use
Some students investigated the activity of catalase in seeds and seedlings.
They used extracts from soaked seeds and from seedlings which had been grown for four
days. All the seeds and the seedlings were from the same plant.
Catalase breaks down hydrogen peroxide into water and oxygen.
2H2O2 2H2O + O2
Fig. 1.1 shows the apparatus used to compare the catalase activity of the two extracts. This
was done by counting the number of bubbles of oxygen released in one minute.
Oxygen starts to be released as soon as hydrogen peroxide is added to the extract.
bung delivery tube
foam water
test-tube
extract and hydrogen support
peroxide solution
Fig. 1.1
• 2 g of extract from soaked seeds was used. This was placed in a test-tube, labelled
seeds 1 as shown in Fig. 1.1.
• Hydrogen peroxide was poured into the test-tube.
• The bung was quickly replaced into the top of this test-tube. The number of bubbles of
oxygen released in one minute was counted and recorded in Table 1.1.
• This was repeated with another extract of soaked seeds, labelled seeds 2. The results
were recorded in Table 1.1.
• The whole procedure was repeated with extracts from four-day old seedlings, labelled
seedlings 1 and seedlings 2. The results were recorded in Table 1.1.
© UCLES 2013 0610/62/O/N/13

3
Table 1.1 For

Examiner's
number of bubbles of oxygen Use
extract
released in one minute
seeds 1 43
seeds 2 50
seedlings 1 30
seedlings 2 37
(a) (i) Describe the results.
[3]
(ii) State the conclusion that can be made from these results.
[1]
(b) (i) State two possible sources of experimental error in this investigation.
2 [2]
(ii) Suggest how to improve the method to reduce one of the errors stated in (b)(i).
[1]

4
• After the reaction had finished the four test-tubes contained different heights of foam. For
Examiner's
Use
Fig. 1.2 shows the four test-tubes.
foam
height
of foam
extract and
hydrogen
peroxide
seeds 1 seeds 2 seedlings 1 seedlings 2
Fig. 1.2
(c) (i) Measure the height of the foam in each of the test-tubes shown in Fig. 1.2.
Record the height of foam in Table 1.2.
Table 1.2
extract height of foam / mm
seeds 1
seeds 2
seedlings 1
seedlings 2
[2]
(ii) State the conclusion that can be made from these results.
[1]
© UCLES 2013 0610/62/O/N/13

5
(iii) State and explain whether your conclusion in (a)(ii) is consistent with your For
conclusion in (c)(ii). Examiner's
Use
[1]
(d) (i) Explain why the tests for seeds and seedlings were repeated.
[2]
(ii) Seeds and seedlings were crushed to make the extracts.
Suggest two reasons why whole seeds and seedlings were not used in this
investigation.
[2]
(e) Another group of students wanted to investigate the activity of catalase in different
types of seeds.
For this investigation suggest:
(i) a variable to change;
[1]
(ii) two variables to keep constant;
2 [1]
(iii) a variable to measure;
[1]
(iv) a suitable control.
[1]
[Total: 19]

6
2 You are going to investigate the variation in size of bean seeds. The bean seeds have been For
soaked in water for 48 hours. Examiner's
Use
Fig. 2.1 shows five soaked bean seeds.
A ............................ mm
B ............................ mm
C ............................ mm
D ............................ mm
E ............................ mm
Fig. 2.1
(a) (i) Measure, to the nearest mm, the maximum lengths of the five seeds labelled A,
B, C, D and E shown in Fig. 2.1.
Write your measurements on Fig. 2.1. [2]
Forty other bean seeds have been measured for you.
This data has been recorded as a tally in Table 2.1.
© UCLES 2013 0610/62/O/N/13

7
(ii) Insert the tally mark for each bean seed A, B, C, D and E in the correct row in For
Table 2.1. [2] Examiner's
Use
(iii) Count the tally marks in each group of bean seed length.
Write the total number in each group in Table 2.1. [2]
Table 2.1
bean seed
tally number in group
length / mm
24.0 – 25.9 I
26.0 – 27.9 IIII
28.0 – 29.9 IIII II
30.0 – 31.9 IIII IIII IIII II
32.0 – 33.9 IIII I
34.0 – 35.9 IIII
(iv) Construct a histogram on Fig. 2.2 of the number in each group of bean seed
length.
[4]
Fig. 2.2

8
(v) Name the type of variation shown by the bean seeds. For
Examiner's
Use
[1]
(b) Fig. 2.2 shows one bean seed with the testa (seed coat) removed.
Fig. 2.2
(i) Make a large, labelled drawing of the bean seed.

Include detail of the embryo in your drawing.
[4]
© UCLES 2013 0610/62/O/N/13

9
(ii) You are going to calculate the magnification of your drawing. For
Examiner's
Use
Measure the maximum length of the bean seed in Fig. 2.2.
maximum length of the bean seed in Fig. 2.2 mm
Measure the maximum length of the bean seed in your drawing.
Draw a line on your drawing, to show where you have measured this length.
maximum length of the bean seed in your drawing mm
Calculate the magnification of your drawing.
Show your working.
magnification × [4]
Bean seeds are included in the human diet. Most types of bean seeds have a high protein
content.
(c) Describe a food test you could do to show that bean seeds contain protein.
[2]
[Total: 21]
© UCLES 2013 0610/62/O/N/13

2
1 Fig. 1.1 is a photomicrograph of a leaf of the tea plant, Camellia sinensis.
Fig. 1.1
(a) Name A to E.
A ...............................................................................................................................................
B ...............................................................................................................................................
C ...............................................................................................................................................
D ...............................................................................................................................................
E ...........................................................................................................................................[5]
© UCLES 2014 0610/32/O/N/14

3
(b) Fig. 1.2 shows a cell from region B of the leaf shown in Fig. 1.1.
Fig. 1.2
Use the letters from Fig. 1.2 to complete Table 1.1.
Write one letter only in each box to identify the function. You may use each letter once, more
than once or not at all.
Table 1.1
function letter from

Fig. 1.2
controls movement of substances into and out of the cell
exerts a pressure to help maintain the shape of the cell
produces sugars using light as a source of energy
withstands the internal pressure of the cell
controls all the activities of the cell

[5]

4
(c) The enzyme catalase is found in lettuce leaves.
A student investigated the activity of this enzyme by grinding some lettuce leaves and adding
them to a solution of hydrogen peroxide. The volume of oxygen produced was measured until
the reaction stopped.
× × × × ×
6 ×
×
×
×
5 ×
volume of oxygen
collected / cm3 4 ×
3
×
2
0×
0 20 40 60 80 100 120
time / s
Fig. 1.3
(i) Describe the results shown in Fig. 1.3. You will gain credit if you use the data in your
answer.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[3]
© UCLES 2014 0610/32/O/N/14

5
(ii) Explain the action of enzymes during a reaction.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[3]
[Total: 16]

6
2 (a) Define the term excretion.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[3]
Fig. 2.1 is a diagram of a kidney tubule and its blood supply.
blood
2
blood
Fig. 2.1
© UCLES 2014 0610/32/O/N/14

7
(b) The concentrations of solutes in the fluids at regions 1, 2, 3 and 4 were determined. The
results are shown in Table 2.1.
Table 2.1
concentration / g dm–3
substance
region 1 region 2 region 3 region 4
glucose 0.9 0.9 0.2 0.0
protein 82.0 0.0 0.0 0.0
salts 8.0 8.0 9.6 16.5
urea 0.2 0.2 0.2 20.0
State the substance or substances in Table 2.1 which:
(i) has molecules which are too large to be filtered;
.......................................................................................................................................[1]
(ii) has molecules which are small enough to be filtered but is completely reabsorbed from
the fluid in the kidney tubule;
.......................................................................................................................................[1]
(iii) increases in concentration as fluid moves along the kidney tubule.
1 ........................................................................................................................................
2 ....................................................................................................................................[1]
(c) State three structures through which the fluid from region 4 passes as it leaves the body.
1 ................................................................................................................................................
2 ................................................................................................................................................
3 ............................................................................................................................................[3]
(d) One role of the kidney is to maintain the concentration of the blood plasma.
Name the process of maintaining constant conditions within the body.
...............................................................................................................................................[1]
[Total: 10]

8
3 Sewage treatment works use bacteria to digest the waste matter. Waste matter contains complex
organic compounds, such as starch, cellulose, protein and fat.
Fig. 3.1 shows a diagram of a sewage works with an aerobic digestion tank.
The sewage works discharges clean water into a river. Downstream from the sewage works, water
is removed to be used as drinking water for a nearby village.
collection
and
pumping
screens
sedimentation
grit tank tank
effluent
grit to solids
landfill removed
chlorination final aerobic

tank sedimentation digestion
tank tank
mixing
paddle air
river chlorine solids compressed
removed air
Fig. 3.1
© UCLES 2014 0610/32/O/N/14

9
(a) Explain the roles of bacteria in the aerobic digestion tank shown in Fig. 3.1.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[5]
(b) Fig. 3.1 shows that chlorine is added to water before it leaves the sewage treatment works.
Explain why chlorine is added to the water.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[2]
[Total: 7]

10
4 Mammals have a double circulatory system. Blood flows between:
• the heart and the lungs

• the heart and the rest of the body (systemic circulation).
(a) Fig. 4.1 shows a cross-section of an artery.
Fig. 4.1
Explain how the structure of an artery, as shown in Fig. 4.1, is related to its functions.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[4]
© UCLES 2014 0610/32/O/N/14

12
(b) Fig. 4.2 shows the total cross-sectional area of the blood vessels in the systemic circulation. It
also shows the changes that occur in blood pressure and the speed (velocity) of blood in the
different blood vessels.
aorta vena cava
tissue fluid
4000
3000
total cross-
sectional area
of the blood
2000
vessels / cm2
1000
15
14 pressure
mean blood 13 speed of the
pressure / kPa 12 blood / cm s–1
11
10 50
9 velocity
8 40
7
6 30
5
4 20
3
2 10
1
0 0
aorta arterioles veins
arteries capillaries vena cava
Fig. 4.2
© UCLES 2014 0610/32/O/N/14

13
(i) State the maximum mean blood pressure in the aorta.
.......................................................................................................................................[1]
(ii) Describe how mean blood pressure and speed of blood change with cross-sectional
area of blood vessels, as shown in Fig. 4.2.
blood pressure ...................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
speed of blood ...................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[3]
(c) Describe how substances move from the blood in the capillaries into the tissue fluid.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[3]
(d) Blood flows from arteries into arterioles before entering capillaries.
Explain the role of the arterioles in the skin when a person is very cold.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[3]
[Total: 14]

14
5 Fig. 5.1 is a diagram of the human immunodeficiency virus (HIV).
cell membrane of host

Y cell
Fig. 5.1
(a) (i) Name the parts of the virus labelled X and Y.
X ........................................................................................................................................
Y ....................................................................................................................................[2]
(ii) State three ways in which the structure of bacteria differs from the structure of viruses.
1 .........................................................................................................................................
2 .........................................................................................................................................
3 .....................................................................................................................................[3]
© UCLES 2014 0610/32/O/N/14

16
(b) Sub-Saharan Africa has the highest proportion of the population living with HIV in the world.
The World Health Organization estimates both the total number of people who live with HIV
and the total number of people that are newly infected each year.
Fig. 5.2 shows the estimated numbers for sub-Saharan Africa between 1990 and 2010.
Number of people living with HIV, sub-Saharan Africa. 1990–2010
25
20
millions
of people 15
10
0
1991 1993 1995 1997 1999 2001 2003 2005 2007 2009
1990 1992 1994 1996 1998 2000 2002 2004 2006 2008 2010
year
Number of people newly infected with HIV, sub-Saharan Africa. 1990–2010

3.0
2.5
2.0
millions 1.5
of people
1.0
0.5
0
1991 1993 1995 1997 1999 2001 2003 2005 2007 2009
1990 1992 1994 1996 1998 2000 2002 2004 2006 2008 2010
year
Fig. 5.2
© UCLES 2014 0610/32/O/N/14

17
(i) Summarise the changes between 1990 and 2009 in the number of people living with HIV
and the number of people newly infected with HIV.
number of people living with HIV ........................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
number of people newly infected with HIV .........................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[4]
(ii) Suggest why in 2010 the number of people living with HIV increased but the number of
newly infected people decreased.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[2]
(iii) Describe three ways in which HIV is transmitted from infected to uninfected people.
1 .........................................................................................................................................
...........................................................................................................................................
2 .........................................................................................................................................
...........................................................................................................................................
3 .........................................................................................................................................
.......................................................................................................................................[3]

18
(iv) Describe the effects of HIV on the immune system.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[3]
[Total: 17]
© UCLES 2014 0610/32/O/N/14

20
6 Some pollutants are not broken down easily and remain in the environment for a long time. These
are described as persistent pollutants.
PCBs are a waste material from the manufacturing of electrical insulation. PCBs are one of the
most persistent pollutants in the environment.
Between 1947 and 1976, factories dumped large quantities of PCBs into the Hudson River in the
USA. Studies measured the concentrations of PCBs in the tissues of organisms in a food chain in
the sea near the Hudson River, as shown in Fig. 6.1.
concentrations of
PCBs in arbitrary units
11 400 – 17 300 porpoise
6 – 45 herring
1.56 zooplankton
0.85 phytoplankton
not to scale
Fig. 6.1
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21
(a) (i) Describe the results shown in Fig. 6.1.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[3]
(ii) Suggest an explanation for the different concentrations of PCBs in the organisms of the
food chain.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[3]

22
(b) PCBs are toxic to many organisms because they bind to a protein molecule known as AHR.
The Atlantic tomcod, Microgadus tomcod, is a fish that lives in the Hudson River and other
rivers nearby.
90% of the tomcod population in the Hudson River is resistant to the effects of PCBs. This is
because these fish have a different type of AHR compared with other tomcod populations.
(i) Suggest how this resistance came about.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[5]
(ii) Scientists predict that the proportion of fish resistant to PCBs will decrease if the
concentration of PCBs in the river decreases.
Suggest reasons why the proportion of fish with the altered AHR protein might decrease.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[2]
© UCLES 2014 0610/32/O/N/14

23
(c) Describe the problems caused by non-biodegradable plastics in the environment.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[3]
[Total: 16]
© UCLES 2014 0610/32/O/N/14

2
1 Living cells produce catalase to break down the toxins, such as hydrogen peroxide, that are formed
in cells.
Catalase breaks down hydrogen peroxide to form oxygen and water.
hydrogen peroxide ––––––––––→ oxygen + water

catalase
An investigation was carried out to find out if ripe fruits produce more catalase than unripe fruits.
The unripe pepper fruits of Capsicum annuum are green in colour when they start developing. As
the fruit ripens it turns red and tastes sweeter.
Extracts were prepared from both green and red pepper fruits.
Small squares of filter paper were soaked in the extracts and dried for testing.
The pieces of filter paper were placed in hydrogen peroxide solution as shown in Fig. 1.1.
As the catalase in the extracts breaks down the hydrogen peroxide, the pieces of filter paper rise
to the surface. The time taken for each piece of filter paper to reach the surface was measured.
hydrogen
peroxide
solution
piece of
filter paper
start finish
Fig. 1.1
The procedure was carried out to obtain three results for red pepper fruits and three results for
green pepper fruits.
The measurements are shown in Table 1.1.
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Table 1.1
time / s
pepper extract
filter paper 1 filter paper 2 filter paper 3
red 50 35 30
green 75 60 62
(a) Calculate the total time and the mean time for each extract.
Give your answers to the nearest whole number.
red pepper extract: total time ............................................................ s
mean time ............................................................. s
green pepper extract: total time ............................................................ s
mean time ............................................................ s

[2]
(b) Describe and explain whether this investigation supports the statement ‘ripe fruits produce
more catalase than unripe fruits’.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[3]
(c) State two variables that must be controlled to compare the catalase activity in the extracts.
1 .................................................................................................................................................
2 .................................................................................................................................................
[2]

4
(d) The red pepper fruit is said to be sweeter than the unripe green pepper fruits.
Describe how you could safely test if the sweetness is due to the presence of reducing sugar.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
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...............................................................................................................................................[5]
(e) The sugar content of the green pepper and four other types of fresh fruit is shown in Table 1.2.
Table 1.2
sugar content
type of fresh fruit
/ g per 100 g
banana 15.0
green pepper 2.7
lemon 3.5
orange 9.0
tomato 2.0
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(i) Plot a graph of the data in Table 1.2 to compare the sugar content of the five fruits.
[4]
(ii) Calculate how many times more sugar can be found in 100 g of banana compared to
100 g of green pepper.
Show your working.

[2]
[Total: 18]

6
2 Fig. 2.1 shows a section through a carrot, Daucus carota.
Fig. 2.1
(a) Make a large drawing of the carrot to show:
• the number of layers

• the thickness of the layers.
Label where the leaves are attached.
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[4]
(b) The carrot is an example of a storage organ.
Describe how you would carry out a test to show the presence of starch in this storage organ.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[2]
8
(c) Carrot plants produce storage organs in their first year. These are used in their second year to
produce flowers and seeds.
Fig. 2.2 shows three carrot seeds as seen under a light microscope.
T
S
Fig. 2.2
You are going to calculate the magnification of Fig. 2.2.
Measure the length of line ST drawn on one of the seeds in Fig. 2.2.
length of ST ......................................... mm
The scale rule shows 10 mm, divided into 100 divisions, each of 0.1 mm. Use the scale rule to
measure the actual width of the seed marked by line ST.
actual width of seed, marked by ST (using scale rule) ..................................................... mm.
Calculate the magnification of Fig. 2.2.
Show your working.
magnification × ...........................................................[4]
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(d) Some students wanted to investigate the conditions needed for the germination of carrot
seeds.
As part of their plan, they listed the conditions shown in Fig. 2.3.
water
warmth
soil
light
air
space
Fig. 2.3
One student selected light as a factor and suggested a plan for an investigation into the effect
of light on germination.
• Samples of 15 soaked seeds were left to germinate in each of two open dishes.
• One dish was covered with black paper and the other dish was left uncovered.
• Both dishes were placed on a window bench for three days.
• Most seeds germinated successfully.
(i) Give a conclusion that the student could make from this investigation.
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[1]
(ii) Describe one improvement that the student could make to their method.
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[1]
[Total: 12]

10
3 Fig. 3.1 shows a male and a female fly of the same species.
male female
Fig. 3.1
(a) Describe two differences, visible in Fig. 3.1, between the male and female fly.
Complete Table 3.1 to record these differences.
Table 3.1
feature male female
[3]
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(b) Fig. 3.2 shows a different type of insect, a bee.
not drawn to scale
Fig. 3.2
Insects can be recognised by having three parts to the body and three pairs of legs, amongst
other features.
Describe two other features, visible in Fig. 3.1 and Fig. 3.2 that show that the fly and the bee
are both identified as insects.
1 ................................................................................................................................................
2 ............................................................................................................................................[2]
(c) Both flies and bees are attracted to coloured flowers.
Suggest how you could find out which colours attract more bees than flies.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
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...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[5]
[Total: 10]
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1 Fig. 1.1 shows a common emerald dove, Chalcophaps indica.
Fig. 1.1
(a) Two distinguishing features of birds are beaks and wings.
State one other feature shown only by birds that is visible in Fig. 1.1.
...............................................................................................................................................[1]

4
(b) Birds show variation in the sizes and shapes of their beaks. A beak is composed of an upper
mandible and a lower mandible.
Fig. 1.2 shows the heads of seven different species of bird.
A B
width of head
upper
mandible
lower
mandible
C D
E F
not drawn to scale

Fig. 1.2
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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) beak is shorter than the width of the go to 2

head
(b) beak is longer than the width of the go to 4
head
2 (a) upper mandible is same length as Spinus tristis
the lower mandible
(b) upper mandible is longer than the go to 3
lower mandible
3 (a) lower mandible is about half the Ara ararauna
A
length of the upper mandible
(b) lower mandible is more than half the Aquila chrysaetos
length of the upper mandible
4 (a) both mandibles widen at the end of Platalea regia
the beak
(b) both mandibles are a similar width go to 5
along their whole length
5 (a) beak is straight Trochilus polytmus
(b) beak is curved go to 6
6 (a) beak curves upwards Recurvirostra americana
(b) beak curves downwards Phoenicopterus minor
[3]

6
(c) Fig. 1.3 shows the events that occur during sexual reproduction in birds. The numbers in
brackets indicate the number of chromosomes in the nuclei of the cells of the common
emerald dove.
adult male (80) adult female (80)

process process
A A
sperm (40) egg (40)
cell B (80)
embryo (80)
hatching
young bird (80)
Fig. 1.3
(i) Name process A and cell B.
A ........................................................................................................................................
B ........................................................................................................................................
[2]
(ii) State why cell B is described as a diploid cell.
.......................................................................................................................................[1]
(iii) The embryo of the bird develops from cell B.
State what is meant by the term development.
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[1]
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(iv) Sexual reproduction usually leads to variation.
Explain why variation is an advantage for a species such as the common emerald dove.
...........................................................................................................................................
...........................................................................................................................................
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...........................................................................................................................................
.......................................................................................................................................[2]
[Total: 10]

8
2 Sports physiologists study ways in which athletes can improve their performance by recording
factors such as oxygen uptake and the concentration of lactic acid in the blood. They can also
monitor how these two factors change during training.
Fig. 2.1 shows an athlete running on a treadmill in a physiology laboratory while aspects of his
breathing are measured.
Fig. 2.1
The athlete ran on a treadmill at a slow speed for 11 minutes.
His oxygen uptake was measured before, during and after the exercise.
The arrows indicate the start and end of the period of exercise.
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Content removed due to copyright restrictions.
Fig. 2.2
(a) (i) State the oxygen uptake at rest, before the athlete started running.
....................................cm3 kg–1 min–1 [1]
(ii) Use Fig. 2.2 to describe the changes in oxygen uptake during and after running on the
treadmill (from 2 to 25 minutes).
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
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...........................................................................................................................................
.......................................................................................................................................[4]

10
(iii) Explain the change in oxygen uptake during the run (between 2 and 13 minutes).
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[4]
(b) The lactic acid concentration in the blood of the athlete was measured at intervals.
At the end of the slow run the lactic acid concentration had increased by 30%.
After a rest, the athlete ran at a much faster speed on the treadmill. At the beginning of this
exercise the lactic acid concentration in his blood was 100 mg dm–3. After 11 minutes running
at the faster speed, his lactic acid concentration was 270 mg dm–3.
(i) Calculate the percentage increase in lactic acid concentration at the end of the faster
run.
Show your working.
answer ........................................................... %
[2]
(ii) Explain why the percentage increase in lactic acid is much greater when running at the
faster speed.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
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...........................................................................................................................................
.......................................................................................................................................[3]
[Total: 14]
© UCLES 2015 0610/32/O/N/15
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3 Fig. 3.1 shows part of the thoracic and abdominal cavities of a human.
thoracic
G
cavity
P
O J
K
N abdominal
cavity
Fig. 3.1
(a) (i) Name the structures labelled G, H and M.
G .......................................................................................................................................
H ........................................................................................................................................
M .......................................................................................................................................
[3]
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(ii) Table 3.1 shows five functions of organs in the abdominal cavity.
• naming the organ that carries out each function

• using the letters from Fig. 3.1 to identify the organ named.
One row has been completed for you.
Table 3.1
function name letter from Fig. 3.1
conversion of glucose to glycogen
secretion of insulin and glucagon pancreas K
absorption of products of digestion
storage of bile
chemical digestion of protein in an

acidic pH
[4]
(b) Fat is particularly difficult to digest as it is not water soluble and forms spherical globules in
the alimentary canal.
Fig. 3.2 is a diagram showing what happens to fat globules when mixed with bile.
fat globules
Fig. 3.2
(i) Name the process shown in Fig. 3.2.
.......................................................................................................................................[1]

14
(ii) Explain the advantage of the process shown in Fig. 3.2.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[2]
(c) Insulin and glucagon are hormones secreted by the pancreas to control the concentration of
glucose in the blood.
(i) Complete Table 3.2 to show how the uptake of glucose by cells and the concentration of
glucose in the blood respond when the two hormones are secreted.
Use the words increases, decreases and stays the same to complete the table.
Table 3.2
hormone uptake of glucose by cells concentration of glucose in

the blood
insulin
glucagon
[2]
(ii) State another hormone that influences the concentration of glucose in the blood.
.......................................................................................................................................[1]
(d) Explain why the control of the concentration of glucose in the blood is an example of negative
feedback.
...................................................................................................................................................
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...............................................................................................................................................[3]
[Total: 16]
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4 Fig. 4.1 is an electron micrograph of part of the lower surface of a leaf. Three stomata are visible.
Fig. 4.1
(a) Name the cells labelled K.
...............................................................................................................................................[1]
(b) Stomata allow the movement of gases into and out of the leaf. During the daytime oxygen
passes out and carbon dioxide passes in.
(i) Explain why oxygen passes out of the leaf during the daytime.
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.......................................................................................................................................[3]

16
(ii) Describe the path taken by a carbon dioxide molecule after it has passed through the
stomata during the daytime until it becomes part of a glucose molecule.
...........................................................................................................................................
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.......................................................................................................................................[3]
(c) Plants that live in different types of habitat have leaves that show adaptations for survival.
Table 4.1 shows some features of the leaves of three species of plant from different types of
habitat.
Table 4.1
mean stomatal density

individual / number of stomata per mm2
orientation of
species habitat leaf area
the leaves upper lower
/ cm2
epidermis epidermis
annual meadow
grassland vertical 1 – 10 125 135
grass, Poa annua
the surface
white water lily, more than
of ponds and horizontal 460 none
Nymphaea alba 1000
lakes
common myrtle,
dry scrubland horizontal 2–4 none 508
Myrtus communis
(i) State how the stomatal density of annual meadow grass differs from the stomatal
densities of the other two species in Table 4.1.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[2]
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(ii) Suggest explanations for the distribution and density of stomata in white water lily and
common myrtle as shown in Table 4.1.
white water lily ...................................................................................................................
...........................................................................................................................................
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common myrtle ..................................................................................................................
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[5]
[Total: 14]

18
5 Bacteria can be grown on nutrient agar in Petri dishes. The main nutrients in the agar are glucose
and amino acids. The bacteria reproduce asexually to form colonies. Each colony is formed from
one bacterium.
(a) (i) Explain why glucose and amino acids are included in the agar medium.
glucose ..............................................................................................................................
...........................................................................................................................................
amino acids .......................................................................................................................
...........................................................................................................................................
[2]
(ii) Describe how bacteria reproduce asexually.
...........................................................................................................................................
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...........................................................................................................................................
.......................................................................................................................................[2]
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A microbiologist collected bacteria from a kitchen which was suspected to be responsible for an
outbreak of food poisoning.
The microbiologist spread the bacteria on nutrient agar and let them reproduce to form colonies.
The bacterial colonies were transferred onto new nutrient agar that contained high concentrations
of antibiotics S or T, as shown in the flow diagram in Fig. 5.1.
sample of bacteria collected

from the kitchen, spread
across the surface of an
agar plate
many bacterial
colonies agar plate 1 incubated for
24 hours at 30 °C
bacteria transferred from

agar plate 1 to agar plates 2,
3 and 4 at the same time
agar plate 2 agar plate 3 agar plate 4 with

with no antibiotic with antibiotic S antibiotic T
bacteria transferred to
a growth medium and
incubated for 24 hours
bacteria transferred bacteria transferred

to agar plate 5 to agar plate 6
agar plate 5 with agar plate 6 with

antibiotic S antibiotic T
Fig. 5.1
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(b) Explain the appearance of agar plates 3 and 4.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[2]
(c) Explain why many bacterial colonies were found on agar plates 5 and 6.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[2]
(d) Gonorrhoea is a sexually transmitted disease. It is caused by the bacterium,

Neisseria gonorrhoeae. Many strains of this bacterium cannot be treated by common
antibiotics.
Explain how strains of antibiotic-resistant bacteria are formed and then spread.
...................................................................................................................................................
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[Total: 13]

22
6 Some students studied water pollution in a stream near their school.
They took samples of water at six sampling points along the stream and carried out a chemical
analysis on the water samples. They also counted the numbers of five different invertebrates at the
same sampling points. The students used a four point scale to record the numbers they found in
each sample.
Table 6.1
sampling chemical analysis types of invertebrates

points
nitrate oxygen rat-tailed mayfly stonefly tubifex water
concentration concentration maggot nymph nymph worm louse
1 low high + +++ + + +
2 high very low ++ – – +++ ++
3 high very low ++ – – +++ ++
4 very high very low ++ + – +++ ++
5 very high low + ++ – ++ ++
6 low high + +++ + + +
key
– none
+ 1 to 10
++ 11 to 100
+++ too many to count
(a) Using only the information from Table 6.1,
(i) state the invertebrates that survive in polluted water
...........................................................................................................................................
.......................................................................................................................................[1]
(ii) state the invertebrate that is most sensitive to a decrease in the oxygen concentration of
the water.
.......................................................................................................................................[1]
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(b) The students noticed there were many algae and aquatic plants growing in the stream at
sampling points 4 and 5.
Use the results in Table 6.1 to explain why there are many algae and aquatic plants growing
in these parts of the stream.
...................................................................................................................................................
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...................................................................................................................................................
...............................................................................................................................................[2]
(c) The students decided there were advantages in sampling invertebrates to assess the level of
pollution in the stream, compared with carrying out a chemical analysis of the water.
Suggest the advantages of carrying out a survey of invertebrates when studying the pollution
of freshwater ecosystems, such as streams and rivers.
...................................................................................................................................................
...................................................................................................................................................
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...................................................................................................................................................
...............................................................................................................................................[2]
(d) The students found that the stream was polluted by sewage from a nearby house.
Outline how sewage should be treated before entering a stream.
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24
(e) The stream contained many plastic items that had been thrown away. Most of the plastic was
non-biodegradable.
Describe the likely environmental problems caused by non-biodegradable plastics in streams

and rivers.
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...............................................................................................................................................[3]
[Total: 13]
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1 During respiration, a chemical is produced that causes the indicator methylene blue to change
from blue to colourless.
Some students investigated the effect of temperature on the rate of respiration in yeast, using
yeast and methylene blue.
• A ruler was used to measure 2 cm from the top of three test-tubes and a line was drawn on
each test-tube.
• Yeast suspension with glucose was poured into each test-tube until it reached the line drawn
on the test-tube.
• Three beakers were labelled: cold, warm and hot.
• One test-tube was placed in each container.
• A mixture of ice and water was placed into the beaker labelled cold, tap water at room
temperature into the beaker labelled warm and hot water from a tap into the beaker labelled
hot.
• A thermometer was used to measure the temperature in each beaker.
• The test-tubes were left for five minutes and then 1 cm3 of methylene blue was added to each
test-tube.
• A glass rod was used to stir the mixture so the methylene blue spread evenly.
• A stopper (bung) was placed in each test-tube and a timer started.
• The time for the methylene blue to become colourless was recorded. This was trial 1.
• The same procedure for trial 1 was repeated twice to give results for trial 2 and trial 3.
Fig. 1.1 shows the temperatures of the water in each beaker and the times, in minutes and
seconds, for each test-tube to become colourless.

4
cold beaker warm beaker hot beaker
100 100 100

90 90 90
80 80 80
70 70 70
60 trial 1 60 trial 1 60 trial 1
50 50 50
40 40 40
30 30 30
20 20 20
10 10 10
0 0 0
trial 2 trial 2 trial 2
10 10 10
20 20 20
30 30 30
trial 3 trial 3 trial 3
Fig. 1.1
(a) Prepare a table to record the results of the investigation shown in Fig. 1.1.
Read the temperature for each beaker and the times taken for the methylene blue to become
colourless at each temperature.
In your table:
• record the temperatures in degrees Celsius

• record the times in seconds.
[6]
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5
(b) (i) State a reason why the students took three readings for each temperature.
...........................................................................................................................................
.......................................................................................................................................[1]
(ii) Calculate the average time for the methylene blue to become colourless at each
temperature.
Show your working and record your results in Table 1.1.
Table 1.1
temperature
working average
/ °C
[2]
(iii) State one conclusion about the effect of temperature on the rate of respiration in yeast.
...........................................................................................................................................
.......................................................................................................................................[1]
(c) (i) The method of timing how long it takes for the methylene blue in the three test-tubes to
become colourless is a source of error. Suggest why.
...........................................................................................................................................
.......................................................................................................................................[1]
(ii) Describe how you could improve the method to reduce this source of error.
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[1]

6
(d) Some students investigated the effect of pH on the rate of respiration by measuring the
volume of carbon dioxide produced by yeast in 30 minutes.
Table 1.2
average volume of carbon dioxide rate of carbon dioxide

pH
produced in 30 minutes / cm3 production / cm3 per minute
4 6 0.2
5 12 0.4
6 36 1.2
7 54 ..................
8 63 2.1
(i) Complete Table 1.2 by calculating the rate of carbon dioxide production at pH 7.
Write your answer in the space in Table 1.2.
Show your working in the space below.
[1]
(ii) Plot the data from Table 1.2 to show the effect of pH on the rate of carbon dioxide
production by yeast.
[4]
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(iii) Describe and explain the trend shown by the results in Table 1.2 and the graph you have
drawn.
...........................................................................................................................................
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.......................................................................................................................................[3]
[Total: 20]

8
2 Fig. 2.1 shows photomicrographs of two types of pollen grain, R and S.
R S not to scale
Fig. 2.1
(a) (i) Make a large drawing of pollen grain S.
[3]
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9
(ii) Measure the length of the line XY on Fig. 2.1. Include the unit.
length of XY .......................................................................................................................
Draw the line XY on your drawing, in the same position as on Fig. 2.1.
Measure the length of XY on your drawing. Include the unit.
length of XY on your drawing .............................................................................................
Calculate the magnification of your drawing.

Show your working.
magnification x ................................................................
[5]
(b) (i) State two ways, visible in Fig. 2.1, in which pollen grain R is different from pollen grain S.
Table 2.1
feature pollen grain R pollen grain S
...................................... ........................................................ ........................................................
...................................... ........................................................ ........................................................
...................................... ........................................................ ........................................................
...................................... ........................................................ ........................................................
...................................... ........................................................ ........................................................
...................................... ........................................................ ........................................................

[2]
(ii) Describe one feature, visible in Fig. 2.1, of pollen grain R that helps it to be dispersed.
...........................................................................................................................................
.......................................................................................................................................[1]

10
(c) Some students placed samples of each type of pollen grain on a microscope slide and added
a drop of dilute sugar solution. Pollen tubes started to grow.
To find out which of the pollen tubes grew faster, students measured the length of the pollen
tubes every 2 minutes for 20 minutes.
(i) Suggest how the pollen tubes could be measured using a microscope.
.......................................................................................................................................[1]
Their results are recorded in Table 2.2.
Table 2.2
length of pollen tubes / µm

time / min
pollen grain R pollen grain S
2 0.5 0.4
4 1.8 1.5
6 4.2 3.9
8 12.6 13.4
10 18.8 21.1
12 24.9 29.6
14 30.2 36.8
16 36.6 44.2
18 41.9 52.8
20 48.5 59.8
(ii) Compare the growth of pollen grain S with pollen grain R, using the data from Table 2.2.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[3]
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11
(d) The plant that produces pollen grain R produces fruits that contain seeds. These fruits disperse
the seeds by splitting along the edges, throwing out the seeds.
The students counted the number of seeds in a random sample of 100 fruits.
Fig. 2.2 is a frequency histogram of their results.

50
40
frequency
30
20
10
0
20 21 22 23 24 25
number of seeds per fruit
Fig. 2.2
(i) Suggest how the students could collect a random sample and count the seeds accurately.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[3]
(ii) Identify the most frequent number of seeds in a fruit.
.......................................................................................................................................[1]
(iii) Suggest one reason why some fruits have a lower number of seeds than others.
...........................................................................................................................................
.......................................................................................................................................[1]
[Total: 20]
© UCLES 2015 0610/62/O/N/15
2
1 Milk is sometimes referred to as a ‘complete food’ because it contains all the nutrients that a
young mammal requires.
(a) Table 1.1 shows three nutrients that are contained in milk.
Complete the table by stating one role of each nutrient in the body of a young mammal.
Table 1.1
nutrient role in the body

protein
lactose (milk
sugar)
calcium
[3]
(b) Protein digestion begins in the stomach of the human alimentary canal and is completed in
the small intestine.
Describe in detail how enzymes function to digest protein in the alimentary canal.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
.............................................................................................................................................. [6]
© UCLES 2016 0610/42/O/N/16

3
(c) Some people are unable to digest lactose (milk sugar) and have a condition known as lactose
intolerance.
Fig. 1.1 shows what happens in the intestine of a person who is lactose intolerant if they eat
food containing a lot of lactose.
from stomach
build-up of gas
and water
bacteria produce
hydrogen, methane small intestine
and carbon dioxide
large intestine
bacteria digest
lactose to simple
sugars
water
Key: not to scale

lactose
bacteria
diarrhoea and gas
Fig. 1.1
(i) Explain why lactose is not absorbed by the small intestine.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...................................................................................................................................... [2]

4
(ii) Suggest the dangers to health of severe diarrhoea if it is not treated for a long time.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...................................................................................................................................... [3]
(d) Hydrogen gas is produced by the bacteria that digest lactose in the large intestine. The
gas is absorbed into the blood and excreted through the lungs. Lactose intolerance can be
monitored by measuring the hydrogen gas content of the air a person breathes out.
People taking part in an investigation into lactose intolerance consumed the following milk
products on different days:
A. untreated milk
B. milk treated with lactase immediately before drinking
C. milk treated with lactase three days before drinking
D. yoghurt made by bacteria that digested the lactose in the milk
The hydrogen gas content of the air breathed out was measured every hour for five hours
following the ingestion of each milk product.
The mean results are shown in Fig. 1.2.
60
A
50
B
hydrogen gas 40
breathed out
/ parts per
million 30
C
20
D
10
0
0.0 0.5 1.0 1.5 2.0 2.5 3.0 3.5 4.0 4.5 5.0
time / hours
Fig. 1.2
© UCLES 2016 0610/42/O/N/16

5
(i) Explain why untreated milk was included in the investigation.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...................................................................................................................................... [2]
(ii) Suggest why lactase might be added to milk.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...................................................................................................................................... [2]
(iii) Use the results in Fig. 1.2 to explain why yoghurt is the best milk product for people with
lactose intolerance.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...................................................................................................................................... [3]
[Total: 21]

6
2 Fig. 2.1 is a diagram showing a small region of DNA.
Fig. 2.1
Fig. 2.2 shows part of the DNA enlarged to show the sequence of bases.
A G C
T T C
Fig. 2.2
(a) Complete Fig. 2.2 by adding the letters for the bases that are missing. [2]
© UCLES 2016 0610/42/O/N/16

7
(b) Fig. 2.3 shows how DNA is involved in protein synthesis.
DNA
mRNA
nuclear membrane
mRNA
ribosome
Fig. 2.3 not to scale
Explain how mRNA is involved in protein synthesis.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
.............................................................................................................................................. [3]

8
(c) Base sequences of the DNA of different species are compared to investigate how species are
related to one another. The most closely related species have the shortest distance from a
branching point on a classification tree.
Fig. 2.4 shows how six species of fungi are related to each other.
A Aspergillus flavus
B Aspergillus oryzae
C Aspergillus fumigatus
D Neosartorya fischeri
E Aspergillus clavatus
F Aspergillus nidulans
Fig. 2.4
(i) Use the letters on Fig. 2.4 to state the two species that are most closely related.
...................................................................................................................................... [1]
(ii) Use Fig. 2.4 to explain why Aspergillus nidulans is the most distantly related species
from all of the other five species.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...................................................................................................................................... [2]
© UCLES 2016 0610/42/O/N/16

9
(d) Modern methods of classification rely on the analysis and comparison of base sequences in
DNA.
Describe the type of evidence that scientists used for classifying organisms before they were
able to sequence DNA.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
.............................................................................................................................................. [2]
[Total: 10]

10
3 Fig. 3.1 shows a section through a kidney.
Fig. 3.1
(a) Complete the table by stating the name of the parts labelled A, B and C on Fig. 3.1.
letter name of part
[3]
(b) (i) Name the blood vessel in Fig. 3.1 that has the highest concentration of urea.
...................................................................................................................................... [1]
(ii) Name the blood vessel in Fig. 3.1 that has the lowest concentration of glucose.
...................................................................................................................................... [1]
© UCLES 2016 0610/42/O/N/16

11
(c) Explain the role of the kidney in excretion.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
.............................................................................................................................................. [4]
(d) Testosterone is a steroid hormone that is also taken as a drug to improve sporting
performance.
(i) Define the term hormone.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...................................................................................................................................... [3]
(ii) State where testosterone is produced in the body.
...................................................................................................................................... [1]
(iii) State why testosterone is taken by some people to improve sporting performance.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...................................................................................................................................... [2]

12
(e) The half-life of a drug is the time it takes for the concentration in the blood to decrease by a
factor of a half. The half-life of one form of testosterone taken to improve sporting performance
is 7 days.
A person received an injection of this form of testosterone. A blood sample taken almost
immediately showed its concentration to be 50 ng cm−3.
Predict the concentration after 14 days, assuming the person does not have another injection,
and show your working.
............................................. ng cm−3 [2]
[Total: 17]
© UCLES 2016 0610/42/O/N/16

13
4 Hydrophytes are plants that show many adaptive features for life in aquatic habitats.
Fig. 4.1 shows several species of hydrophyte growing in freshwater.
Fig. 4.1
A student investigated the density of stomata on the leaves of two different species of freshwater
hydrophyte.
Table 4.1 shows the results.
Table 4.1
species location of mean stomatal density / number per mm2

leaves
upper epidermis lower epidermis
Brazilian under the 0 0
waterweed, surface of the
Egeria densa water
water lily, on the surface 420 0
Nuphar lutea of the water
(a) Name the epidermal cells that control the size of stomata.
.............................................................................................................................................. [1]
(b) Suggest reasons for the difference between the results for the two species.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
.............................................................................................................................................. [2]

14
(c) Fig. 4.2 shows a section through the leaf of a water lily.
palisade mesophyll
Fig. 4.2
(i) State why the palisade mesophyll is a tissue.
...........................................................................................................................................
...................................................................................................................................... [1]
(ii) Name two other tissues that are present in the leaf in Fig. 4.2.
1 .......................................................................................................................................
2 .......................................................................................................................................
[2]
(d) The large air spaces are an adaptation of water lily leaves. Suggest why.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
.............................................................................................................................................. [2]
(e) Hydrophytes are adapted to aquatic habitats.
State the name used for plants that are adapted to dry habitats.
.............................................................................................................................................. [1]
© UCLES 2016 0610/42/O/N/16

15
(f) Explain what is meant by the term adaptive feature.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
.............................................................................................................................................. [2]
[Total: 11]

16
5 The numbers of different cells in a blood sample were counted. The results are shown in Table 5.1.
Table 5.1
cell type number / per mm3 percentage

red blood cells 4 820 000 94.91
lymphocytes 1 900 0.04
phagocytes 6 000 0.12
platelets 250 000
total 5 077 900 100.00
(a) Complete the table by calculating the percentage of platelets. Write your answer in Table 5.1
to two decimal places. [1]
(b) State the role of platelets in the blood and describe the process they are involved in.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
.............................................................................................................................................. [4]
(c) Lymphocytes are white blood cells that are produced in bone marrow. Lymphocytes travel in
the blood from bone marrow to lymph nodes throughout the body.
If a pathogen infects the body, some of these lymphocytes are activated.
State the role of lymphocytes in defence against pathogens.
.............................................................................................................................................. [1]
(d) During a second infection of the same pathogen the response by lymphocytes is much faster.
Explain how this happens.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
.............................................................................................................................................. [2]
© UCLES 2016 0610/42/O/N/16
17
(e) HIV invades specific lymphocytes that coordinate immune responses.
Fig. 5.1 shows the change in numbers of these lymphocytes following an HIV infection that
has not been treated.
1200
1000
800
lymphocytes
/ cells per mm3 600
400
200
0
0 1 2 3 4 5 6 7 8 9 10
time / years
Fig. 5.1
(i) Describe the changes in lymphocyte numbers following HIV infection.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...................................................................................................................................... [3]

18
(ii) Describe the effects on the body of an untreated HIV infection as shown in Fig. 5.1.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...................................................................................................................................... [3]
[Total: 14]
© UCLES 2016 0610/42/O/N/16

19
6 Wetlands are internationally important ecosystems. The spoon-billed sandpiper, Calidris pygmaea,
is an endangered species.
Fig. 6.1 shows a spoon-billed sandpiper feeding in a wetland ecosystem. The wetland is a stopover
on the bird’s long migration from north-east Russia to south-east Asia.
The smaller photograph is a close-up of the bird’s legs to show that it has been ringed.
Fig. 6.1
Spoon-billed sandpipers stop to feed at the Rudong mudflats near Shanghai, China.
Putting one or more rings on a bird’s leg is a common way to identify individual birds. Spoon-billed
sandpipers ringed in Russia have been seen at the Rudong mudflats.
(a) Suggest why scientists put leg rings on birds, such as the spoon-billed sandpiper.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
.............................................................................................................................................. [2]

20
(b) Explain why it is important to conserve ecosystems, such as wetlands.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
.............................................................................................................................................. [5]
[Total: 7]
© UCLES 2016 0610/42/O/N/16

2
1 Maize (corn) is an important food crop that produces grain. Fig. 1.1 shows a maize grain that has
germinated to form a seedling.
total length of
the seedling first true leaf, used
visible above for photosynthesis
the soil
coleoptile, used to
protect the plumule
below the soil soil level
food store, used
during germination for
energy and growth
radicle, used to obtain
water and mineral ions
from the soil
Fig. 1.1
Some students investigated the effect of light on the germination and early growth of maize. The
students measured and observed maize grown in the light and maize grown in the dark.
Fig. 1.2 shows the surface of two pots containing maize seedlings, one set grown in the light and
the other set grown in the dark.
The seedlings were grown at 20 °C and watered every day for ten days.
Step 1 Observe the appearance of the seedlings carefully.
(a) Complete Table 1.1 to record two visible differences in the seedlings grown in the light and
the seedlings grown in the dark shown in Fig. 1.2.
Table 1.1
feature seedlings grown in the light seedlings grown in the dark
[2]
© UCLES 2016 0610/62/O/N/16

3
seedlings grown in the light seedlings grown in the dark
soil
Fig. 1.2
You are going to measure the length of the coleoptiles and the total length of the seedlings visible
above the soil. You will measure all the seedlings grown in the light and all the seedlings grown in
the dark.
(b) (i) Prepare a table to record your results in the space below.
[6]

4
Step 2 Use a ruler to measure the length of the coleoptile and the total length of the seedling
visible above the soil for each seedling.
Record your results in your table.
(ii) State two conclusions that can be made about the effect of light on the germination and
early growth of maize.
1 ........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
2 ........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
[2]
Step 3 A line was marked down the centre of a white tile and labelled L on one side and D on
the other side.
Step 4 The three seedlings grown in the light and the three seedlings grown in the dark were
dug out from each pot after ten days.
Step 5 The remains of the food store was cut away from each of the seedlings and washed in
water. The outer skin was removed.
Step 6 The food stores were then placed on the white tile. The food stores from the seedlings
grown in the light were placed on the side of the tile labelled L and the food stores from
the seedlings grown in the dark were placed on the side labelled D.
Step 7 A clean spatula was used to crush together the three food stores from the seedlings
grown in the light. This was then separated into three equal parts on the L side of the tile,
as shown in Fig. 1.3.
Step 8 The spatula was cleaned and used to crush together the three food stores from the
seedlings grown in the dark. This was also separated into three equal parts on the D side
of the tile, as shown in Fig. 1.3.
used for Benedict’s

L D
test
tested with
iodine solution
tested with
biuret reagent
Fig. 1.3
Step 9 One of the food stores from the seedlings grown in the light was placed into a test-tube
labelled L and 2 cm3 of water added, taking care to wash the crushed food store to the
bottom of the test-tube.
© UCLES 2016 0610/62/O/N/16

5
Step 10 Step 9 was repeated using one of the food stores from the seedlings grown in the dark
and a test-tube labelled D.
Step 11 A Benedict’s test was carried out on the contents of test-tube L and test-tube D.
Step 12 A drop of iodine solution was added to one of the remaining food stores from the
seedlings grown in the light and to one of the remaining food store from the seedlings
grown in the dark on the white tile.
Step 13 A drop of biuret reagent was added to each of the remaining food stores.
Fig. 1.4 shows the results of these tests.
L D
L D
blue-black blue-black
purple purple blue blue
Fig. 1.4
(c) (i) Record the results of these tests in Table 1.2.
Table 1.2
test seedlings grown in the light seedlings grown in the dark
Benedict’s
iodine
biuret
[3]
(ii) State the conclusion for the results shown in Table 1.2.
...........................................................................................................................................
.......................................................................................................................................[1]

6
(d) A group of students investigated the changes in dry mass during germination and growth of
maize grown in the light and maize grown in the dark.
The dry mass is the total mass left after all the water has been evaporated.
Table 1.3 shows the results of the investigation for the maize seedlings grown in the light.
Table 1.3
time / days
0 2 4 6 8 10 12 14 16 18 20
dry mass
of 10 maize 22 20 17 12 10 8 11 13 14 15 17
seedlings / g
(i) Describe a method the students could have used to carry out this investigation.
Use the information on page 2 to help you.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[6]
(ii) Suggest why the students measured the dry mass instead of the mass including water in
their investigation.
...........................................................................................................................................
.......................................................................................................................................[1]
[Total: 21]
© UCLES 2016 0610/62/O/N/16

8
2 (a) A group of students investigated the effect of two different exercises on the heart rate of ten
male and ten female students.
Before the first exercise, the pulse rate at rest was measured and the group then jumped on
the same spot for two minutes without moving their arms. Every two seconds an investigator
shouted jump.
After two minutes the pulse rate was measured and the students were allowed ten minutes to
rest.
Before the second exercise, the pulse rate at rest was measured again and the group was
asked to do a different exercise.
The students jumped on the same spot for two minutes lifting their arms above their head
as they jumped up and dropping their arms as they came down. Every two seconds an
investigator shouted ‘jump’.
Table 2.1 shows the results of this investigation.
Table 2.1
average pulse rate / beats per minute

activity
male students female students all students
resting 68 74 71
after jumping 96 92
after jumping and 128 140
moving arms
(i) Complete Table 2.1 by writing in the average pulse rate for all students after both forms
of exercise. [2]
(ii) Describe two variables in this investigation that have been controlled.
1 ........................................................................................................................................
...........................................................................................................................................
2 ........................................................................................................................................
...........................................................................................................................................
[2]
(iii) Explain why the students had to rest before carrying out the second exercise.
...........................................................................................................................................
.......................................................................................................................................[1]
(iv) State one variable that cannot be controlled during the exercise and describe the effect
on the results of the investigation.
variable ..............................................................................................................................
effect on results .................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
[2]
© UCLES 2016 0610/62/O/N/16
9
(b) (i) Plot a bar chart of the data in Table 2.1, for both the male students and the female
students, on the grid.
[4]
(ii) State one similarity and one difference the effect of exercise has on males and females.
similarity ............................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
difference ...........................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
[2]

10
(c) Fig. 2.1 shows a photomicrograph of a cross section of an artery from a mammal.
X Y
Fig. 2.1
(i) Make a large diagram of this cross section to show the layers forming the wall of the
artery.
[3]
© UCLES 2016 0610/62/O/N/16
11
(ii) Measure the diameter of the lumen of the artery between points X and Y on Fig. 2.1.
Include the unit.
Diameter of the lumen on Fig. 2.1 .....................................................................................
Draw a line in the same position on your drawing and measure the diameter of the lumen
on your drawing.
Diameter of the lumen on your drawing ............................................................................
diameter of the lumen on your drawing

magnification =
diameter of the lumen on Fig. 2.1
Calculate the magnification of your drawing using the equation given and your answers.
Show your working.
magnification ...............................................................
[3]
[Total: 19]
© UCLES 2016 0610/62/O/N/16

3
1 The lungs and the kidneys are part of the excretory system of mammals.
(a) (i) State the name of one substance that is excreted from the lungs and state where in the
body it is produced.
name .................................................................................................................................
site of production ...............................................................................................................

[2]
(ii) State the name of one excretory substance, that is removed by the kidneys, that contains
nitrogen.
Explain why it is excreted.
name .................................................................................................................................
explanation ........................................................................................................................
...........................................................................................................................................
[2]
(b) Blood is filtered as it flows through the kidneys.
(i) State the name of the structure within a kidney that filters the blood.
.......................................................................................................................................[1]
(ii) State two components of blood that do not pass through the filter.
1 ........................................................................................................................................
2 ........................................................................................................................................
[2]

4
(c) The filtrate which is formed from the blood in the kidneys contains many useful substances,
which are reabsorbed into the blood.
Fig. 1.1 is a photomicrograph of a cross-section of some of the cells that carry out reabsorption.
E A
Fig. 1.1
(i) Complete the table by stating the letter in Fig. 1.1 that identifies each structure.
structure letter on Fig. 1.1

microvilli
nucleus
mitochondrion
[3]
© UCLES 2017 0610/42/O/N/17

5
(ii) State one function of the nucleus.
...........................................................................................................................................
.......................................................................................................................................[1]
(iii) State the name of one part of the mammalian body other than the kidney that has cells
with microvilli.
.......................................................................................................................................[1]
(iv) The cells that line the kidney tubules, such as those in Fig. 1.1, absorb many compounds
from the filtrate.
Use Fig. 1.1 to explain how the cells are adapted for absorption.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[4]
[Total: 16]

6
2 A person who wanted to begin a fitness programme did some vigorous exercise.
A fitness trainer took a drop of blood from the person’s finger before, during and after vigorous
exercise and tested it for lactic acid.
(a) Explain why it is important that the equipment used for taking blood is clean (sterile).
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[2]
(b) The results of the tests for lactic acid are shown in Fig. 2.1.
period of exercise
14
12
10
8
blood lactic
acid concentration
/ mmol dm–3 6
0
0 10 20 30 40 50 60 70 80 90
time / min
Fig. 2.1
© UCLES 2017 0610/42/O/N/17

7
Describe and explain the changes in blood lactic acid concentration shown in Fig. 2.1.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[6]

8
(c) The concentration of lactic acid in the blood of two athletes was investigated. One athlete, P,
had been training and the other, Q, was returning to training after an injury.
Blood samples were taken from both athletes during a training session. The results are shown
in Fig. 2.2.
10
8
athlete Q
7
blood lactic 6
acid concentration athlete P
/ mmol dm–3 5
0
4 6 8 10 12 14 16 18 20
running speed / km h–1
Fig. 2.2
(i) The lactic acid threshold is the level of exercise where the lactic acid concentration
begins to increase exponentially.
State the lactic acid threshold for athletes P and Q.
P ................................................. km h–1
Q ................................................. km h–1
[1]
(ii) Suggest a reason for the difference in lactic acid threshold of athletes P and Q.
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[1]
© UCLES 2017 0610/42/O/N/17

9
(iii) Explain the link between physical activity and breathing.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[4]
[Total: 14]

10
3 Tasmania is an island off the south coast of Australia. Sheep were introduced to Tasmania in the
nineteenth century.
Fig. 3.1 shows the population of sheep in Tasmania from 1820 to 1940. The dashed line shows
the trend in the population growth.
2.25
2.00
1.75
1.50
number
of 1.25
Key
sheep
1.00 solid line = actual number
/ millions
of sheep
0.75
dashed line = trend line
0.50
0.25
0.00
1820 1830 1840 1850 1860 1870 1880 1890 1900 1910 1920 1930 1940
year
Fig. 3.1
(a) Describe the trend in the population of sheep in Tasmania between 1820 and 1940, using the
information in Fig. 3.1.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[3]
© UCLES 2017 0610/42/O/N/17

11
(b) Explain the change in the trend of the population that you described in 3(a).
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[3]
(c) The sheep that were first introduced to Tasmania were not well adapted to the environment.
Describe how farmers can use selective breeding to improve their sheep so that they are
better adapted to the environment.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[4]

12
(d) Maintaining very large populations of farm animals is unsustainable.
Define the term sustainable development.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[2]
[Total: 12]
© UCLES 2017 0610/42/O/N/17

13
4 The garden pea, Pisum sativum, is a plant which has flowers that have both male and female
parts. P. sativum is naturally self-pollinating.
(a) Discuss the advantages and disadvantages of self-pollination.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[4]
(b) Gregor Mendel studied inheritance in the garden pea, P. sativum.
The flowers of P. sativum that he studied were either purple or white. The gene that controls
flower colour has two alleles, B and b.
When Mendel crossed purple-flowered plants with white-flowered plants all the plants in the
next generation had purple flowers.
(i) Table 4.1 shows five genetic terms that can be applied to Mendel’s study of the
inheritance of flower colour.
Complete Table 4.1 by stating an example of each genetic term. The first one has been
completed for you.
Table 4.1
term example in P. sativum
dominant trait purple flowers
recessive allele
phenotype
homozygous genotype
heterozygous genotype
[4]

14
(ii) Test crosses can be used to determine the genotype of a plant with purple flowers.
The genetic diagrams show test crosses for purple-flowered plants with two different
genotypes.
Complete the genetic diagrams for test cross 1 and test cross 2.
test cross 1 test cross 2

parental
phenotype purple flowers × white flowers purple flowers × white flowers
parental
genotype Bb × ..................... BB × .....................
genotypes
of gametes ....... ....... + ....... ....... ....... ....... + ....... .......
offspring
genotypes ....................................................... .......................................................................
offspring
phenotypes ..................................................... .......................................................................
[5]
(c) Pickerel weed, Pontederia cordata, is a plant that grows in shallow water on the edges of
ponds and lakes in North America.
A few seedlings of these plants are white. The white seedlings cannot make chlorophyll.
Researchers carried out several crosses using pickerel weed plants.
Table 4.2
number of offspring
cross
green white
1 149 0
2 70 22
© UCLES 2017 0610/42/O/N/17

15
(i) Select suitable symbols for the alleles and state the possible genotypes of the parents
for each cross.
cross 1 ...............................................................................................................................
cross 2 ...............................................................................................................................
[2]
(ii) It is not possible to carry out a test cross with pickerel weed plants.
Suggest why.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[2]
[Total: 17]

16
5 Fig. 5.1 shows the bacterium Helicobacter pylori, which is a human pathogen.
Fig. 5.1
(a) State the genus of Helicobacter pylori.
...............................................................................................................................................[1]
(b) H. pylori is placed in the prokaryote kingdom.
State two structural features that H. pylori shares with other prokaryotes.
1 ................................................................................................................................................
2 ................................................................................................................................................
[2]
(c) (i) H. pylori can cause infections in the stomach.
Suggest how this infection could be treated.
.......................................................................................................................................[1]
(ii) State one natural body defence that is found in the stomach.
.......................................................................................................................................[1]
© UCLES 2017 0610/42/O/N/17

17
(d) The immune system is not very effective against pathogens, such as H. pylori, that live inside
the alimentary canal. This means that active immunity and passive immunity do not provide
complete protection against H. pylori infections.
Explain how active immunity differs from passive immunity.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[4]
[Total: 9]

18
6 Glucose is absorbed into the blood in the small intestine. Fig. 6.1 shows the human circulatory
system and the pathway taken by molecules, such as glucose, when they travel in the blood.
head & arms
lungs
C
heart
liver
stomach &
intestines
kidneys
muscles in
the legs
E
Fig. 6.1
© UCLES 2017 0610/42/O/N/17

19
(a) Complete Table 6.1 by naming the blood vessels labelled on Fig. 6.1 and stating whether
they contain oxygenated blood or deoxygenated blood. One row has been completed for you.
Table 6.1
letter on oxygenated or
name of the blood vessel
Fig. 6.1 deoxygenated blood
A hepatic portal vein
E femoral artery oxygenated
[4]
(b) Insulin is a hormone that is secreted by the pancreas.
(i) Define the term hormone.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[2]
(ii) Describe the role of insulin in the body.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[3]

20
(c) Explain how blood flow in the skin helps to maintain a constant body temperature in very hot
conditions.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[3]
[Total: 12]
© UCLES 2017 0610/42/O/N/17

2
1 Starch is an important food source that is digested by the enzyme amylase to form the reducing
sugar maltose.
amylase
starch + water maltose
Some students investigated the effect of enzyme concentration on the rate of digestion of starch.
Step 1 Three test-tubes were labelled A, B and C.
Step 2 5 cm3 of starch solution was put into each of test-tubes A, B and C.
Step 3 Another three test-tubes were labelled A1, B1 and C1.
Step 4 1 cm3 of 3% amylase solution was put into test-tube A1.

1 cm3 of 2% amylase solution was put into test-tube B1.
1 cm3 of 1% amylase solution was put into test-tube C1.
Step 5 All six test-tubes were placed into a water-bath at 60 °C for three minutes.
Step 6 A white tile was divided into three sections and labelled A, B and C as shown in Fig. 1.1.
Step 7 Iodine solution was dropped onto the tile to form two rows of 10 drops approximately the
same distance apart, in each of the sections A, B and C as shown in Fig. 1.1.
A B C
drop of iodine solution
row 1
row 10
Fig. 1.1
Step 8 A glass rod was dipped into the starch solution in test-tube A to remove some of the
solution. The glass rod was then touched onto the surface of the first drop and then the
second drop of iodine solution in row 1 on the section of the tile labelled A. The glass rod
was rinsed and dried.
Step 9 Step 8 was repeated using the amylase solution in test-tube A1 and the drops of iodine
solution in row 2 on the section of the tile labelled A.
Step 10 A timer was started and the amylase solution in test-tube A1 was poured into test-tube A.
The mixture of starch and amylase in test-tube A was stirred with a glass rod and then
some of the mixture was immediately removed using the glass rod.
The glass rod was then touched onto the surface of the first drop and then the second
drop of iodine solution in row 3 on the section of the tile labelled A. The glass rod was
rinsed and dried.
© UCLES 2017 0610/62/O/N/17

3
Step 11 After one minute the glass rod was used to remove some of the mixture from test-tube A
and touched onto the first drop and then the second drop of the iodine solution in row 4
on the section of the tile labelled A. The glass rod was rinsed and dried.
Step 12 Step 11 was repeated for six more minutes.
Step 13 Steps 8 to 12 were repeated for test-tubes B and B1.
Step 14 Steps 8 to 12 were repeated for test-tubes C and C1.
Fig. 1.2 shows the students’ results.
A B C key
row 1 no starch
starch
drops joined
together
row 10
Fig. 1.2
(a) (i) Prepare a table to record the students’ results.
The table should include:

• the concentration of the amylase solution
• the time taken for all the starch to be digested for each amylase concentration.
[5]
4
(ii) Explain why the students’ results are not reliable.
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[1]
(iii) The starch was digested into simple (reducing) sugars. Describe how you could test the
liquid in the test-tubes to show they contain reducing sugars.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[2]
(b) (i) State one variable that was kept constant in this investigation.
Describe how this variable was kept constant.
variable ..............................................................................................................................
how it was kept constant ...................................................................................................
...........................................................................................................................................
[2]
(ii) Explain why all the test-tubes were left in the water-bath for three minutes before the
amylase was added to the starch.
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[1]
(iii) Explain why step 9 was carried out before mixing the amylase and starch together.
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[1]
(c) (i) Identify two sources of error in steps 10, 11 and 12.
1 ........................................................................................................................................
...........................................................................................................................................
2 ........................................................................................................................................
...........................................................................................................................................
[2]
© UCLES 2017 0610/62/O/N/17
5
(ii) For one of the errors you identified in (c)(i), describe how the method could be improved
to reduce the error.
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[1]

6
(d) In another experiment some students made starch agar that contained 100 mg per cm3 of
starch.
The starch agar was stained using iodine and was then cut into blocks that measured
2 cm × 3 cm × 0.5 cm.
(i) Calculate the total mass of starch in each of the blocks of starch agar.
Show your working.
...........................................................mg
[3]
Six small beakers containing 20 cm3 of 5% amylase solution were placed in water-baths at
different temperatures. One of the blocks containing starch from (d)(i) was placed into each
of the beakers.
The time taken for all the starch to disappear was measured.
The results of the experiment are shown in Table 1.1.
Table 1.1
rate of reaction
temperature / °C time taken for starch to disappear / s
/ mg per s
20 1500 0.2
30 375 0.8
40 200 1.5
50 125 2.4
60 65 4.6
70 88
(ii) Complete Table 1.1 by writing in the rate of reaction at 70 °C. [1]
© UCLES 2017 0610/62/O/N/17

7
(iii) Plot a graph on the grid to show the effect of temperature on the rate of reaction.
[4]
[Total: 23]

8
2 Fig. 2.1 is a photomicrograph of the epidermis of a leaf. It shows epidermal cells, guard cells and
stomata.
Each stoma is surrounded by two guard cells containing chloroplasts.
stoma
epidermal
cells
X chloroplast
cytoplasm
cell wall
guard cell
Fig. 2.1
(a) (i) Complete table 2.1 to show two visible differences between epidermal cells and guard
cells.
feature epidermal cell guard cell
[2]
© UCLES 2017 0610/62/O/N/17

9
(ii) Make a large drawing of the two guard cells and the stoma shown inside the box on
Fig. 2.1.
[4]
(b) Measure the total width of the guard cells and stoma along the line XY on Fig. 2.1.
Include the units.
Total width of the guard cells and stoma on Fig. 2.1 ...........................................
Draw a line on your drawing in the same position as the line XY.
Measure the width of the guard cells and stoma on your drawing. Include the units.
Total width of the guard cells and stoma on your drawing ...........................................
Calculate the magnification of your drawing using the formula:
magnification = width on your drawing

width on Fig. 2.1
................................................................
[3]
10
(c) Fig. 2.2 shows the rate of water gain by absorption and the rate of water loss by transpiration
in a plant during a 24-hour period on a hot sunny day.
60
50
40
rate of water
loss or gain
/ g per unit time
30
20
absorption
10
transpiration
0
06.00 10.00 14.00 18.00 22.00 02.00 06.00
time of day
Fig. 2.2
Compare the trends shown in Fig. 2.2 for the absorption and transpiration of water during the
24-hour period.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[2]
(d) Fig. 2.3 shows the apparatus used to measure water uptake by a leafy shoot. The leafy shoot
is sealed tightly into a glass tube which is connected to a capillary tube containing water.
As the leafy shoot loses water through its leaves it absorbs water from the apparatus. Air is
pulled into the open end of the capillary tube as the water moves towards the leafy shoot.
The distance moved by the air in the capillary tube can be measured on the scale and used to
calculate the volume of water absorbed by the leafy shoot.
© UCLES 2017 0610/62/O/N/17

11
leafy shoot
water to refill the capillary tube

cut end of
a leafy
shoot stem
water
capillary tube with a scale air
open end of
the capillary tube
Fig. 2.3
Describe how you would use the apparatus in Fig. 2.3 to investigate the effect of temperature
OR humidity on the rate of water absorption by a leafy shoot.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[6]
[Total: 17]
© UCLES 2017 0610/62/O/N/17

3
1 Wetlands are important ecosystems. Researchers studied the feeding relationships between the
organisms in an area of wetland on the coast of Texas.
Fig. 1.1 shows part of the food web that they studied.
bald eagle spotted

sandpiper
stone crab
marsh rice
blenny
rat
mycid shrimp
snow goose oyster pipe fish

water flea
muskrat
clover algae and

grass
phytoplankton
Fig. 1.1
(a) Complete Table 1.1 by giving the name of one organism from the food web in Fig. 1.1 for
each row.
Table 1.1
name of organism from Fig. 1.1
producer
secondary consumer
an animal that feeds

at two trophic levels
[3]

4
The functioning of ecosystems relies on the cycling of nutrients.
Fig. 1.2 shows part of the nitrogen cycle.
nitrogen gas in
the air
C
amino acids
plants nitrate ions
in plants
D A
proteins proteins in dead plants ammonium ions

in plants
Fig. 1.2
(b) State the name of process A in Fig. 1.2 and give the type of organism that converts ammonium
ions to nitrate ions.
A ...............................................................................................................................................
type of organism .......................................................................................................................

[2]
(c) Describe how nitrate ions enter the roots of plants shown by arrow C on Fig. 1.2.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
.............................................................................................................................................. [3]
© UCLES 2018 0610/42/O/N/18

5
(d) State the name of the structure in plant cells where process D occurs.
.............................................................................................................................................. [1]
(e) State the process that occurs at B.
.............................................................................................................................................. [1]
(f) A pyramid of numbers for the wetland ecosystem showed that there were very large numbers
of organisms at the base of the pyramid and very few at the top.
Explain why.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
.............................................................................................................................................. [3]
[Total: 13]

7
2 Fig. 2.1 shows a dwarf sunflower and a tall sunflower, Helianthus annuus. The height of the dwarf
sunflower is 0.45 m and the height of the tall sunflower is 4.5 m.
dwarf tall not to scale
Fig. 2.1
Dwarf plants like the one in Fig. 2.1 have mutant alleles.
(a) Define the term allele.
...................................................................................................................................................
.............................................................................................................................................. [1]
(b) Shoot growth in plants is controlled by auxins. An enzyme in shoot tips converts molecules of
an amino acid into auxins as shown in Fig. 2.2.
enzyme
amino acid auxin
Fig. 2.2
Explain how a mutation in DNA results in an abnormal enzyme which does not catalyse the
reaction shown in Fig. 2.2.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
.............................................................................................................................................. [3]
8
(c) Two tall sunflower plants were crossed. 25% of the offspring produced were dwarf.
Explain how it is possible for two tall parent plants to have this percentage of dwarf offspring.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
.............................................................................................................................................. [2]
(d) Fig. 2.3 shows how several strawberry plants can be formed from one parent plant.
parent plant
offspring
Fig. 2.3
(i) Explain the type of reproduction that produces plants by the method shown in Fig. 2.3.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...................................................................................................................................... [3]
© UCLES 2018 0610/42/O/N/18
9
(ii) Explain the disadvantages of the type of reproduction shown in Fig. 2.3.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...................................................................................................................................... [3]
[Total: 12]

10
3 (a) Fig. 3.1 is a photomicrograph of some xylem vessels.
Fig. 3.1
(i) State one structural feature of xylem vessels and explain how this is related to the
function of water transport.
feature ...............................................................................................................................
...........................................................................................................................................
explanation ........................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
[2]
(ii) Explain the mechanism that is responsible for the movement of water in xylem vessels.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...................................................................................................................................... [4]
© UCLES 2018 0610/42/O/N/18

11
(iii) State one role of xylem vessels other than transport.
...................................................................................................................................... [1]
(b) The rate of transpiration is affected by several factors including the temperature and the
humidity of the air.
State and explain the effect of an increase in temperature on the rate of transpiration.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
.............................................................................................................................................. [3]
[Total: 10]

12
4 Insulin is a hormone that regulates the concentration of glucose in the blood.
(a) Define the term hormone.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
.............................................................................................................................................. [3]
(b) Two people, A and B, visited a doctor to discuss their similar symptoms. The doctor thought
that their blood glucose concentrations were not very well controlled. A glucose tolerance test
was carried out on both people.
A and B did not eat or drink anything other than water for eight hours before the test. They
then drank a glucose solution. Blood samples were taken at 30 minute intervals. The samples
were tested for glucose concentration.

blood glucose
concentration
/ mg per 100 cm3
220
200
A
180
160
glucose
solution
140
taken
120
100
B
80
60
40
20
0
0 30 60 90 120 150 180 210 240
time / minutes
Fig. 4.1
© UCLES 2018 0610/42/O/N/18
13
(i) Use Fig. 4.1 to state the blood glucose concentrations of A and B at 180 minutes.
A .............................................................................................................. mg per 100 cm3
B .............................................................................................................. mg per 100 cm3

[1]
(ii) Calculate the percentage increase in the blood glucose concentration in person A
between 60 and 90 minutes.
Show your working.
................ %
[2]
(iii) Describe how the response of person A differs from the response of person B in Fig. 4.1.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...................................................................................................................................... [2]
(iv) Explain the results of the glucose tolerance test shown by person B.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...................................................................................................................................... [4]

14
(v) The doctor thought that person A had Type 1 diabetes.
Describe three symptoms of Type 1 diabetes.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...................................................................................................................................... [3]
[Total: 15]
© UCLES 2018 0610/42/O/N/18

15
5 Fig. 5.1 shows a photomicrograph of human blood.
phagocyte
lymphocyte
red blood
cell
Fig. 5.1
(a) Describe the differences in appearance and the roles of the three cells labelled in Fig. 5.1.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
.............................................................................................................................................. [6]

16
(b) Fig. 5.2 shows some of the stages of blood clotting.
a blood vessel breaks
platelets collect at the

break in the blood vessel
platelets release an
enzyme
prothrombin thrombin
forms a mesh at the break

in the blood vessel
Fig. 5.2
(i) Complete Fig. 5.2 by filling in the two empty boxes. [1]
(ii) State two roles of blood clotting.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...................................................................................................................................... [2]
© UCLES 2018 0610/42/O/N/18

17
(c) Haemophilia is a sex-linked blood disorder in which blood takes a long time to clot. Fig. 5.3 is
a pedigree diagram showing the inheritance of haemophilia.
Q R S T
male with normal clotting time
male with haemophilia
female with normal clotting time
Fig. 5.3
The normal allele is represented by XH and the mutant allele is represented by Xh.
(i) State the genotypes of the people identified as P, Q and R in Fig. 5.3.
P ........................................................................................................................................
Q .......................................................................................................................................
R ........................................................................................................................................
[3]

18
(ii) The couple S and T are expecting another child.
What is the probability that the child will have haemophilia?
Space for working
...................................................................................................................................... [1]
(iii) Define the term sex-linked characteristic.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...................................................................................................................................... [2]
[Total: 15]
© UCLES 2018 0610/42/O/N/18

19
6 Fig. 6.1 shows the Galapagos iguana, Amblyrhynchus cristatus.
Fig. 6.1
(a) (i) State two features that are used to classify animals, such as the Galapagos iguana, as
reptiles.
1 ........................................................................................................................................
2 ........................................................................................................................................
[2]
(ii) State two features that are present in plant cells that are not present in the cells of
reptiles.
1 ........................................................................................................................................
2 ........................................................................................................................................
[2]
(b) Galapagos iguanas feed on seaweed which contains starch and other carbohydrates.
(i) State the name of the enzyme that digests starch.
...................................................................................................................................... [1]
(ii) State the names of two parts of the alimentary canal where starch is digested.
1 ........................................................................................................................................
2 ........................................................................................................................................
[2]

20
(c) There are many threats to wildlife in the Galapagos.
Describe ways in which endangered species can be conserved.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
.............................................................................................................................................. [5]
(d) One aim of conservation is to maintain resources in natural ecosystems.
State three resources that natural ecosystems provide for humans.
1 ................................................................................................................................................
2 ................................................................................................................................................
3 ................................................................................................................................................
[3]
[Total: 15]
© UCLES 2018 0610/42/O/N/18

2
1 Fruit juice can be produced by crushing and squeezing fresh fruit. The juice produced in this way
is often cloudy.
The enzyme pectinase is used to produce clear fruit juice. This process is called clarification.
Fig. 1.1 shows fruit juice before and after clarification.
cloudy apple juice clear apple juice
precipitate
before after
Fig. 1.1
A student investigated the effect of pectinase concentration on the clarification of apple juice.
The student was provided with freshly prepared apple juice, water and a 5% pectinase solution.
Step 1 Four test-tubes were labelled P1, P2, P3 and P4.
Step 2 Syringes were used to add the volumes of water and 5% pectinase solution shown in
Table 1.1 to each of the test-tubes.
Table 1.1
volume of 5% final percentage

volume of water
test-tube pectinase solution concentration of
/ cm3
/ cm3 pectinase solution
P1 0.00 1.00 5.0
P2 0.50 0.50 2.5
P3 0.75 0.25
P4 1.00 0.00 0.0
© UCLES 2018 0610/62/O/N/18

3
(a) Calculate the final concentration of the pectinase solution in test-tube P3.
Show your working and write your answer, to one decimal place, in Table 1.1.
[2]
Step 3 5 cm3 of apple juice was added to each of test-tubes P1, P2, P3 and P4.
Step 4 The contents of each test-tube were carefully mixed using a glass rod.
Step 5 A stop-clock was immediately started.
Step 6 After five minutes, the height of the precipitate formed was measured using a ruler, as
shown in Fig. 1.2. If no precipitate had formed in the test-tube, it was recorded as ‘0’.
10
9
8
7
6
5
clear apple juice

4
3
2
precipitate
1
0
not to scale
Fig. 1.2
Care was taken not to shake the test-tubes.
Step 7 After a further five minutes, the student repeated the measurement of the precipitates in
the test-tubes.

4
Fig. 1.3 shows the test-tubes at 0, 5 and 10 minutes.
P1 P2 P3 P4
0 minutes
P1 P2 P3 P4
5 minutes
P1 P2 P3 P4
10 minutes
Fig. 1.3
© UCLES 2018 0610/62/O/N/18

5
(b) Prepare a table to record the results.
Measure the height of the precipitate in each test-tube in Fig. 1.3.
Record the measurements in your table.
[4]
(c) State a conclusion for the results.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[2]
(d) (i) State the variable that was changed (independent variable) in this investigation.
.......................................................................................................................................[1]
(ii) State two variables that should have been kept constant in this investigation.
1 ........................................................................................................................................
2 ........................................................................................................................................
[2]

6
(iii) Identify one possible error in step 6 and suggest an improvement.
error ...................................................................................................................................
...........................................................................................................................................
improvement .....................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
[2]
(e) Explain the purpose of test-tube P4.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[2]
(f) A student stated the hypothesis:
“Treating fruit juice with pectinase reduces the vitamin C content of the fruit juice”.
Plan an investigation to test this hypothesis.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[6]
© UCLES 2018 0610/62/O/N/18
7
(g) Fig. 1.4 shows a cross-section of a tomato fruit.
Fig. 1.4
Make a large drawing of the cross-section of tomato fruit.
[4]
8
(h) A student wanted to find out if tomatoes contained starch.
State the result you would expect for a positive test for starch.
...............................................................................................................................................[1]
[Total: 26]
© UCLES 2018 0610/62/O/N/18

9
2 A student investigated the number of petals on the flowers of two species of daisy, species A and
species B.
(a) Fig. 2.1 shows one daisy flower of species A.
Fig. 2.1
The actual length of petal XY of the daisy in Fig. 2.1 was measured by the student as 5 mm.
Measure the length of petal XY on Fig. 2.1. Include the units.
length of XY on Fig. 2.1 ........................................
Use the formula to calculate the magnification of the photograph.
length of XY on Fig. 2.1

magnification =
actual length of petal XY
Show your working.
................................................................
[2]

10
The student collected 10 flowers from species A and 10 flowers from species B. They counted the
number of petals on each flower.
Fig. 2.2 shows some of the daisy flowers of species A.
10
Fig. 2.2
(b) (i) Count the number of petals on flowers 9 and 10 in Fig. 2.2 and record the number of
petals in Table 2.1.
Table 2.1
number of petals
flower number species A species B
1 16 7
2 15 5
3 13 5
4 20 6
5 20 6
6 15 7
7 17 5
8 15 6
9 6
10 5
average number of petals 17
[1]
© UCLES 2018 0610/62/O/N/18
11
(ii) Calculate the average number of petals for species B.
Write your answer in Table 2.1. Give your answer to the nearest whole number.
Space for working.
[1]
(iii) Suggest one method that could be used to ensure that the counting of the number of
petals is accurate.
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[1]
(c) Plot a bar chart on the grid of the average number of petals for species A and species B from
Table 2.1.
[3]

12
(d) State two reasons why the student should have repeated the investigation.
1 ................................................................................................................................................
...................................................................................................................................................
2 ................................................................................................................................................
...................................................................................................................................................
[2]
(e) The student noticed that insects fed on the nectar produced by the flowers.
(i) Describe the test that the student would use to find out if the nectar contains reducing
sugars.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[3]
(ii) State one safety precaution that should be taken when carrying out the test for reducing
sugars.
...........................................................................................................................................
.......................................................................................................................................[1]
[Total: 14]
© UCLES 2018 0610/62/O/N/18

2
1 (a) Fig. 1.1 shows four arthropods.
C D
not to scale
Fig. 1.1
(i) State two features, visible in Fig. 1.1, that are common to all arthropods.
1 ........................................................................................................................................
2 ........................................................................................................................................
[2]
© UCLES 2019 0610/42/O/N/19

3
(ii) Fig. 1.2 is a dichotomous key for the arthropods shown in Fig. 1.1.
Complete Fig. 1.2 by writing suitable statements in:
• box 2 to identify species B
• box 3 to separate species C and A.
START
box 1 yes
animal has more than ten pairs of legs D
no
box 2 yes
B
no
box 3
yes
A
no
Fig. 1.2
[2]

4
(b) The Hawaiian happy-face spider, Theridion grallator, is found on several of the Hawaiian
islands. Some of the spiders have a very distinctive pattern on their bodies as shown in
Fig. 1.3.
Fig. 1.3
(i) State one feature, visible in Fig. 1.3, that identifies T. grallator as an arachnid.
..................................................................................................................................... [1]
(ii) Scientists think that the pattern on the bodies of the spiders is an adaptive feature.
Explain the term adaptive feature with reference to this pattern.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [3]
© UCLES 2019 0610/42/O/N/19

5
(c) DNA can be extracted from the webs of spiders. This DNA can be used to identify the species
of spider that made the web, and the species of prey caught in the web.
Explain how DNA extracted from spider webs can be used to identify different species.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
............................................................................................................................................. [2]
(d) Many species of spider are thought to be endangered.
State three reasons why animal species such as spiders become endangered.
1 ................................................................................................................................................
...................................................................................................................................................
2 ................................................................................................................................................
...................................................................................................................................................
3 ................................................................................................................................................
...................................................................................................................................................
[3]
[Total: 13]

7
2 Fig. 2.1 shows part of a cross-section of the stem of a young sunflower plant.
area Y
Fig. 2.1
(a) Draw a circle around one vascular bundle on Fig. 2.1.
Label the xylem in the vascular bundle with the letter X. [2]
(b) Explain how the cells in area Y are able to support the stem so that it stays upright.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
............................................................................................................................................. [3]

8
(c) Researchers used carbon dioxide that contained a traceable source of carbon (13C) to
investigate translocation of sucrose from the leaves of bean plants, Phaseolus vulgaris.
Fig. 2.2 shows that glucose produced in photosynthesis is converted to sucrose for
translocation.
carbon dioxide glucose sucrose
Fig. 2.2
Researchers selected four plants, Q, R, S and T, which had leaves that were of similar sizes.
The leaves on the four plants were supplied with 13CO2.
After the leaves had started to make sucrose, the researchers cut away a ring of tissue in
different places as shown in Fig. 2.3. The rings of tissue that were removed from plants R, S
and T contained the phloem.
Q R S T
13CO 13CO 13CO 13CO

2 2 2 2
Key: the positions on the stems where rings of tissue containing phloem were removed.
Fig. 2.3
© UCLES 2019 0610/42/O/N/19

9
The quantities of sucrose containing 13C in the shoot tips and in the roots were determined.
Table 2.1
quantity of sucrose containing 13C / arbitrary units

plant
shoot tip root
Q 3.24 0.94
R 0.00 0.44
S 4.14 0.00
T 0.00 0.00
Describe and explain the effect of removing the phloem on the translocation of sucrose in
plants Q, R, S and T.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
............................................................................................................................................. [5]
[Total: 10]

10
3 Cells in the lining of the stomach secrete gastric juice, which contains hydrochloric acid and
pepsin.
(a) (i) State two roles of hydrochloric acid in the stomach.
1 ........................................................................................................................................
2 ........................................................................................................................................
[2]
(ii) Describe the function of pepsin.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [2]
(b) Define the term assimilation.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
............................................................................................................................................. [2]
(c) There are stem cells in the epithelial tissue that forms the lining of the stomach.
Explain why these stem cells are necessary.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
............................................................................................................................................. [2]
© UCLES 2019 0610/42/O/N/19

11
(d) The epithelial cells of the small intestine have many microvilli.
State the role of the microvilli.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
............................................................................................................................................. [2]

12
(e) Lactobacillus is a type of bacterium. A study was carried out to investigate the ability of
Lactobacillus to attach to the epithelial cells that form the lining of the small intestine.
Researchers added Lactobacillus bacteria to epithelial cells that had been grown in Petri
dishes.
Every 15 minutes, the researchers estimated the average number of bacteria that were
attached to the epithelial cells in the Petri dishes.
140
130
120
110
100
90
80
average number
of bacteria
70
attached to
epithelial cells
60
50
40
30
20
10
0
0 10 20 30 40 50 60 70 80 90 100 110 120 130 140
time / minutes
Fig. 3.1
© UCLES 2019 0610/42/O/N/19

13
Calculate the percentage increase in the average number of bacteria attached to epithelial
cells from 45 minutes to 75 minutes.
average number of bacteria at 45 minutes .................. .
average number of bacteria at 75 minutes .................. .
Space for working.
............................................................ %
[3]
[Total: 13]

15
4 (a) Explain how the human gas exchange system is protected against pathogens.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
............................................................................................................................................. [4]
(b) Tuberculosis (TB) is a transmissible disease caused by a bacterial pathogen. The spread of
this disease can be controlled by vaccination.
Explain how vaccination provides a defence against transmissible diseases.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
............................................................................................................................................. [4]
(c) TB is a disease that can be treated with antibiotics. HIV infection cannot be treated with
antibiotics.
Explain why viral diseases cannot be treated with antibiotics.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
............................................................................................................................................. [2]
16
(d) Lung cancer is a disease that is strongly linked with smoking tobacco.
Fig. 4.1 shows some data about smoking and lung cancer in country A between 1900 and
2020 (2020 data has been estimated):
• percentage of the male population that smoke tobacco

• percentage of the female population that smoke tobacco
• number of deaths in males from lung cancer per 100 000 of the male population
• number of deaths in females from lung cancer per 100 000 of the female population.
percentage of deaths from

population that lung cancer per
smoke tobacco 100 000
100 100
90 90
80 80
70 70
60 60
50 50
40 40
30 30
20 20
10 10
0 0
1900 1920 1940 1960 1980 2000 2020
Key: year
percentage of population that smoke tobacco deaths from lung cancer per 100 000
male female male female
Fig. 4.1
(i) Describe the differences between the percentages of males and females in country A
that smoke as shown in Fig. 4.1.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [3]
(ii) Fig. 4.2 shows the same smoking statistics for country B between 1950 and 2020.
© UCLES 2019 0610/42/O/N/19

17
percentage of deaths from

population that lung cancer per
smoke tobacco 100 000
100 100
90 90
80 80
70 70
60 60
50 50
40 40
30 30
20 20
10 10
0 0
1900 1920 1940 1960 1980 2000 2020
Key: year
percentage of population that smoke tobacco deaths from lung cancer per 100 000
male female male female
Fig. 4.2
Discuss the evidence for and against this statement:
‘The changes in the percentage of the population that smoke tobacco, and the deaths
from lung cancer per 100 000, follow the same trends in males and in females.’
Use the information for country A in Fig. 4.1 and country B in Fig. 4.2 in your answer.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [6]
[Total: 19]
18
5 Grass plants are wind-pollinated. Fig. 5.1 shows a flower from a species of grass plant.
B
D
Fig. 5.1
(a) (i) Describe and explain how the features of the flower shown in Fig. 5.1 are adaptations for
wind-pollination.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [3]
(ii) State one letter in Fig. 5.1 that identifies a structure where meiosis occurs.
.................................... [1]
© UCLES 2019 0610/42/O/N/19

19
(b) Wheat has flowers similar to those in Fig. 5.1, but reproduces by self-pollination.
Explain the consequences of self-pollination for a population of plants.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
............................................................................................................................................. [4]
(c) Wheat is an important crop plant in many countries. Wheat can be infected by diseases
leading to total loss of the crop which results in famine.
Outline factors, other than plant diseases, that can cause famines.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
............................................................................................................................................. [3]

20
(d) Black stem rust is a disease of wheat that is caused by a fungus.
Plant breeders used two varieties of wheat to produce a variety of wheat that is both
rust-resistant and has a high yield.
Fig. 5.2 shows the breeding programme that was used.
step 1 rust-resistant variety of × variety of wheat with a high yield

wheat with a low yield
step 2 new variety 1 × variety of wheat with a high yield
step 3 selected rust-resistant offspring × variety of wheat with a high yield
repeat step 3 for several generations
rust-resistant variety with a high yield
Fig. 5.2
(i) Suggest how plant breeders make sure that the plants that they use for step 3 are
rust-resistant.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [2]
(ii) Suggest why step 3 is repeated for many generations before the new rust-resistant
variety is made available for farmers to grow.
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [1]
© UCLES 2019 0610/42/O/N/19

21
(e) Wheat plants are monocotyledons.
State one feature of monocotyledons that can be used to distinguish them from dicotyledons.
............................................................................................................................................. [1]
[Total: 15]

22
6 Carbon dioxide forms approximately 0.04% of the atmosphere.
Fig. 6.1 shows part of the carbon cycle.
carbon dioxide
A B
feeding death
plants animals decomposers
death
D
coal, oil, gas
Fig. 6.1
(a) Complete Table 6.1 by naming the processes labelled A to D in Fig. 6.1.
Table 6.1
letter on
name of the process in the carbon cycle
Fig. 6.1
[4]
© UCLES 2019 0610/42/O/N/19

23
(b) Complete the sentences by writing the missing words in the spaces.
Carbon dioxide is a greenhouse gas. Greenhouse gases trap .................................................
in the atmosphere. Water vapour is the most common greenhouse gas in the atmosphere.
Another greenhouse gas is methane which is released from .................................................
and ................................................. . Carbon dioxide and methane released from human
activities over the past 200 years have contributed to the .................................................
greenhouse effect.
Other atmospheric pollutants can cause acid rain. One of these is
................................................. which is a waste gas from some power stations.
One source of pollution in both aquatic and terrestrial ecosystems is
................................................. plastics. [6]
[Total: 10]
© UCLES 2019 0610/42/O/N/19

2
1 A student investigated the effect of the enzyme amylase on the breakdown of a starch suspension.
The starch suspension was placed inside a bag made from dialysis tubing.
amylase
starch reducing sugars
Dialysis tubing is made from a type of membrane that is partially permeable. Only small molecules
can pass through this membrane.
Step 1 Two large test-tubes were put into a water-bath. Each large test-tube contained 20 cm3
of distilled water. The temperature of the water-bath was 40 °C.
Step 2 A knot was tied at the end of one piece of dialysis tubing, to form a bag.
Step 3 5 cm3 of the starch suspension was put into the dialysis tubing bag.
Step 4 A clean syringe was used to put 5 cm3 of amylase solution into the dialysis tubing bag.
Step 5 The contents of the dialysis tubing bag were mixed well and the outside of the bag was
rinsed with distilled water.
Step 6 The student repeated steps 2 to 5 using 5 cm3 of distilled water in step 4 instead of the
amylase solution.
Step 7 The dialysis tubing bags were placed into the large test-tubes as shown in Fig. 1.1.
large test-tube
20 cm3 distilled water
dialysis tubing bag
knotted end
dialysis tubing bag 1 containing dialysis tubing bag 2 containing

amylase and starch suspension water and starch suspension
Fig. 1.1
Step 8 Both large test-tubes were placed back into the water-bath and left for 10 minutes.
Step 9 After 10 minutes the dialysis tubing bags were removed from the two large test-tubes.
Step 10 The contents of the two large test-tubes and the two dialysis tubing bags were tested for
reducing sugars and starch.
© UCLES 2019 0610/62/O/N/19

3
(a) State the name of the solution that the student would use to test substances for starch.
............................................................................................................................................. [1]
(b) Describe how the student would test substances for reducing sugars.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
............................................................................................................................................. [2]
(c) Suggest why the outside of the dialysis tubing bag was rinsed in Step 5.
...................................................................................................................................................
............................................................................................................................................. [1]

4
The student’s observations for the starch and reducing sugar tests in step 10 are shown in Fig. 1.2.
dialysis tubing bag 1 contents:

test-tube 1
dialysis tubing contents starch test colour was brown
bag 1 contents reducing sugar test colour was brick-red
test-tube 1 contents:
starch test colour was brown
reducing sugar test colour was orange
dialysis tubing bag 1 containing

amylase and starch suspension
at the start of the investigation
dialysis tubing bag 2 contents:

test-tube 2
dialysis tubing contents starch test colour was blue-black
bag 2 contents reducing sugar test colour was blue
test-tube 2 contents:
starch test colour was brown
reducing sugar test colour was blue
dialysis tubing bag 2 containing

water and starch suspension
at the start of the investigation
Fig. 1.2
© UCLES 2019 0610/62/O/N/19

5
(d) (i) Prepare a table and record the results of the starch and reducing sugar tests from
Fig. 1.2 in the space provided.
[3]
(ii) State three conclusions for the results shown in Fig. 1.2.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [3]
(e) State two variables that were kept constant during this investigation.
1 ................................................................................................................................................
2 ................................................................................................................................................
[2]

6
(f) Plan an investigation using dialysis tubing to determine the effect of temperature on the
activity of the enzyme amylase.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
............................................................................................................................................. [6]
(g) The student wanted to find out if the amylase enzyme passed through the dialysis tubing into
the large test-tube. Amylase is made of protein.
Describe how the student could find out if the solution in the large test-tube contained protein.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
............................................................................................................................................. [2]
[Total: 20]
© UCLES 2019 0610/62/O/N/19

8
2 An investigation was performed to determine the effect of light intensity on leaf size in one species
of plant.
Plants were grown in three different light intensities. The maximum width of each leaf was
recorded. The results were recorded in Table 2.1 and an average value was calculated.
The results for three leaves grown in high light intensity are shown in Fig. 2.1. The horizontal line
on each leaf indicates its maximum width.
6
7
8
Fig. 2.1
(a) (i) Measure the widths of leaves 6, 7 and 8 in Fig. 2.1 and record these values in Table 2.1.
[1]
Table 2.1
maximum width of leaves / mm

leaf
low light intensity medium light intensity high light intensity
1 15 43 27
2 12 45 32
3 13 48 26
4 13 44 28
5 15 47 27
6 14 43
7 12 12
8 15 46
average 14 41
© UCLES 2019 0610/62/O/N/19

9
(ii) Calculate the average width of the leaves grown in a high light intensity in Table 2.1.
Record this value in Table 2.1.
[1]
(iii) Plot a bar chart on the grid of the average leaf width for leaves grown in low, medium
and high light intensity using the data in Table 2.1.
[3]
(iv) Circle one measurement in Table 2.1 that could be considered to be anomalous.
Give a reason for your choice.
reason ...............................................................................................................................
..................................................................................................................................... [2]
(b) (i) State the variable that was changed in this investigation (the independent variable).
..................................................................................................................................... [1]
(ii) State the variable that was measured in this investigation (the dependent variable).
..................................................................................................................................... [1]

10
(c) Fig. 2.2 is a photomicrograph of a cross-section of a root.
xylem
A B
Fig. 2.2
(i) Make a large drawing of the cross-section of the root in Fig. 2.2 to show the different
areas of the root.
Do not draw individual cells.
[4]
© UCLES 2019 0610/62/O/N/19
11
(ii) Measure line AB on Fig. 2.2 in millimetres.
length of line AB .......................................... mm
The actual diameter of the root shown in Fig. 2.2 is 2 mm.
Calculate the magnification of Fig. 2.2 using the equation.
magnification = length of line AB on Fig. 2.2

actual diameter of the root
................................................................
[2]
(iii) Fig. 2.3 is a photomicrograph of a cross-section of a stem.
xylem
magnification ×20
Fig. 2.3
State two differences between the root in Fig. 2.2 and the stem in Fig. 2.3.
1 ........................................................................................................................................
...........................................................................................................................................
2 ........................................................................................................................................
...........................................................................................................................................
[2]

12
(d) A student suggested that measuring leaf area is better than measuring leaf width.
(i) Describe how the area of a leaf could be measured.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [2]
(ii) Suggest why measuring leaf area is better than measuring leaf width.
...........................................................................................................................................
..................................................................................................................................... [1]
[Total: 20]
© UCLES 2019 0610/62/O/N/19

2
1 (a) Sensitivity is one of the characteristics of life. The eye is one of the major sense organs of
vertebrates.
(i) Define the term sensitivity.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [2]
(ii) Define the term sense organ.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [2]
(b) Accommodation (focusing) is one of the functions of the eye.
Fig. 1.1 is a diagram of an eye that is focusing on a distant object.
retina
ciliary muscle
Fig. 1.1
(i) State the name of the part of the retina labelled X.
..................................................................................................................................... [1]
© UCLES 2020 0610/42/O/N/20

3
Fig. 1.2 is an incomplete diagram of an eye that is focusing on a near object.
Fig. 1.2
(ii) Complete Fig. 1.2 by drawing the shape of the lens and the light rays from the object to
the retina. [3]
(iii) Describe the roles of the ciliary muscles and suspensory ligaments in focusing on a
distant object, as shown in Fig. 1.1.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [3]

4
(c) The eye also controls the amount of light that enters the pupil.
Fig. 1.3 shows an eye in low light and in bright light.
eye in low light eye in bright light
Fig. 1.3
Describe the changes that occur in the eye when the light becomes bright, as shown in
Fig. 1.3.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
............................................................................................................................................. [3]
(d) The change shown in Fig. 1.3 occurs automatically without thought.
State the name given to this type of action.
............................................................................................................................................. [1]
[Total: 15]
© UCLES 2020 0610/42/O/N/20

5
2 Fig. 2.1 is a vertical section of a human molar tooth and surrounding structures.
B
C
Fig. 2.1
(a) State the names of the parts labelled A to D on Fig. 2.1.
A ...............................................................................................................................................
B ...............................................................................................................................................
C ...............................................................................................................................................
D ...............................................................................................................................................
[4]
(b) Describe and explain the function of molar teeth.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
............................................................................................................................................. [3]

6
(c) Fig. 2.2 is an X-ray of decay in a molar tooth.
decayed molar tooth
Fig. 2.2
Explain how tooth decay occurs.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
............................................................................................................................................. [4]
[Total: 11]
© UCLES 2020 0610/42/O/N/20

7
3 Fig. 3.1 is a food web for a forested area in Central America.
great horned owl
jaguar
bobcat
long-tailed weasel nine-banded armadillo

hooded skunk
red harvester ants termites

collared peccary
lowland tapir
muhly grass Peruvian feather

grass
Fig. 3.1
(a) Complete Table 3.1 using information from Fig. 3.1.
Table 3.1
trophic level description example from Fig. 3.1
herbivore
producer
feeds on tertiary consumers
secondary consumer
[4]

8
(b) Fig. 3.2 shows the flow of energy through a food chain. The size of each box represents the
energy available in each trophic level, numbered 1, 2, 3 and 4.
solar
energy
respiration trophic level 1
trophic
level 2
respiration trophic
level 3
Z respiration
trophic
level 4
Fig. 3.2
(i) State the term given to the group of organisms represented by Z in Fig. 3.2.
..................................................................................................................................... [1]
(ii) Explain, with reference to Fig. 3.2, why food chains usually have fewer than five trophic
levels.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [4]
© UCLES 2020 0610/42/O/N/20

9
(c) Intensive livestock production can be damaging to natural ecosystems.
Fig. 3.3 shows intensive farming of chickens.
Fig. 3.3
(i) Describe the negative impact on an ecosystem of the intensive production of livestock,
such as chickens.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [3]

10
(ii) Forests are cleared for farmland. Deforestation can lead to a loss of soil (soil erosion).
Explain the effects of soil erosion on ecosystems.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [3]
[Total: 15]
© UCLES 2020 0610/42/O/N/20

11
4 (a) Yeast cells have many structures in common with a plant cell.
Fig. 4.1 is a drawing of a yeast cell.
A B
cell wall
Fig. 4.1
(i) State the names of the cell structures labelled A and D on Fig. 4.1.
A ........................................................................................................................................
D ........................................................................................................................................
[2]
(ii) State the functions of the cell structures labelled B and C on Fig. 4.1.
B ........................................................................................................................................
C ........................................................................................................................................
[2]
(iii) State the name of one structure that is found in plant cells but is absent in yeast cells.
..................................................................................................................................... [1]

12
(b) Yeast is used in the production of ethanol to manufacture a type of biofuel.
Fig. 4.2 is a flow chart of the process.
maize plants
extraction of starch from

maize
enzyme S
maltose
enzyme T
glucose
process U in anaerobic
conditions
ethanol carbon dioxide
Fig. 4.2
(i) State the names of enzymes S and T.
S ........................................................................................................................................
T ........................................................................................................................................
[2]
(ii) Yeast is used in process U. Complete the balanced chemical equation for anaerobic
respiration in yeast.
................................. ...........C2H5OH + ..................

[2]
(iii) Suggest the advantages of using biofuels instead of fossil fuels.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [3]
© UCLES 2020 0610/42/O/N/20

13
(iv) Carbon dioxide may be collected from process U and sold for use in glasshouses.
Explain why carbon dioxide is used in glasshouses.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [4]
[Total: 16]

14
5 (a) The activities of the ovaries and the uterus are regulated by the hormones FSH, LH, oestrogen
and progesterone during the menstrual cycle.
Complete Table 5.1 to show the sites of production and the roles of these four hormones.
Table 5.1
target
hormone site of production role
organ
FSH pituitary gland ovary
LH pituitary gland ovary
oestrogen uterus stimulates growth of the lining of the uterus
progesterone uterus
[5]
© UCLES 2020 0610/42/O/N/20

15
(b) Fig. 5.1 shows the changes in the lining of the uterus of a human female.
thickness of
the lining of
the uterus
0 7 14 21 28 7 14
day of menstrual cycle
Fig. 5.1
Describe the changes in the lining of the uterus between days 0 and 28 of the menstrual
cycle.
between days 0 and 7 ..............................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
between days 7 and 28 ............................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
[3]

16
(c) Some people are infertile.
Artificial insemination (AI) and in vitro fertilisation (IVF) are two methods of fertility treatment.
These two methods are outlined in Fig. 5.2.
artificial insemination
collection of
sperm
washed
sperm
in vitro fertilisation
collection of
eggs
collection of
sperm
washed
sperm
eggs and sperm mixed together
embryo
transfer of growth of embryos in freezing of

embryos culture dish spare embryos
not to scale
Fig. 5.2
© UCLES 2020 0610/42/O/N/20

17
Describe the similarities and differences between the two processes of fertility treatment
shown in Fig. 5.2.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
............................................................................................................................................. [6]
[Total: 14]

18
6 Fig. 6.1 is a diagram of DNA.
Key:
base pair
base A
Fig. 6.1
(a) (i) State the letter of the base that pairs with A.
..................................................................................................................................... [1]
(ii) State the letters of the other bases in DNA.
..................................................................................................................................... [1]
(b) Outline the roles of DNA in a cell.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
............................................................................................................................................. [2]
© UCLES 2020 0610/42/O/N/20

19
(c) Fig. 6.2 shows a plant tissue in which cells are dividing by mitosis.
J
H
Fig. 6.2
(i) Cell H in Fig. 6.2 is about to divide by mitosis.
State what happens to the chromosomes in cell H before mitosis takes place and state
why it is necessary.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [2]
(ii) Cell K is about to divide into two cells.
State the structures that will form between the nuclei so that the cell divides into two
cells.
...........................................................................................................................................
..................................................................................................................................... [2]

20
(iii) Cell J in Fig. 6.2 is an example of a diploid cell.
State what is meant by the term diploid.
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [1]
[Total: 9]
© UCLES 2020 0610/42/O/N/20

3
1 A student investigated the effect of temperature on the rate of rising of bread dough.
Step 1 The student made bread dough by mixing water, sugar, yeast and flour in a beaker.
Step 2 The student used their hands to divide the dough into two pieces of similar size.
Step 3 The student placed one piece of dough into a transparent plastic cup labelled C and one
piece into a transparent plastic cup labelled W. They pushed each piece of dough to the
bottom of the cup.
Step 4 The student measured the height of the dough in each cup. They took their measurement
from the base of the cup to the highest point of the dough.
Step 5 The student put cup C into a cool water-bath and cup W into a warm water-bath. The
cups were left in the water-baths for 10 minutes.
Step 6 After 10 minutes the cups were removed from the water-baths. The maximum height of
the dough in cup C and in cup W was measured.

4
(a) (i) Fig. 1.1 shows the height of the dough in each cup in step 4 and step 6.
Step 4
plastic cup
bread dough
C W
Step 6
C W
Fig. 1.1
© UCLES 2020 0610/62/O/N/20

5
Prepare a table to record the results of this investigation in the space provided.
Measure the maximum height of the dough in each cup in Fig. 1.1.
Draw lines on Fig. 1.1 to show where you took each of these measurements.
Record these measurements in your table.
[4]
(ii) Calculate the change in the height of the dough in cup C and in cup W between step 4
and step 6.
C ................................................................
W ............................................................... [1]
(iii) State a conclusion for these results.
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [1]
(iv) Identify the independent variable (the variable that was changed) in this investigation.
..................................................................................................................................... [1]
(v) Identify the dependent variable (the variable that was measured) in this investigation.
..................................................................................................................................... [1]

6
(b) (i) Identify one possible source of error in step 2 and describe how the method could be
improved to avoid this error.
error ...................................................................................................................................
...........................................................................................................................................
improvement .....................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
[2]
(ii) Explain why a more valid conclusion can be made by comparing the change in heights
rather than the final heights of the dough.
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [1]
(c) State the test that could be used to show that starch was present in a sample of bread dough.
Give a positive test result.
test ............................................................................................................................................
positive result ............................................................................................................................

[2]
(d) The dough mixture in step 1 contained 50 g of flour, 3 g of sugar and 2 g of yeast. Carbon
dioxide gas is produced when yeast respires. The gas causes the dough to rise.
(i) State the name of an indicator which could be used to show that the gas is carbon
dioxide and give the positive test result for this indicator.
indicator .............................................................................................................................
positive test result .............................................................................................................

[2]
© UCLES 2020 0610/62/O/N/20

7
(ii) Plan an investigation to determine the effect of the mass of sugar on the volume of
carbon dioxide produced by a yeast suspension.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [6]
[Total: 21]

8
2 Fig. 2.1 is a photomicrograph showing several cells from an Elodea sp. aquatic plant.
Fig. 2.1
(a) (i) Draw a large diagram of the cell labelled A in Fig. 2.1.
[4]
© UCLES 2020 0610/62/O/N/20

9
(ii)
P Q
magnification ×1200
Fig. 2.2
Measure the length of the line PQ on Fig. 2.2.
length of PQ ................................................. mm
Calculate the actual length of the cell using the formula and your measurement.
length of line PQ
magnification =
actual length of cell
Include the unit.
Space for working.
................................................................
[3]

10
(b) A student investigated the effect of light intensity on the rate of photosynthesis in Elodea sp.
They changed the light intensity by placing a light source at different distances from the plant.
The student counted the number of bubbles of oxygen produced in three minutes.
Table 2.1
distance of the light number of bubbles rate of bubble production

source from the plant / cm produced in three minutes / bubbles per minute
80 312 104
100 312 104
120 309
140 264 88
160 162 54
180 96 32
200 57 19
(i) Calculate the rate of bubble production when the light source was 120 cm from the plant.
........................... bubbles per minute [1]
© UCLES 2020 0610/62/O/N/20

11
(ii) Plot a line graph on the grid to show the relationship between the distance of the light
source from the plant and the rate of bubble production.
[4]
(iii) Estimate, using your graph, the rate of bubble production per minute if the distance from
the light source was 170 cm.
........................... bubbles per minute [1]
(iv) Describe the trends shown on your graph.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [2]

12
(v) The student repeated the experiment described in 2(b) at a higher temperature. The
student left the plant for ten minutes at the new temperature before starting to measure
the rate of bubble production.
Suggest why the student waited for ten minutes before taking measurements.
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [1]
(vi) Table 2.1 shows that when the light source was 140 cm from the plant, the rate of
bubble production was 88 bubbles per minute at the original temperature. At the higher
temperature, the rate of bubble production when the light source was 140 cm from the
plant was 122 bubbles per minute.
Calculate the percentage change in the number of bubbles when the temperature was
increased.
Space for working.
............................................................ %
[3]
[Total: 19]
© UCLES 2020 0610/62/O/N/20

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Cambridge International Examinations

Cambridge International General Certificate of Secondary Education

READ THESE INSTRUCTIONS FIRST

Answer all questions.

Electronic calculators may be used.

This document consists of 22 printed pages and 2 blank pages.

(a) (i) Name tissue A and cell B.

© UCLES 2015 0610/32/F/M/15

(b) Plants use carbon dioxide for photosynthesis.

(i) Describe where and how carbon dioxide enters a leaf.

(ii) State the two products of photosynthesis.

© UCLES 2015 0610/32/F/M/15 [Turn over

Describe and explain two adaptations of hydrophytes to their environment.

© UCLES 2015 0610/32/F/M/15

CB which is the allele for brown coat

CW which is the allele for white coat.

(a) (i) Explain the term codominance.

parental phenotypes roan cow × roan bull

© UCLES 2015 0610/32/F/M/15 [Turn over

© UCLES 2015 0610/32/F/M/15

concentration ............................. g dm–3

Fig. 3.1 shows dialysis treatment.

bubble trap fresh dialysis

© UCLES 2015 0610/32/F/M/15

© UCLES 2015 0610/32/F/M/15 [Turn over

(iii) Suggest one social implication of alcohol misuse.

© UCLES 2015 0610/32/F/M/15

4 (a) Fig. 4.1 shows the structure of a typical fish.

Fig. 4.2 shows four species of freshwater fish, A, B, C and D.

© UCLES 2015 0610/32/F/M/15

Biologists use dichotomous keys to identify different species.

Write your answers in Table 4.1.

fish distinguishing feature

© UCLES 2015 0610/32/F/M/15 [Turn over

(i) State one pollutant that causes acid rain.

Describe the results shown in Fig. 4.3.

(iii) Explain the effects of acid rain on the environment.

5 Many flowering plants can reproduce sexually and asexually.

(a) (i) Define the term asexual reproduction.

© UCLES 2015 0610/32/F/M/15

(i) Define the term growth.

© UCLES 2015 0610/32/F/M/15 [Turn over

Fig. 5.2 shows a graph of the results.

© UCLES 2015 0610/32/F/M/15

between 0.0 – 0.4 mol dm–3 ...............................................................................................

at 0.4 mol dm–3 ...................................................................................................................

between 0.4 – 1.0 mol dm–3 ...............................................................................................

© UCLES 2015 0610/32/F/M/15 [Turn over

Fig. 5.3 shows a photograph of a wind-pollinated flowering plant.

(i) State two structural adaptations of a flower for wind-pollination.

(ii) State how self-pollination differs from cross-pollination.

(iii) Suggest one reason why self-pollination might be advantageous to a population of

© UCLES 2015 0610/32/F/M/15

© UCLES 2015 0610/32/F/M/15 [Turn over

Outline the effects of deforestation on the environment.

© UCLES 2015 0610/32/F/M/15

1 Yeast is a single-celled organism that is used in bread-making and brewing.

The apparatus was set up as shown in Fig. 1.1.

delivery tube delivery tube