BIOLOGY 2017 - 2019 Finished

Cambridge International Examinations
Cambridge Ordinary Level
BIOLOGY 5090/11
Paper 1 Multiple Choice May/June 2017
1 hour
Additional Materials: Multiple Choice Answer Sheet
Soft clean eraser
*1273689456*
Soft pencil (type B or HB is recommended)
READ THESE INSTRUCTIONS FIRST
Write in soft pencil.

Do not use staples, paper clips, glue or correction fluid.
Write your name, Centre number and candidate number on the Answer Sheet in the spaces provided
unless this has been done for you.
DO NOT WRITE IN ANY BARCODES.
There are forty questions on this paper. Answer all questions. For each question there are four possible
answers A, B, C and D.
Choose the one you consider correct and record your choice in soft pencil on the separate Answer Sheet.
Read the instructions on the Answer Sheet very carefully.
Each correct answer will score one mark. A mark will not be deducted for a wrong answer.
Any rough working should be done in this booklet.
Electronic calculators may be used.
This document consists of 16 printed pages.
IB17 06_5090_11/3RP
© UCLES 2017 [Turn over
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2
1 The diagram shows cells from a plant leaf.
Which structure contains a high concentration of magnesium?
D C
2 Which of these processes will always occur down a concentration gradient?
active transport diffusion osmosis
A key
B = yes
C = no
D
3 A student cuts out four cylinders of potato. Each cylinder is 30 mm long. The cylinders are all of
the same diameter.
The potato cylinders are placed in sugar solutions of different concentrations. After one hour, the
lengths of the cylinders are measured again. The results are shown in the table.
Which sugar solution has a water potential closest to that of the potato cells?
concentration
starting length length after
of sugar
/ mm one hour / mm
/ mol per dm3
A 0.1 30 33
B 0.3 30 31
C 0.4 30 27
D 0.5 30 26
© UCLES 2017 www.sytech.co.zw

5090/11/M/J/17
3
4 Which are properties of enzymes?
reusable specific in unaffected by

many times their action temperature
A key
B = yes
C = no
D
5 The diagram refers to some substances found in plant cells.
Which area of the diagram represents the end products of photosynthesis?
glucose A water
D
C B
oxygen

5090/11/M/J/17 [Turn over
4
6 Two test-tubes, P and Q, were set up, each containing a solution of red hydrogencarbonate
indicator. Hydrogencarbonate indicator turns yellow when the carbon dioxide concentration
increases and turns purple when the carbon dioxide concentration decreases.
Similar pieces of the same aquatic plant were placed into tubes P and Q. Tube P was uncovered,
tube Q had a black light-proof cover. The tubes were left in a warm room in sunlight for four
hours.
black light-proof
cover
green
aquatic
plant
tube P tube Q
What would be the colour of the hydrogencarbonate indicator in the two tubes after four hours?
tube P tube Q
A purple red
B purple yellow
C red yellow
D yellow red

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5
7 Which graph shows the effect of temperature on the rate of photosynthesis?
A B
rate of rate of
photosynthesis photosynthesis
0 70 0 70
temperature / °C temperature / °C
C D
rate of rate of
photosynthesis photosynthesis
0 70 0 70
temperature / °C temperature / °C
8 Some people wear clothing that covers large areas of their skin. They are at risk of a dietary
deficiency disease where sunlight is in short supply.
Which nutrient do they lack?
A calcium
B iron
C vitamin C
D vitamin D
9 Which is not a function of the liver?
A conversion of glucose to glycogen

B storage of glycogen
C secretion of insulin
D synthesis of proteins from amino acids

6
10 A person has a blockage in their bile duct.
What will be a result of this?
A increased concentration of glucose in the blood

B increased concentration of urea in the blood
C slower digestion of fats
D slower digestion of starch
11 Water and ions can reach the xylem of a plant root through cell walls, without passing through a
cell membrane.
How do these substances move through the cell walls?
water ions
A diffusion diffusion
B diffusion osmosis
C osmosis diffusion
D osmosis osmosis
12 An area of grassland becomes flooded with sea-water.
Sea-water contains a high concentration of salt.
What is the effect of the sea-water on the functions of the root hairs?
uptake of ions by root hairs uptake of water by root hairs
A no longer occurs no longer occurs
B no longer occurs still occurs
C still occurs no longer occurs
D still occurs still occurs
13 Which chamber of the heart has the thickest walls?
A left atrium
B left ventricle
C right atrium
D right ventricle

5090/11/M/J/17
7
14 Which row shows the blood pressures in an artery, a capillary and a vein?
pressure / kPa
artery capillary vein
A 0.6 4.0 13.0

B 4.0 0.6 13.0
C 13.0 0.6 4.0
D 13.0 4.0 0.6
15 What is a difference between plasma and tissue fluid?
plasma tissue fluid
A dissolved glucose no dissolved glucose

B less dissolved glucose more dissolved glucose
C more protein molecules fewer protein molecules
D no white blood cells white blood cells
16 Which changes occur in the diaphragm and intercostal muscles when a person breathes in?
external internal
diaphragm
intercostal muscles intercostal muscles
A contracts contract relax

B contracts relax contract
C relaxes contract relax
D relaxes relax contract
17 Which is produced during anaerobic respiration in muscles?
A alcohol, carbon dioxide and water

B carbon dioxide and lactic acid
C carbon dioxide only
D lactic acid only

8
18 The graph shows changes in the amount of air in a person’s lungs over a period of 30 seconds.
V W X Y Z
6
4
lung
volume 3
/ dm3
2
0
0 30
time / s
In which time period is the rate of breathing fastest?
A V to W B W to X C X to Y D Y to Z
19 An analysis of the composition of expired air is shown.
gas in expired air % of expired air
carbon dioxide 4.1

oxygen 16.4
nitrogen and
other gases 79.5
Using only data from the table, what percentage of the expired air is excreted material?
A 0% B 4.1% C 83.6% D 100%
20 Which parts of the skin are involved in the control of body temperature?
sweat temperature blood

glands receptors vessels
A key
B = yes
C = no
D

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9
21 A person looks at some hills far away.
Which row shows the state of the lenses, ciliary muscles and suspensory ligaments in her eyes?
contracted suspensory
thick lenses ciliary ligaments
muscles under tension
A key
B = yes
C = no
D
22 What are characteristics of hormones?
affect carried by produced by

target organs the blood glands
A key
B = yes
C = no
D
23 The diagram shows some of the nerve pathways associated with a reflex action.
to brain from brain
pain
receptor
muscle
If the pathway at X is damaged, how does this affect the reflex?
A The person will not be aware that the reflex is occurring.

B The reflex cannot be controlled consciously.
C The response will occur without any stimulus.
D There is no response to the stimulus.

10
24 The diagram shows some of the bones and muscles in a human arm.
Which is a correct description of the changes that cause the forearm to be raised?
A The biceps muscle at 1 contracts.

B The biceps muscle at 2 contracts.
C The triceps muscle at 1 contracts.
D The triceps muscle at 2 contracts.
25 Which of these diseases can be treated effectively with antibiotics?
1 HIV
2 malaria
3 syphilis
A 1, 2, and 3 B 1 only C 2 and 3 only D 3 only

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11
26 The diagram shows some characteristics of different organisms.
organisms
made of cells
organisms
microorganisms Y with cell
nuclei
What do areas X and Y represent?
X Y
A bacteria fungi
B bacteria viruses
C fungi viruses
D viruses bacteria
27 The diagram shows a simple apparatus that could be used to produce alcohol.
glucose solution water

and yeast mixture
What is the role of the U-shaped tube containing water?
A to keep bacteria in and oxygen in

B to keep bacteria in and oxygen out
C to keep bacteria out and oxygen in
D to keep bacteria out and oxygen out

12
28 Why does an ecosystem need to be exposed regularly to sunlight?
A Energy is converted to biomass.

B Energy is lost as heat.
C Energy is lost to decomposers.
D Energy is reflected by plants.
29 The diagram shows a food chain.
tree → mice → cats → fleas
What is the shape of the pyramid of numbers for this food chain?
A B C D
30 The diagram shows part of the nitrogen cycle.
lightning
and rain nitrogen gas in
atmosphere
nitrogen-containing nitrogen-containing nitrogen-containing

compounds in soil compounds in plants compounds in animals
Which process occurs at X?
A decomposition
B denitrification
C nitrification
D nitrogen fixation

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13
31 Which row shows the malarial parasite and the vector involved in its transmission?
parasite vector
A female mosquito human

B human male mosquito
C malarial pathogen female mosquito
D male mosquito malarial pathogen
32 Which plants are most likely to adapt successfully to a climate change in their environment?
A plants that are cross-pollinated

B plants that do not rely on wind-pollination
C plants that grow rapidly
D plants that reproduce asexually
33 The diagram shows a flower cut in half.
Which two parts of the flower produce haploid gametes?
A 1 and 2 B 1 and 3 C 2 and 4 D 3 and 4

14
34 The diagram shows some stages in cell division in a fruit fly.
cell X
mitosis
cell Y
meiosis
cell Z
(sperm cell)
Cell X contains 8 chromosomes.
How many chromosomes are in cell Y and in cell Z?
cell Y cell Z
A 4 4
B 4 8
C 8 4
D 8 8
35 What is the path taken by sperm cells during ejaculation from the male reproductive system?
A sperm duct → testis → urethra
B sperm duct → urethra → testis
C testis → sperm duct → urethra
D testis → urethra → sperm duct

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15
36 Which row describes a sign, a symptom and a treatment for syphilis in males?
sign symptom treatment
A a pink rash on the body development of painful joints antibiotics

B a sore on the penis severe headaches antibodies
C profuse sweating burning sensation during urination antibiotics
D yellow discharge from penis infertility antibodies
37 Which statements about genes and chromosomes are correct?
A chromosome carries A gene is a section of

a molecule of DNA. DNA.
A true true
B true false
C false true
D false false
38 Which feature of bacteria shows discontinuous variation?
A the diameters of their cells

B the masses of their cytoplasm
C the numbers of their flagella
D the thicknesses of their cell walls
39 Over several hundred years, the milk production of a particular type of farm animal has steadily
increased.
How has this been achieved?
A artificial selection
B continuous variation
C genetic engineering
D natural selection

16
40 In fruit flies, the allele for an ebony coloured body is recessive to the allele for a grey coloured
body. In an investigation, an ebony-bodied fly is crossed with a grey-bodied fly.
What will be the body colour of the offspring if the grey-bodied fly is heterozygous?
A all ebony
B all grey
C half ebony and half grey
D three-quarters grey and one-quarter ebony
Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every
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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.
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.
5090/11/M/J/17
BIOLOGY 5090/11
MARK SCHEME
Maximum Mark: 40
Published
This mark scheme is published as an aid to teachers and candidates, to indicate the requirements of the
examination.
Mark schemes should be read in conjunction with the question paper and the Principal Examiner Report for
Teachers.
Cambridge will not enter into discussions about these mark schemes.
Cambridge is publishing the mark schemes for the May/June 2017 series for most Cambridge IGCSE®,
Cambridge International A and AS Level and Cambridge Pre-U components, and some Cambridge O Level
components.
® IGCSE is a registered trademark.

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5090/11 Cambridge O Level – Mark Scheme May/June 2017
PUBLISHED
Question Answer Marks
1 B 1
2 C 1
3 B 1
4 A 1
5 C 1
6 B 1
7 D 1
8 D 1
9 C 1
10 C 1
11 A 1
12 C 1
13 B 1
14 D 1
15 C 1
16 A 1
17 D 1
18 A 1
19 B 1
20 A 1
21 D 1
22 A 1
23 B 1
24 A 1
25 D 1
26 D 1
27 D 1
28 B 1

Page 2 of 3
PUBLISHED
29 D 1
30 D 1
31 C 1
32 A 1
33 C 1
34 C 1
35 C 1
36 A 1
37 A 1
38 C 1
39 A 1
40 C 1

Page 3 of 3
* 0 0 9 1 8 6 1 3 8 8 *
BIOLOGY 5090/21
Paper 2 Theory May/June 2017
1 hour 45 minutes
Candidates answer on the Question Paper.
No Additional Materials are required.
Write your Centre number, candidate number and name on all the work you hand in.
Write in dark blue or black pen.
You may use an HB pencil for any diagrams or graphs.
Section A
Answer all questions in this section.
Write your answers in the spaces provided on the Question Paper.
Section B
Answer both questions in this section.
Section C
Answer either question 8 or question 9.
You are advised to spend no longer than one hour on Section A.

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.
This document consists of 15 printed pages and 1 blank page.
DC (NH/FD) 129016/5
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2
Section A
1 Spirulina is classified in the group bacteria. Spirulina is green in colour and is able to synthesise
its own food.
(a) List three characteristics of bacteria.
1 ......................................................................
2 ......................................................................
3 ...................................................................... [3]
(b) (i) Suggest the name of the chemical that gives Spirulina its green colour.
...................................................................... [1]
(ii) Write, in words or symbols, the equation for the process by which Spirulina synthesises
its own food.
................................................................ → ................................................................ [2]
(c) Spirulina can be eaten by humans.
The United Nations World Health Organization (WHO) made the following statement about
Spirulina:
‘For WHO Spirulina represents an interesting food for multiple reasons. Rich in iron and
protein, it can be given to children without any risk. We at WHO consider it to be a very
suitable food.’
Use your knowledge of animal nutrition to suggest and explain why WHO considers Spirulina
to be a ‘very suitable food’.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[4]
[Total: 10]

5090/21/M/J/17
3
2 A potometer is used to measure water uptake by a plant. Fig. 2.1 shows the stem and flower of a
plant in a potometer. As water is taken up, the bubble moves in the direction shown.
B
C
water reservoir
water
bubble moves this bubble

way as water is taken
up by the plant
Fig. 2.1
(a) Name the parts A, B, C and D in Fig. 2.1.
A ......................................................................
B ......................................................................
C ......................................................................
D ...................................................................... [4]
(b) Describe the pathway taken by water as it moves from the potometer, through the plant stem
and into the surrounding air.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[3]

4
(c) (i) In an experiment, the bubble moved a distance of 60 mm in 10 minutes.

Calculate the average rate at which the bubble moved in mm per min.
............................................ mm per min

[1]
(ii) The experiment was repeated in an area of lower light intensity.
Predict and explain what would happen to the rate at which the bubble moved.
prediction ............................................................................................................................
...........................................................................................................................................
explanation .........................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[3]
[Total: 11]

5090/21/M/J/17
5
3 Fig. 3.1 shows an organ, X, and its associated blood vessels P, Q and R.
from heart
to heart
X
R
P
small intestine
Fig. 3.1
Organ X is involved in the following processes:
• the metabolism of amino acids,

• the breakdown of chemical substances, including alcohol.
(a) Name organ X and each of its associated blood vessels.
organ X ......................................................................
blood vessel P ......................................................................
blood vessel Q ......................................................................
blood vessel R ...................................................................... [4]
(b) Compare the structure of the blood vessels P and R in Fig. 3.1.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[3]

6
(c) (i) Oestrogen is an example of a type of chemical substance, produced by a gland, that
alters the activity of one or more specific target organs before being destroyed by
organ X. Name this type of chemical substance.
...................................................................... [1]
(ii) With reference to oestrogen, complete Table 3.1.
Table 3.1
gland where produced
target organ
effect on target organ
[3]
[Total: 11]

5090/21/M/J/17
7
4 Fig. 4.1 shows a Bengal tiger.
Fig. 4.1
Fur colour in the Bengal tiger is controlled by a single gene. The dominant allele of the gene
results in orange fur. A single change in this gene produces a recessive allele, which results in
white fur in tigers with the homozygous recessive genotype.
(a) (i) Define the term gene.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[3]
(ii) State the term used to describe a change in a gene.
...................................................................... [1]

8
(b) Using the letters T (orange) and t (white) to represent the alleles that control fur colour, draw
a labelled genetic diagram to show how two tigers with orange fur may give rise to offspring
with white fur.
[5]
(c) Bengal tigers have dark stripes on their fur.
Suggest why each of the following is true for the pattern of dark stripes:
it is not affected by whether the fur is orange or white
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
it is unique to each individual
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[3]
[Total: 12]

5090/21/M/J/17
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5 The statements E to K relate to the process of reproduction.
E produces genetically identical offspring
F produces more individuals of the same species
G involves only one parent
H involves fusion of nuclei
I requires gametes
J forms a diploid zygote
K involves only cell division by mitosis
Table 5.1 shows a comparison of sexual and asexual reproduction.
Table 5.1
sexual reproduction asexual reproduction both sexual and

only only asexual reproduction
Complete Table 5.1 by writing each letter in the correct box to match it to sexual reproduction only,
asexual reproduction only, or to both.
The first letter has been written in the correct box for you. Use each letter once only. [6]
[Total: 6]

10
Section B
6 (a) Describe the role of the cilia in the trachea.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[3]
(b) Fig. 6.1 shows components of the human gas exchange surface and an associated blood
vessel.
Fig. 6.1

5090/21/M/J/17
11
State the characteristics, and describe the roles, of each of the components shown in Fig. 6.1.
You should make reference to named structures in your answer.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[7]
[Total: 10]

12
7 Fig. 7.1 shows bacteria growing on the surface of a dish containing nutrient jelly. Paper discs,
such as M and N, were soaked in solutions of different antibiotics and placed on top of the growing
bacteria. A clear area on the jelly indicates that bacteria in that area have been killed.
clear area
Fig. 7.1
(a) Use the information above, and your knowledge of the process of natural selection, to
describe and explain the difference in appearance of the jelly surrounding discs M and N.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[6]

5090/21/M/J/17
13
(b) Describe how the process of artificial selection differs from that of natural selection. Include
reference to the production of one named economically important plant or animal in your
answer.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[4]
[Total: 10]

14
Section C
8 (a) With reference to named components, describe how the structure of one animal cell (for
example from fresh liver) would appear different from a plant cell (for example from an onion
epidermis).
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[4]
(b) State the relationship between structure and function for both of the following:
xylem vessels
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
red blood cells
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[6]
[Total: 10]

5090/21/M/J/17
15
9 Compare each of the following processes:
(a) aerobic respiration and anaerobic respiration
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[3]
(b) anaerobic respiration in muscles and anaerobic respiration in yeast
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[3]
(c) diffusion and active transport
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[4]
[Total: 10]

5090/21/M/J/17
16
BLANK PAGE
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.

5090/21/M/J/17
BIOLOGY 5090/21
MARK SCHEME
Maximum Mark: 80
Published
examination. It shows the basis on which Examiners were instructed to award marks. It does not indicate the
details of the discussions that took place at an Examiners’ meeting before marking began, which would have
considered the acceptability of alternative answers.
Teachers.
components.

www.sytech.co.zw
PUBLISHED
Mark schemes will use these abbreviations:
; separates marking points

/ alternatives
() contents of brackets are not required but should be implied
R reject
A accept (for answers correctly cued by the question, or guidance for examiners)
Ig ignore (for incorrect but irrelevant responses)
AW alternative wording (where responses vary more than usual)
AVP alternative valid point (where a greater than usual variety of responses is expected)
ORA or reverse argument
underline actual word underlined must be used by candidate
+ statements on both sides of the + are needed for that mark
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© UCLES 2017 Page 2 of 11

PUBLISHED
Question Answer Marks Guidance
1(a) single-celled ; 3
no nucleus / nucleus not membrane bound ;
no organelles ;
cell wall ;
(cell wall) not cellulose ;
cell membrane / cytoplasm ;
flagella / flagellum ;
DNA circular / loop OR plasmid / single chromosome ;
smaller than animal / plant cells OR 1–2 µm ;
1(b)(i) chlorophyll ; 1
1(b)(ii) carbon dioxide / 6CO2 + water / 6H2O ; 2

glucose / C6H12O6 + oxygen / 6O2 ;
1(c) iron + haemoglobin / red blood cells ; 4

prevent anaemia ;
protein + growth / repair ;
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protein + (production of) enzymes / antibodies ;

carbohydrates / glucose / starch / vitamins / ions ;
reference to a component of balanced diet / dietary supplement
OR to alleviate malnutrition / famine ;
Total: 10

PUBLISHED
2(a) (A) petal ; 4

(B) sepal ;
(C) leaf / lamina / cuticle ;
(D) vein / midrib / vascular (tissue) OR xylem + phloem ;
2(b) xylem ; 3
to leaves / flower(s) ;
between leaf cells ;
surface of mesophyll cells ;
(leaf) air spaces ;
(through) stomata / guard cells ;
2(c)(i) 6; 1
2(c)(ii) reduces / lower(s) AW ; 3
less photosynthesis ;
less water needed ;
stomata / guard cells + open less / are closed ;
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less diffusion ;
less evaporation / transpiration ;
Total: 11

PUBLISHED
3(a) (X) liver ; 4

(P) hepatic vein ;
(Q) hepatic portal vein ;
(R) hepatic artery ;
3(b) (P / vein has) wide(r) + lumen AW ; 3 ORA for all points

thin(ner) wall ;
less AW + muscle / elastic (tissue) ;
valves ;
3(c)(i) hormone ; 1
3(c)(ii) ovary ; 3
uterus ;
repairs / thickens (uterus) lining ;
Total: 11
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PUBLISHED
4(a)(i) section of / made of / piece of + DNA / chromosome ; 3

controls production of one protein ;
may be copied ;
unit of inheritance / passed on to next generation ;
4(a)(ii) mutation ; 1
4(b) Tt + Tt ; 5
t+t;
tt ;
tt offspring clearly indicated as white ; A parent / offspring / gamete / genotype / phenotype
3 × labels on genetic diagram correct ;
4(c) (unaffected by fur colour)

(controlled by) different gene(s) ; 1
(unique to each individual)

alleles ; 2
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(as a result of) mutation(s) ;

meiosis AW ;
different combinations (of alleles) ;
reference to some may be homozygous / heterozygous ;
reference to codominance ;
Total: 12

PUBLISHED
5 (sexual only) 3 R letters in more than one box

H; Ig letters in incorrect box
I;
J;
(asexual only) 2
(E)
G;
K;
(both) 1
F;
Total: 6
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PUBLISHED
6(a) move mucus ; 3

(containing) bacteria / pathogens / dust ;
(moves) up / away from lungs AW ;
prevent infection ;
6(b) reference to diffusion ; 7
(for) O2 / CO2 + exchange AW ;
alveolus / air sac ;
large surface area ;
one cell thick + wall ;
moist AW / mucus ;
(gases) to dissolve ;
capillary ;
one cell thick + wall ;
connect AW arteries + veins ;
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blood + moving ;
red blood cells / erythrocytes ;

no nucleus ;
biconcave ;
contain haemoglobin ;
live for 90 / 120 days OR 3 / 4 months ;
carry oxygen ;
plasma ;
carriage of carbon dioxide ;
Total: 10

PUBLISHED
7(a) M has clear area + N no clear area ; 6
(for disc M)
reference to (bacteria) killed around M / not killed around N ; ORA for disc N
gene ;
mutation ;
resistant (to antibiotic) ;
(resistant) survive ;
(resistant) reproduce ;
pass on resistance to next generation / offspring ;
(for disc N)
antibiotic (solution) not strong / concentrated enough
OR incorrect antibiotic (for the bacteria) ;
7(b) named example of (artificially selected) animal / plant ; 4

reason named example is economically important ;
reference to human / farmer AW ;
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reference to breed together / cross breed AW ;

over several generations / repeated ;
Total: 10

PUBLISHED
8(a) reference to shape difference + plant and animal cell named ; 4
(plant cell)
cell wall ; ORA for animal cell
nucleus pushed to outside / not towards centre ;
vacuole ;
chloroplast ;
starch grains ;
8(b) (xylem vessels) 3 each section must refer to at least one structure (S)
(S) hollow / dead ; marking point and one function (F) marking point to
(S) strengthened / lignification ; score maximum 3 marks
(S) extend from root to stem / leaves ;
(S) narrow / tubes ;
(F) conduction / transport ;
(F) capillarity ;
(F) of water ;
(F) of ions ;
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(F) support ;
(red blood cells) 3

(S) haemoglobin ;
(S) no nucleus ;
(S) biconcave ;
(S) able to change shape AW ;
(S) increased / large + surface area ;
(F) squeeze AW through + capillaries ;
(F) absorption / transport of oxygen ;
Total: 10

PUBLISHED
9(a) glucose + required for both ; 3 A each point only if linked to either ‘aerobic’ or
‘anaerobic’ respiration
complete or incomplete breakdown (of glucose) ;
ref. oxygen requirement ;
amount of energy released ;
9(b) glucose + required for both ; 3 A each point only if linked to either ‘muscles or ‘yeast’
reference to oxygen debt AW ;

lactic acid ;
carbon dioxide ;
alcohol / ethanol ;
9(c) movement of particles / molecules / named molecule ; 4 A each point only if linked to either ‘diffusion’ or ‘active
concentration gradient ; transport’
membrane requirement ;
living cell requirement ;
energy requirement ;
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(energy from) respiration ;

correct example ;
Total: 10

* 2 2 2 1 9 7 7 3 7 0 *
BIOLOGY 5090/31
Paper 3 Practical Test May/June 2017
1 hour 15 minutes
Additional Materials: As specified in the Confidential Instructions.
Answer all questions.


For Examiner’s Use
Total
DC (LK) 143041
www.sytech.co.zw
2
In order to plan the best use of your time, read through all the questions on this
paper carefully before starting work.
1 (a) You are going to carry out an experiment to investigate the effect of two different
concentrations of sucrose solution on potato tissue.
You are provided with some potato tissue and two solutions of sucrose, labelled S1 and S2.
• Label one Petri dish S1 and the other Petri dish S2.
• Carefully cut two strips of potato tissue without skin, each measuring 80 mm × 4 mm × 4 mm.
• Place one strip into each Petri dish.
• Pour solution S1 into the dish labelled S1. Pour solution S2 into the dish labelled S2.
Make sure that the strips are completely covered by the solutions.
• Leave the strips for 20 minutes. Continue with question 1(b) while you are waiting.
• After 20 minutes, remove the strip from solution S1 and carefully blot it dry.
• Insert a pin near the end of the strip from solution S1 and then attach it to the apparatus
as shown in Fig. 1.1. Make sure that this end of the strip is level with the edge of the cork.
strip of
potato tissue
pin
graph paper
cork
specimen
tube filled
with water
bench surface
Fig. 1.1
• Record the position of the unpinned end of the strip on the graph paper, and label it S1.
• Repeat this procedure for the strip in solution S2.

5090/31/M/J/17
3
(i) Carefully copy your results onto Fig. 1.2. Use a small X to show the position of the
unpinned end for each strip. Label your results S1 and S2.
Fig. 1.2
[3]
(ii) Complete Table 1.1 by describing how flexible the strips are, that had been in solution S1
and in solution S2.
Table 1.1
strip covered
description of strip
in solution
S1
S2
[2]

4
(iii) State two variables which were controlled in this experiment to ensure that the results
for S1 and S2 are comparable.
1 ........................................................................................................................................
2 ........................................................................................................................................
[2]
(iv) Suggest an explanation for your results.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[4]
(b) When plant cells lose water, the cytoplasm may shrink and move away from the cell wall.
When this happens, the cells are plasmolysed.
Fig. 1.3 represents a group of plant cells, some of which are plasmolysed.
key
plasmolysed cell
non-plasmolysed cell
Fig. 1.3

5090/31/M/J/17
5
(i) Complete Table 1.2 by counting the number of plasmolysed cells and the number of
non‑plasmolysed cells.
Table 1.2
number of number of
plasmolysed cells non‑plasmolysed cells
[1]
(ii) Calculate the number of plasmolysed cells as a percentage of the total number of cells.
Show your working.
.............................................................%
[2]

6
(c) A student carried out an investigation into the relationship between the concentration of
sucrose solution and the number of plant cells which were plasmolysed.
She placed small pieces of plant tissue in sucrose solutions and counted the number of cells
that were plasmolysed. She then calculated the percentage of cells that were plasmolysed in
each solution.
Her results are shown in Table 1.3.
Table 1.3
concentration of sucrose percentage of cells that

solution / mol per dm3 were plasmolysed
0.0 0
0.2 5
0.4 18
0.6 75
0.8 100

5090/31/M/J/17
7
(i) Plot a line graph of the results in Table 1.3. Join the points on your graph with ruled,
straight lines.
[4]
(ii) Use your graph to find the concentration of sucrose solution in which 50% of the cells
would be plasmolysed. On your graph, show how you obtained this value.
Concentration of sucrose solution in which 50% of the cells would be plasmolysed:
............................................................[2]
[Total: 20]

8
Question 2 begins on page 9

5090/31/M/J/17
9
2 Fig. 2.1 shows cells as seen using a light microscope.
magnification × 200
Fig. 2.1
(a) In the space below, make a large drawing of the cell labelled P. You do not need to label your
drawing.
[4]
(b) Measure and record the maximum length of cell P in Fig. 2.1.
Maximum length of cell P in Fig. 2.1 ........................................ mm
Use the magnification of Fig. 2.1 to calculate the actual length of cell P.
Show your working.
................................................................
[4]
(c) State two structures, visible in Fig. 2.1, that are found only in plant cells.
1 ................................................................................................................................................
2 ................................................................................................................................................
[2]
[Total: 10]
10
3 (a) Describe how you would test a food sample for the presence of each of the following, giving
full experimental details.
(i) starch ................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[2]
(ii) reducing sugars .................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[3]
(b) Table 3.1 gives information about the composition of some foods.
Table 3.1
food fat / g per 100 g energy / kJ per 100 g protein / g per 100 g
potato chips 11.0 1050 4.0
cooked chicken 5.0 630 25.0
boiled sweet potato 0.6 360 1.0
boiled peas 0.4 210 5.0
(i) Using the information in Table 3.1, state the relationship between the fat content and the
energy content of these foods.
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[1]

5090/31/M/J/17
11
(ii) Calculate the protein content of 250 g of cooked chicken.
Show your working.
..............................................................g
[2]
(iii) Calculate the mass of boiled peas that you would need to eat to obtain the same mass of
protein as in 100 g of cooked chicken.
Show your working.
..............................................................g
[2]
[Total: 10]

5090/31/M/J/17
12
BLANK PAGE
Permission to reproduce items where third‑party owned material protected by copyright is included has been sought and cleared where possible. Every
To avoid the issue of disclosure of answer‑related information to candidates, all copyright acknowledgements are reproduced online in the Cambridge International

5090/31/M/J/17
BIOLOGY 5090/31
MARK SCHEME
Maximum Mark: 40
Published
Teachers.
components.

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PUBLISHED

/ alternatives
R reject
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PUBLISHED
Question Answer Marks Additional guidance
1(a)(i) 2 X marks drawn on grid ; 3
labels S1 and S2 ;
S1 mark higher than S2 ;
1(a)(ii) S1: less flexible / firm / turgid / hard / AW ; 2
S2: more flexible / soft / flaccid / AW ;
1(a)(iii) strips cut to same size / dimensions / surface area / length / width / 2

volume ;
strips fully submerged / covered (by solutions) ;
(left for) same time / 20 minutes ;
standard blotting procedure AW ;

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aligned on corking same way AW ;
strips cut from same potato (species) ;
1(a)(iv) reference to movement of water ; 4
osmosis ; Ig diffusion
R if osmosis and active transport in same answer
from solution into S1 / (water) taken up by S1 / extra water makes
S1 firmer / AW ;
out of S2 into solution / (water) lost by S2 / water loss makes S2

softer / AW ;

PUBLISHED
1(b)(i) (plasmolysed cells) 7 1

(non-plasmolysed cells) 21 ;
1(b)(ii) 25.0 ; ; 2 correct answer with no working shown gains both

marks
A one mark for correct working if answer incorrect
1(c)(i) both axes fully labelled: 4

‘concentration of sucrose solution / mol per dm3’
‘percentage of plasmolysed cells’ ;
sucrose concentration on x-axis, % plasmolysed cells on y-axis +

linear scales + 0 at origin + at least half grid used ;
all 5 points visibly plotted correctly ;
plotted points joined with ruled lines + not extrapolated beyond

0.8 / 100 plot ;
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1(c)(ii) working shown on graph ; 2
value read correctly from candidate’s working + mol per dm3 ; tolerance ± half small square
Total: 20

PUBLISHED
2(a) cell P at least 80 mm long + correct proportions ; 4
line clear, clean, and continuous, drawn with a sharp pencil + no

shading / stippling / cross-hatching anywhere ;
cell wall indicated with a double line ;
chloroplasts shown in acceptable numbers + all drawn with

complete outlines ;
2(b) measurement 48 – 51 ; 4
measurement ÷ 200 ;
correct value ;
mm ;
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2(c) chloroplasts ; 2 R chlorophyll
(cell) wall ; Ig vacuole (not visible)
Total: 10

PUBLISHED
3(a)(i) add iodine (solution) ; 2
yellow to black (blue-black) ;
3(a)(ii) add Benedict’s solution ; 3
heat ;
blue to green / yellow / orange / red ;
3(b)(i) as fat (content) increases energy increases / ORA ; 1 R reference to ‘proportional’
3(b)(ii) 62.5 ; ; 2 correct answer with no working shown gains both

marks
3(b)(iii) 500 ; ; 2 correct answer with no working shown gains both

marks
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Total: 10

* 2 5 6 8 7 1 8 3 4 8 *
BIOLOGY 5090/61
Paper 6 Alternative to Practical May/June 2017
1 hour


This document consists of 10 printed pages and 2 blank pages.
DC (NH/CGW) 132483/4
www.sytech.co.zw
2
Answer all the questions in the spaces provided.
1 (a) Catalase is an enzyme found in many tissues. Catalase breaks down hydrogen peroxide,
forming water and oxygen.
Fig. 1.1 shows the apparatus used by a student to investigate the effect of pH on the activity of
catalase. The gas syringe was used to measure the volume of oxygen produced at each pH.
oxygen collected
gas syringe
pieces of
tissue containing
catalase conical flask
hydrogen peroxide solution
Fig. 1.1
The student carried out the experiment at a pH of 7.0 and measured the volume of oxygen
produced during a period of five minutes.
He then mixed fresh samples of tissue containing catalase, and hydrogen peroxide solution
at pH values of 5.0, 6.0, 8.0 and 9.0 and measured the volume of oxygen produced during
five minutes for each pH.
The results are shown in Table 1.1.
Table 1.1
pH volume of oxygen produced

during five minutes / cm3
5.0 12
6.0 45
7.0 88
8.0 57
9.0 8

5090/61/M/J/17
3
(i) Using the data in Table 1.1, plot a line graph to show the effect of pH on the activity of
catalase.
Join the points on your graph with ruled, straight lines.
[4]
(ii) Using the information in Table 1.1 and your graph, describe the effect of pH on the activity
of catalase.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[3]
(iii) State two variables, other than temperature, that should have been kept constant in this
investigation.
1 ........................................................................................................................................
2 ........................................................................................................................................
[2]

4
(iv) Giving full experimental details, describe how you could use the apparatus shown in
Fig. 1.1 to investigate the effect of temperature on the activity of catalase.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[5]
(v) State one safety precaution you would take when you carry out this experiment. Explain
why this precaution is needed.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[2]

5090/61/M/J/17
5
(b) The enzyme Savinase® is a protease used in many biological detergents. Biological
detergents are used to wash clothes. Fig. 1.2 shows the effect of temperature on the activity
of Savinase®.
8
×
7
6 ×
5
enzyme activity
4 ×
/ arbitrary units ×
3
×
2
×
1 × ×
0
0 10 20 30 40 50 60 70 80
temperature / °C
Fig. 1.2
(i) Use Fig. 1.2 to find the optimum temperature for Savinase® activity.
............................................................°C
[1]
(ii) Suggest why Savinase® is added to biological detergents.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[2]
[Total: 19]

6
2 Fig. 2.1 shows blood cells as seen using a light microscope.
Fig. 2.1
(a) In the space below, make a drawing of the cell labelled Q in Fig. 2.1, magnified × 2.
You do not need to label your drawing.
[4]
(b) (i) Identify cell P and cell Q.
P ...........................................................
Q ..........................................................
[2]
(ii) Use Fig. 2.1 to describe how the appearance of cell Q differs from that of cell P.
...........................................................................................................................................
.......................................................................................................................................[1]

5090/61/M/J/17
7
(c) Fig. 2.2 shows a plant cell as seen using a light microscope.
Fig. 2.2
Complete Table 2.1 to compare cell Q in Fig. 2.1 and the plant cell in Fig. 2.2.
Table 2.1
feature cell Q plant cell
cell wall
nucleus
[2]
[Total: 9]

8
3 Ivy is a plant with green leaves that vary in size. A student noticed that ivy leaves were different
in width on plants growing in shady positions compared with plants growing in bright, sunny
positions.
To investigate this further, she collected a sample of 10 leaves from plants growing in shady
positions and 10 leaves from plants growing in sunny positions.
Some of these leaves are shown in Fig. 3.1.
width
leaf A
Fig. 3.1
(a) (i) Measure and record the maximum width of leaf A in Fig. 3.1.
............................................................[2]
(ii) The magnification of Fig. 3.1 is × 0.5.
Calculate the actual maximum width of leaf A. Show your working.
..........................................................mm
[2]

5090/61/M/J/17
9
(b) The student measured the maximum width of the 20 leaves she collected.
The results are shown in Table 3.1.
Table 3.1
leaf number maximum width of leaf maximum width of leaf

from shady position / mm from sunny position / mm
1 38 43
2 48 35
3 49 29
4 54 39
5 43 34
6 46 30
7 40 29
8 47 35
9 43 31
10 54 22
mean maximum
width / mm
(i) Complete Table 3.1 by calculating the mean maximum width of leaves from a shady
position and the mean maximum width of leaves from a sunny position. [2]
(ii) State two conclusions that can be made from the results in Table 3.1.
1 ........................................................................................................................................
...........................................................................................................................................
2 ........................................................................................................................................
...........................................................................................................................................
[2]
(iii) Suggest one way to improve the reliability of the results for this investigation.
.......................................................................................................................................[1]

10
(c) Suggest how having different sized leaves in shady and sunny positions might be an
advantage to the ivy plant.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[3]
[Total: 12]

5090/61/M/J/17
11
BLANK PAGE

5090/61/M/J/17
12
BLANK PAGE

5090/61/M/J/17
BIOLOGY 5090/61
MARK SCHEME
Maximum Mark: 40
Published
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PUBLISHED

/ alternatives
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PUBLISHED
1(a)(i) axes correct orientation and both axes labelled fully ; 4
linear scale for both axes ;
all 5 points visibly plotted correctly ;
plotted points joined with ruled lines and no extrapolation ;
1(a)(ii) activity / volume of oxygen produced increases as pH increases ; 3
reaches a peak / AW at pH7 ; A neutral for pH7
then decreases ;
1(a)(iii) concentration of hydrogen peroxide ; 2
volume of hydrogen peroxide ;

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mass of tissue ;
surface area of tissue ;

PUBLISHED
1(a)(iv) use same volume / concentration of hydrogen peroxide each time ; 5
idea of using same type / volume / mass / surface area of enzyme /

tissue ;
fresh samples used (at each temperature) ;
different temperatures ;
range of suitable temperatures stated ;
method of maintaining temperature ; A water bath, R direct heating
leave time for flask and contents to come to temperature before

measuring begins ;
measure volume of oxygen produced in (same) given time ;

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1(a)(v) stated safety precaution ; 2
explanation ; explanation must be linked to safety precaution
1(b)(i) 60 (°C) ; 1
1(b)(ii) breaks down protein (stains) ; 2
named protein stain e.g. blood / food / milk ;
not denatured / deactivated by hot water / AW ;
Total: 19

PUBLISHED
2(a) drawing 35–45 mm diameter ; 4
overall shape and proportions ;
nucleus correct shape ;
clear, continuous, smooth (rather than sketchy outline) of

cell with no shading, stippling or cross-hatching ;
2(b)(i) P: red blood cell / erythrocyte ; 2
Q: white blood cell ; A named type of white blood cell
2(b)(ii) cell Q has: 1
nucleus present ;
granular cytoplasm ;
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larger (than cell P) ;
2(c) feature cell Q plant cell 2 award one mark for each correct row
cell wall absent present ;

nucleus lobed AW round / circular ;
Total: 9

PUBLISHED
3(a)(i) width = 22 ; 2 A ± 1 mm

A 2.2 cm
mm ;
3(a)(ii) 44 (mm) ; ; 2 A 42–46 consistent with (a)(i)

correct answer, with no working shown, gains both
marks
3(b)(i) mean width of leaves from shady position = 46.2 (mm) ; 2
mean width of leaves from sunny position = 32.7 (mm) ;
3(b)(ii) leaves from a shady position have a higher mean width ; 2
leaves from a sunny position have more variable widths ;
3(b)(iii) take more leaves / use larger sample ; 1 Ig calculate average / mean

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3(c) leaves from shady place have a larger surface / area ; 3
to trap more / available light ;
for photosynthesis ;
OR
leaves from sunny position have smaller surface / area ;
lose less water ; A less evaporation
due to transpiration ;
Total: 12

BIOLOGY 5090/11
Paper 1 Multiple Choice October/November 2017
1 hour
Soft clean eraser
*6454874319*

IB17 11_5090_11/3RP
www.sytech.co.zw
2
1 The diagram shows cells in the epidermis of a leaf.
To complete the diagram, which structural features should be added to the cells P and Q?
P Q
chloroplasts nucleus chloroplasts nucleus
A key
B = yes
C = no
D
2 Which movement of a substance in plants is an energy-consuming process?
A absorption of carbon dioxide by a palisade cell

B loss of water into the air spaces of a leaf
C nitrate uptake by root hair cells
D transport of water up through the xylem

5090/11/O/N/17
3
3 The diagram shows the direction of water movement from one cell to another in a plant root.
cell P cell Q
Which cell has the higher water potential, and how does the water move?
cell with higher process by which

water potential water moves
A P active transport
B P diffusion and osmosis
C Q active transport
D Q diffusion and osmosis
4 According to the lock and key hypothesis, what is the lock and what is the key for the enzyme
lipase?
lock key
A lipids fatty acids

B fatty acids lipase
C lipids lipase
D lipase lipids
5 Which characteristic is the result of a deficiency of magnesium in plants?
A large green leaves

B purple spots on leaves
C reduced root growth
D yellow areas between leaf veins

5090/11/O/N/17 [Turn over
4
6 When is carbon dioxide absorbed, and when is it released, by an ecosystem such as a tropical
rainforest?
absorbed released
A darkness darkness
B darkness daylight
C daylight darkness
D daylight daylight
7 What describes the upper cuticle of a leaf?
A a permeable layer allowing water to enter the leaf

B a single layer of cells containing many chloroplasts
C a single layer of transparent cells allowing light to enter the leaf
D a thin non-cellular layer preventing water loss from the leaf
8 Which is essential for the healthy growth of teeth in a baby?
A calcium
B iron
C nitrate
D urea
9 The diagram shows part of the alimentary canal and associated organs.
Which part would contain high concentrations of glucose and amino acids, four hours after eating
a meal?
D
C

5090/11/O/N/17
5
10 After eating, the pH in the mouth decreases.
Which statement explains this decrease?
A Bacteria release acids.

B Enzymes in saliva release acids.
C Salivary glands release acids.
D Sensory neurones in the tongue release acids.
11 Which conditions result in the highest rate of transpiration from a plant?
percentage
temperature / °C
humidity
A 60 15
B 60 25
C 100 15
D 100 25
12 The diagram shows a cut plant shoot in a container of water.
insects sucking
sugar from phloem
cut plant shoot
oil
water
What will stop the movement of water up this stem?
A a fall in the humidity of the air

B a rise in the air temperature
C air bubbles in the xylem
D an insect sucking sugar from the phloem

6
13 The graph shows changes in the blood pressure in the left ventricle of the heart.
During which period is the left atrium contracting?
A B C D
18
15
12
pressure
/ kPa 9
0 0.1 0.2 0.3 0.4 0.5 0.6 0.7 0.8

time / s
14 What are the effects of the following activities on pulse rate, when compared to resting pulse
rate?
slow walking fast running
A decreases decreases
B decreases increases
C increases decreases
D increases increases

5090/11/O/N/17
7
15 The diagram shows capillaries with the direction of movement of materials.
1
2
What is happening at points 1 and 2?
1 2
A carbon dioxide leaves the blood urea enters the blood

B oxygen diffuses red blood cells return to the blood
C tissue fluid leaves the capillaries waste products enter the blood
D red blood cells move into the tissues carbon dioxide diffuses
16 Anaerobic respiration takes place when there is a lack of which substance?
A carbon dioxide
B glucose
C lactic acid
D oxygen
17 Which structure is lined with cilia?
A alveolus
B bronchus
C oesophagus
D small intestine

8
18 Which row shows the state of the muscles when breathing out as deeply as possible?
diaphragm external intercostal internal intercostal

muscles muscles muscles
A contracted contracted relaxed

B contracted relaxed contracted
C relaxed contracted relaxed
D relaxed relaxed contracted
19 Men sometimes develop an enlarged prostate gland.
How might this affect urination?
A by blocking the ureter

B by preventing the exit of urine from the bladder
C by stopping the bladder filling with urine
D by stopping urine production in the kidneys
20 What helps heat retention in the human body?
A actively secreting sweat glands

B dilated blood vessels near skin surface
C fat in and under the skin
D relaxed hair erector muscles
21 The diagram shows the brain in vertical section.
Which part is the hypothalamus?
D
C

5090/11/O/N/17
9
22 Which statements describe the pupil reflex in bright light?
1 ciliary muscles contract

2 ciliary muscles relax
3 circular muscles contract
4 circular muscles relax
5 lens becomes rounder
6 lens becomes thinner
7 pupil constricts
8 pupil dilates
9 radial muscles contract
10 radial muscles relax
A 1, 6 and 9 B 2, 5 and 10 C 3, 7 and 10 D 4, 8 and 9
23 Where are receptors found?
A along the length of all neurones

B at both ends of relay neurones
C at one end of motor neurones
D at one end of sensory neurones
24 Which structure does not have its muscles arranged antagonistically?
A the heart ventricle

B the iris
C the oesophagus walls
D the upper arm

10
25 When a mother smokes during pregnancy, the oxygen supply to the fetus is reduced.
Which row shows how components of tobacco smoke cause this?
combines with constricts blood vessels

haemoglobin in umbilical cord
A carbon monoxide nicotine

B carbon monoxide tar
C tar carbon monoxide
D tar nicotine
26 How do bacteria change milk into yoghurt?
A by producing alcohol
B by producing carbon dioxide
C by producing lactic acid
D by producing oxygen
27 Two containers, X and Y, were filled with equal amounts of dough mixture for making bread.
The mixture in Y had yeast in it.
The containers were then left in a warm place for two hours. The diagram shows their
appearance after this time.
dough mixture
with yeast
dough mixture
without yeast
container X container Y
Which substance produced by the yeast causes the difference between containers X and Y?
A alcohol
B carbon dioxide
C lactic acid
D oxygen

5090/11/O/N/17
11
28 Which statement describes relationships in ecosystems?
A Carbohydrates are passed from decomposers to producers.

B Energy is passed from carnivores to herbivores.
C Proteins are passed from primary consumers to producers.
D Water is passed from respiring decomposers to producers.
29 The diagram shows a food chain.
grass → rabbit → fox → flea
Which pyramid of numbers matches this food chain?
A B C D
30 In a fish tank, bacteria recycle animal waste for plants to use.
The diagram shows some of the stages in this process.
waste compound 1
compound 2
compound 3
What are compounds 1, 2 and 3?
1 2 3
A ammonia nitrates nitrites

B ammonia nitrites nitrates
C nitrates ammonia nitrites
D nitrites ammonia nitrates

12
31 Three statements about malarial parasites are listed.
1 Insecticides are used to kill the vectors.

2 Netting is used to keep the vectors away from people.
3 People take drugs that stop the malarial pathogen developing.
Which methods can be used to control malaria?
A 1, 2 and 3 B 1 and 2 only C 1 only D 2 and 3 only
32 Which is an example of direct action taken to maintain biodiversity?
A culling elephants in a national park following a huge population increase

B growing fields of plankton to absorb carbon dioxide
C overseeing the birth of a giant panda cub in a zoo
D researching to discover possible drugs from species found in rainforests
33 The diagram shows the parts of a flower.
Where must pollen land to pollinate the flower?
D A
C B
34 During germination of a seed, which structure is the first to appear above the soil surface?
A plumule
B radicle
C sepal
D testa

5090/11/O/N/17
13
35 The diagram shows a fetus in the uterus.
Where is the concentration of oxygen highest?
A an artery at X
B an artery at Y
C a vein at X
D a vein at Y
36 In 2005 there were an estimated 2.3 million HIV-related deaths worldwide. In 2011 there were an
estimated 1.7 million HIV-related deaths worldwide.
What is not a possible cause for this trend?
A increased access to antiretroviral drugs

B increased screening and heat-treatment of blood and blood products for transfusion
C increased sharing of needles for intravenous drug use
D increased use of condoms for sex
37 A gene is a unit of inheritance that controls the production of
A a chromosome.
B an allele.
C a protein.
D DNA.

14
38 The gene for insulin production can be removed from human pancreatic cells and added to the
genetic material of a harmless bacterium.
What would be the next stage in using this process to treat diabetes?
A Add the altered bacterium to human food.

B Inject the altered bacterium into the blood of a person with diabetes.
C Put the bacterium into a fermenter to multiply rapidly.
D Use the altered bacterium in a nasal spray.
39 Earlobes can either be attached to the cheek or ‘free’ (unattached). This characteristic is
controlled by a single gene.
The allele for attached earlobes is recessive.
The diagram shows the inheritance of earlobe attachment in one family.
1 2 3 4
key
male with free earlobes
5 6 7 8 female with free earlobes
male with attached earlobes
female with attached earlobes

9
Which two individuals must be heterozygous for earlobe attachment?

5090/11/O/N/17
15
40 The table shows the genotypes and phenotypes for hair colour for the members of a family, but
one phenotype is shown incorrectly.
genotype phenotype
family member allele 1 allele 2 hair colour
mother a A brown
father A A brown
son 1 a A blonde
daughter 1 a a blonde
son 2 A A brown
daughter 2 A a brown
Which family member has the incorrect phenotype?
A daughter 1
B daughter 2
C son 1
D son 2

5090/11/O/N/17
16
BLANK PAGE

5090/11/O/N/17
Cambridge Assessment International Education
BIOLOGY 5090/11
MARK SCHEME
Maximum Mark: 40
Published
examination.
Teachers.
Cambridge International will not enter into discussions about these mark schemes.
Cambridge International is publishing the mark schemes for the October/November 2017 series for most
Cambridge IGCSE®, Cambridge International A and AS Level components and some Cambridge O Level
components.

www.sytech.co.zw
5090/11 Cambridge O Level – Mark Scheme October/November
PUBLISHED 2017
1 C 1
2 C 1
3 B 1
4 D 1
5 D 1
6 C 1
7 D 1
8 A 1
9 D 1
10 A 1
11 B 1
12 C 1
13 A 1
14 D 1
15 C 1
16 D 1
17 B 1
18 D 1
19 B 1
20 C 1
21 A 1
22 C 1
23 D 1
24 A 1
25 A 1
26 C 1
27 B 1
28 D 1

Page 2 of 3
PUBLISHED 2017
29 D 1
30 B 1
31 A 1
32 A 1
33 D 1
34 A 1
35 A 1
36 C 1
37 C 1
38 C 1
39 A 1
40 C 1

Page 3 of 3
* 3 9 4 5 8 3 2 3 5 0 *
BIOLOGY 5090/21
Paper 2 Theory October/November 2017
1 hour 45 minutes
Section A
Section B
Section C

DC (NH/FD) 129018/3
www.sytech.co.zw
2
Section A
1 Fig. 1.1 shows four types of human teeth A, B, C and D.
A B C D
Fig. 1.1
Fig. 1.2 below shows the arrangement of teeth in the lower jaw of a human.
(a) Complete Fig. 1.2 to show the following for each of the two types of teeth indicated:
• the identity of each type of tooth by writing the correct letter A, B, C or D from
Fig. 1.1
• the name of each type of tooth
• one function of each type of tooth. [6]
letter from Fig. 1.1 .............................
name of type of tooth .............................
one function .................................................................
.................................................................
letter from Fig. 1.1 .............................
name of type of tooth .............................
one function ............................................
.................................................................
Fig. 1.2

5090/21/O/N/17
3
(b) (i) State the causes of dental decay.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[2]
(ii) Describe the proper care of teeth.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[2]
[Total: 10]

4
2 Fig. 2.1 shows a section through a human kidney and its associated structures.
Fig. 2.1
(a) (i) Name the blood vessels P and Q in Fig. 2.1.
P ......................................................................
Q ...................................................................... [2]
(ii) Name the fluid R in Fig. 2.1 and describe the route taken by this fluid from leaving the
kidney to being removed from the body.
name of fluid ......................................................................................................................
route taken by fluid ............................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
[4]

5090/21/O/N/17
5
(b) A person with kidney damage requires the process of dialysis to take place several times
each week.
Before dialysis begins, a surgical procedure is used to create a connection, called an

AV fistula, between two blood vessels in the arm.
Fig. 2.2 shows the AV fistula and the connections between the blood vessels and a kidney
machine.
from
kidney
machine
vein
to kidney artery
machine
AV fistula
Fig. 2.2
(i) Suggest why the connection made between blood vessels is called an AV fistula.
.......................................................................................................................................[1]
(ii) State one way in which blood returning from the kidney machine will differ from blood
leaving the body to enter the kidney machine.
...........................................................................................................................................
.......................................................................................................................................[1]
(c) Describe the role in dialysis of each of these components of a kidney machine:
artificial membrane
...................................................................................................................................................
...................................................................................................................................................
dialysis fluid
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
[5]
[Total: 13]
6
3 Fig. 3.1 shows the flow of energy within a biological system.
Sun
95%
lost
5%
10% 10% 10%
tree caterpillar songbird hawk
90% 90% 90%

lost lost lost
Fig. 3.1
(a) (i) Name the type of chart shown in Fig. 3.1.
...................................................................... [1]
(ii) Name one example, shown in Fig. 3.1, of each of the following types of organism.
producer .............................................................................................................................
carnivore ............................................................................................................................
[2]
(b) (i) Suggest why only 5% of the energy from the Sun passes to the tree.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[2]
(ii) Describe how energy is lost between the songbird and the hawk.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[3]

5090/21/O/N/17
7
(c) Fig. 3.2 shows two possible uses of the same area of land to produce food.
1 hectare of land
when farmed
produces produces
or 7.5 tonnes of
0.3 tonnes of lamb wheat grain to
to produce 1200 produce 12 000
portions of meat loaves of bread
Fig. 3.2
Use the information in Fig. 3.1 and Fig. 3.2, and your own knowledge, to explain why it is
possible to feed a greater number of people if the area of land is used to farm crops rather
than to farm animals.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[5]
[Total: 13]

8
4 Fig. 4.1 shows a human cell.
cell membrane
cytoplasm containing
haemoglobin
Fig. 4.1
(a) Name and state the main function of the type of cell shown in Fig. 4.1.
name ......................................................................
function .....................................................................................................................................
...................................................................................................................................................
[2]
(b) Suggest and explain what symptoms might be experienced by a person with an unusually low
number of this type of cell.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[4]
(c) Explain what would happen to the cell shown in Fig. 4.1 if placed in pure water.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[3]
[Total: 9]

5090/21/O/N/17
9
5 Fig. 5.1 shows the fruits of two plants, A and B. Both fruits are animal-dispersed.
fruit A fruit B
Fig. 5.1
With reference to the features shown in Fig. 5.1, describe how these fruits are dispersed.
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
......................................................................................................................................................[5]
[Total: 5]

10
Section B
6 Fig. 6.1a shows the right eye of a person before moving into an area of bright light.
Fig. 6.1a Fig. 6.1b
(a) (i) Complete Fig. 6.1b to show the appearance of the right eye of the person shortly after
moving into an area of bright light. [1]
(ii) With reference to named structures within the eye, describe the changes that take place
when a person moves into an area of bright light.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[5]
(b) Name the type of action that occurs to make the changes that you have described and
suggest why it is important that these changes take place.
type of action ......................................................................
why the changes take place .....................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
[4]
[Total: 10]

5090/21/O/N/17
11
7 Fig. 7.1 shows a fermenter used for the production of an antibiotic.
motor
W X
water out
pH and
temperature
sensors stirring
paddles
water in
Z Y
Fig. 7.1
(a) (i) Identify what enters or leaves through each of W, X, Y and Z in Fig. 7.1.
W ......................................................................
X ......................................................................
Y ......................................................................
Z ...................................................................... [4]
(ii) Explain the importance of the substance entering through Y in the production of the
antibiotic.
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[2]

12
(b) Explain why it is important to detect and to control the pH and temperature of the contents of
the fermenter.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[3]
(c) Suggest one advantage of the motor being located outside, rather than inside, the reaction
vessel of the fermenter.
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[1]
[Total: 10]

5090/21/O/N/17
13
Section C
8 (a) With reference to specific examples, explain how and why diet should be related to the age
and activity of an individual.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[4]
(b) Describe digestion in the human stomach.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[6]
[Total: 10]

14
9 (a) Describe how the nervous system is involved in the maintenance of a constant body
temperature.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[6]
(b) Describe the role of the hormone adrenaline and give one example of a situation in which
adrenaline may be released.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[4]
[Total: 10]

5090/21/O/N/17
15
BLANK PAGE

5090/21/O/N/17
16
BLANK PAGE

5090/21/O/N/17
BIOLOGY 5090/21
MARK SCHEME
Maximum Mark: 80
Published
Teachers.
components.

www.sytech.co.zw
PUBLISHED 2017

/ alternatives
R reject
www.sytech.co.zw

PUBLISHED 2017
1(a) B; 6
incisor ;
biting / cutting / tearing / gripping ;
C;
molar ; R pre-molar
chewing / crushing / grinding ;
1(b)(i) sugar ; 2 A named sugar, Ig sweets

bacteria ;
respiration ;
acid ;
plaque ;
1(b)(ii) reference to brushing ; 2

flossing ;
fluoride ; A fluorine
reference to dental check-ups ;
www.sytech.co.zw

PUBLISHED 2017
2(a)(i) P renal artery ; 2

Q renal vein ;
2(a)(ii) urine ; 4 R urea
ureter ;
bladder ;
urethra ;
2(b)(i) reference to artery + vein ; 1
2(b)(ii) lower pressure ; 1

less / no urea ;
reference to increase / decrease + concentration of ions AW ;
2(c) (artificial membrane) 5

partially permeable AW ;
small molecules or named + pass through (membrane) ;
www.sytech.co.zw
correct reference to diffusion / osmosis ;

proteins do not pass through (membrane) ;
(dialysis fluid)
no / low urea OR removes urea ;
reference to concentration gradient ;
same glucose concentration + as normal blood ;
same ion AW concentration + as normal blood ;

PUBLISHED 2017
3(a)(i) food chain ; 1
3(a)(ii) tree ; 2 A named tree

songbird / hawk ;
3(b)(i) doesn’t hit leaves / tree OR intercepted by other objects ; 2

reflected (off leaves) ;
not used in photosynthesis ;
3(b)(ii) movement / flight ; 3
excretion ;
egestion / faeces ;
sound / singing ;
heat / maintaining body temp / warm blooded ;
respiration ;
hawk doesn’t eat / digest all of songbird(s) OR
songbird(s) decay(s) ;
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3(c) more food produced ; 5 A quote from Fig. 3.2 (e.g. 12 000 loaves vs. 1200
portions of meat)
comparative data manipulation ; A 25× more mass / 10× more food products (for
wheat)
fewer levels in food chain AW ;
correct reference to herbivore / carnivore + human ;
correct reference to primary / secondary + consumer ;
less energy lost / more efficient ;
example of energy not lost (e.g. through movement) ORA ;

PUBLISHED 2017
4(a) red blood (cell) / erythrocyte ; 2

oxygen + carriage / transport / absorption AW ;
4(b) tiredness / fatigue / weak / dizzy / faint ; 4
inability to exercise / exert / inactive ;
breathing problems ;
reduced oxygen transport ;
reduced respiration ;
reduced energy (release) ;
irregular menstruation AW ;
4(c) low water potential / concentration inside cell ; 3

water enters ;
by osmosis / diffusion ;
cell expands ;
cell bursts ;
reference to no cell wall ;
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PUBLISHED 2017
5 (fruit A) 5
hooks / spikes AW ; R feathers / hairs
on animal / fur ;
falls off / rubbed off / leaves animal AW ;
(fruit B)
edible / eaten / food ;
colour / taste / juicy / sweet ;
thrown away / discarded / faeces / egested AW ;
(for A or B)
new location / away from parent plant ;
6(a)(i) shaded circle drawn in iris + smaller than in 6.1(a) ; 1

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6(a)(ii) iris + muscle ; 5

circular + contract ;
radial + relax ;
pupil ;
constricts AW ;
6(b) (type of action) 4

reflex / involuntary ;
(why the changes take place)

protection / prevent damage ;
reduces light (entering) ;
retina / rods / cones / photoreceptors ;

PUBLISHED 2017
7(a)(i) (W) 4
fungus / microorganism / bacteria / nutrient /
yeast / water ;
(X)
carbon dioxide ;
(Y)
oxygen ;
(Z)
antibiotic / named antibiotic ;
7(a)(ii) respiration ; 2
aerobic ;
reference to increased yield ;
sparger / bubbles / more surface area ;
growth ;
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7(b) detect changes ; 3

enzymes ;
denature ;
reduce rate of reaction / product formed ;
kill microorganisms or named ;
maintain optimum / best conditions ;
7(c) heat production / temperature ; 1

ease of maintenance ;
prevents water damage to motor ;
doesn’t take up space (in fermentation vessel) AW ;

PUBLISHED 2017
8(a) active + more energy ; 4 marks are linked in pairs

reference to carbohydrates / fats ;
child AW + growth ;
reference to protein / calcium / vitamin D ;
(post-pubertal AW) female + iron ;

reference to menstrual loss of blood ;
old person + less growth / less active / no menstruation ;

reference to reduced need for correct named nutrient ;
8(b) muscle + wall ; 6 answer must refer to the stomach and not other
contracts / churn / mechanical digestion ; parts of the alimentary canal
acid ;
optimum AW pH ;
enzyme ;
protease / pepsin ;
www.sytech.co.zw
protein(s) ;
to amino acids / (poly)peptides ;

PUBLISHED 2017
9(a) hypothalamus ; 6
reference to detecting blood temperature ;
receptors ;
in skin ;
detect temperature + of surroundings AW ;
impulse ;
sensory neurone ;
to central nervous system / brain / spinal cord ;
motor neurone ;
effector ;
named effector ; A muscle or named effector / sweat gland
shiver / vasoconstriction or vasodilation / sweat increase or
decrease ;
reference to negative feedback ;
9(b) correct named situation ; 4
target organ / named ;
www.sytech.co.zw
(any two effects from)

glycogen to glucose / sugar ;
increased (heart) rate ; increased heart rate = 2 marks (named target organ
pupils dilate ; + effect)
dry mouth ;
breathing rate change ;
diversion of blood to muscle / from gut ;

* 3 7 2 8 4 2 5 9 8 7 *
BIOLOGY 5090/31
Paper 3 Practical Test October/November 2017
1 hour 15 minutes
Additional Materials: As listed in the Confidential Instructions.


Total
DC (KN/SG) 137773/4
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2
BLANK PAGE

5090/31/O/N/17
3
1 Dried yeast may be activated by adding it to a solution containing sugar. When it is active, it
produces bubbles which form froth on the surface of the mixture. The greater the activity of the
yeast, the more froth is produced.
You are going to investigate the activity of yeast in solutions of different sugars. The activity will be
assessed by measuring the height of froth produced by the yeast after 5 minutes and 10 minutes.
You are provided with 4 large test-tubes, solutions of three different sugars (5 % glucose,
5 % lactose and 5 % sucrose) and distilled water.
• Label a large test-tube W. Use the measuring cylinder or syringe provided to pour 15 cm3 of
distilled water into test-tube W.
• Label a large test-tube L. Measure 15 cm3 of 5 % lactose solution and pour it into test-tube L.
• Rinse the measuring cylinder or syringe with water from the beaker labelled water for rinsing
and pour the waste water into the beaker labelled waste water.
• Label a large test-tube G. Measure 15 cm3 of 5 % glucose solution and pour it into test-tube G.
• Rinse the measuring cylinder or syringe with water from the beaker labelled water for rinsing
and pour the waste water into the beaker labelled waste water.
• Label a large test-tube S. Measure 15 cm3 of 5 % sucrose solution and pour it into test-tube S.
Put the 4 test-tubes into the beaker labelled water bath. When ready, raise your hand to request hot
water which the Supervisor will pour into your water bath.
Check that the temperature of the water bath is between 40 ºC and 45 ºC. Adjust this if necessary by
asking for more hot water or by using cold water.
• Leave your 4 test-tubes in the water bath for 5 minutes.
Then add dried yeast to each of the test-tubes as follows.
• Carefully pour all the contents of one small packet labelled yeast into test-tube W. Stir the
mixture vigorously with a glass rod and return the test-tube to the water bath. Wipe the glass
rod with a paper towel.
Note the time (W) ................................................
• After 30 seconds add all the contents of another packet of yeast to test-tube L. Stir vigorously
with a glass rod and return the test-tube to the water bath. Wipe the glass rod with a paper
towel.
Note the time (L) ................................................
• Repeat this process for test-tubes G and S.
Note the times (G) ................................................ (S) ................................................

4
(a) Five minutes after adding yeast to test-tubes W, L, G and S, use a ruler to measure the
height of any froth above the yeast mixture. Record your measurements in Table 1.1 and
return the test-tubes to the water bath.
Follow the same procedure 10 minutes after adding yeast to test-tubes W, L, G and S, and
record your measurements in Table 1.1.
Table 1.1
height of froth / mm
test-tube
after 5 minutes after 10 minutes
distilled water (W)
5% lactose (L)
5% glucose (G)
5% sucrose (S)
[4]
(b) (i) Construct a bar chart to show the height of froth produced in each of the 4 test-tubes
after 10 minutes.
[4]

5090/31/O/N/17
5
(ii) Describe what you can conclude about the activity of yeast from your results.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[3]
(c) (i) State the name of the process taking place when yeast produces bubbles which form
froth.
.......................................................................................................................................[1]
(ii) State the name of the gas that was produced to make the froth above the yeast mixture.
.......................................................................................................................................[1]
(iii) Explain why the 4 test-tubes, W, L, G and S, were placed in the water bath for
5 minutes before the yeast was added.
...........................................................................................................................................
.......................................................................................................................................[1]
(iv) Explain why test-tube W containing yeast and distilled water was used in the investigation.
...........................................................................................................................................
.......................................................................................................................................[1]
(d) Suggest why yeast is less active with some sugars than with others.
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[1]
(e) The results of your investigation may not be reliable. Describe what you could do to make
them more reliable and explain why the results would be more reliable.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[2]
[Total: 18]
6
2 Fig. 2.1 shows flowers of the sweet pea plant.
magnification ×1
Fig. 2.1
(a) Using information from Fig. 2.1, suggest how sweet pea flowers might be pollinated. Give a
reason for your answer.
...................................................................................................................................................
...............................................................................................................................................[1]
Fig. 2.2 shows a developing fruit and the remains of a flower.
B
A
developing
fruit
magnification ×2
Fig. 2.2
5090/31/O/N/17
7
(b) Name the parts labelled in Fig. 2.2.
A ...........................................
B ...........................................
C ...........................................
D ...........................................
[4]
(c) Sweet pea seeds have a very hard testa (seed coat). Some growers say that the seeds
germinate more successfully if a small part of the testa is cut out before planting.
(i) Suggest how cutting out a small part of the testa may help the seed to germinate.
...........................................................................................................................................
.......................................................................................................................................[1]
(ii) Design, giving details, an investigation to determine whether cutting out a small part of
the testa improves the germination of sweet pea seeds.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[4]
[Total: 10]

8
3 Fig. 3.1 shows some starch grains in a potato cell as seen under a microscope.
Fig. 3.1
(a) State the name of the structure labelled G in Fig. 3.1.
G ........................................... [1]
(b) In the space below make a large drawing of the starch grains labelled H, J and K as they
appear in Fig. 3.1.
[3]

5090/31/O/N/17
9
(c) (i) Draw a line on your drawing of grain J to indicate its maximum length.
Measure this length and record it.
.............................. mm [2]
(ii) The actual length of grain J is 0.03 mm. Calculate the magnification of your drawing and
show your working.
magnification × .......................................................... [2]
(d) Describe how you would prepare a slide of potato tissue to observe starch grains as clearly
as possible under a microscope.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[4]
[Total: 12]

5090/31/O/N/17
10
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5090/31/O/N/17
11
BLANK PAGE

5090/31/O/N/17
12
BLANK PAGE

5090/31/O/N/17
BIOLOGY 5090/31
MARK SCHEME
Maximum Mark: 40
Published
Teachers.
components.

www.sytech.co.zw
PUBLISHED 2017

/ alternatives
R reject
underline actual word underlined must be used by candidate (grammatical variants accepted)
www.sytech.co.zw

PUBLISHED 2017
1(a) all boxes completed with values ; 4
glucose and sucrose (height) greater than water and lactose ;
glucose and sucrose (height) increases from 5 to 10 minutes ;
no / small amount of froth with water and lactose ;
1(b)(i) axes labelled with units ; 4
size to fill at least half of grid + linear scale on height of froth axis +
value at origin of height axis ;
four plots correct ;
all columns drawn ruled and of equal width ;
1(b)(ii) yeast is active in glucose / sucrose ; 3

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inactive / little / small / less activity in lactose / water AW ;
yeast unable to use lactose / doesn’t produce lactase ;
1(c)(i) respiration / fermentation ; 1 R aerobic respiration
1(c)(ii) carbon dioxide ; 1

PUBLISHED 2017
1(c)(iii) allow equilibration of temperature / AW ; 1 A optimum temperature for enzymes /

all test-tubes reach 40 °C
1(c)(iv) control / to compare sugar with no sugar / to see what happens with no 1
sugar ;
to check that bubbles are not produced in water / yeast is inactive in

water ;
1(d) (sugar) not absorbed ; 1
no enzyme to break down sugar ;
yeast unable to use lactose / produce lactase ;
1(e) repeat experiment / replicates for each solution ; 2
mean OR average / discount anomalous results ;

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PUBLISHED 2017
2(a) insect + petals ; 1 Ig scent

A named insect
2(b) A sepal(s) / calyx ; 4
B petal(s) / corolla ;
C anther(s) / stamen(s) ;
D stigma / style ;
2(c)(i) (easier) for water / oxygen to enter OR be absorbed ; 1
(easier) for radicle / plumule / root / shoot to emerge ;
2(c)(ii) some seeds cut + some whole / uncut ; 4
same number of each / actual number of each given ;

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in Petri dish / suitable container + filter paper / cotton wool / soil ;
all given same conditions / water / temperature ;
EITHER
measure time taken for germination / compare times for germination ;
OR
numbers germinated counted or observed ;

PUBLISHED 2017
3(a) cell wall ; 1
3(b) clear continuous (outer) line for grain J + no shading anywhere ; 3
grain J at least 60 mm long + grains touching ;
correct relative proportions for all three grains ;
3(c)(i) straight line drawn on maximum length of J ; 2
measurement (± 1 mm) ; no units required
3(c)(ii) measurement from drawing ÷ 0.03 ; 2
answer ; correct answer with no working = 2 marks
3(d) scraping from cut surface / thin section OR slice ; 4

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drop of iodine solution / iodine in potassium iodide solution ;
to stain ;
cover slip ;
prevent OR remove air bubbles ;
excess stain mopped up / removed / washed off ;

* 8 2 3 9 7 4 7 0 3 6 *
BIOLOGY 5090/61
Paper 6 Alternative to Practical October/November 2017
1 hour


DC (LK/SG) 135090/5
www.sytech.co.zw
2
BLANK PAGE

5090/61/O/N/17
3
Answer all questions in the spaces provided.
1 Dried yeast may be activated by adding it to a solution containing a sugar. When yeast is active,
bubbles are produced which form froth on the surface of the mixture. The greater the activity of the
yeast, the more froth is produced.
Some students investigated whether yeast is active in solutions of different sugars.
Four test-tubes were set up as shown in Fig. 1.1.
15 cm3 15 cm3 of 15 cm3 of 15 cm3 of

distilled 5% glucose 5% lactose 5% sucrose
water solution solution solution
Fig. 1.1
• A large beaker was set up as a water bath with the water at 40 °C. This temperature was
maintained throughout the investigation.
• The four labelled test-tubes as in Fig. 1.1 were placed in the water bath and left for 5 minutes.
• 1 g of dried yeast was then added to each test-tube and the mixtures were stirred vigorously.
The test-tubes were left in the water bath.
• Five minutes after adding the yeast, the height of the froth produced above the yeast mixture
in each test-tube was measured and recorded in Table 1.1.
• The test-tubes were left in the water bath for another 5 minutes. Fig. 1.2 shows their
appearance 10 minutes after adding the yeast.

4
froth
yeast
mixture
distilled 5% glucose 5% lactose 5% sucrose

water solution solution solution
Fig. 1.2
(a) (i) On Fig. 1.2 measure the height of the froth in each test-tube and record your results in
Table 1.1. The value for glucose has already been entered.
Table 1.1
height of froth / mm
solution
after 5 minutes after 10 minutes
distilled water 5
..............
5% glucose
25 65
solution
5% lactose
5
solution ..............
5% sucrose
22
solution ..............
[2]

5090/61/O/N/17
5
(ii) Calculate the increase in the height of froth produced using glucose solution between
5 and 10 minutes.
............................................................[1]
(b) (i) Construct a bar chart to show the height of froth produced in each of the 4 test-tubes
after 10 minutes.
[4]
(ii) Describe what you can conclude about the activity of yeast from your results.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[3]

6
(c) (i) State the name of the process taking place when yeast produces bubbles which form
froth.
.......................................................................................................................................[1]
(ii) State the name of the gas that was produced to make the froth above the yeast mixture.
.......................................................................................................................................[1]
(iii) Explain why the test-tubes in Fig. 1.1 were placed in the water bath for 5 minutes before
the yeast was added.
...........................................................................................................................................
.......................................................................................................................................[1]
(iv) Explain how the students could have ensured that the temperature of the water bath
remained at 40 °C during the investigation.
...........................................................................................................................................
.......................................................................................................................................[1]
(v) Explain why the test-tube with yeast and distilled water was used in the investigation.
...........................................................................................................................................
.......................................................................................................................................[1]
(d) Suggest why yeast is less active with some sugars than with others.
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[1]
(e) The results of this investigation may not be reliable. Describe what you could do to make
them more reliable and explain why the results would be more reliable.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[2]
[Total: 18]

5090/61/O/N/17
7
Question 2 begins on page 8.

8
2 Fig. 2.1 shows flowers of the sweet pea plant.
magnification ×1
Fig. 2.1
(a) Using information from Fig. 2.1, suggest how sweet pea flowers might be pollinated. Give a
reason for your answer.
...................................................................................................................................................
...............................................................................................................................................[1]
Fig. 2.2 shows a developing fruit and the remains of a flower.
B
A
developing
fruit
magnification ×2
Fig. 2.2

5090/61/O/N/17
9
(b) Name the parts labelled in Fig. 2.2.
A ...........................................
B ...........................................
C ...........................................
D ...........................................
[4]
(c) Sweet pea seeds have a very hard testa (seed coat). Some growers say that the seeds
germinate more successfully if a small part of the testa is cut out before planting.
(i) Suggest how cutting out a small part of the testa may help the seed to germinate.
...........................................................................................................................................
.......................................................................................................................................[1]
(ii) Design, giving details, an investigation to determine whether cutting out a small part of
the testa improves the germination of sweet pea seeds.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[4]
[Total: 10]

10
3 Fig. 3.1 shows some starch grains in a potato cell as seen under a microscope.
Fig. 3.1
(a) State the name of the structure labelled G in Fig. 3.1.
G ........................................... [1]
(b) In the space below make a large drawing of the starch grains labelled H, J and K as they
appear in Fig. 3.1.
[3]

5090/61/O/N/17
11
(c) (i) Draw a line on your drawing of grain J to indicate its maximum length.
Measure this length and record it.
.............................. mm [2]
(ii) The actual length of grain J is 0.03 mm. Calculate the magnification of your drawing and
show your working.
magnification × .......................................................... [2]
(d) Describe how you would prepare a slide of potato tissue to observe starch grains as clearly
as possible under a microscope.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[4]
[Total: 12]

5090/61/O/N/17
12
BLANK PAGE

5090/61/O/N/17
BIOLOGY 5090/61
MARK SCHEME
Maximum Mark: 40
Published
Teachers.
components.

www.sytech.co.zw
PUBLISHED 2017

/ alternatives
R reject
underline actual word underlined must be used by candidate (grammatical variants accepted)
www.sytech.co.zw

PUBLISHED 2017
1(a)(i) distilled water 5 mm ; 2 values ± 1 mm

award one mark only if one error
lactose 5 mm ;
sucrose 62 mm ;
1(a)(ii) 40 mm ; 1 correct units required
1(b)(i) axes labelled with units ; 4
size to fill at least half of grid + linear scale on height of froth axis +
value at origin of height axis ;
four plots correct ;
all columns drawn ruled and of equal width ;
1(b)(ii) yeast is active in glucose / sucrose ; 3

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inactive / little / small / less activity in lactose / water AW ;
yeast unable to use lactose / doesn’t produce lactase ;
1(c)(i) respiration / fermentation ; 1 R aerobic respiration
1(c)(ii) carbon dioxide ; 1

PUBLISHED 2017
1(c)(iii) allow equilibration of temperature / AW ; 1 A optimum temperature for enzymes /

all test-tubes reach 40 °C
1(c)(iv) thermometer ; 1
add hot water or cold water / heat with Bunsen burner / cool with ice / lag
or insulate water bath ;
1(c)(v) control / to compare sugar with no sugar / to see what happens with no 1
sugar ;
to check that bubbles are not produced in water / yeast is inactive in

water ;
1(d) (sugar) not absorbed ; 1
no enzyme to break down sugar ;

www.sytech.co.zw
yeast unable to use lactose / produce lactase ;
1(e) repeat experiment / replicates for each solution ; 2
mean OR average / discount anomalous results ;

PUBLISHED 2017
2(a) insect + petals ; 1 Ig scent

A named insect
2(b) A sepal(s) / calyx ; 4
B petal(s) / corolla ;
C anther(s) / stamen(s) ;
D stigma / style ;
2(c)(i) (easier) for water / oxygen to enter OR be absorbed ; 1
(easier) for radicle / plumule / root / shoot to emerge ;
2(c)(ii) some seeds cut + some whole / uncut ; 4
same number of each / actual number of each given ;

www.sytech.co.zw
in Petri dish / suitable container + filter paper / cotton wool / soil ;
all given same conditions / water / temperature ;
EITHER
measure time taken for germination / compare times for germination ;
OR
numbers germinated counted or observed ;

PUBLISHED 2017
3(a) cell wall ; 1
3(b) clear continuous (outer) line for grain J + no shading anywhere ; 3
grain J at least 60 mm long + grains touching ;
correct relative proportions for all three grains ;
3(c)(i) straight line drawn on maximum length of J ; 2
measurement (± 1 mm) ; no units required
3(c)(ii) measurement from drawing ÷ 0.03 ; 2
answer ; correct answer with no working = 2 marks
3(d) scraping from cut surface / thin section OR slice ; 4

www.sytech.co.zw
drop of iodine solution / iodine in potassium iodide solution ;
to stain ;
cover slip ;
prevent OR remove air bubbles ;
excess stain mopped up / removed / washed off ;

BIOLOGY 5090/11
1 hour
Soft clean eraser
*1840274284*

IB18 06_5090_11/3RP
www.sytech.co.zw
2
1 The diagram shows a palisade cell.
Which structure is the site of photosynthesis?
A C
2 Which process needs energy from respiration?
A movement of carbon dioxide into the alveoli

B movement of oxygen into red blood cells
C uptake of glucose by cells in the villi
D uptake of water by root hair cells
3 A plant is growing in a fertile, well-watered soil. It is absorbing nitrate ions by active transport and
water by osmosis.
How do the concentrations of nitrate ions and water in the plant’s roots compare to the
concentrations in the soil?
concentration of concentration of
nitrate ions in the roots water in the roots
A higher higher
B higher lower
C lower higher
D lower lower
4 In an enzyme’s action, where is the active site and where are the lock and the key?
active site lock key
A on the enzyme on the enzyme on the substrate

B on the enzyme on the substrate on the enzyme
C on the substrate on the enzyme on the substrate
D on the substrate on the substrate on the enzyme

5090/11/M/J/18
3
5 The diagram represents a cross-section of part of a leaf as seen using a microscope.
Where does translocation (movement of sucrose and amino acids) occur?
6 The diagrams show an experiment to find the rate of photosynthesis in an aquatic plant in
different conditions.
Which plant produces the most bubbles per minute?
A B
water
lamp
aquatic
plant
C D
ice ice

4
7 A student grows seedlings in four different test-tubes.
Tube W contains all the mineral ions needed for healthy plant growth.
The diagram shows the appearance of these seedlings after two weeks.
W X Y Z
healthy little poor growth and hardly any
growth growth yellow leaves growth
What do tubes X, Y and Z contain?
X Y Z
A all minerals except all minerals water
magnesium ions except nitrate ions
B all minerals except water all minerals
C all minerals all minerals except water
except nitrate ions magnesium ions
D water all minerals except all minerals
8 Which substance is built up from amino acids?
A glucose
B glycogen
C protein
D urea

5090/11/M/J/18
5
9 Where does bile enter the alimentary canal?
A colon
B duodenum
C ileum
D stomach
10 The surface area of the small intestine is increased by the villi in the intestine wall.
How does the increased surface area help absorption of digested materials?
A It makes peristalsis more efficient.

B More mucus is produced for lubrication.
C More starch and protein can be absorbed.
D There is a greater chance of food molecules diffusing into the blood.
11 The photograph shows the cells of a vascular bundle from a stem, as seen using a microscope.
What is tissue G, and what is its function?
tissue function
A phloem transports sugars to the roots

B phloem transports water to the leaves
C xylem transports sugars to the roots
D xylem transports water to the leaves

6
12 When plants are growing in soil saturated with water, their roots lack oxygen.
How will the functions of root hairs be affected in these conditions?
uptake of nitrate ions uptake of water
A slowed down slowed down

B slowed down unaffected
C unaffected slowed down
D unaffected unaffected
13 Which blood vessel transports blood into the liver?
A hepatic portal vein

B hepatic vein
C pulmonary vein
D renal vein
14 The diagram shows the blood pressure of a person at rest as the blood leaves the heart and
passes through arteries and then capillaries.
Which line shows the pressure of blood as it flows through veins before returning to the heart?
A
15
pressure of B
10
blood / kPa
5
C
D
(heart) arteries capillaries veins (heart)
blood flow

5090/11/M/J/18
7
15 The diagram shows a section through part of a vein.
1
2
What could be the first organs found in the directions 1 and 2?
1 2
A heart brain
B intestine liver
C kidney heart
D lung heart
16 Which word equation describes the respiration that occurs in an athlete’s muscle cells before the
start of a race?
A carbon dioxide + water → glucose + oxygen
B glucose → alcohol + carbon dioxide
C glucose → lactic acid
D oxygen + glucose → carbon dioxide + water
17 Yeast is used in bread-making.
Why does the bread contain little or no alcohol?
A Alcohol is not produced by the yeast.

B Sugar is not used by the yeast.
C The alcohol evaporates during baking.
D The yeast produces lactic acid.
18 The table shows the effect of exercise on the rate and depth of breathing.
breathing rate volume of each

/ breaths per minute breath / cm3
at rest 12 500
after exercise 24 1000
What is the increase in the volume of air exchanged per minute after exercise, compared to at
rest?
A 1000 cm3 B 6000 cm3 C 18 000 cm3 D 24 000 cm3

8
19 The diagram shows how a kidney dialysis machine works. Each shape represents a molecule
found in blood or dialysis fluid.
blood in blood out
dialysis membrane
dialysis dialysis
fluid out fluid in
Which shape represents urea?
A B C D
20 The diagram shows some of the structures seen in a section through human skin.
What is the function of structure X?
A to cause capillaries to constrict

B to detect changes in temperature
C to receive impulses from the central nervous system
D to stimulate sweat glands to release sweat

5090/11/M/J/18
9
21 The diagram shows a section through an eye.
Which part is the receptor for the stimulus that results in a change in the size of the pupil?
B D
22 The diagram shows the brain in vertical section.
Which structure co-ordinates the menstrual cycle?
23 Which of these is a reflex action?
A increasing the blood glucose level by eating rice

B lifting a book off the table by contracting your arm muscles
C preventing an insect from flying into your eye by blinking
D using your brain to work out the answer to a problem

10
24 Which bones meet at the elbow joint and what kind of movement do they allow?
bones movement
A humerus and scapula in one plane only

B humerus and scapula in three planes
C ulna and humerus in one plane only
D ulna and humerus in three planes
25 The diagram shows the percentages of injecting and non-injecting drug users who suffer from
HIV / AIDS in a particular part of the world.
20
percentage of
users suffering 10
from HIV / AIDS
0
injecting non-injecting
users users
What accounts for the difference between the two groups of drug users?
A Condoms are used more often by injecting drug users.

B Injecting drugs is more common in areas of dense population.
C The same needle may be used by several injecting drug users.
D There are more injecting drug users than non-injecting drug users in this part of the world.

5090/11/M/J/18
11
26 Penicillin is produced by the fungus Penicillium. The stages involved are listed.
1 Corn and yeast are added to the fungus.

2 Penicillin is extracted.
3 Penicillin is secreted by the fungus.
4 The product is filtered.
What is the sequence of these stages?
A 1→3→4→2
B 2→3→1→4
C 3→1→2→4
D 4→3→1→2
27 Which table shows the features of bacteria, fungi and viruses?
A feature bacteria fungi viruses
cell membrane key

cell nucleus = yes
cell wall = no
B feature bacteria fungi viruses
cell membrane
cell nucleus
cell wall
C feature bacteria fungi viruses
cell membrane
cell nucleus
cell wall
D feature bacteria fungi viruses
cell membrane
cell nucleus
cell wall

12
28 The graph shows changes in the populations of plant and animal plankton in a lake.
key
plant
population
plankton
size
animal
plankton
Jan Feb Mar Apr May Jun Jul Aug Sept Oct Nov Dec
month
Consider the following statement in relation to the data provided by the graph.
‘Population changes in animal plankton lag behind similar changes in plant plankton because the
animals feed on the plants.’
Into which category does the statement fall?
A It is a reasonable interpretation of the data.

B It is a restatement of the data, not an interpretation.
C It is contradicted or not supported by the data.
D More data are required in order for this interpretation to be made.
29 Which sequence is a food chain?
A decomposer → carnivore → producer → herbivore
B decomposer → herbivore → producer → consumer
C producer → herbivore → carnivore → carnivore
D producer → producer → consumer → decomposer
30 Which stage of the carbon cycle depends on the presence of bacteria and fungi in the soil?
A combustion
B decomposition
C photosynthesis
D respiration
31 Which term correctly describes the malarial pathogen?
A bacterium
B insect
C parasite
D vector

5090/11/M/J/18
13
32 Which two air pollutants contribute to acid rain?
A carbon dioxide and methane

B oxygen and oxides of nitrogen
C sulfur dioxide and methane
D sulfur dioxide and oxides of nitrogen
33 The diagram shows the chromosomes in a cell.
Which diagram shows the product of one division of the cell by mitosis?
A B
C D

14
34 The diagram shows the stigma, style and ovary of a flower.
Where does fertilisation take place?
D
C
35 In which part of the human female reproductive system does a zygote start to divide to form a ball
of cells?
A cervix
B ovary
C oviduct
D uterus
36 What is the best way to prevent the spread of the human immunodeficiency virus (HIV)?
A Always keep fit by taking regular exercise.

B Do not drink from a cup that has been used by an infected person.
C Have regular tests for HIV infection.
D Use condoms during sexual intercourse.

5090/11/M/J/18
15
37 The diagram shows a pair of chromosomes from the same cell.
P Q
A gene is found at the point labelled P.
In a heterozygous individual, what will be found at the equivalent position labelled Q?
A a different allele of a different gene

B a different allele of the same gene
C a different gene of the same allele
D the same gene of the same allele
38 Which characteristics show continuous and discontinuous variation in humans?
continuous variation discontinuous variation
A blood groups skin colour

B free or attached ear lobes blood groups
C height free or attached ear lobes
D intelligence hair colour
39 Which statements about natural selection are correct?
natural selection can natural selection can natural selection can

lead to better adapted lead to extinction lead to gene
species surviving of a species mutations occurring
A true true true

B true true false
C true false true
D false true true

16
40 Which statements about genetically engineered plants show potential benefits?
1 The increased yield from genetically engineered plants allows a smaller area of land
to be farmed.
2 Genetically engineered plants may have improved nutritional value.
3 Some plants can be genetically modified to give resistance to diseases.
4 Cross-pollination with weeds could produce new varieties of weeds.
5 The use of genetically engineered crops may explain the increase in allergies in
children.
6 There is more research needed on the long term effects of genetically engineered
crops on the environment.

5090/11/M/J/18
BIOLOGY 5090/11
MARK SCHEME
Maximum Mark: 40
Published
examination.
Teachers.
Cambridge International is publishing the mark schemes for the May/June 2018 series for most
Cambridge IGCSE™, Cambridge International A and AS Level and Cambridge Pre-U components, and
some Cambridge O Level components.
IGCSE™ is a registered trademark.

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PUBLISHED
1 B 1
2 C 1
3 B 1
4 A 1
5 B 1
6 B 1
7 C 1
8 C 1
9 B 1
10 D 1
11 D 1
12 B 1
13 A 1
14 D 1
15 A 1
16 D 1
17 C 1
18 C 1
19 D 1
20 B 1
21 D 1
22 A 1
23 C 1
24 C 1
25 C 1
26 A 1
27 D 1
28 A 1

Page 2 of 3
PUBLISHED
29 C 1
30 B 1
31 C 1
32 D 1
33 B 1
34 A 1
35 C 1
36 D 1
37 B 1
38 C 1
39 B 1
40 A 1

Page 3 of 3
* 7 2 2 1 6 7 6 9 9 2 *
BIOLOGY 5090/21
1 hour 45 minutes
Section A
Section B
Section C

DC (LK/JG) 145251/6
www.sytech.co.zw
2
Section A
Write your answers in the spaces provided.
1 The diagram shows a food web in a pond.
kingfisher
small fish frog
tadpole water beetle snail
water plant
(a) (i) Complete the table by writing the correct number of organisms for each statement about
the food web. The first number has been written for you.
statement number
the number of producers 1
the number of consumers
the number of herbivores
the number of carnivores
the number of food chains
[4]
(ii) Draw and label a pyramid of biomass for one food chain from the food web.
[2]

5090/21/M/J/18
3
(b) The pond may become polluted by fertilisers containing nitrogen.
Explain how this pollution might affect the population of frogs in the pond.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[4]
[Total: 10]

4
2 The diagram shows a male human gamete.
nucleus
(a) (i) State the name of the male human gamete.
.............................................. [1]
The diagram below shows the male reproductive system and associated organs.
(ii) Label with a letter X on the diagram where the male gametes are produced.
[1]
(iii) The nucleus of the male gamete is different from the nuclei of other types of cell found at
location X.
State the cause of this difference and explain its importance in reproduction.
cause of difference ............................................................................................................
...........................................................................................................................................
...........................................................................................................................................
explanation ........................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
[3]

5090/21/M/J/18
5
(b) Describe the differences in size and mobility between the male human gamete and the female
human gamete.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[2]
(c) Complete the paragraph by writing the most appropriate word in each of the spaces.
The fusion of a male human gamete and a female human gamete to form a
.................................... is called .................................... . A ball of cells is then formed that
becomes implanted in the wall of the .................................... .

[3]
[Total: 10]

6
3 The diagram shows the fruit of a plant.
(a) Suggest why this fruit is most likely to be wind-dispersed.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[3]

5090/21/M/J/18
7
(b) An investigation was carried out to find the time taken for several of these fruits to reach the
ground when dropped from the same height. The horizontal distance travelled by each fruit in
that time was also measured.
The results of the investigation are shown in the graph.
250
200
150
distance
travelled
by fruit
/ cm
100
50
0
0 2 4 6 8 10 12 14 16
time taken for fruit to reach ground / s
(i) Describe the pattern shown by the results in the graph.
...........................................................................................................................................
.......................................................................................................................................[1]
(ii) State the number of fruits in the investigation that took between 4 and 10 seconds to
reach the ground.
............................................. [1]

8
(iii) Suggest and explain advantages to the plant of its fruits taking a longer time to reach the
ground.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[4]
(c) When a fruit of the plant reaches the ground, the process of germination to form a new plant
may take place.
State one environmental condition that affects germination and explain the importance of this
condition.
environmental condition ............................................................................................................
explanation ................................................................................................................................
...................................................................................................................................................
[2]
[Total: 11]

5090/21/M/J/18
9
4 The diagram shows a human heart and associated blood vessels.
F A
E B
D C
(a) Complete the table to show which of the parts A to F contain oxygenated blood and which
contain deoxygenated blood.
Write each of the letters A to F in either the right or the left side of the table.
contain oxygenated blood contain deoxygenated blood
[2]
(b) (i) Complete the table below to show which of A to F are involved in the circulation of blood
to or from each of the following locations:
• the lungs,
• the body tissues.
Write each of the letters A to F in either the right or the left side of the table.
blood to or from the lungs blood to or from the body tissues
[4]

10
(ii) Compare the pressure of blood in the circulation to the body tissues and the pressure of
blood in the circulation to the lungs.
...........................................................................................................................................
.......................................................................................................................................[1]
(iii) Explain how the structure of the heart produces this difference in blood pressure.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[3]
[Total: 10]

5090/21/M/J/18
11
5 (a) (i) Describe the main characteristics of a virus.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[3]
(ii) The human immunodeficiency virus (HIV) reproduces inside white blood cells and
destroys them.
Use your knowledge of the functions of white blood cells to suggest why the virus is
named the immunodeficiency virus.
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[2]
(b) (i) HIV causes a disease called AIDS. The virus may be transmitted during sexual
intercourse.
State two methods by which the spread of HIV by sexual intercourse may be controlled.
1 ........................................................................................................................................
...........................................................................................................................................
2 ........................................................................................................................................
...........................................................................................................................................
[2]
(ii) HIV may be transmitted in other ways.
State two ways, other than during sexual intercourse, by which HIV may be transmitted.
1 ........................................................................................................................................
...........................................................................................................................................
2 ........................................................................................................................................
...........................................................................................................................................
[2]
[Total: 9]

12
Section B
6 The diagram shows a magnified transverse section through a leaf.
Name each of J, K, L and M and explain the importance of each in the process of transpiration.
J .......................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
K .......................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
L .......................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
5090/21/M/J/18
13
M ......................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
[10]
[Total: 10]

14
7 (a) Define the term allele.
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[2]
(b) In mice, the allele for black fur (B) is dominant to the allele for white fur (b).
Two mice with black fur were mated to produce offspring, all of which were black.
One of these black offspring was then mated with a mouse with white fur. Equal numbers of
mice with black fur and with white fur were produced.
Complete the genetic diagram to show the pattern of inheritance in each cross.
phenotypes of first parents black fur × black fur
genotypes of first parents ....................... × .......................
gametes ............. ............. ............. .............
genotypes ....................... .......................
phenotype all have black fur
phenotypes of second parents black fur × white fur
genotypes of second parents ....................... × .......................
gametes ............. ............. ............. .............
genotypes ....................... .......................
phenotypes black fur white fur

[8]
[Total: 10]
5090/21/M/J/18
15
Section C
8 (a) Describe one example of a simple reflex action and explain the importance to the body of this
action.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[4]
(b) Describe how named components of the nervous system are involved in producing a reflex
action.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[6]
[Total: 10]

16
9 (a) Explain the concept of control by negative feedback.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[4]
(b) Describe how two named components of the skin are involved in regulating body temperature
in hot conditions.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[6]
[Total: 10]

5090/21/M/J/18
BIOLOGY 5090/21
MARK SCHEME
Maximum Mark: 80
Published
Teachers.

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PUBLISHED
Generic Marking Principles
These general marking principles must be applied by all examiners when marking candidate answers. They should be applied alongside the
specific content of the mark scheme or generic level descriptors for a question. Each question paper and mark scheme will also comply with these
marking principles.
GENERIC MARKING PRINCIPLE 1:
Marks must be awarded in line with:
• the specific content of the mark scheme or the generic level descriptors for the question
• the specific skills defined in the mark scheme or in the generic level descriptors for the question
• the standard of response required by a candidate as exemplified by the standardisation scripts.
Marks awarded are always whole marks (not half marks, or other fractions).

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Marks must be awarded positively:
• marks are awarded for correct/valid answers, as defined in the mark scheme. However, credit is given for valid answers which go beyond the
scope of the syllabus and mark scheme, referring to your Team Leader as appropriate
• marks are awarded when candidates clearly demonstrate what they know and can do
• marks are not deducted for errors
• marks are not deducted for omissions
• answers should only be judged on the quality of spelling, punctuation and grammar when these features are specifically assessed by the
question as indicated by the mark scheme. The meaning, however, should be unambiguous.
Rules must be applied consistently e.g. in situations where candidates have not followed instructions or in the application of generic level
descriptors.

PUBLISHED
Marks should be awarded using the full range of marks defined in the mark scheme for the question (however; the use of the full mark range may
be limited according to the quality of the candidate responses seen).
Marks awarded are based solely on the requirements as defined in the mark scheme. Marks should not be awarded with grade thresholds or
grade descriptors in mind.
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PUBLISHED

/ alternatives
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1(a)(i) (1) 4
6;
3;
3;
3;
1(a)(ii) correct shape ; 2
correct labels ;
1(b) more plants / growth of plants / more leaves / algal bloom AW ; 4 If the account is in a logical sequence,
marks may be awarded from either side of
eutrophication ; table
reference to nitrate production for decomposition / O2 used or
protein ; respiration by bacteria ;
more food for water beetle / snail ; less food for water beetle / snail ;
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more food for frogs ; less food for frogs ;

population of frogs increases ; population of frogs decreases ;

PUBLISHED
2(a)(i) sperm ; 1
2(a)(ii) testis correctly labelled with X ; 1
2(a)(iii) sperm cells / gamete + meiosis OR other cells + mitosis ; 3 Marks can be awarded under cause of
difference or explanation
different allele combinations on chromosomes ;
reference to (nucleus of sperm) haploid / half number AW ;
reference to restoration of diploid / full number AW ;
(upon) fertilisation / fusion of gametes ;
2(b) male / sperm + small(er) ; 2
male / sperm + motile / mobile / can swim AW ;

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2(c) zygote ; 3
fertilisation ;
uterus / womb ;
3(a) reference to structures on top of fruit ; 3
increases surface area ;
delays descent / wind catches beneath structures / floats AW ;
3(b)(i) time taken increases + distance travelled increases OR proportional ; 1
3(b)(ii) 6; 1

PUBLISHED
3(b)(iii) (fruits / seeds) will travel further ; 4
away from plant ;
away from other fruit / seeds / scattered ;
colonise other areas ;
reduced competition / prevent overcrowding ;
competition for light / water / nutrients ;
increased chance of + new plant / reproduction / germination AW ;
3(c) environmental condition 2

temperature / water / oxygen ; R air
explanation ;
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• (temperature) reference to enzyme activity

• (water) reference to solution / softening / rupture of testa / enzyme
activity / transport
• (oxygen) reference to respiration
4(a) 2 A one or two correct letters in both boxes

contain oxygenated blood contain deoxygenated blood
for 1 mark in total
A+B+C; D+E+F;
4(b)(i) blood to or from the lungs blood to or from the body tissues 4
any two of F + B + C ; any two of A + D + E ;

three correct F + B + C ;; three correct A + D + E ;;

PUBLISHED
4(b)(ii) higher (to the body tissues) AW ; 1
4(b)(iii) left ventricle ; 3 ORA for right ventricle for all points
thicker AW ;
muscle ;
greater + contraction / force (applied to blood) AW ;

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PUBLISHED
5(a)(i) very AW small ; 3
protein coat / capsid ;
no membrane / no cytoplasm / no nucleus / non-cellular / no organelles ;
nucleic acid / DNA / RNA ;
parasitic / (may be) pathogen(ic) / cause disease / non-living AW ;
unaffected by antibiotics ;
5(a)(ii) reference to immune / immunity (system or affected) ; 2
reference to reduced AW + antibody production ;
reference to reduced AW + phagocytic action ;

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5(b)(i) barrier contraception / correct named contraceptive method e.g. condom ; 2 A avoid unprotected sex
abstinence ;
only one partner AW ;
reference to use of anti-retroviral drugs ;
5(b)(ii) sharing + needles / sharp objects / toothbrushes ; 2
blood transfusion / contact ;
from mother to baby / across placenta / during birth / during breast-feeding ;

PUBLISHED
6 (J) 10 Note marking points must not be

cuticle ; transferred between the sections
waterproof / waxy AW ;
prevents / reduces + water loss / transpiration / evaporation ;
(K)
xylem ; R ‘phloem’ for xylem
transport + water ;
from named location to named higher location ;
(L)
spongy ;
air / intercellular + spaces ;
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water film AW ;
evaporation / water vapour ;
diffusion ;
(M)
stoma / stomata ;
guard cell ;
open / close ;
reference to water vapour + exits ;
diffusion ;

PUBLISHED
7(a) form / version ; 2
gene ;
reference to codes for / specifies production of + protein ;
reference to dominant / codominant / recessive ;
7(b) BB ; x Bb ; 8 Allow any order within each marking point
B+B+B+b;
BB + Bb ;
Bb (black) ; x bb (white) ;
B+b+b+b;
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Bb + bb ;

PUBLISHED
8(a) named stimulus / trigger for a specific reflex action ; 4
correct named receptor for stimulus given ;
action described correct for example given ;
importance of specific action explained ;
8(b) synapse (anywhere in sequence) ; 6
impulse / electrical pulse (anywhere in sequence) ; Ig signal / message
receptor ;
detection of stimulus ;
then
sensory neurone ;
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relay / inter(mediate) / connector neurone ;
reference to CNS / brain / spinal cord ;
then
motor neurone ;
effector / named effector ;
action of effector or described ;

PUBLISHED
9(a) parameter / condition e.g. temperature ; 4
change from set point / norm AW ;
detected ;
reference to communication or named method (e.g.nerve / impulse / hormone) ;
reference to control centre / coordinator / hypothalamus / brain ;
response / corrective mechanism(s) ;
reversal /correction of initial change / return to set point or norm ;

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PUBLISHED
9(b) any two from nerve ending / blood vessels / sweat gland / hair ;; 2
(nerve ending) 4
detects / receptor ;
change / increase in temperature ;
impulse / (message) to brain ;
(blood vessels)
dilate ; A if with reference to capillaries
more blood to surface of skin ;
reference to capillaries ;
reference to increased radiation / heat loss ;

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(sweat gland / duct)
secretion / release / skin surface + sweat ;
reference to evaporation ;
(hair)
lowers ;
less air trapped / loss of insulation ;

* 7 5 4 7 4 4 1 9 5 5 *
BIOLOGY 5090/31
1 hour 15 minutes
Additional Materials: As specified in the Confidential Instructions.


Total
DC (JM) 162275
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2
You are advised to read through the questions on this paper carefully before starting work.
1 You are going to investigate heat loss from the outer surface of the bodies of two animals.
You are provided with a large test-tube and a small test-tube to represent the two animals.
The large test-tube has a lower surface area to volume ratio.
The small test-tube has a higher surface area to volume ratio.
When you are ready, place the two test-tubes in a rack or beaker and raise your hand. The
Supervisor will pour hot water into the two test-tubes.
Caution: the test-tubes will be hot.
(a) (i) Immediately measure the temperature of the water in each test-tube and record your
measurements in the table.
After 2 minutes, measure the temperature of the water in each test-tube again and record
your measurements in the table.
Measure the temperature of the water in each test-tube every 2 minutes for 10 minutes
and record your measurements in the table.
temperature / °C
time / minutes
large test-tube small test-tube
0
2
4
6
8
10
[2]
(ii) Describe how your results could be made more reliable.
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[2]

5090/31/M/J/18
3
(b) (i) On the grid below and using one set of axes, construct a graph with two lines to show
the relationship between time and temperature of the water in the two test-tubes.
Join your points with ruled, straight lines.
[5]
(ii) Use your graph to determine the temperature of the water in the large test-tube at 3
minutes.
Show your working on your graph.
............................................................[2]
(iii) Describe what you can conclude about heat loss in large and small animals from your
results.
...........................................................................................................................................
.......................................................................................................................................[1]

4
(c) Penguins are animals that need to maintain a constant body temperature. They can be found
living in cold climates near the South Pole as well as in the warmer climate of New Zealand.
Using the results of this investigation, suggest and explain:
(i) what difference there may be in the size of the penguins found in these two areas,
size ....................................................................................................................................
...........................................................................................................................................
explanation ........................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
[2]
(ii) why penguins stand very close together in groups when external temperatures are very
low.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[2]
[Total: 16]

5090/31/M/J/18
5
2 The photograph shows a human tooth.
(a) In the space below make a large drawing of this tooth.
[4]
(b) (i) Draw a line on the photograph to show the maximum length of the tooth.
Measure and record this length. ................................................................
Draw a line on your drawing to show the maximum length of the tooth.
Measure and record this length. ................................................................

[3]
(ii) Use your measurements in (b)(i) to calculate the magnification of your drawing compared
to the tooth in the photograph.
Show your working.
x .......................................................... [2]
6
(c) Plaque is a layer of bacteria which forms on teeth and can cause dental decay.
The pH of the plaque from the teeth of student P was measured during a day. The results
were plotted on a graph.
student P
7.0
pH of
tooth 6.0
plaque
5.0
6 8 10 12 14 16 18 20 22 24
time / hours
(i) Suggest how the pH of plaque could be measured safely.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[3]
(ii) Suggest and explain why the pH of plaque in the graph is lower at certain times of the
day.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[4]

5090/31/M/J/18
7
The pH of the plaque from the teeth of another student, Q, was also measured during a day.
The results were plotted on a graph.
student Q
7.0
pH of 6.0
tooth
plaque
5.0
4.0
6 8 10 12 14 16 18 20 22 24
time / hours
(iii) Dental decay starts to occur when the pH falls below 5.5. Suggest and explain why
student Q is more likely to have dental decay than student P.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[3]
(d) Some people rinse their mouths after eating with a liquid called mouthwash. Manufacturers of
mouthwash claim that it helps to reduce dental decay.
Describe how you would investigate whether using mouthwash after eating affects the pH of
plaque in a group of 10 students.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................

8
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[5]
[Total: 24]

5090/31/M/J/18
BIOLOGY 5090/31
MARK SCHEME
Maximum Mark: 40
Published
Teachers.

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PUBLISHED
marking principles.

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descriptors.

PUBLISHED
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PUBLISHED

/ alternatives
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1(a)(i) 12 temperatures recorded, one in each box of table ; 2
decrease in temperature in both test-tubes ;
1(a)(ii) repeat the (same) experiment ; 2
calculate the mean / average ;
ensure same initial temperature for both test-tubes ;
1(b)(i) 5
1 time on x-axis + temperature on y-axis, labelled at least
t / min + temp / °C ;
2 linear scales with values at the origin for both axes ;
3 12 points plotted clearly and correctly ;

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4 centres of points joined with ruled, straight lines ;
5 lines identified by label or key ;
1(b)(ii) working shown on graph ; 2
correct reading from graph + °C ;
1(b)(iii) accurate interpretation of actual graph drawn ; 1
both animals / test-tubes lose heat ;

PUBLISHED
1(c)(i) either 2
size lower surface area : volume (ratio) animals at South
Pole / cold climates ORA ;
explanation less heat loss / more heat retained ;
or
size larger animals at the South Pole / cold climate ORA ;
explanation less heat loss / more heat retained / lower
surface area : volume (ratio) ;
1(c)(ii) reduces / slows heat loss / retain more heat ; 2
reduces surface area : volume (ratio) ;
2(a) 4
1 tooth in photograph drawn at least 60 mm long ;
2 clear, continuous outline drawn with sharp pencil + no

shading ;
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3 level crown with small / accurate / realistic indent in

outline + two roots drawn ;
4 roots less than half total length of tooth + left-hand root

curves right at base ;
2(b)(i) 3
1 vertical line indicating max length of tooth in both photo
and drawing ;
2 two correct measurements of lines drawn ;
3 correct units at least once ;

PUBLISHED
2(b)(ii) drawing measurement divided by measurement of the tooth 2

in photograph ;
correct answer ;
2(c)(i) sample of plaque removed from teeth / method of removing 3

plaque described ;
use Universal Indicator / pH probe / pH sensor / pH meter ;
compare with colour chart / observe colour change or read

value ;
2(c)(ii) (lower) after food / drink is consumed / mealtime AW ; 4

reference to sugar ;
reference to bacteria ;
anaerobic respiration ;
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(lactic) acid produced ; A any reference to acid or increased acidity
2(c)(iii) student Q eats more often AW ; 3
more time / most of the time (compared to P) with teeth in low

pH range / below 5.5 ;
acid damages enamel / causes decay ;

PUBLISHED
2(d) 1 same food eaten by all students ; 5
2 measure pH of plaque after eating before

mouthwashing ;
3 mouthwash used ;
4 measure pH of plaque after mouthwashing ;
5 after same time period;
6 half sample / 5 students use mouthwash + half sample / 5

students use no mouthwash / (distilled) water ;
7 correct reference to control group (non-mouthwash) ;
8 equal volumes of mouthwash / (distilled) water ;

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* 6 8 8 9 7 6 9 9 5 6 *
BIOLOGY 5090/61
1 hour


DC (LK/SW) 142273/5
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2
1 A student investigated the digestion of protein in mammals.
He used:
• a solution of protein that is milky in appearance

• a solution of an enzyme that is found in the stomach of mammals
• a pH solution with a particular pH value
• some distilled water.
He knew that, as the protein was digested, the protein solution would turn from milky to clear.
He set up four test-tubes, A, B, C and D, and put 5 cm3 of protein solution into each one.
He then placed the four test-tubes in a water bath for 5 minutes.
After 5 minutes, he added other solutions to the 4 test-tubes so that their contents were as shown:
A B C D
5 cm3 protein solution 5 cm3 protein solution 5 cm3 protein solution 5 cm3 protein solution
5 drops of distilled water 5 drops of pH solution 5 drops of distilled water 5 drops of pH solution
5 cm3 distilled water 5 cm3 distilled water 5 cm3 enzyme solution 5 cm3 enzyme solution
He returned the 4 test-tubes to the water bath and observed them for the next 5 minutes.
At 3 minutes, the contents of test-tube D became clear.
At 5 minutes, the contents of test-tube C became clear.
At 5 minutes, the contents of test-tubes A and B remained milky.

5090/61/M/J/18
3
(a) Use this information to complete the table, including the column heading.
................... observations
/ ................... A B C D
0 milky milky
1 milky milky
2 milky milky
3 milky milky
4 milky milky
5 milky milky
[3]
(b) Explain what the student could conclude about the digestion of protein from these results.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[2]
(c) (i) Suggest a suitable temperature for the water in the water bath and explain why that
temperature should be used.
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[2]
(ii) Suggest a suitable piece of apparatus:
for measuring the volume of enzyme solution ....................................................
for adding the pH solution .................................................................................. [2]
(iii) Explain why distilled water was added to test-tubes A, B and C.
...........................................................................................................................................
.......................................................................................................................................[1]

4
(d) Giving full experimental details, design an experiment based on test-tube D to investigate
the effect of different pH values on the action of this enzyme.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[5]
(e) State and explain one safety precaution that should be taken when this experiment is
carried out.
...................................................................................................................................................
...............................................................................................................................................[2]
[Total: 17]

5090/61/M/J/18
5
2 The photomicrograph shows a vertical section of a leaf as seen under a microscope.
cuticle
upper
epidermis
lower
epidermis
cuticle
(a) (i) On the photomicrograph, draw ruled labelling lines to identify:
• a palisade cell (label your line P)

• a guard cell (label your line G). [2]
(ii) Complete the table to compare the upper and lower surfaces of the leaf.
feature upper surface lower surface
cuticle
epidermis
[2]

6
(b) The photomicrograph shows a part of the surface of the epidermis of a leaf.
X Y guard cells
epidermal cell
magnification ×800
In the space below make a large drawing of the cells labelled ‘guard cells’ and ‘epidermal cell’
as they appear in the photomicrograph.
[5]

5090/61/M/J/18
7
(c) (i) Measure and record the maximum length of the guard cells between X and Y on the
photomicrograph.
................................................................
Draw a line in the same position on your drawing.
Measure and record the length of this line.
................................................................
[3]
(ii) Use your measurements in (c)(i) to calculate the magnification of your drawing compared
to the actual size of the guard cells between X and Y.
Show your working.
x ...........................................................[3]
[Total: 15]

8
3 A student investigated the effect of exercise on her pulse rate.
She cycled for 5 km and then recorded her pulse rate every minute for 5 minutes as she rested.
Her results are shown in the table.
time after exercise pulse rate

/ minutes / beats per minute
0 180
1 112
2 94
3 88
4 86
5 84
(a) Describe how she could measure her pulse rate.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[2]

5090/61/M/J/18
9
(b) (i) On the grid below, construct a graph to show the student’s results. Join your points with
ruled, straight lines.
[4]
(ii) Describe how the student’s pulse rate changes following her exercise.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[2]
[Total: 8]

5090/61/M/J/18
10
BLANK PAGE

5090/61/M/J/18
11
BLANK PAGE

5090/61/M/J/18
12
BLANK PAGE

5090/61/M/J/18
BIOLOGY 5090/61
MARK SCHEME
Maximum Mark: 40
Published
Teachers.

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PUBLISHED
marking principles.

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descriptors.

PUBLISHED
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PUBLISHED

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PUBLISHED
1(a) time / minutes ; 3
test-tube C correct ;
test-tube D correct ;
observations
time/minutes
A B C D
0 milky milky milky milky
3 milky milky milky clear
4 milky milky milky clear
5 milky milky clear clear
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1(b) enzyme (solution) needed to digest protein ; 2
works more quickly when pH solution added ; A acid for pH solution
1(c)(i) between 35 and 45 °C inclusive ; 2
relate to (mammalian) body temperature ;
1(c)(ii) syringe / measuring cylinder ; 2 A graduated pipette / burette
(dropping) pipette / dropper ;
1(c)(iii) equal volumes in each test-tube ; 1
as control (for pH and enzyme solutions) ;

PUBLISHED
1(d) 1 same volume / concentration / type of enzyme ; 5
2 same volume / concentration / protein solution ;
3 same volume of pH solutions ;
4 different pH solutions used ;
5 suitable range of pH values ; at least 3 pH values including < 7 and > 7
6 water bath / same or constant temperature ;
7 measure time for solution to go clear ;
8 fastest to clear = optimum pH ;
1(e) goggles / gloves ; 2
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because enzymes / acid / alkali / chemicals used AW ;

PUBLISHED
2(a)(i) P (palisade cell) correctly identified ; 2
Q (guard cell) correctly identified ;
2(a)(ii) cuticle thick + thin ; 2

epidermis
cells larger / more rounded v cells smaller / less rounded ; Ig reference to chloroplasts
OR
guard cells / stoma absent v guard cells / stoma present ; A stomata
OR
thick v thin
2(b) clear, continuous outline around guard cells and epidermal cell + no shading + 5
only guard cell and epidermal cell drawn together ;
size of guard cell at least 45 mm length ;

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epidermal cell at least 2× length of guard cell ;
3 nuclei with 2 in guard cells clearly drawn ;
2 distinct guard cells and stoma visible ;
2(c)(i) line drawn on drawing ; 3
two correct measurements ; photo 33mm ± 1 mm
units ;
2(c)(ii) drawing measurement divided by X – Y measurement ; 3 A formula / expression if stated
x 800 ;
correct answer ; R if units given

PUBLISHED
3(a) feeling skin / wrist / neck / stethoscope ; 2 A use of pulse rate monitor / smart watch

R reference to vein
Ig blood pressure monitor
counting per time interval / part minute (and multiplying appropriately) ;
3(b)(i) time on x-axis + pulse rate on y-axis + labels t / min + pulse rate / beats per min ; 4
linear scales with values at origin, y-axis not starting at zero / scale break ;
6 points plotted correctly ;
points joined with ruled, straight lines ;

If bar chart drawn, max 3 marks i.e.
1 axes labelled t / min + pulse rate/beats
per min with time labels central to
bars ;
www.sytech.co.zw
2 linear scales with value at the origin of

pulse rate axis ;
3 6 values clearly and correctly
represented ;
4 not awarded
3(b)(ii) pulse rate falls / decreases / goes down ; 2
rate of decrease falls AW ;

BIOLOGY 5090/12
1 hour
Soft clean eraser
*8931258670*

IB18 11_5090_12/4RP
www.sytech.co.zw
2
1 A cell is observed under a microscope.
Which feature identifies it as a plant cell?
A The cell contains a single large sap vacuole.

B The cell contains glucose and amino acids.
C The cell contains stored fat.
D The cell surface membrane is partially permeable.
2 Which statements about diffusion are correct?
molecules move rate slows down

only occurs within
from a higher to a as the temperature
living systems
lower concentration increases
A key
B = yes
C = no
D

5090/12/O/N/18
3
3 The diagram shows a root hair cell and surrounding soil particles.
2
3
1
soil water
soil particle
Osmosis occurs when regions of higher and lower concentration of water molecules are
separated by a partially permeable membrane.
On the diagram, what are these regions?
higher concentration partially permeable lower concentration

of water molecules membrane of water molecules
A 1 2 4
B 1 3 4
C 4 2 1
D 4 3 1
4 What are enzymes?
A fats that are secreted by glands in the digestive system

B fats that have a characteristic molecular shape
C proteins that act as biological catalysts
D proteins that are unaffected by temperature
5 Some organisms live at the bottom of the sea where it is very dark. To synthesise glucose, they
use energy from chemicals in the very hot water that comes out of volcanoes.
What is a distinguishing feature of these organisms?
A Their enzymes are easily denatured by heat.

B They do not need carbon dioxide.
C They do not need to be green.
D They obtain energy only as carnivores.

4
6 An experiment is set up as shown. The volume of gas collected is measured after 30 minutes.
gas collected light source
aquatic plant
water
The experiment is repeated several times. Each time the light intensity is increased.
Which graph shows the results?
A B
volume of gas volume of gas

produced produced
light intensity light intensity
C D
volume of gas volume of gas

produced produced
light intensity light intensity

5090/12/O/N/18
5
7 The diagram represents a cross-section of part of a leaf.
How does the oxygen content of the air at X compare to normal atmospheric air when the leaf is
in the light and when it is in the dark?
in the light in the dark
A higher lower
B higher the same
C lower higher
D lower the same
8 What are the smaller basic units that make up glycogen and protein?
glycogen protein
A amino acids glucose

B fatty acids glucose
C glucose amino acids
D glucose fatty acids

6
9 Which pathway provides humans with the most fibre (roughage) in the diet?
A B C D
soya beans grass maize plant microscopic plants
cow chicken crustaceans
fish
human
10 A gland secretes different types of enzymes into part of the alimentary canal which allows
digestion of proteins and starch. It also receives alkaline secretions from another gland and
contains muscles that are used in peristalsis.
Which part of the alimentary canal is being described?
C
A
D
11 What is not a function of transpiration?
A It causes minerals to travel up through the plant.

B It causes water to move from the roots to the leaves.
C It helps to keep the plant cool.
D It helps to release energy in cells.

5090/12/O/N/18
7
12 The diagram shows part of a tree trunk. A ring of bark including the phloem has been removed.
tree trunk
ring of bark
removed
The tree will eventually die because removing the bark stops the transport of
A mineral salts to the leaves.

B organic nutrients to the roots.
C oxygen to the roots.
D water to the leaves.
13 Which of these organs will receive blood from both an artery and a vein?
kidney liver lung
A key
B = yes
C = no
D

8
14 The diagram shows a section through the human heart.
Q
P
U
T
Which suggests that blood leaves the heart at different pressures, when going to the lungs and to
the body?
A Chambers R and S have different volumes.

B The walls of the atria are thinner than the walls of the ventricles.
C Valve P is stronger than valve Q.
D Wall T is more muscular than wall U.
15 The diagram shows chemicals being exchanged between some cells and a blood capillary.
What could be the identities of chemicals P and Q?
P Q
A amino acids and oxygen carbon dioxide and maltose

B carbon dioxide and glucose alcohol and oxygen
C carbon dioxide and urea oxygen and protein
D glucose and oxygen carbon dioxide and water

5090/12/O/N/18
9
16 How many molecules of carbon dioxide will be produced from the breakdown of two molecules of
glucose in aerobic respiration?
A 2 B 4 C 6 D 12
17 How does anaerobic respiration in muscle cells cause a reduction in blood pH?
A Carbon dioxide, from anaerobic respiration, dissolves in the blood.

B Ethanol produced from cell respiration diffuses into the blood.
C Lactic acid diffuses into the blood.
D Oxygen is removed from the blood supplying the muscle cells.
18 Which row shows the events that occur to cause air to flow into the lungs?
shape of movement of
the diaphragm the rib cage
A dome-shaped down and inwards

B dome-shaped up and outwards
C flattened down and inwards
D flattened up and outwards
19 Why is it important that the lungs remove carbon dioxide from the body?
A Carbon dioxide is a greenhouse gas.

B Carbon dioxide is a metabolic waste product and is poisonous.
C Carbon dioxide would increase the pH of the blood.
D Carbon dioxide is needed by plants for photosynthesis.
20 Which structures are all involved in controlling human body temperature?
A blood vessels near the skin surface, the cerebellum and sweat glands
B blood vessels near the skin surface, the hypothalamus and skeletal muscles
C kidneys, the cerebellum and sweat glands
D kidneys, the hypothalamus and skeletal muscles

10
21 The diagrams show the eye viewed from the front and its lens in cross-section.
1 2 3 4
lens
Which diagrams show the appearance of the pupil and the shape of the lens when looking up at
the sky at night?
22 What is a major function of the medulla in the brain?
A balance and coordination

B controlling contractions of the diaphragm
C reasoning and thinking
D secretion of hormones
23 Which statement about insulin is correct?
A It converts glycogen to glucose.

B It is broken down by the liver.
C It is secreted by the liver.
D Its release increases blood glucose levels.

5090/12/O/N/18
11
24 The diagram shows the elbow joint in two different positions.
muscle X muscle X
muscle Y muscle Y
What happens to the muscles to change the position of the elbow joint as shown above?
muscle Y muscle X
A contracts contracts
B contracts relaxes
C relaxes contracts
D relaxes relaxes
25 The graph shows the effect of four different antibiotics on the growth of a population of bacteria.
100 antibiotic W
antibiotic X
75
percentage
reduction 50 antibiotic Y
in growth
25
antibiotic Z
0
0 10 20 30 40
time / hours
Which of these statements is correct?
1 Antibiotic W is more effective than antibiotic X against these bacteria after 10 hours.
2 Antibiotic X is more effective than antibiotic Y against these bacteria.
3 Antibiotic Z is the most effective of these four antibiotics against these bacteria.
A 1 and 2 B 1 and 3 C 2 only D 3 only

12
26 Yeast is used in the production of which materials?
alcohol bread cheese yoghurt
A key
B = yes
C = no
D
27 Some stages in the production of yoghurt are listed.
1 liquid cooled rapidly
2 liquid kept at 40 – 45 °C for 3 hours

3 culture of bacteria added to liquid
4 liquid pasteurised
In which order do these stages occur?
A 1→2→3→4
B 2→1→4→3
C 3→4→1→2
D 4→3→2→1
28 Which organisms always obtain their energy from dead organic matter?
A consumers
B decomposers
C fungi
D producers

5090/12/O/N/18
13
29 The diagram shows part of a food web.
eagles foxes badgers
ladybirds thrushes hedgehogs
aphids caterpillars snails slugs
trees
Which pyramid of numbers is based on this food web?
A B
C D
30 Which labelled arrow in the nitrogen cycle represents nitrogen fixation?
nitrogen in the air

D
A
nitrogen in nitrogen
animals in plants B
soil nitrates
C
nitrogen in nitrogen in dead
animal waste plants and animals

14
31 Which type of organism is the vector of the parasite that causes malaria?
A bacterium
B fungus
C insect
D virus
32 Why are insecticides sometimes regarded as pollutants?
A They can increase the number of bacteria in ponds and rivers.

B They can increase the rate of growth of water plants.
C They can kill a wide range of insects.
D They can kill the plants that they are designed to protect.
33 What is an advantage of sexual reproduction over asexual reproduction?
A It allows growth of the species.

B It produces offspring more quickly.
C It produces offspring with different characteristics.
D It protects the embryo during its early growth.
34 What are two male parts of a flower?
A anther and carpel

B anther and filament
C carpel and filament
D stamen and style
35 Which row shows a disease and the pathogen that causes it?
pathogen that
disease
causes it
A AIDS bacterium
B AIDS insect
C malaria insect
D syphilis bacterium

5090/12/O/N/18
15
36 The table gives the average dietary requirements of iron in mg per day for females and males of
various ages.
age / years females males
1 7 7
10 11 10
20 15 10
60 10 10
Why does a 20 year-old female require the highest average dietary requirement of iron?
A to act as a store for pregnancy

B to make up for menstrual blood loss
C to promote protein synthesis
D to provide for milk production
37 What is the primary function of DNA?
A It controls the absorption of nutrients.

B It controls the production of protein.
C It controls the rate of mutation.
D It controls the rate of reproduction.
38 In the ABO blood group system, which genotype is homozygous dominant?
A IA IO B IA IB C IB IB D IO IO
39 The diagram shows a family in which some members suffer from a disease caused by a
recessive allele.
1 2 key
male without the disease
female without the disease

3 4 5
male with the disease
female with the disease
6 7
Which are two members of the family who must be heterozygous for the gene?

16
40 Which statement is correct?
A Evolution is natural selection.

B Evolution results in natural selection.
C Natural selection and evolution are independent of each other.
D Natural selection results in evolution.

5090/12/O/N/18
BIOLOGY 5090/12
MARK SCHEME
Maximum Mark: 40
Published
Teachers.
Cambridge IGCSE™, Cambridge International A and AS Level components and some Cambridge O Level
components.

www.sytech.co.zw
PUBLISHED 2018
1 A 1
2 B 1
3 B 1
4 C 1
5 C 1
6 C 1
7 A 1
8 C 1
9 A 1
10 A 1
11 D 1
12 B 1
13 C 1
14 D 1
15 D 1
16 D 1
17 C 1
18 D 1
19 B 1
20 B 1
21 D 1
22 B 1
23 B 1
24 C 1
25 C 1
26 A 1
27 D 1
28 B 1

Page 2 of 3
PUBLISHED 2018
29 A 1
30 A 1
31 C 1
32 C 1
33 C 1
34 B 1
35 D 1
36 B 1
37 B 1
38 C 1
39 A 1
40 D 1

Page 3 of 3
* 0 9 2 1 9 0 5 6 0 0 *
BIOLOGY 5090/21
1 hour 45 minutes
Section A
Section B
Section C

DC (NF/SW) 145249/3
www.sytech.co.zw
2
Section A
1 The diagram shows the parts of a plant growing above ground.
brightly coloured
flower
plantlets fruit
(a) (i) State the type of reproduction that takes place using the flower shown in the diagram.
............................................................................................. [1]
(ii) Describe the events that must take place for the flower to develop into a fruit.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...................................................................................................................................... [5]
(b) The plant may also reproduce without using a flower, to produce new plants from plantlets.
State the type of reproduction that produces the plantlets.
............................................................................................. [1]

5090/21/O/N/18
3
(c) Suggest the advantages to the plant of reproducing by each of the following methods:
using flowers, ............................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
using plantlets. ..........................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
[3]
[Total: 10]

4
BLANK PAGE

5090/21/O/N/18
5
2 The diagram shows a seed (Fig. 1) and a plant developing from this seed (Fig. 2).
Fig. 1 Fig. 2
(a) (i) Name two structures visible in Fig. 2 that are not visible in Fig. 1.
1 ..............................................
2 .............................................. [2]
(ii) Name the process represented by the arrow drawn between Fig. 1 and Fig. 2.
Describe the use of enzymes in this process.
name of process ..............................................
use of enzymes ..................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
[4]
(b) In an experiment, the growth of a plant from a seed is found to be faster as temperatures
increase up to 35 °C.
Explain how the development of a plant from a seed would be affected by a temperature
much higher than 35 °C.
...................................................................................................................................................
...................................................................................................................................................
.............................................................................................................................................. [2]
[Total: 8]

6
3 The diagram shows the arrangement of bones and muscles in the arm.
B
A
(a) (i) Name each of the following:
A ..............................................
B ..............................................
C .............................................. [3]
(ii) Identify the hinge joint on the diagram, by using a label line and the letter H. [1]
(iii) Describe how the type of movement of a ball and socket joint differs from that of a hinge
joint.
...........................................................................................................................................
...................................................................................................................................... [1]
(b) The contraction of muscle A to raise the lower part of the arm requires energy. This energy
may be provided by aerobic respiration.
(i) State the equation, in words or symbols, for aerobic respiration.
...................................................................................................................................... [2]
(ii) Explain why a person may feel pain in muscle A if the arm is raised and lowered a
number of times quickly.
...........................................................................................................................................
...........................................................................................................................................
...................................................................................................................................... [2]

5090/21/O/N/18
7
(iii) Suggest and explain what would happen to the time taken for the person to feel pain in
muscle A if the arm was raised and lowered while holding a heavy object in the hand.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...................................................................................................................................... [3]
[Total: 12]

8
4 The diagram shows the human thorax.
rib
internal and external

intercostal muscles
diaphragm
(a) (i) Describe how each of the structures named in the diagram is involved when a person
takes a single breath in.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...................................................................................................................................... [3]

5090/21/O/N/18
9
(ii) The diagrams below show two magnified structures, D and E, from the thorax.
mucus-
producing capillary
cell
red blood
cell
structure D structure E
Draw lines labelled D and E on the diagram of the thorax on page 8 to indicate the
positions of structure D and structure E. [2]
(b) Describe how structure is related to function for each of the following:
a capillary, .................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
a red blood cell. ........................................................................................................................
...................................................................................................................................................
.............................................................................................................................................. [5]
[Total: 10]

10
5 Fig. 1 shows cells from a plant tissue which have been mounted on a slide with distilled water and
viewed using a microscope.
Fig. 1
Fig. 2 shows cells taken from the same plant tissue when mounted on a slide with concentrated
salt solution.
P
Q
Fig. 2
(a) Explain the appearance of the cells in Fig. 2.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
.............................................................................................................................................. [4]
(b) (i) Identify structures P and Q in Fig. 2.
P ..............................................
Q .............................................. [2]
(ii) State the contents of location R in Fig. 2.
.............................................. [1]
5090/21/O/N/18
11
(iii) The concentrations of substances in structure Q are different from those in location R.
Explain how the properties of structure P result in differences in concentrations of

substances in Q and R.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...................................................................................................................................... [3]
[Total: 10]

12
Section B
6 The diagram shows the location of several features close to a river that runs from mountains into
the ocean.
mountains
agricultural town
land
power station
burning coal
ocean
(a) Describe and explain the possible harmful effects of human activity on the environment at
each of the following locations:
the agricultural land, .................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
the power station. .....................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
.............................................................................................................................................. [6]

5090/21/O/N/18
13
(b) Suggest ways in which people in the town could make changes to their activities in order to
reduce the harmful impact that they have on the environment.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
.............................................................................................................................................. [4]
[Total: 10]

14
7 The diagram shows a region of the alimentary canal and the associated organs.
S
diaphragm
(a) (i) Identify part S.
.............................................. [1]
(ii) Name and describe the process which moves food through part S.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...................................................................................................................................... [4]
(b) (i) Draw a ring around the correct words to complete the sentence below.
higher than the same as lower than
The pH at location U is ......................................... that at location T. [1]

5090/21/O/N/18
15
(ii) Explain how the pH at location U results from secretions produced by organs shown in
the diagram. Name these organs.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...................................................................................................................................... [4]
[Total: 10]

16
Section C
8 (a) Describe and explain how each of the following affects enzyme activity:
pH, ............................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
temperature. .............................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
.............................................................................................................................................. [7]
(b) Name one enzyme that acts in a named part of the alimentary canal and describe the role of
this enzyme in digestion.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
.............................................................................................................................................. [3]
[Total: 10]

5090/21/O/N/18
17
9 (a) Describe and explain how each of the following affects the rate of photosynthesis:
light intensity, ............................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
temperature. .............................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
.............................................................................................................................................. [7]
(b) Explain how animals are dependent on the process of photosynthesis.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
.............................................................................................................................................. [3]
[Total: 10]

5090/21/O/N/18
18
BLANK PAGE

5090/21/O/N/18
19
BLANK PAGE

5090/21/O/N/18
20
BLANK PAGE

5090/21/O/N/18
BIOLOGY 5090/21
MARK SCHEME
Maximum Mark: 80
Published
Teachers.
components.

www.sytech.co.zw
5090/21 Cambridge O Level – Mark Scheme October/November 2018
PUBLISHED
marking principles.

www.sytech.co.zw
descriptors.

PUBLISHED

/ alternatives
R reject
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PUBLISHED
1(a)(i) sexual ; 1
1(a)(ii) pollen + stigma ; 5 Ig self- or cross-pollination

pollen tube ;
style ;
ovary / ovule ;
female gamete / ovum ;
fertilisation or described ;
growth of pericarp / ovary wall ;
petals fall off / stamens or stigma or style withers AW ;
1(b) asexual / vegetative ; 1
1(c) (using flowers) maximum 2 marks from 3

variation AW ;
population more likely to survive environmental change / disease ;
more widely dispersed ;
reduction of competition ;
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(using plantlets) maximum 2 marks from

quick / only one plant needed / no other organism needed ;
supply of water / nutrition from parent plant ;
higher survival rate ;
new plants in environment to which plant is well suited AW ;

PUBLISHED
2(a)(i) radicle / root ; 2
root hairs ;
plumule / shoot / stem ;
leaves ;
hypocotyl ;
2(a)(ii) (name of process) 4

germination / growth ;
(use of enzymes) maximum 3 marks from

digest / breakdown / hydrolysis ;
amylase ;
starch + to maltose / glucose ;
protease ;
protein + to amino acids ;
www.sytech.co.zw
lipase ;
fats + to fatty acids and glycerol ;
2(b) development AW slower / would not germinate / would not grow ; 2

denature ;
reactions / digestion / hydrolysis / breakdown + slow / don’t occur ;

PUBLISHED
3(a)(i) (A) biceps ; 3

(B) scapula / shoulder blade ;
(C) humerus ;
3(a)(ii) hinge joint correctly identified ; 1
3(a)(iii) rotation / more than one plane AW ; 1
3(b)(i) glucose / C6H12O6 + oxygen / 6O2 ; 2 A a mixture of words and correct symbols

carbon dioxide / 6CO2 + water / 6H2O ;
3(b)(ii) anaerobic (respiration) / lack of oxygen ; 2

lactic acid ;
3(b)(iii) (time taken) would decrease / pain quicker ; 3

more muscle activity / muscle works hard(er) ;
more energy ;
more anaerobic (respiration) ;
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more lactic acid ;

PUBLISHED
4(a)(i) diaphragm + contracts ; 3 Ig references to volume / pressure

diaphragm + moves down ;
external intercostal muscles + contract ;
internal intercostal muscles + relax ;
ribs move + up / out ;
4(a)(ii) structure D correctly identified on trachea / bronchus ; 2 A any method of correct identification

structure E identified at end of a bronchiole ;
4(b) (capillary) max 3 marks from 5

wall + one cell thick ;
diffusion ;
example of named substance + in / out / through wall ;
branching / network / contacts many cells / large surface area ;
(red blood cell) max 3 marks from

biconcave AW ;
no nucleus ;
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haemoglobin ;
large surface area ;
oxygen in / out / carriage ;
able to squeeze through capillaries / flexible ;

PUBLISHED
5(a) membrane or P / cytoplasm or Q / pulling away from wall ; 4

plasmolysed / plasmolysis / flaccid ;
water potential / concentration + lower outside than inside cells ORA ;
diffusion / osmosis ;
water + out of cells ;
through + partially AW permeable membrane ;
5(b)(i) (P) membrane ; 2

(Q) cytoplasm ;
5(b)(ii) salt + water / solution ; 1
5(b)(iii) partially AW permeable ; 3

water can pass through ;
other substances (e.g. salt) + cannot pass through ;
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PUBLISHED
6(a) (agricultural land) max 4 marks from 6

insecticides / pesticides / fertilisers ;
into river / ocean / water ;
eutrophication AW ;
contamination of drinking water ;
soil erosion / leaching / run-off ;
* burning + fossil fuels / named fossil fuel ; * A once only for agricultural land or power
* release of carbon dioxide / monoxide ; station
* global warming / greenhouse effect or gas ;
* death of river or marine life ;
(power station) max 4 marks from

* burning + fossil fuels / named fossil fuel ;
* release of carbon dioxide / monoxide ;
* global warming / greenhouse effect or gas ;
* death of river or marine life ;
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release of sulfur dioxide / oxides of nitrogen ;

acid rain ;
increase in water temperature ;
6(b) reduce / recycle / re-use ; 4
max 3 marks from list of examples

glass / metal / plastic / water / fishing / use of cars or catalytic converters / Ig waste / refuse unqualified
effluent / carrier bags / greenhouse emissions / fossil fuels / oil / sewage / plant
trees / renewable energy ;

PUBLISHED
7(a)(i) oesophagus / gullet ; 1
7(a)(ii) peristalsis ; 4
wave of / rhythmic + contraction ;
circular muscles ; Ig longitudinal muscles
behind / pushing (food) ;
7(b)(i) higher than ; 1
7(b)(ii) liver ; 4 Ig gall bladder

bile ;
pancreas ;
pancreatic juice / secretions / hydrogencarbonate ;
bile / pancreatic juice + alkaline / high pH ; A any pH above 7
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PUBLISHED
8(a) (pH or temperature) 7

best / optimum / fastest ;
rate slower both sides of the optimum ;
active site ;
change in shape ;
substrate no longer fits ;
shape of curve described ;
denaturation + pH not optimum / high temperature AW ;
(temperature only)
Increase in temperature increases rate of reaction ;
heat increases rate of molecular movement / kinetic energy ;
more collisions (at higher temperature) ;
8(b) named enzyme from alimentary canal ; 3

correct named location for action of enzyme named ;
correct named substrate + product(s) for substrate named ;
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PUBLISHED
9(a) (light intensity) 7

higher the light intensity the faster the rate of photosynthesis ORA ;
limiting factor ;
up to a maximum ;
(light) absorbed AW + chlorophyll / chloroplasts ;
(temperature)
rate of photosynthesis increases with higher temperature ORA ;
limiting factor ;
faster molecular movement / more kinetic energy ;
enzymes ;
water loss at higher temperatures ;

water + photosynthesis ;
guard cells lose turgidity / closure of stomata ;
wilting ;
9(b) (animals) cannot make their own food / cannot photosynthesise AW ; 3

www.sytech.co.zw
plants + eaten ;
digested ;
assimilated AW ;
respiration / release of energy ; R energy produced
use oxygen from plants ;

plants use carbon dioxide ;

* 4 0 4 8 2 9 2 6 0 6 *
BIOLOGY 5090/31
1 hour 15 minutes


Total
DC (KN/FC) 144233/4
www.sytech.co.zw
2
1 The banana is the fruit of a banana plant. As the fruit gets older, it ripens and becomes easy to
eat. You are provided with a piece of a ripe banana.
• Cut a 1 cm wide cross-section from the middle to give a circular piece of banana.
(a) (i) Make a large drawing of one of the cut surfaces of the banana.
[3]
(ii) Draw a straight line across the largest diameter of your drawing. Measure this line and
record the measurement.
......................................................... mm
Measure the largest diameter on the cut surface of your banana and record the
measurement.
......................................................... mm
Calculate the magnification of your drawing. Show your working.
magnification × ...............................................................
[4]

5090/31/O/N/18
3
• Cut another thin slice from the banana to expose a fresh cross-section.
• Lay this banana section flat, with the freshly cut surface facing upwards.
• Completely cover the cut surface with iodine solution and leave this for five minutes.
• After five minutes, pick up the banana section with forceps. Use water to carefully rinse
excess iodine solution into the empty container labelled waste water.
(b) (i) Describe your observations of the result of this test.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[3]
(ii) State what you can conclude from your observations.
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[2]
(c) (i) Describe how you would test the inner part of another slice of banana to see if it contains
reducing sugar.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[3]
(ii) Carry out this test on a fresh sample of the inner part of the banana. If you require hot
water for a water-bath, raise your hand to request it when needed. Caution: water will
be hot.
State the result of the test and the conclusion you can make.
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[2]
[Total: 17]

4
BLANK PAGE

5090/31/O/N/18
5
2 The European holly is a tree with leaves that can have spines on their edges. The diagram shows
a holly leaf with eight spines.
spine
Some students thought that the leaves on the lower branches of a holly tree had more spines than
the leaves higher up the tree. They carried out an investigation into the number of spines on the
leaves at different heights. They collected leaves from three different heights of the tree, 1 m, 2 m
and 3 m above the ground, and counted the number of spines on each leaf.
Some of the data they collected is shown in the table on page 6.

6
key
I = 1 leaf, II = 2 leaves etc.
number of spines height above ground level / m

per leaf 1 2 3
16 I
15 III
14 III
13 III I
12 II
11 II I
10 I
9 I
8 I I
7
6 I II
5 I
4 II
3 II I
2 III IIII
1 IIII
number of leaves
15 ................... 15
counted
total number of
198 ................... 48
spines
mean number of
13.2 ................... 3.2
spines per leaf

5090/31/O/N/18
7
Data for five leaves collected at a height of 2 m has not yet been added to the table. The five
leaves are shown in the diagram.
(a) (i) Count the spines on the five leaves in the diagram and enter the data in the table on
page 6.
[2]
(ii) Complete the table by calculating the number of leaves counted, the total number of
spines and the mean number of spines per leaf for leaves at the height of 2 m. [3]

8
(iii) Construct a bar chart of the mean number of spines per leaf at each height, on the grid
below.
[4]
(iv) State what the students could conclude from the bar chart about the effect of height on
the mean number of spines.
...........................................................................................................................................
.......................................................................................................................................[1]
(v) Suggest two ways in which the students could have improved their investigation to give
them more confidence that their conclusion was valid and reliable.
1 ........................................................................................................................................
...........................................................................................................................................
2 ........................................................................................................................................
...........................................................................................................................................
[2]

5090/31/O/N/18
9
(b) The holly tree is a flowering plant. It produces two types of flowers – one in which only the
male parts function and one in which only the female parts function. These flowers are shown
in the diagram.
petals
A B
magnification ×10
Complete the table to compare the stamens and carpels of these two types of flower.
flower structure flower A flower B
short filaments with small

stamens
anthers
carpels
[3]
[Total: 15]

10
3 Caffeine is a chemical present in coffee. Some people think that drinking caffeine in coffee may
lead to an increase in the rate at which the heart beats.
(a) Describe how you would measure the rate at which a person’s heart beats.
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[2]
(b) Describe an investigation you could do to find out whether caffeine in coffee affects the rate at
which the heart beats.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[4]
(c) A student suggests that another drink contains even more caffeine than coffee. You want to
design an investigation to test whether this is true. State two factors which you should control
so that the results can be compared with the results of your coffee investigation in (b).
1 ................................................................................................................................................
...................................................................................................................................................
2 ................................................................................................................................................
...................................................................................................................................................
[2]
[Total: 8]

5090/31/O/N/18
11
BLANK PAGE

5090/31/O/N/18
12
BLANK PAGE

5090/31/O/N/18
BIOLOGY 5090/31
MARK SCHEME
Maximum Mark: 40
Published
Teachers.
components.

www.sytech.co.zw
PUBLISHED
marking principles.

www.sytech.co.zw
descriptors.

PUBLISHED

/ alternatives
R reject
www.sytech.co.zw


PUBLISHED
1(a)(i) drawing at least 70 mm diameter ; 3

outline drawn with sharp pencil + continuous lines + no shading / stippling ;
pericarp indicated ;
1(a)(ii) line drawn on drawing ; 4

correct measurement ± 1 mm ;
correct working for magnification ;
correct calculation ;
1(b)(i) banana stains / turns black or blue-black ; 3

pericarp / skin / outer layer not stained or unchanged ;
only some of the flesh (turns black) ORA ;
1(b)(ii) starch present ; 2

in black / central parts / starch not present in other areas / non-black parts
AW ;
1(c)(i) dice / cut up / mash banana flesh ; 3

www.sytech.co.zw
add Benedict’s solution ;

heat ;
1(c)(ii) changes from blue to green / yellow / orange / red colour ; 2

reducing sugar is present ;

PUBLISHED
2(a)(i) 5 marks added to tally count ; 2

tally count correctly completed (1 × 7 spines, 1 × 6 spines, 2 × 4 spines, 1 × 1
spine) ;
2(a)(ii) number of leaves 15 ; 3

total number of spines 81 ;
average number of spines per leaf 5.4 ;
2(a)(iii) both axes fully labelled with units ; 4

linear scale with value at origin of mean number of spines axis + occupying
more than half of grid ;
three plots correct ± 1 mm ;
three bars of equal width with ruled sides ;
2(a)(iv) number of spines decreases as height above ground increases ; 1
2(a)(v) more leaves at same height / greater sample size ; 2

leaves at intermediate / different heights ;
www.sytech.co.zw
leaves from a different holly tree(s) ;
2(b) flower A: large / long anthers ; 3

flower A: small (carpel) / stigma / style / ovary ;
flower B: large (carpel) / stigma / style / ovary ; marking point 3 must match marking point
2 to award mark

PUBLISHED
3(a) touch wrist / neck ; 2

(count) beats in given time period ;
3(b) resting / starting pulse (rate) measured ; 4

coffee / caffeine drunk ;
suitable time interval ;
measure heart beat rate / pulse rate again ;
use different subjects / idea of control e.g. same activity level / no caffeine +
caffeine ;
3(c) same people / subjects ; 2

same volumes (of drink and coffee) ;
same time intervals between drinking + measuring ;
same activity levels ;
www.sytech.co.zw

* 1 4 8 8 0 8 4 6 5 8 *
BIOLOGY 5090/61
1 hour


DC (CE/SW) 144240/5
www.sytech.co.zw
2
1 The banana is the fruit of a banana plant. As the fruit gets older, it ripens and becomes easy to
eat. The photograph shows a cross-section of a ripe banana.
magnification ×1.5
(a) (i) Make a large drawing of the cross-section of the banana fruit as shown in the photograph.
[3]

5090/61/O/N/18
3
(ii) Draw a straight line on the photograph joining the lines labelled A and B to show the
diameter of the banana. Measure your line and record the measurement.
......................................................... mm
Draw a straight line in the same position on your drawing. Measure this line on your
drawing and record the measurement.
......................................................... mm
Calculate the magnification of your drawing in comparison with the actual banana shown
in the photograph. Show your working.
magnification × ...........................................................[5]
(b) In an experiment, a student cut a thin slice of banana and placed it on a white tile with the
freshly cut surface facing upwards.
She covered this cut surface with iodine solution and left it for five minutes.
After five minutes she picked up the banana slice using forceps and rinsed off the excess
iodine solution using water.
She observed that some of the inner parts of the banana slice were stained black.
(i) State what conclusions she could make from her observations.
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[2]
(ii) Suggest why the student rinsed off the excess iodine solution before observing the
banana.
...........................................................................................................................................
.......................................................................................................................................[1]
(iii) Suggest why she used forceps to hold the banana while rinsing off the excess iodine
solution.
...........................................................................................................................................
.......................................................................................................................................[1]

4
(c) (i) Describe how you would test the inner part of another slice of banana to see if it contains
reducing sugar.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[3]
(ii) State the result of the test if reducing sugar is present.
...........................................................................................................................................
.......................................................................................................................................[1]
(iii) Describe one way you would ensure that you carry out the reducing sugar test safely.
...........................................................................................................................................
.......................................................................................................................................[1]
[Total: 17]

5090/61/O/N/18
5
2 The European holly is a tree with leaves that can have spines on their edges. The diagram shows
a holly leaf with eight spines.
spine
Some students thought that the leaves on the lower branches of a holly tree had more spines than
the leaves higher up the tree. They carried out an investigation into the number of spines on the
leaves at different heights. They collected leaves from three different heights of the tree, 1 m, 2 m
and 3 m above the ground, and counted the number of spines on each leaf.
Some of the data they collected is shown in the table on page 6.

6
key
I = 1 leaf, II = 2 leaves etc.
number of spines height above ground level / m

per leaf 1 2 3
16 I
15 III
14 III
13 III I
12 II
11 II I
10 I
9 I
8 I I
7
6 I II
5 I
4 II
3 II I
2 III IIII
1 IIII
number of leaves
15 ................... 15
counted
total number of
198 ................... 48
spines
mean number of
13.2 ................... 3.2
spines per leaf

5090/61/O/N/18
7
Data for five leaves collected at a height of 2 m has not yet been added to the table. The five
leaves are shown in the diagram.
(a) (i) Count the spines on the five leaves in the diagram and enter the data in the table on
page 6. [2]
(ii) Complete the table by calculating the number of leaves counted, the total number of
spines and the mean number of spines per leaf for leaves at the height of 2 m. [3]

8
(iii) Construct a bar chart of the mean number of spines per leaf at each height, on the grid
below.
[4]
(iv) State what the students could conclude from the bar chart about the effect of height on
the mean number of spines.
...........................................................................................................................................
.......................................................................................................................................[1]
(v) Suggest two ways in which the students could have improved their investigation to give
them more confidence that their conclusion was valid and reliable.
1 ........................................................................................................................................
...........................................................................................................................................
2 ........................................................................................................................................
...........................................................................................................................................
[2]

5090/61/O/N/18
9
(b) The holly tree is a flowering plant. It produces two types of flower – one in which only the
male parts function and one in which only the female parts function. These flowers are shown
in the diagram.
petals
A B
magnification ×10
Complete the table to compare the stamens and carpels of these two types of flower.
flower structure flower A flower B
short filaments with small

stamens
anthers
carpels
[3]
[Total: 15]

10
3 Caffeine is a chemical present in coffee. Some people think that drinking caffeine in coffee may
lead to an increase in the rate at which the heart beats.
(a) Describe how you would measure the rate at which a person’s heart beats.
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[2]
(b) Describe an investigation you could do to find out whether caffeine in coffee affects the rate at
which the heart beats.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[4]
(c) A student suggests that another drink contains even more caffeine than coffee. You want to
design an investigation to test whether this is true. State two factors which you should control
so that the results can be compared with the results of your coffee investigation in (b).
1 ................................................................................................................................................
...................................................................................................................................................
2 ................................................................................................................................................
...................................................................................................................................................
[2]
[Total: 8]

5090/61/O/N/18
11
BLANK PAGE

5090/61/O/N/18
12
BLANK PAGE

5090/61/O/N/18
BIOLOGY 5090/61
MARK SCHEME
Maximum Mark: 40
Published
Teachers.
components.

www.sytech.co.zw
PUBLISHED
marking principles.

www.sytech.co.zw
descriptors.

PUBLISHED

/ alternatives
R reject
www.sytech.co.zw


PUBLISHED
1(a)(i) drawing at least 70 mm diameter ; 3

outline drawn with sharp pencil + continuous lines + no shading + defined
central shape ;
pericarp indicated + good proportion ;
1(a)(ii) lines drawn on photograph and drawing ; 5

two correct measurements ± 1 mm ; A 61–63 mm for photograph
correct working for magnification ;
allowance for magnification × 1.5 ;
correct calculation ; A correct magnification without working for
marking points 3, 4 and 5
1(b)(i) starch present ; 2

in black / central parts / starch not present in other areas / non-black parts AW ;
1(b)(ii) so any colour change seen clearly AW ; 1
1(b)(iii) prevent iodine getting on skin / hands ; 1

www.sytech.co.zw
iodine might irritate skin ;
1(c)(i) dice / cut up / mash banana flesh ; 3

add Benedict’s solution ;
heat ;
1(c)(ii) changes from blue to green / yellow / orange / red colour ; 1
1(c)(iii) avoid burning / use tongs ; 1

point test-tube away from you ;
wear goggles ;

PUBLISHED
2(a)(i) 5 marks added to tally count ; 2

tally count correctly completed (1 × 7 spines, 1 × 6 spines, 2 × 4 spines, 1 × 1
spine) ;
2(a)(ii) number of leaves 15 ; 3

total number of spines 81 ;
average number of spines per leaf 5.4 ;
2(a)(iii) both axes fully labelled with units ; 4

linear scale with value at origin of mean number of spines axis + occupying
more than half of grid ;
three plots correct ± 1 mm ;
bars of equal width with ruled sides ;
2(a)(iv) number of spines decreases as height above ground increases ; 1
2(a)(v) more leaves at same height / greater sample size ; 2

leaves at intermediate / different heights ;
www.sytech.co.zw
leaves from a different holly tree(s) ;
2(b) flower A: large / long anthers ; 3

flower A: small (carpel) / stigma / style / ovary ;
flower B: large (carpel) / stigma / style / ovary ; marking point 3 must match marking point
2 to award mark

PUBLISHED
3(a) touch wrist / neck ; 2

(count) beats in given time period ;
3(b) resting / starting pulse (rate) measured ; 4

coffee / caffeine drunk ;
suitable time interval ;
measure heart beat rate / pulse rate again ;
use different subjects / idea of control e.g. same activity level / no caffeine +
caffeine ;
3(c) same people / subjects ; 2

same volumes (of drink and coffee) ;
same time intervals between drinking + measuring ;
same activity levels ;
www.sytech.co.zw

BIOLOGY 5090/11
1 hour
Soft clean eraser
*2895912751*

Write your name, centre number and candidate number on the Answer Sheet in the spaces provided
IB19 11_5090_11/5RP
www.sytech.co.zw
2
1 During a lesson about animal and plant cells, a student reads out a number of statements about
cell structure. Only three of his statements are correct.
1 All cells have a cell wall.

2 Cell walls are made of cellulose.
3 Chromosomes carry DNA.
4 Cell walls contain starch.
5 All cells have a cell membrane.
6 A sap vacuole helps an animal cell maintain its turgor.
7 Chromosomes are found in the cytoplasm.
Which three statements are correct?
2 Which statement is always correct for both diffusion and osmosis?
A They depend on energy from cells.

B They involve movement of particles down a concentration gradient.
C They involve the movement of water molecules.
D They take place only in liquids.
3 Which process occurs by active transport?
A uptake of glucose by villi

B uptake of oxygen by root hair cells
C uptake of starch by villi
D uptake of water by root hair cells
4 Which statement about enzymes is correct?
A Enzymes are made of lipid molecules and change the rate of a reaction.
B Enzymes are permanently denatured by high and low temperatures.
C Enzymes can only operate within a living organism.
D Enzymes have individual shapes that lock onto specific molecules.

5090/11/O/N/19
3
5 Which diagram shows substances going into and out of a leaf when glucose is being formed?
A B
carbon carbon
dioxide dioxide
oxygen oxygen
water water
C D
carbon carbon
dioxide dioxide
oxygen oxygen
water water
6 A small mountain lake has aquatic plants growing underwater on the lake bed. Shortly after
heavy rainfall the mud on the lake bed becomes churned up and the water level rises.
Why does this cause the rate of photosynthesis of these plants to fall?
A extra carbon dioxide

B extra dissolved nitrates
C lower light intensity
D lower oxygen concentration

4
7 The elements listed are found in all living organisms.
Which element is not obtained by plants from the soil?
A carbon
B iron
C magnesium
D nitrogen
8 The table describes some characteristics of four people.
Which person requires the highest energy intake in their diet?
age body weight

sex level of activity
/ years / kg
A 5 male high 18
B 25 male low 85
C 30 female high 82
D 65 female low 75
9 Where do both physical and chemical breakdown of food occur?
A colon
B liver
C rectum
D stomach

5090/11/O/N/19
5
10 The table shows the rates of absorption of two different sugars, arabinose and glucose, in living
and dead intestines. The concentrations of the sugars inside the intestines were the same in
each case.
rate of absorption / arbitrary units

arabinose glucose
living intestine 31 102

dead intestine 31 34
What are the main methods of absorption of arabinose and glucose in living intestine?
arabinose glucose
A active transport active transport

B active transport diffusion
C diffusion active transport
D diffusion diffusion
11 What is the importance of the large surface area of the root hairs of a plant?
A for anchoring the plant in soil

B for storage of starch
C for transport of sugars made during photosynthesis
D for water and mineral ion uptake
12 What is the main cause of water moving up to the leaves in xylem vessels?
A active transport
B evaporation from the epidermis of the leaf
C evaporation from the walls of the mesophyll cells
D use of water in photosynthesis
13 What is meant by double circulation?
A Blood travels down the left-hand side of the body and up the right.
B Blood travels away from the heart in the arteries and back to the heart in the veins.
C There are two separate circulatory systems in the body.
D There is a low pressure circulation to the lungs and a high pressure circulation to body
tissues.

6
14 The diagram shows a section through a vessel carrying oxygenated blood, as seen through a
microscope.
thick muscular wall
lumen
What is this vessel?
A coronary artery
B hepatic portal vein
C pulmonary artery
D renal vein
15 Hypoplastic left heart failure is a rare heart condition in which the lower left chamber of the heart
has not developed properly and is much smaller than normal.
The immediate result of this condition is to cause lower than normal blood flow into which blood
vessel?
A aorta
B pulmonary artery
C pulmonary vein
D vena cava
16 During a race the leg muscles of an athlete use more energy than can be supplied by aerobic
respiration.
Which substance will build up in the leg muscles and cause pain?
A carbon dioxide
B ethanol
C lactic acid
D water

5090/11/O/N/19
7
17 What happens during expiration?
diaphragm pressure in volume of

muscles thoracic cavity thoracic cavity
A contract falls and then rises decreases

B relax rises and then falls decreases
C contract rises and then falls increases
D relax falls and then rises increases
18 The pie charts show the proportions of gases in samples of inspired and expired air.
3 3
2 2
1 1
inspired air expired air
Which segments represent which gases?
segment 1 segment 2 segment 3
A nitrogen other gases oxygen

B nitrogen oxygen other gases
C oxygen other gases nitrogen
D oxygen other gases carbon dioxide

8
19 In a kidney dialysis machine, which substance cannot diffuse through the dialysis membrane?
dialysis fluid
dialysis fluid
blood
dialysis
to patient
membrane
blood from
patient dialysis fluid
A glucose
B insulin
C sodium
D urea
20 The diagram represents a section through the skin.
Y
X
Which row shows the functions of the labelled parts?
controls receives an
releases
heat loss external
fluid
from blood stimulus
A Y X Z
B Y Z X
C Z X Y
D Z Y X

5090/11/O/N/19
9
21 Which structure in the brain registers changes in the blood concentration?
A cerebellum
B hypothalamus
C medulla
D pituitary gland
22 The diagram shows a section through a human eye.
Where are the receptors for the pupil (iris) reflex?
B
D

10
23 Which flow diagram shows the regulation of blood sugar levels?
A B
eating a eating a
exercise exercise
meal meal
blood sugar blood sugar blood sugar blood sugar

goes down rises goes down rises
normal normal
blood blood
sugar sugar
the pancreas the pancreas the pancreas the pancreas
produces produces produces produces
less insulin more insulin more insulin less insulin
liver turns liver turns liver turns liver turns

glucose to glycogen glycogen glucose to
glycogen to glucose to glucose glycogen
C D
eating a eating a
exercise exercise
meal meal
blood sugar blood sugar blood sugar blood sugar

rises goes down goes down rises
normal normal
blood blood
sugar sugar
the pancreas the pancreas the pancreas the pancreas
produces produces produces produces
less insulin more insulin less insulin more insulin
liver turns liver turns liver turns liver turns

glucose to glycogen glycogen glucose to
glycogen to glucose to glucose glycogen
24 Which bone forms a ball and socket joint at one end and a hinge joint at the other?
A humerus
B radius
C scapula
D ulna

5090/11/O/N/19
11
25 Which risk is greatly increased by the nicotine in cigarette smoke?
A bronchitis and emphysema

B cancer of the airways
C high blood pressure
D reduced birth weight of babies
26 During cheese-making the pH of milk falls and this causes milk proteins to coagulate.
What is the main cause of the lower pH?
A aerobic respiration by bacteria

B aerobic respiration by yeast
C anaerobic respiration by bacteria
D anaerobic respiration by yeast
27 Which type of organism produces penicillin, and which type of infection can be treated using
penicillin?
type of type of
organism infection treated
A bacterium bacterial
B bacterium viral
C fungus bacterial
D fungus viral
28 Four students are studying a pond ecosystem on a bright sunny day.
They see the underwater plants giving off bubbles.
What is the explanation of this observation?
A The bubbles are carbon dioxide produced during photosynthesis. The plants are getting their
energy from the Sun.
B The bubbles are carbon dioxide. The plants are getting their energy for photosynthesis from
respiration.
C The bubbles are oxygen produced during photosynthesis. The plants are getting their energy
from the Sun.
D The bubbles are oxygen. The plants are getting their energy for photosynthesis from the
minerals absorbed through their roots.

12
29 The diagram shows a food web.
hawk
snake
grasshopper praying mantis

rabbit
mouse
grass fleas
seeds
What is a food chain in this web?
A fleas → mouse → grasshopper → grass
B grass → seeds → mouse → fleas
C hawk → snake → rabbit → grass
D seeds → mouse → praying mantis → snake
30 Some bacteria survive best in waterlogged soils where they are able to obtain oxygen for
respiration by breaking down nitrates. Nitrogen gas is released as a waste product.
To which type of bacteria does this description apply?
A decomposing bacteria
B denitrifying bacteria
C nitrogen-fixing bacteria
D root nodule bacteria
31 How many times must an uninfected mosquito feed on human blood to transmit the malarial
parasite in the human population?
A only once
B at least twice
C at least three times
D more than three times

5090/11/O/N/19
13
32 Sewage is released into a river.
Which curve represents the oxygen concentration in the river?
oxygen
concentration
B
C
D
distance downstream
sewage
released
33 The diagram shows the development of a pollen tube and its entry into the ovule.
Which part develops into the testa after fertilisation?
pollen grain

14
34 The diagram shows the life cycle of a species of plant.
During which stage does meiosis (reduction division) occur?
mature plant
A
C
ovule pollen
D daughter
plant
seed B
35 The graph shows changes in the concentrations of hormones during a menstrual cycle.
Which curve represents progesterone?
A
B
hormone C
concentration
0 14 28
days

5090/11/O/N/19
15
36 The diagram represents gametes P and Q fusing to give cell R. Cell R then produces gametes S,
T, U and V.
P T
R
Q U
Which statement about the numbers of chromosomes in the cells and gametes is correct?
A The numbers of chromosomes in P and Q are different.

B The numbers of chromosomes in P and S are the same.
C The number of chromosomes in S is one quarter of the number of chromosomes in R.
D The number of chromosomes in T is half the number of chromosomes in Q.
37 Which statements about DNA are correct?
1 An allele carries molecules of DNA.

2 A chromosome includes a molecule of DNA.
3 A molecule of DNA is divided into genes.
A 1, 2 and 3 B 1 and 2 only C 1 and 3 only D 2 and 3 only
38 What is not an advantage of genetic engineering?
A Genes from genetically modified crops can spread to wild plants.

B It can give predictable results.
C It can improve the taste and nutritional value of crops.
D It can reduce the need to use insecticides and fungicides.

16
39 A father has blood group AB and the mother has blood group O.
What is the predicted ratio of blood groups for the offspring?
A 1:1 A:B
B 1:1 AB : O
C 1:1:1 A:B:O
D 1:1:1:1 A : B : AB : O
40 Which statement about dominant and recessive alleles is not correct?
A A dominant characteristic is seen in the phenotype of a heterozygote.

B A homozygous genotype may be either dominant or recessive.
C Recessive phenotypes always have two recessive alleles.
D The phenotype of a homozygote is always dominant.
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.
5090/11/O/N/19
BIOLOGY 5090/11
MARK SCHEME
Maximum Mark: 40
Published
examination.
Teachers.
components.

www.sytech.co.zw
PUBLISHED 2019
1 B 1
2 B 1
3 A 1
4 D 1
5 B 1
6 C 1
7 A 1
8 C 1
9 D 1
10 C 1
11 D 1
12 C 1
13 D 1
14 A 1
15 A 1
16 C 1
17 B 1
18 B 1
19 B 1
20 A 1
21 B 1
22 D 1
23 D 1
24 A 1
25 C 1
26 C 1
27 C 1
28 C 1

Page 2 of 3
PUBLISHED 2019
29 D 1
30 B 1
31 B 1
32 A 1
33 C 1
34 A 1
35 B 1
36 B 1
37 D 1
38 A 1
39 A 1
40 D 1

Page 3 of 3
* 2 6 6 2 0 6 5 8 9 3 *
BIOLOGY 5090/21
1 hour 45 minutes
Write your centre number, candidate number and name on all the work you hand in.
Section A
Section B
Section C

DC (ST/CT) 165366/4
www.sytech.co.zw
2
Section A
1 The table shows some of the components found in 100 cm3 of cow’s milk, breast milk and breast
milk substitute (formula milk).
component cow’s milk breast milk breast milk substitute

protein / g 3.3 1.2 1.3
sugar / g 4.2 6.4 7.0
fat / g 3.0 4.0 1.4
calcium / mg 120.0 120.0 49.0
iron / mg 0.1 0.1 0.5
vitamin C / mg 1.0 2.0 8.3
vitamin D / μg 20.0 200.0 1.2
(a) Name two main components of a normal healthy diet that do not appear in the table.
1 ................................................................................................................................................
2 ................................................................................................................................................
[2]
(b) State which type of milk would be least likely to ensure the development of healthy bones
and teeth, and explain your answer.
type of milk ...............................................................................................................................
explanation ...............................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
[3]
(c) State which type of milk would provide a baby with the greatest amount of energy.
Give your reasons.
type of milk ...............................................................................................................................
reasons .....................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
[3]

5090/21/O/N/19
3
(d) Suggest why babies fed on breast milk may have more resistance to disease than those fed
on any other type of milk.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
............................................................................................................................................. [2]
[Total: 10]

4
2 The diagram shows the structure of a virus.
A
B
B
A
(a) Identify the structures labelled A and B on the diagram.
A ......................................................................
B ...................................................................... [2]
(b) Name a disease caused by
a virus .......................................................................................................................................
a bacterium ...............................................................................................................................
[2]
(c) (i) State two characteristics of bacteria that are not characteristics of viruses.
1 ........................................................................................................................................
2 ........................................................................................................................................
[2]
(ii) State one structural feature absent in a bacterial cell that is always present in a plant
cell.
..................................................................................................................................... [1]

5090/21/O/N/19
5
(d) The diagram shows how the structural features found in plant cells and in animal cells can be
grouped together.
structural structural
features of a features of an
plant cell animal cell
List three features that would be grouped in region C on the diagram.
1 ................................................................................................................................................
2 ................................................................................................................................................
3 ................................................................................................................................................
[3]
[Total: 10]

6
3 The graph shows the rates of water loss for three plants, D, E and F, during the first 14 minutes of
an experiment. The plants are of different species and are growing in identical conditions.
8
6
D
5
water
loss 4
/ cm3 E
3
2 F
0
0 2 4 6 8 10 12 14 16 18 20 22 24
time / minutes
(a) Name the process by which plants lose water to the atmosphere.
............................................................................................................................................. [1]
(b) Suggest three reasons for the differences in rates of water loss shown by the three plant
species.
1 ................................................................................................................................................
2 ................................................................................................................................................
3 ................................................................................................................................................
[3]
(c) In the experiment, after 14 minutes, air is blown across plant E for 2 minutes and a black bag
is placed over plant F for the remaining 10 minutes.
(i) Continue the lines on the graph to show what would happen to the rates of water loss for
plants E and F. [2]
(ii) Explain the shape of each line you have drawn.
plant E ...............................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
plant F ...............................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
[5]

5090/21/O/N/19
[Total: 11]
7
4 (a) Some people find that certain vegetables, such as Brussels sprouts, taste bitter and are
unpleasant to eat. Scientists believe that one dominant allele (T) of a particular gene gives
people the ability to detect the bitter taste.
Two parents find that Brussels sprouts taste bitter. In the space below, draw a genetic diagram
to show how these parents can have a child who does not find that Brussels sprouts taste
bitter.
[5]
(b) Genes are also important in the clotting of blood. Blood will clot normally if a person possesses
at least one dominant allele (B). This gene is carried only on the X chromosome.
Suggest why more males than females are likely to suffer from a disease in which blood does
not clot normally.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
............................................................................................................................................. [4]
[Total: 9]

8
5 The diagrams show a model used to demonstrate the process of human breathing. Diagram G
shows the model after breathing in, and diagram H after breathing out.
fixed piece
of wood J
hinge
elastic band
hinge
moveable
piece of wood
G H
(a) (i) Name the structure in the human body represented by J in the model.
..................................................................................................................................... [1]
(ii) Name the structure in the human body represented by the elastic band. State the action
of this structure during the process of breathing out.
structure ............................................................................................................................
action .................................................................................................................................
...........................................................................................................................................
[3]
(b) Name a muscle that is used in human breathing, but is not represented in the model.
State the action of this muscle during the process of breathing out.
muscle ......................................................................................................................................
action ........................................................................................................................................
...................................................................................................................................................
[3]
(c) Describe and explain the effect of increasing the volume of the thorax on the movement of air
during human breathing.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
............................................................................................................................................. [3]
[Total: 10]
5090/21/O/N/19
9
Section B
6 The diagrams show a man fishing.
K L
(a) In diagram K, his fishing rod bends downwards when he catches a fish. Explain how his
nervous system is made aware that the rod is bending.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
............................................................................................................................................. [5]
(b) Diagram L shows him raising the rod further after catching the fish.
Explain how named structures in his right arm have caused the arm to bend in the way
shown.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
............................................................................................................................................. [5]
[Total: 10]
10
7 (a) Explain how energy from the Sun can eventually be used for active transport in the alimentary
canal.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
............................................................................................................................................. [7]
(b) Solar energy is increasingly being used to replace fossil fuels to generate electricity. Explain
the disadvantages of continuing to use fossil fuels to generate electricity.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
............................................................................................................................................. [3]
[Total: 10]

5090/21/O/N/19
11
Section C
8 (a) Describe and explain how a protein molecule that is eaten becomes molecules of urea that
are excreted.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
............................................................................................................................................. [8]
(b) Explain why carbon dioxide does not normally pass out of the leaves of a plant during the
day.
...................................................................................................................................................
...................................................................................................................................................
............................................................................................................................................. [2]
[Total: 10]

12
9 (a) Describe and explain how a nitrate ion in the soil becomes part of a stored molecule in the
seed of a plant.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
............................................................................................................................................. [8]
(b) Explain why water is essential for the process of seed germination.
...................................................................................................................................................
...................................................................................................................................................
............................................................................................................................................. [2]
[Total: 10]

5090/21/O/N/19
BIOLOGY 5090/21
MARK SCHEME
Maximum Mark: 80
Published
Teachers.
components.

www.sytech.co.zw
PUBLISHED
marking principles.

www.sytech.co.zw
descriptors.

PUBLISHED

/ alternatives
R reject
www.sytech.co.zw


PUBLISHED
1(a) water ; 2
fibre / roughage ;
starch ;
other named ion ;
other named vitamin ;
1(b) substitute (breast milk) ; 1 A formula
lacking or low in vitamin D ; 2

lacking or low in calcium ;
reference to rickets ;
1(c) breast milk ; 1
highest fat / highest fat and sugar ; 2

high sugar ;
comparative data quote ;
fat yields highest energy (per g) AW ;
www.sytech.co.zw
1(d) antibodies ; 2
(antibodies) made by mother / from mother ;
colostrum ;
passive immunity ;

PUBLISHED
2(a) (A) protein (coat) / capsid ; 2

(B) RNA or DNA ;
2(b) any viral disease ; 2 e.g. AIDS A HIV, ‘flu’

any bacterial disease ; e.g. syphilis / cholera
2(c)(i) cell / unicellular ; 2

cytoplasm ;
plasmid ;
cell membrane ;
cell wall ;
ribosomes ;
flagellum ;
capsule ;
reproduce without host / asexual reproduction / binary fission ;
respiration ;
method of nutrition ;
www.sytech.co.zw
2(c)(ii) nucleus ; 1
cellulose cell wall ;
mitochondria ;
large vacuole / cell sap ;
2(d) cytoplasm ; 3 R cell sap or large vacuole

nucleus ;
cell membrane ;
ribosomes ;
mitochondria ;
vacuole ;

PUBLISHED
3(a) transpiration / evaporation / diffusion ; 1
3(b) numbers / size / surface area + leaves ; 3

numbers of stomata ;
sizes of stomata / degree to which stomata are open ;
rates of water uptake / number of root hairs ;
sizes of plant ;
thickness of cuticle ;
hairs / sunken stomata ;
3(c)(i) E (drawing) gradient increases for minimum of 2 minutes ; 2
F line with a reduced gradient / horizontal line to 24 minutes ;
3(c)(ii) E 5
increase + water loss / transpiration / evaporation / diffusion ;
water (vapour) removed / humidity decreases ;
increased concentration gradient ;
www.sytech.co.zw
F
decrease + water loss / transpiration / evaporation / diffusion ;
photosynthesis decreases / stops ;
guard cells lose their turgidity ;
stomata close / stomata not open ;
humidity increases ;
decreased concentration gradient ;

PUBLISHED
4(a) Tt × Tt ; 5
all four gametes correctly shown (T, t, T, t,) ;
diagram labelled with parents / gametes / offspring ;
four genotypes shown correctly (TT, Tt ,Tt, tt) ;
identification of tt as child who doesn’t find sprouts bitter ;
4(b) males are XY ; 4

females are XX ;
idea that males only one allele / B / b AW ;
idea that females have two alleles/ B / b AW ;
greater chance that males will not have the dominant allele (B) ORA ;
5(a)(i) rib / chest wall / thorax wall / rib cage / bone ; 1
5(a)(ii) structure 3
www.sytech.co.zw
external ;
intercostal muscle ;
action
relaxes / lengthens ;
ribs or rib cage / chest wall / thorax wall moves down / inwards ;
5(b) diaphragm ; 3
relaxes ;
domes AW upwards / not flattened ;
OR
internal ;
intercostal ;
contracts / shortens ;
ribs or rib cage / chest wall / thorax wall moves down / inwards ;

PUBLISHED
5(c) pressure reduces ; 3

lower than atmospheric pressure ;
air in ;
to lungs ;
6(a) stimulus ; 5
receptors / named receptor ;
in skin / eyes / retina ;
impulses ;
sensory / afferent neurone ;
synapse ;
relay / inter/ intermediate ;
spinal cord / brain / CNS ;
6(b) biceps ; 5
www.sytech.co.zw
contracts ;
triceps ;
relaxes ;
antagonistic ;
pulls on ulna / ulna moves closer to humerus ;
hinge joint + elbow ;

PUBLISHED
7(a) photosynthesis ; 7
light energy ;
starch / carbohydrate ;
plant / producer eaten ;
digested ;
enzyme ;
glucose ;
respiration ;
energy released ;
for absorption AW ;
movement against a concentration gradient ;
7(b) carbon dioxide ; 3

greenhouse effect / global warming/climate change ;
sulphur dioxide / NOx ;
acid rain ;
conservation of resources / fossil fuels not renewable ;
www.sytech.co.zw
8(a) digested / broken down /hydrolysis ; 8

into amino acids ;
by protease or named enzyme ;
absorbed in small intestine, duodenum / ileum ;
in villi / by capillaries / blood ;
hepatic portal vein ;
to liver ;
deamination or described ;
urea + in renal artery ;
urea + taken to kidney ;
blood filtered / urea leaves blood ;
forms urine ;
bladder / urethra ;

PUBLISHED
8(b) photosynthesis ; 2
uses up CO2 ;
faster than is made during respiration ;
9(a) in solution / dissolved ; 8

absorbed / taken up (by plant) ;
by root hair ;
active transport / diffusion ;
correct description of concentration gradient ;
(nitrate ion) carried in xylem ;
to make amino acid ;
(amino acid) carried in phloem ;
to make proteins ;
fruit / ovary ;
cotyledon / endosperm ;
www.sytech.co.zw
9(b) solvent ; 2
activates enzymes ;
for conversion of stored materials to provide energy for growth ;
softening the seed coat (testa) ;
for transport AW ;

* 1 1 0 1 9 8 4 1 7 8 *
BIOLOGY 5090/31
1 hour 15 minutes


Total
DC (KS/CB) 164654/5
www.sytech.co.zw
2
In order to plan the best use of your time, read through all the questions on this paper
carefully before starting work.
1 Aquatic plants live in water and exchange gases with the water around them.
When water absorbs carbon dioxide it becomes more acidic.
Hydrogencarbonate indicator (bicarbonate indicator) can be used to detect changes in the amount
of carbon dioxide dissolved in water. It changes colour as follows:
high concentration of atmospheric concentration low concentration of

carbon dioxide of carbon dioxide carbon dioxide
yellow red purple
You will be investigating gas exchange by two pieces of an aquatic plant using hydrogencarbonate
indicator.
Air has been bubbled through the indicator so that it has the same level of dissolved carbon
dioxide as the atmosphere.
• Place one piece of plant in a test-tube and carefully push it down so that one end
touches the bottom of the test-tube as shown in the diagram below.
test-tube
aquatic plant
• Label this test-tube A.
• Use a measuring cylinder to add hydrogencarbonate indicator so that the plant is

just covered by the indicator.
(a) (i) Record the volume of indicator that you added.
.................................................. cm3 [1]

5090/31/O/N/19
3
• Place the second piece of plant in another test-tube and carefully push it down so
that one end touches the bottom of the test-tube.
• Label this test-tube B.
• Add the same volume of indicator that you added to test-tube A, ensuring that it
covers the plant.
• Place a bung in the top of both test-tubes.
• Wrap aluminium foil around test-tube B to prevent any light entering.
• Place both test-tubes together in a well-lit position and note the time.
time ...............................................................
Leave the test-tubes for 35 minutes.
During this time continue with question 1(a)(ii), 1(b) and questions 2 and 3.
Answer questions 1(a)(iii), (iv) and (v) after 35 minutes.
(ii) Label three test-tubes C, D and E.
• Add 10 cm3 of hydrogencarbonate indicator to each test-tube.
• Add one drop of dilute hydrochloric acid (HCl) to the test-tube labelled C.
• Add one drop of dilute sodium hydroxide (NaOH) to the test-tube labelled E.
• Do not add anything to the test-tube labelled D.
Record the colour of the indicator in the table below.
colour of hydrogencarbonate indicator

test-tube C test-tube D test-tube E
[3]

4
Answer the remaining parts of 1(a) after test-tubes A and B have been in a well-lit position for
35 minutes.
• After 35 minutes remove the foil from test-tube B and answer questions (a)(iii), (iv) and (v)
below.
(iii) Record the colour of the indicator in each test-tube.
colour of hydrogencarbonate indicator
test-tube A
test-tube B
[2]
(iv) Describe what has happened to the concentration of carbon dioxide in test-tubes A
and B.
test-tube A ��
��
test-tube B ��
��
[2]
(v) Suggest an explanation for the colour changes observed.
test-tube A ��
��
��
test-tube B ��
��
��
[4]

5090/31/O/N/19
5
(b) Some students investigated the effect of light intensity on the rate of photosynthesis. A piece
of the stem of the aquatic plant was placed in a beaker with the cut end uppermost and
covered with water.
In a dark room, a lamp was used to shine light on it.
Bubbles of gas were seen coming out of the cut end of the stem as the plant photosynthesised.
The apparatus is shown in the diagram below.
bubble of gas
water
lamp
aquatic plant
They left the plant for five minutes. After five minutes they counted the number of bubbles of
gas given off in one minute.
They varied the light intensity by moving the lamp to different distances from the plant, and
repeated the process.
(i) State one factor that the students should control in this investigation. Explain how the
students could control this factor.
factor .................................................................................................................................
explanation ........................................................................................................................
...........................................................................................................................................
[2]

6
(ii) Explain how the students could ensure that the result for each light intensity was reliable.
��
..................................................................................................................................... [1]
The results of the students’ investigation are shown in the table below.
light intensity rate of photosynthesis

/ arbitrary units / bubbles per minute
4 6
7 10
11 14
16 16
28 18
50 19
(iii) Construct a line graph of the data in the table on the grid below. Join your plotted points
with a smooth curve.
[5]
(iv) Use your graph to find the rate of photosynthesis at a light intensity of 20 arbitrary units.
.......................... bubbles per minute [2]

5090/31/O/N/19
7
(v) Describe the effect of increasing light intensity on the rate of photosynthesis in this
investigation.
��
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [2]
(vi) Suggest an explanation for the shape of the graph above a light intensity of 28 arbitrary
units.
...........................................................................................................................................
..................................................................................................................................... [1]
[Total: 25]

8
2 You are provided with several germinating seeds.
Carefully observe these without removing them from the black paper.
(a) Make a large drawing of one of the germinating seeds in the space below.
Label the root hairs on your drawing.
[4]
(b) Measure the length of the developing root of your specimen. Record this length.
......................................................... mm
On your drawing clearly mark the two points between which you measured the length of the
root. Label these points F and G.
Measure the distance between F and G on your drawing and record it.
......................................................... mm
Calculate the magnification of your drawing compared with the actual length of the root. Show
your working.
magnification × ......................................................... [5]
[Total: 9]

5090/31/O/N/19
9
Question 3 starts on page 10.

10
3 Two students investigated the sensitivity of skin to temperature.
One set up a beaker, H, containing water at 30 °C. She then set up three more beakers, one
with water at 10 °C, one with water at 20 °C and one with water at 30 °C. These are shown in the
diagram below.
10 °C 20 °C 30 °C
The other student closed her eyes throughout the investigation. This student was helped to place
her finger in the water in beaker H. She kept it there for two minutes.
She was then helped to place the same finger in the beaker of water at 10 °C and asked what the
temperature of the water felt like.
Her finger was then placed in beaker H for two minutes and then in water at 20 °C. She described
what the temperature of the water felt like.
This was repeated with her finger in beaker H for two minutes and then in water at 30 °C.
The temperature of the water in H was then changed to 20 °C and the whole procedure repeated
again, keeping the temperature of the water in the other beakers at 10 °C, 20 °C and 30 °C as
before.
Finally the temperature of the water in H was changed to 10 °C and the procedure repeated.
The results are shown in the table below.
water temperature of water into which finger was then placed

temperature in / °C
beaker H / °C 30 20 10
30 felt the same felt colder felt colder
20 felt hotter felt the same felt colder
10 felt hotter felt hotter felt the same

5090/31/O/N/19
11
(a) Suggest why the student being tested kept her eyes closed.
...................................................................................................................................................
............................................................................................................................................. [1]
(b) Describe the results obtained when her finger was placed in water at 20 °C after having been
in the three different temperatures of water in beaker H.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
............................................................................................................................................. [3]
(c) Suggest what the results show about the sensitivity of skin compared to the sensitivity of a
thermometer.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
............................................................................................................................................. [2]
[Total: 6]

5090/31/O/N/19
12
BLANK PAGE

5090/31/O/N/19
BIOLOGY 5090/31
MARK SCHEME
Maximum Mark: 40
Published
Teachers.
components.

www.sytech.co.zw
PUBLISHED
marking principles.

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descriptors.

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/ alternatives
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www.sytech.co.zw

PUBLISHED
1(a)(i) volume recorded ; 1
1(a)(ii) yellow ; 3
red ;
purple ;
1(a)(iii) tube A – purple ; 2

tube B – yellow ;
1(a)(iv) tube A – decreased / lower ; 2

tube B – increased / higher ;
1(a)(v) tube A: CO2 used (by plant) ; 4

photosynthesis ;
tube B: CO2 produced (by plant) ;
respiration ;
1(b)(i) factor: temperature ; 2

www.sytech.co.zw
explanation: use thermometer to measure temperature of

water + adjust temperature using warm water, cold water / ice as
needed / water bath / heat shield ;
factor: carbon dioxide ;

explanation: add (potassium / sodium) hydrogencarbonate /
bicarbonate ;
1(b)(ii) do replicates / repeat measurements + mean / average ; 1
1(b)(iii) light intensity on x-axis ; 5

axes fully labelled ;
linear scales with values at origin of both + good use of grid ;
six points plotted correctly ;
smooth curved line through all plotted points, not extrapolated at
either end ;

PUBLISHED
1(b)(iv) 17 ; 2
working on graph ;
1(b)(v) increasing light intensity increases rate of photosynthesis ; 2

initially rapid increase in rate / photosynthesis (below 11) ;
later slower increase in rate / photosynthesis (above 11) ;
1(b)(vi) some other factor / temperature / CO2 may be limiting factor ; 1

www.sytech.co.zw

PUBLISHED
2(a) drawing (of whole germinated seed) at least 8 cm long ; 4

outer line drawn with sharp pencil + continuous lines + no
shading + stem and root double lines ;
root hairs drawn ;
root hairs correctly labelled ;
2(b) actual measurement of specimen root ; 5

label F and G on root ;
measurement of F – G ;
measurement F – G / actual measurement of specimen root ;
correct magnification ;
www.sytech.co.zw

PUBLISHED
3(a) so she did not know what to expect when tested ; 1

prevent knowledge of temperature affecting results ;
3(b) felt colder when moved from 30°C ; 3

felt the same when moved from 20°C ;
felt hotter when moved from 10°C ;
3(c) (skin) is less sensitive than thermometer ORA ; 2

(skin) detects / senses / responds to a change in temperature ;
(skin) does not measure temperature / does not give reading /
value / a temperature or is qualitative ;
www.sytech.co.zw

* 0 6 6 1 6 6 0 9 0 3 *
BIOLOGY 5090/61
1 hour


DC (KS/CB) 164658/5
www.sytech.co.zw
2
BLANK PAGE

5090/61/O/N/19
3
Answer all questions in the spaces provided.
1 Aquatic plants live in water and exchange gases with the water around them.
Hydrogencarbonate indicator (bicarbonate indicator) can be used to detect changes in the amount
of carbon dioxide dissolved in water. It changes colour as follows:
high atmospheric
low concentration
concentration of concentration of
of carbon dioxide
carbon dioxide carbon dioxide
yellow red purple
A student carried out an investigation into the gas exchange of an aquatic plant using
hydrogencarbonate indicator.
He took some fresh hydrogencarbonate indicator and bubbled air through it until there was the
same level of dissolved carbon dioxide in the indicator as in the atmosphere.
A piece of aquatic plant was placed in test-tube A. 10 cm3 of the indicator was poured into the
test-tube to cover the plant. The test-tube was then sealed with a bung.
(a) (i) Name a suitable piece of apparatus the student could use to measure 10 cm3 of indicator.
..................................................................................................................................... [1]
A similar piece of the same aquatic plant was placed in test-tube B and covered with the same
volume of indicator. This test-tube was sealed with a bung.
Aluminium foil was then wrapped around test-tube B to prevent any light from entering.
Both test-tubes were placed in a well-lit location and left for 45 minutes.

4
The arrangement is shown in the diagram below.
aluminium
foil
hydrogencarbonate
indicator
aquatic
plant
test-tube A test-tube B
After 45 minutes the student removed the aluminium foil from test-tube B.
He observed the colour of the indicator in both test-tubes and recorded his results in the
table below.
test-tube A test-tube B
colour purple yellow
(ii) Describe what has happened to the concentration of carbon dioxide in test-tubes A and
B.
test-tube A .........................................................................................................................
...........................................................................................................................................
test-tube B .........................................................................................................................
...........................................................................................................................................
[2]
(iii) Suggest an explanation for the colour changes observed.
test-tube A .........................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
test-tube B .........................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
[4]
5090/61/O/N/19
5
(iv) Explain why a bung was added to test-tubes A and B.
...................................................................................................................................................
............................................................................................................................................. [1]
(b) Some students investigated the effect of light intensity on the rate of photosynthesis. A piece
of the stem of the aquatic plant was placed in a beaker with the cut end uppermost and
covered with water.
In a dark room, a lamp was used to shine light on it.
Bubbles of gas were seen coming out of the cut end of the stem as the plant photosynthesised.
This apparatus is shown in the diagram below.
bubble of gas
water
lamp
aquatic plant
They left the plant for five minutes. After five minutes they counted the number of bubbles of
gas given off in one minute.
They varied the light intensity by moving the lamp to different distances from the plant, and
repeated the process.
(i) Explain why the students placed the apparatus in a dark room.
...........................................................................................................................................
..................................................................................................................................... [1]
(ii) State one factor that the students should control in this investigation. Explain how the
students could control this factor.
factor .................................................................................................................................
explanation ........................................................................................................................
...........................................................................................................................................
[2]

6
(iii) Explain how the students could ensure that the result for each light intensity was reliable.
...........................................................................................................................................
..................................................................................................................................... [1]
(iv) Explain why the plant was left for five minutes at each light intensity before counting
bubbles.
...........................................................................................................................................
..................................................................................................................................... [1]
The results of the students’ investigation are shown in the table below.
light intensity rate of photosynthesis

/ arbitrary units / bubbles per minute
4 6
7 10
11 14
16 16
28 18
50 19
(v) Construct a line graph of the data in the table on the grid below. Join your plotted points
with a smooth curve.
[5]

5090/61/O/N/19
7
(vi) Use your graph to find the rate of photosynthesis at a light intensity of 20 arbitrary units.
.......................... bubbles per minute [2]
(vii) Describe the effect of increasing light intensity on the rate of photosynthesis in this
investigation.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [2]
(viii) Suggest an explanation for the shape of the graph above a light intensity of 28 arbitrary
units.
...........................................................................................................................................
..................................................................................................................................... [1]
(ix) The students found it difficult to count bubbles accurately and thought that some bubbles
were bigger than others.
Suggest a modification to the investigation that would allow the volume of gas produced
to be recorded.
...........................................................................................................................................
..................................................................................................................................... [1]
[Total: 24]

8
2 The photograph below shows a germinating seed.
(a) Make a large drawing of this germinating seed in the space below.
Label the root hairs on your drawing.
[5]

5090/61/O/N/19
9
(b) The actual length of the root between C and D is 13 mm.
On your drawing mark and label lines C and D in the same positions as in the photograph.
Measure the distance between these points on your drawing and record it.
......................................................... mm
Use your measurement to calculate the magnification of your drawing compared with the
actual length of the root. Show your working.
magnification × ......................................................... [4]
(c) State what apparatus you could use to examine the original living specimen of the germinating
seed more closely.
............................................................................................................................................. [1]
[Total: 10]

10
3 Two students investigated the sensitivity of skin to temperature.
One set up a beaker, E, containing water at 30 °C. She then set up three more beakers, one
with water at 10 °C, one with water at 20 °C and one with water at 30 °C. These are shown in the
diagram below.
10 °C 20 °C 30 °C
The other student closed her eyes throughout the investigation. This student was helped to place
her finger in the water in beaker E. She kept it there for two minutes.
She was then helped to place the same finger in the beaker of water at 10 °C and asked what the
temperature of the water felt like.
Her finger was then placed in beaker E for two minutes and then in water at 20 °C. She described
what the temperature of the water felt like.
This was repeated with her finger in beaker E for two minutes and then in water at 30 °C.
The temperature of the water in E was then changed to 20 °C and the whole procedure repeated
again, keeping the temperature of the water in the other beakers at 10 °C, 20 °C and 30 °C as
before.
Finally the temperature of the water in E was changed to 10 °C and the procedure repeated.
The results are shown in the table below.
water temperature of water into which finger was then placed

temperature in / °C
beaker E / °C 30 20 10
30 felt the same felt colder felt colder
20 felt hotter felt the same felt colder
10 felt hotter felt hotter felt the same

5090/61/O/N/19
11
(a) Suggest why the student being tested kept her eyes closed.
...................................................................................................................................................
............................................................................................................................................. [1]
(b) Describe the results obtained when her finger was placed in water at 20 °C after having been
in the three different temperatures of water in beaker E.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
............................................................................................................................................. [3]
(c) Suggest what the results show about the sensitivity of skin compared to the sensitivity of a
thermometer.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
............................................................................................................................................. [2]
[Total: 6]

5090/61/O/N/19
12
BLANK PAGE

5090/61/O/N/19
BIOLOGY 5090/61
MARK SCHEME
Maximum Mark: 40
Published
Teachers.
components.

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PUBLISHED
marking principles.

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descriptors.

PUBLISHED

/ alternatives
R reject
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PUBLISHED
1(a)(i) syringe / measuring cylinder / graduated pipette ; 1
1(a)(ii) tube A: decreased / lower ; 2

tube B: increased / higher ;
1(a)(iii) tube A: CO2 used (by plant) ; 4

photosynthesis ;
tube B: CO2 produced (by plant) ;
respiration ;
1(a)(iv) prevent any CO2 escaping / entering ; 1

(to prove that) any CO2 / colour change is caused by the plant in the
test-tube ;
1(b)(i) so lamp was the only source of light ; 1

light intensity was controlled ;
1(b)(ii) factor: temperature ; 2

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explanation: adjust temperature using warm water, cold water / ice as

needed / water bath / heat shield ;
OR
factor: carbon dioxide ;
explanation: add (potassium / sodium) hydrogencarbonate /

bicarbonate ;
1(b)(iii) do replicates / repeat measurements + mean / average ; 1
1(b)(iv) allow plant to equilibrate / get used to new light intensity AW ; 1

PUBLISHED
1(b)(v) light intensity on x-axis ; 5

axes fully labelled ;
linear scales with values at origin of both + good use of grid ;
six points plotted correctly ;
smooth curved line through all plotted points, not extrapolated at either
end ;
1(b)(vi) 17 ; 2
working on graph ;
1(b)(vii) increasing light intensity increases rate of photosynthesis ; 2

initially rapid increase in rate / photosynthesis (below 11) ;
later slower increase in rate / photosynthesis (above 11) ;
1(b)(viii) some other factor / temperature / CO2 may be limiting factor ; 1
1(b)(ix) gas syringe OR collect gas + measuring cylinder / graduated test-tube ; 1

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2(a) drawing (of whole germinated seed) at least 8 cm long ; 5

outer line drawn with sharp pencil + continuous lines + no shading ;
root hairs drawn in correct position along developing root (none
immediately behind tip + none near seed) ;
root hairs on both sides closest to tip of developing root shorter than
those further back ;
root hairs correctly labelled ;
2(b) marking and labelling C and D on drawing ; 4

measurement of drawing ;
measurement from drawing / 13 (mm) ;
correct magnification ;
2(c) hand lens / magnifying glass ; 1

PUBLISHED
3(a) so she did not know what to expect when tested ; 1

prevent knowledge of temperature affecting results ;
3(b) felt colder when moved from 30 °C ; 3

felt the same when moved from 20 °C ;
felt hotter when moved from 10 °C ;
3(c) (skin) is less sensitive than thermometer ORA ; 2

(skin) detects / senses / responds to a change in temperature ;
(skin) does not measure temperature / does not give reading / value / a
temperature or is qualitative ;
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Cambridge International Examinations

Cambridge Ordinary Level

Soft pencil (type B or HB is recommended)

READ THESE INSTRUCTIONS FIRST

Write in soft pencil.

Read the instructions on the Answer Sheet very carefully.

This document consists of 16 printed pages.

1 The diagram shows cells from a plant leaf.

Which structure contains a high concentration of magnesium?

2 Which of these processes will always occur down a concentration gradient?

active transport diffusion osmosis

© UCLES 2017 www.sytech.co.zw

4 Which are properties of enzymes?

reusable specific in unaffected by

5 The diagram refers to some substances found in plant cells.

Which area of the diagram represents the end products of photosynthesis?

© UCLES 2017 www.sytech.co.zw

© UCLES 2017 www.sytech.co.zw

7 Which graph shows the effect of temperature on the rate of photosynthesis?

Which nutrient do they lack?

9 Which is not a function of the liver?

A conversion of glucose to glycogen

© UCLES 2017 www.sytech.co.zw

10 A person has a blockage in their bile duct.

What will be a result of this?

A increased concentration of glucose in the blood

How do these substances move through the cell walls?

12 An area of grassland becomes flooded with sea-water.

Sea-water contains a high concentration of salt.

uptake of ions by root hairs uptake of water by root hairs

A no longer occurs no longer occurs

B no longer occurs still occurs

C still occurs no longer occurs

D still occurs still occurs

13 Which chamber of the heart has the thickest walls?

© UCLES 2017 www.sytech.co.zw

A 0.6 4.0 13.0

15 What is a difference between plasma and tissue fluid?

plasma tissue fluid

A dissolved glucose no dissolved glucose

A contracts contract relax

17 Which is produced during anaerobic respiration in muscles?

A alcohol, carbon dioxide and water

© UCLES 2017 www.sytech.co.zw

In which time period is the rate of breathing fastest?

19 An analysis of the composition of expired air is shown.

gas in expired air % of expired air

carbon dioxide 4.1

A 0% B 4.1% C 83.6% D 100%

sweat temperature blood

© UCLES 2017 www.sytech.co.zw

21 A person looks at some hills far away.

22 What are characteristics of hormones?

affect carried by produced by

to brain from brain

If the pathway at X is damaged, how does this affect the reflex?

A The person will not be aware that the reflex is occurring.

© UCLES 2017 www.sytech.co.zw