Biology

Cambridge IGCSE™
* 8 4 6 1 0 0 3 2 8 7 *
BIOLOGY 0610/42
Paper 4 Theory (Extended) February/March 2023
1 hour 15 minutes
You must answer on the question paper.
No additional materials are needed.
INSTRUCTIONS
● Answer all questions.
● Use a black or dark blue pen. You may use an HB pencil for any diagrams or graphs.
● Write your name, centre number and candidate number in the boxes at the top of the page.
● Write your answer to each question in the space provided.
● Do not use an erasable pen or correction fluid.
● Do not write on any bar codes.
● You may use a calculator.
● You should show all your working and use appropriate units.
INFORMATION
● The total mark for this paper is 80.
● The number of marks for each question or part question is shown in brackets [ ].
This document has 20 pages. Any blank pages are indicated.
DC (EF/JG) 311941/4
© UCLES 2023 [Turn over
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1 (a) Fig. 1.1 is a simplified diagram of the circulatory system in humans.
A
F
Y
E B
C
D
other organs
Fig. 1.1
(i) State the letter from Fig. 1.1 that represents the blood vessel that contains blood with the
highest concentration of oxygen.
..................................................................................................................................... [1]
(ii) State the letter from Fig. 1.1 that represents the hepatic portal vein.
..................................................................................................................................... [1]
(iii) State all the letters from Fig. 1.1 that represent arteries.
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(iv) Explain the importance of the part labelled Y in Fig. 1.1.
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(v) State the evidence from Fig. 1.1 that the diagram shows a double circulation system.
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(b) Fig. 1.2 shows the pressure of blood flowing through different blood vessels as it travels
around the body. (Venules are narrow vessels that connect capillaries to veins.)
18
16
14
12
blood 10
pressure
/ kPa 8
0
arteries X capillaries venules veins
type of blood vessel
Fig. 1.2
(i) Blood vessels X in Fig. 1.2 supply blood to skin-surface capillaries and have a role in
maintaining a constant internal temperature.
State the name of the blood vessels that are represented by the letter X in Fig. 1.2.
..................................................................................................................................... [1]
(ii) Explain reasons for the changes in pressure seen in the arteries in Fig. 1.2.
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(iii) Using the information in Fig. 1.2, explain the structural adaptations of arteries and veins.
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[Total: 14]

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2 A student investigated the digestion of starch.
Fig. 2.1 shows the apparatus she used.
distilled water distilled water

dialysis dialysis
tubing tubing
starch solution starch solution

+ amylase
test-tube A test-tube B
Fig. 2.1
Dialysis tubing is used to represent a cell membrane.
The dialysis tubing material allows small molecules to move across it, but not larger molecules.
Test-tubes A and B were set up as shown in Fig. 2.1 and placed in a water-bath at 37 °C for
30 minutes.
The liquid outside the dialysis tubing in test-tubes A and B was tested with Benedict’s solution at
0 minutes and after 30 minutes.
Table 2.1 shows the results.
Table 2.1
colour with Benedict’s solution colour with Benedict’s solution

test-tube
at 0 minutes at 30 minutes
A blue blue
B blue red
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(a) Using the information in Fig. 2.1 and Table 2.1, explain the reasons for the difference in the
results for test-tubes A and B in Table 2.1.
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(b) Complete Table 2.2 by writing in the names of the missing enzymes, substrates and products.
Table 2.2
enzyme substrate product or products
pepsin
fatty acids and glycerol
trypsin
glucose
[4]
(c) State the name of the structures that increase the surface area for absorption in the small
intestine.
............................................................................................................................................. [1]
[Total: 11]
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3 (a) Fig. 3.1 shows part of a classification diagram for plants.
(i) Complete Fig. 3.1.
plants
ferns ...........………………….............
monocotyledons ...........………………….............
Fig. 3.1
[2]
(ii) Describe two identifying features of monocotyledons.
1 ........................................................................................................................................
2 ........................................................................................................................................
[2]

10
(b) Fig. 3.2 shows the life cycle of a fern. The life cycle of a fern has some similarities and some
differences compared with the life cycles of other plants.
The letters represent processes that occur during the life cycle.
The haploid stages of the life cycle are represented by (n).
The diploid stages of the life cycle are represented by (2n).
A B
spores (n)
adult sporophyte adult gametophyte (n)

(2n) C
D C
zygote gametes (n)

(2n)
not to scale
Fig. 3.2
(i) The adult sporophyte has 1200 chromosomes in its body cells.
State the number of chromosomes in the body cells of the gametophyte.
..................................................................................................................................... [1]
(ii) Identify and describe process A in Fig. 3.2.
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(iii) State the name of process D in Fig. 3.2.
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(c) Fig. 3.3 shows the parts of two flowers from two different plants of the same species.
Fig. 3.3
(i) Describe what is meant by the term species.
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(ii) Annotate Fig. 3.3 to show the mechanism of cross-pollination by:
• labelling the structures involved

• drawing an arrow to show the pathway of pollen.
[3]
(iii) Draw an X on Fig. 3.3 to show where fertilisation occurs. [1]
(iv) Explain the disadvantages of cross-pollination compared with self-pollination.
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[Total: 18]
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4 (a) Fig. 4.1 is a photograph of a tree that has been girdled.
Girdling involves removing a complete circle of bark and phloem from around the tree.
Fig. 4.1
(i) Explain why the area above the girdle in Fig. 4.1 will become swollen.
Use the terms source and sink in your answer.
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(ii) Explain why the leaves in girdled trees are still able to receive mineral ions from the
roots.
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(b) Explain why glucose made during photosynthesis is required for the absorption of mineral
ions by the roots.
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(c) State the balanced symbol equation for photosynthesis.
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[Total: 11]

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5 The eye is a sense organ that is part of the nervous system.
(a) Explain why the eye can be described as a sense organ.
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(b) State the two parts of the central nervous system.
1 ................................................................................................................................................
2 ................................................................................................................................................
[2]
(c) Fig. 5.1 is a diagram of a section through the human eye.
A
H
C
G D
Fig. 5.1
(i) Draw an X on Fig. 5.1 to identify the blind spot. [1]
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(ii) Table 5.1 shows some of the parts labelled in Fig. 5.1, their names and their functions.
Complete Table 5.1.
Table 5.1
name of the part letter in Fig. 5.1 function
transmits impulses to the central nervous system
cornea
[3]
(d) State the names of the two effectors that contract and relax during the pupil reflex.
................................................................... and ................................................................... [1]
(e) Explain why a person is unable to focus on distant objects if the suspensory ligaments
become permanently overstretched.
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[Total: 12]

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6 Golden rice is a type of rice that has been genetically modified to contain a nutrient called
beta-carotene.
Fig. 6.1 shows the genetic modification process used to produce golden rice.
bacterial cell plant DNA
rice plant cells

infected with the
genetically modified
bacteria
rice plants
with the ability
to produce
beta-carotene
are grown
tissue culture
not to scale
Fig. 6.1
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(a) Using the information in Fig. 6.1, complete the sentences to describe how rice is genetically
modified to contain beta-carotene.
The part labelled A in the bacterial cell is a ................................................... .
Part A is extracted and cut using a .................................................. enzyme forming
..................................................... ends.
The part labelled B is the .................................................. that codes for the production of
beta-carotene.
The enzyme used to cut part A is also used to cut part B from the plant DNA.
Part B is inserted into the part labelled A using the enzyme .......................................... .
This forms the part labelled C, which is called a ........................................................... .
Part C is put into a bacterium. The bacterium is taken up by rice plant cells, giving them the
ability to produce beta-carotene.
Tissue culture is a form of .............................................................. reproduction that is used to
produce many identical rice plants producing beta-carotene for commercial use.
[7]
(b) Apart from structural features, state two reasons why bacteria are useful for genetic
modification.
1 ................................................................................................................................................
2 ................................................................................................................................................
[2]

18
(c) Discuss the disadvantages of genetically modifying rice plants to produce beta-carotene.
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(d) Beta-carotene is required to produce vitamin A, which is essential for eye function.
State the nutrient required to prevent:
scurvy .......................................................................................................................................
rickets. ......................................................................................................................................
[2]
[Total: 14]
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Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every
reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the
publisher will be pleased to make amends at the earliest possible opportunity.
To avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the Cambridge
Assessment International Education Copyright Acknowledgements Booklet. This is produced for each series of examinations and is freely available to download
at www.cambridgeinternational.org after the live examination series.
Cambridge Assessment International Education is part of Cambridge Assessment. Cambridge Assessment is the brand name of the University of Cambridge
Local Examinations Syndicate (UCLES), which is a department of the University of Cambridge.
© UCLES 2023 0610/42/F/M/23

Cambridge IGCSE™
* 5 9 0 9 0 0 4 5 0 1 *
BIOLOGY 0610/62
Paper 6 Alternative to Practical February/March 2023
1 hour
INSTRUCTIONS
INFORMATION
DC (PQ/JG) 312355/3
2
1 Potato cells take up methylene blue dye when the potato tissue is placed into the dye solution.
If the dyed potato cells are placed in water the dye will diffuse into the water.
A student investigated the effect of temperature on the diffusion of methylene blue dye from dyed
potato cells.
The student used this method:
Step 1 You are provided with a beaker of cold water, a beaker of warm water and a beaker of
hot water.
Step 2 Measure the temperature of the water in the beaker of hot water.
Step 3 Label one test-tube C, one test-tube W and one test-tube H.
Step 4 Draw a line 9 cm from the base of each test-tube, as shown in Fig. 1.1. Place the three
test-tubes in a test-tube rack.
line drawn
9 cm
Fig. 1.1
Step 5 Fill test-tube C with cold water up to the line drawn in step 4. Put test-tube C into the
beaker of cold water.
Step 6 Fill test-tube W with warm water up to the line drawn in step 4. Put test-tube W into the
beaker of warm water.
Step 7 Fill test-tube H with hot water up to the line drawn in step 4. Put test-tube H into the
beaker of hot water.
Step 8 You are provided with three potato cylinders. They have been soaked in methylene blue
solution and then rinsed.
Place the three potato cylinders on the white tile and cut the three potato cylinders to
approximately 2 cm in length.
Step 9 Place one of the potato cylinders from step 8 into each test-tube.
Step 10 Start the stop-clock. Leave the test-tubes for 15 minutes.
Step 11 After 15 minutes, measure the temperature of the water in the beaker of hot water again.
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Fig. 1.2 shows part of the thermometer during step 2 and step 11.
70 40
65 35
60 30
step 2 step 11
Fig. 1.2
(a) (i) Record the temperatures shown on the thermometer for step 2 and step 11 in Fig. 1.2.
water temperature in the beaker of hot water in step 2 ............................................... °C
water temperature in the beaker of hot water in step 11 .............................................. °C

[2]
Step 12 Remove the test-tubes C, W and H from the beakers and shake all the test-tubes for
10 seconds. Place the test-tubes into the test-tube rack.
Step 13 Observe the intensity of the blue colour of the liquid in test-tubes C, W and H.

4
Fig. 1.3 shows the student’s notebook with their observations.
C = pale
W = medium
H = dark
Fig. 1.3
(ii) Prepare a table and record the results shown in Fig. 1.3.
[2]
(iii) State a conclusion for these results.
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(iv) Identify one possible source of error in step 8.
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(v) Identify one safety hazard in the investigation.
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(vi) The readings on the thermometer in Fig. 1.2 show that the maintenance of the
temperature of the water during the investigation was a source of error.
Suggest an improvement to reduce this error.
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(vii) The student did not repeat the investigation and only collected one set of results.
Explain why it is better to collect several sets of results.
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(b) A student investigated the effect of surface area on diffusion.
• Cut four cubes from a potato. Each cube should be a different size.
• Put the potato cubes into a methylene blue solution for 24 hours.
• After 24 hours, remove the potato cubes from the solution and rinse them in cold water.
• Fill four test-tubes with water. Place one potato cube into each test-tube. Leave the
test-tubes for 15 minutes.
• Some of the methylene blue dye will diffuse out of the potato cube into the water during
the 15 minutes. Shine a light through the water in the test-tube after 15 minutes.
• Measure the percentage of light that is absorbed by the methylene blue dye in the water
in each test-tube.
• The higher the concentration of methylene blue dye in the water the greater the
percentage of light absorbed.
(i) State the independent variable and the dependent variable in the investigation described
in 1(b).
independent variable .........................................................................................................
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dependent variable ............................................................................................................
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[2]
(ii) State one variable that was kept constant in the investigation described in 1(b).
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(iii) Fig. 1.4 is a graph showing the student’s results.
100
90
80
70
60
percentage of
light absorbed by 50
the methylene
blue dye 40
30
20
10
0
0 5 10 15 20 25 30
surface area of the potato cube / cm2
Fig. 1.4
Using Fig. 1.4, estimate the percentage of light absorbed by the methylene blue dye when
the surface area of the potato cube is 18 cm2.
Show on Fig. 1.4 how you obtained your estimate.
............................................................ %
[2]
[Total: 14]

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2 (a) A scientist investigated the nutritional content of fruit juice.
(i) State the name of the reagent or solution that would be used to test the fruit juice for
starch.
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(ii) State the name of the reagent or solution that would be used to test the fruit juice for
reducing sugars.
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(iii) A sample of fruit juice was tested for protein.
State the result of a positive test.
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(b) Fruit juice contains vitamin C.
Plan an investigation to determine the effect of temperature on vitamin C concentration in fruit

juice.
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(c) Scientists wanted to find out if drinking beetroot juice lowers blood pressure.
Two groups of men had their systolic blood pressure measured. Group 1 drank 500 cm3 of
beetroot juice and group 2 drank 500 cm3 of apple juice.
After six hours their systolic blood pressures were measured again.
The results are shown in Table 2.1.
Table 2.1
mean systolic blood pressure / mm Hg

group
before drinking after six hours
1 132.4 127.4
2 131.3 132.1
(i) Using the data in Table 2.1, calculate the percentage change in mean systolic blood
pressure for group 1.
Give your answer to one decimal place.
Space for working.
............................................................ %
[3]
(ii) State one factor that was kept constant in the investigation described in 2(c).
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(d) Fig. 2.1 is a photomicrograph of a section through a bronchiole in a human lung.
magnification ×130
Fig. 2.1
(i) Line PQ represents the width of the bronchiole.
Measure the length of line PQ on Fig. 2.1.
length of line PQ ............................................... mm
Calculate the actual width of the bronchiole using the formula and your measurement.
length of line PQ
magnification = actual width of the bronchiole
Give your answer to two significant figures.
Space for working.
......................................................... mm
[3]
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(ii) Make a large drawing of the layers of tissue in the bronchiole shown in Fig. 2.1.
Do not draw individual cells.
[4]
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(e) A scientist investigated the effect of exercise on breathing rate and heart rate while running.
They measured the percentage increase in breathing rate and heart rate from the resting
rates during a four-minute run.
Table 2.2
percentage increase from resting rates

time / s
breathing rate heart rate
0 0 0
60 92 21
120 123 40
180 135 59
240 142 77
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(i) Using all the data in Table 2.2, plot a line graph on the grid of the percentage increase
from resting rate against time.
You will need to plot breathing rate and heart rate as two separate lines on your graph.
Include a key.
[5]
(ii) State a conclusion for the data shown in your graph.
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[Total: 26]
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Cambridge IGCSE™
* 4 7 8 0 1 4 8 1 2 4 *
BIOLOGY 0610/42
1 hour 15 minutes
INSTRUCTIONS
INFORMATION
DC (NF/AR) 202933/3
2
BLANK PAGE
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1 (a) Fig. 1.1 is a diagram showing the position of some organs in the human body.
Fig. 1.1
Some of the organs shown in Fig. 1.1 are endocrine glands.
Table 1.1 shows the names of some of the endocrine glands, their identifying letters and the
hormones that they produce.
Complete Table 1.1.
Table 1.1
name of endocrine gland letter in Fig. 1.1 hormone produced
insulin
testes
[3]

4
(b) Fig. 1.2 shows two graphs representing:
• the relative blood concentrations of two hormones, A and B, released by the ovaries
during the menstrual cycle
• the thickness of the lining of the uterus.
relative blood
concentration A B
of the
hormones
0 2 4 6 8 10 12 14 16 18 20 22 24 26 28
days
thickness
of the lining
of the uterus
0 2 4 6 8 10 12 14 16 18 20 22 24 26 28
days
Fig. 1.2
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(i) Describe the roles in the menstrual cycle of hormone A.
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(ii) State the day in Fig. 1.2 when ovulation is most likely to occur.
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(iii) State the days in Fig. 1.2 when the lining of the uterus is lost from the body.
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6
(c) The female contraceptive pill is a chemical method of birth control, which is available in many
countries.
(i) Describe the social implications of the increased availability of the female contraceptive
pill.
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(ii) The hormones in the female contraceptive pill can enter rivers.
Describe the negative impacts of female contraceptive hormones entering rivers and
contaminating drinking water.
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(iii) State two barrier methods of contraception.
1 ........................................................................................................................................
2 ........................................................................................................................................
[2]
[Total: 15]
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2 (a) Fig. 2.1 is a diagram of a prokaryotic cell.
not to scale
Fig. 2.1
(i) State one visible feature in Fig. 2.1 that identifies this cell as a prokaryotic cell.
..................................................................................................................................... [1]
(ii) State one cell structure that is present in the cells of all organisms.
..................................................................................................................................... [1]
(b) Prokaryotes, Animals and Plants are three of the five kingdoms of organisms.
State the names of the two other kingdoms.
1 ................................................................................................................................................
2 ................................................................................................................................................
[2]
(c) Fig. 2.2 shows part of the nitrogen cycle.
nitrogen in
atmosphere
proteins in proteins in
animals plants
animal waste B C
dead
organisms
A
nitrate ions
in soil
Fig. 2.2
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(i) Describe processes A, B and C in Fig. 2.2.
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(ii) State the name of the process that plants use to absorb nitrate ions.
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[Total: 11]

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

[2]
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(ii) Explain why the ECG trace recorded during exercise differs from the ECG trace recorded
at rest.
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(iii) Suggest one other way of monitoring the activity of the heart.
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(b) If exercise is very intense an oxygen debt is formed.
(i) Complete the sentence.
An oxygen debt results in a build-up of ................................................ in the
................................................ during vigorous exercise.

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

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

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

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

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

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

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

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

20
(c) Food shortages that result in famine can be caused by many factors.
Describe how drought can contribute to famine.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
............................................................................................................................................. [3]
[Total: 9]
Cambridge Assessment International Education is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of the University of
Cambridge Local Examinations Syndicate (UCLES), which itself is a department of the University of Cambridge.
© UCLES 2021 0610/42/F/M/21

Cambridge IGCSE™
* 2 7 7 5 6 2 8 6 0 0 *
BIOLOGY 0610/62
1 hour
INSTRUCTIONS
INFORMATION
This document has 12 pages.
DC (LK/CGW) 203215/3
2
1 A student investigated osmosis. They used a model cell made from dialysis tubing. Dialysis tubing
is permeable to water but is not permeable to larger molecules such as sucrose, which is a type of
sugar.
Step 1 One test-tube was labelled DW and a second test-tube was labelled S.
Step 2 Two dialysis tubing bags were made by knotting lengths of dialysis tubing at one end.
Step 3 A syringe was filled with 10 cm3 of sucrose solution.
Step 4 The 10 cm3 of sucrose solution was transferred from the syringe to a dialysis tubing bag,
as shown in Fig. 1.1.
syringe
sucrose solution
open end of the
dialysis tubing bag
sucrose solution inside

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

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

3
elastic band
open end of the

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

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

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

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

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

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

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

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

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

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

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

Cambridge IGCSE™
* 1 2 6 0 5 8 1 3 5 8 *
BIOLOGY 0610/42
Paper 4 Theory (Extended) May/June 2021
1 hour 15 minutes
INSTRUCTIONS
INFORMATION
DC (KN/FC) 202969/5
2
1 (a) Complete the sentence about the nervous system.
The brain and spinal cord form the ............................................... nervous system and the
nerves coming into and out of the spinal cord are part of the ...............................................
nervous system. [1]
(b) Fig. 1.1 shows part of a human eye and three neurones that conduct electrical impulses
between the eye and the brain. These neurones are involved in the pupil reflex.
J
A B
H
C
not to scale
Fig. 1.1
(i) State the type of neurone identified as A in Fig. 1.1.
..................................................................................................................................... [1]
© UCLES 2021 0610/42/M/J/21

3
(ii) Table 1.1 shows the names of some parts of the eye, their functions and the letters in
Fig. 1.1 that identify the parts of the eye.
Complete Table 1.1.
Table 1.1
part of the eye function letter in Fig. 1.1
suspensory ligament G
contracts in response to a bright light
cornea
contains a high density of cones for colour

vision
[4]
(c) (i) The eye can adjust how light is refracted through it in order to focus on a near object.
State one process that uses energy when focusing on a near object.
..................................................................................................................................... [1]
(ii) Mitochondria require oxygen to release energy. Oxygen is transported to cells in the eye
by red blood cells.
State the name of the molecule in red blood cells that carries oxygen.
..................................................................................................................................... [1]
(iii) Explain how oxygen in the capillaries reaches the cells in the eye.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [2]
© UCLES 2021 0610/42/M/J/21 [Turn over

4
(d) Eyelashes and eyelids are mechanical barriers that help to prevent particles and pathogens
entering the eye.
(i) Give two other mechanical barriers that defend the body against pathogens.
1 ........................................................................................................................................
2 ........................................................................................................................................
[2]
(ii) State the name of the white blood cells that digest pathogens.
..................................................................................................................................... [1]
(iii) Conjunctivitis can be caused by pathogens and affects the tissues lining the eyelids and
covering the sclera. People with conjunctivitis that is caused by a pathogen can develop
active immunity.
Explain why the shape of specific parts of a pathogen is important in the development of
active immunity.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [3]
(e) Most insects and some crustaceans have compound eyes.
State the name of the group that contains insects and crustaceans.
............................................................................................................................................. [1]
[Total: 17]
© UCLES 2021 0610/42/M/J/21

5
2 The classification of giant pandas, Ailuropoda melanoleuca, is debated by many scientists.
Fig. 2.1 shows a giant panda eating bamboo plants.
Fig. 2.1
Fig. 2.2 shows a red panda, Ailurus fulgens, and a polar bear, Ursus maritimus.
red panda eating bamboo plants polar bear eating fish

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

6
(ii) DNA can also be used to classify species.
Molecular biologists compared the DNA base sequences of eight species from the same
vertebrate group. They used the differences to draw a classification diagram.
Fig. 2.3 shows the classification diagram for these eight species. The shorter the
horizontal distance from two species to the branching point that they share, the more
similar their DNA sequences are and the more closely the two species are related.
The scale on Fig. 2.3 shows the time at which the molecular biologists estimate that
each branching point occurred.
red panda
ferret
giant panda
polar bear
wolf
tiger
human
mouse
100 80 60 40 20 0
million years ago
Fig. 2.3
© UCLES 2021 0610/42/M/J/21

7
Morphology can also be used to classify species. Some scientists think that morphology
suggests that the giant panda is more closely related to the red panda than it is to the
polar bear.
Discuss the evidence for and against the giant panda being more closely related to
the red panda than it is to the polar bear. Use the information in Fig. 2.1, Fig. 2.2 and
Fig. 2.3 in your answer.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [5]
(iii) State one other type of evidence that is used to classify species.
..................................................................................................................................... [1]
[Total: 9]

8
3 (a) Fig. 3.1 shows some of the events that occur in the menstrual cycle.
A follicle is fully developed
B gamete is released into the oviduct
C lining of the uterus is removed from the body
D lining of the uterus reaches a maximum thickness
E lining of the uterus gets thicker
Fig. 3.1
(i) Put the events shown in Fig. 3.1 into the correct sequence.
One has been done for you.
B
[1]
(ii) State the name of the hormone that stimulates event A to occur.
..................................................................................................................................... [1]
(iii) Event C means that menstruating females lose blood regularly.
Two females of the same age have different dietary needs because one has started
menstruating and the other has not started menstruating.
Suggest why the dietary needs of the two females are different.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [2]
© UCLES 2021 0610/42/M/J/21

9
(b) During pregnancy menstruation does not occur.
Fig. 3.2 shows some of the organs of a pregnant woman, viewed from the side.
fetus
V
Q
U
T R
Fig. 3.2
Describe what happens between ovulation and the formation of a fetus.
Use the letters in Fig. 3.2 to support your answer.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
............................................................................................................................................. [6]
[Total: 10]
10
4 (a) Climate change is one reason why a plant species could become endangered.
(i) State other reasons why a plant species could become endangered.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [3]
(ii) Describe how human actions are causing climate change.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [4]
© UCLES 2021 0610/42/M/J/21

11
(b) Seed banks are used to conserve endangered plant species.
Fig. 4.1 shows some of the steps involved in managing a seed bank.
seeds are collected from

many populations of
each species
seeds are checked using

X-rays
seeds are stored at low

temperatures in the
seed bank
a small sample of seeds

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

12
(ii) Seeds are X-rayed before they are stored to check that they contain an embryo.
State one possible consequence of using ionising radiation on seeds.
...........................................................................................................................................
..................................................................................................................................... [1]
(iii) Seeds stored at low temperatures have very low respiration rates.
Explain why.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [2]
(c) One purpose of seed banks is to reintroduce plant species into their natural environment.
A survey was done to find out why some reintroduction programmes are not successful.
Fig. 4.2 shows the results of the survey.
40
35
30
percentage of 25
species that
were not 20
successfully
reintroduced 15
10
0
reason wrong changing seeds did seedlings too few wrong
unknown habitat habitat not too young individuals season
germinate
reasons why reintroductions failed
Fig. 4.2
© UCLES 2021 0610/42/M/J/21

13
(i) Some of the seeds in the reintroduction programmes did not germinate.
State the conditions that are necessary for seeds to germinate.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [3]
(ii) Some reintroduction programmes failed because the seedlings were too young. Young
seedlings only have a few small roots.
Explain why it would be important to reintroduce plants with many large roots.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [4]
(iii) The low number of individuals also caused some reintroduction programmes to fail.
State the name of the phase in a population growth curve where the number of individuals
is very low.
..................................................................................................................................... [1]
[Total: 21]

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

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

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

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

17
6 (a) Some students set up the apparatus shown in Fig. 6.1 to compare transpiration in two sets of
leaves.
Set A was kept in a transparent bag and set B was left in the open air.
All other conditions were kept constant.
The mass of the leaves in each set was measured at the start of the investigation and after
five hours.
string line paper clip
clamp stand
transparent bag
set A
set B
Fig. 6.1
(i) Predict the results for this investigation.
Explain the reason for your prediction.
prediction ...........................................................................................................................
...........................................................................................................................................
explanation ........................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
[3]
18
(ii) Explain how transpiration occurred in the leaves shown in Fig. 6.1.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [3]
(iii) The students needed two additional pieces of apparatus to take measurements so that
they could calculate the rate of transpiration from their results.
State the two additional pieces of apparatus the students needed to take the
measurements.
1 ........................................................................................................................................
2 ........................................................................................................................................
[2]
(b) Fig. 6.2 shows the positions of the different tissues in part of a dicotyledonous leaf.
Fig. 6.2
© UCLES 2021 0610/42/M/J/21

19
Identify the tissues described in Table 6.1 by:

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

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

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

20
BLANK PAGE
© UCLES 2021 0610/42/M/J/21

Cambridge IGCSE™
* 2 6 7 4 5 0 3 0 4 5 *
BIOLOGY 0610/62
Paper 6 Alternative to Practical May/June 2021
1 hour
INSTRUCTIONS
INFORMATION
DC (ST/JG) 201921/3
2
1 Catalase is an enzyme found in living cells. It catalyses the break-down of hydrogen peroxide to
form water and oxygen. In this investigation a celery extract was used as a source of catalase.
A student investigated the effect of catalase concentration on the rate of oxygen production.
The student made five different concentrations of celery extract by diluting the celery extract by
50% in each successive dilution.
Step 1 Five beakers were labelled A, B, C, D and E.
Step 2 A 10 cm3 measuring cylinder was used to place 10 cm3 of celery extract into beaker A.
Step 3 The same measuring cylinder was used to transfer 5 cm3 of celery extract from beaker A
to beaker B. The same measuring cylinder was used to add 5 cm3 of distilled water to
beaker B.
Step 4 The same measuring cylinder was used to transfer 5 cm3 of celery extract from beaker B
to beaker C. 5 cm3 of distilled water was added to beaker C.
Step 5 The same measuring cylinder was used to transfer 5 cm3 of celery extract from beaker C
to beaker D. 5 cm3 of distilled water was added to beaker D.
Step 6 The same measuring cylinder was used to transfer 5 cm3 of celery extract from beaker D
to beaker E. 5 cm3 of distilled water was added to beaker E.
(a) (i) Table 1.1 shows the concentrations of the celery extract in beakers A to E.
Table 1.1
percentage
beaker concentration of
celery extract
A 100.00
B 50.00
C
..................
D 12.50
E 6.25
Complete Table 1.1 by calculating and writing in the percentage concentration of celery
extract in beaker C. [1]
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3
Step 7 Small filter paper discs were dipped into the celery extracts in beakers A to E.
Step 8 The paper disc dipped in celery extract A was placed into a test-tube and was pushed to
the bottom of the test-tube with a glass rod.
Step 9 A syringe was used to put 18 cm3 of 1% hydrogen peroxide solution into the test-tube.
The apparatus is shown in Fig. 1.1.
The student recorded the time taken for the paper disc to rise to the surface of the
hydrogen peroxide solution.
test-tube
1% hydrogen peroxide
solution
direction of travel
of filter paper disc
bubbles of oxygen gas
filter paper disc soaked

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

4
(ii) Prepare a table to record the results shown in Fig. 1.2. Record all the times in seconds.
[4]
(iii) State a conclusion for this investigation.
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [1]
(iv) Identify the variable that the student changed (independent variable) and the variable
that was measured (dependent variable) in this investigation.
...........................................................................................................................................
...........................................................................................................................................
[2]
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5
(b) (i) The oxygen gas produced by the reaction forms bubbles on the paper disc. The bubbles
cause the disc to rise to the top of the hydrogen peroxide solution. The time taken for the
disc to rise can be used to calculate the rate of the reaction.
Explain how you could calculate the rate at which the disc rises.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [2]
(ii) Identify one source of error in step 4.
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [1]
(iii) Describe a suitable control for this investigation.
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [1]

6
(c) Sodium chloride affects the activity of the enzyme catalase.
This enzyme catalyses the break-down of hydrogen peroxide to release water and oxygen
gas.
catalase
2H2O2 2H2O + O2
hydrogen peroxide water oxygen
Plan an experiment to determine the effect of sodium chloride concentration on the volume of
oxygen gas produced during this reaction.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
............................................................................................................................................. [6]
(d) The enzyme catalase is a protein.
State the test for protein and state the result of a positive test.
test ............................................................................................................................................
...................................................................................................................................................
positive test result .....................................................................................................................
...................................................................................................................................................
[2]
[Total: 20]
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7
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8
2 (a) The photograph in Fig. 2.1 shows a leaf from a European holly tree (Ilex aquifolium).
prickle
Fig. 2.1
(i) Draw a large diagram of the holly leaf shown in Fig. 2.1.
Do not label your drawing.
[4]
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9
(ii) The line PQ on Fig. 2.1 shows the length of the leaf.
Measure the length of line PQ on Fig. 2.1. Include the unit.
length of line PQ ................................................
Draw a line on your drawing in the same position as line PQ in Fig. 2.1.
Measure the length of the line you have drawn. Include the unit.
length of the line on your drawing ................................................
Calculate the magnification of your drawing using your measurements and the formula.
length of the line on your drawing

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

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

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

each holly tree / m prickles per leaf
0.5 18
1.0 14
1.5 13
2.0
3.0 8
4.0 3
5.0 1
(i) The students counted a total of 614 prickles on the leaves collected at a height of
2.0 metres.
Calculate the total number of leaves collected at 2.0 metres above ground ......................
Calculate the average number of prickles per leaf.
Give your answer to the nearest whole number.
Space for working.
................................................................
[3]
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11
(ii) State two ways the students ensured that they collected a representative sample of
leaves.
1 ........................................................................................................................................
...........................................................................................................................................
2 ........................................................................................................................................
...........................................................................................................................................
[2]
(iii) Plot a line graph on the grid to show the data in Table 2.1. Include a line of best fit.
[4]

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

[2]
(d) Leaves contain starch.
State the solution used to test for starch and give the result of a positive test.
solution .....................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
[2]
[Total: 20]
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Cambridge IGCSE™
* 5 6 6 0 8 4 5 5 8 2 *
BIOLOGY 0610/42
Paper 4 Theory (Extended) October/November 2021
1 hour 15 minutes
INSTRUCTIONS
INFORMATION
DC (KN/CGW) 203280/4
2
1 Fig. 1.1 shows several villi from the ileum, which is part of the small intestine.
(a) State the name of one other part of the small intestine.
............................................................................................................................................. [1]
area enlarged
in Fig. 1.2
lacteal
goblet cells
Fig. 1.1
Fig. 1.2 shows the tip of a villus in more detail.
goblet cell
microvilli
epithelial cells
Fig. 1.2
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3
(b) The epithelial cells of the villi absorb nutrients by diffusion and active transport.
(i) Describe how active transport differs from diffusion.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [3]
(ii) Explain the importance of the microvilli shown in Fig. 1.2.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [2]
(c) Goblet cells provide protection for the epithelial cells that line the intestine.
(i) State the name of the protective substance produced by goblet cells.
..................................................................................................................................... [1]
(ii) Suggest why a protective substance is necessary in the intestines.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [2]
(d) Fig. 1.1 shows a lacteal in the centre of each villus.
Describe the roles of lacteals.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
............................................................................................................................................. [2]
© UCLES 2021 0610/42/O/N/21 [Turn over
4
(e) Complete Table 1.1 by identifying the level of organisation of each structure.
Choose your answers from the list. Each word or phrase may be used once, more than once
or not at all.
cell cell structure organ organ system organism tissue
Table 1.1
structure level of organisation
gall bladder
endoplasmic reticulum
intestinal epithelium
ileum
[4]
(f) Many fungi are decomposers that feed on dead plants. The fungi secrete enzymes to digest
large molecules.
Students made an extract from a species of fungus. The extract contained digestive enzymes.
The students carried out an investigation to find out if amylase and pectinase were present in
the fungal extract.
They made agar plates by filling Petri dishes with agar jelly containing either starch or pectin.
They cut four holes of the same size in the agar jelly in each Petri dish.
The holes in each Petri dish contained the same volume of:
A – 1% amylase solution
B – 1% pectinase solution
C – distilled water
D – fungal extract.
The Petri dishes were kept at 27 °C for four days. After this time a dye was poured into each
dish to stain the areas where starch and pectin remained.
Fig. 1.3 shows drawings of the stained agar in the Petri dishes. The clear zones indicate the
areas where no starch or pectin remained.
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5
Petri dish containing starch Petri dish containing pectin

in agar jelly in agar jelly
A B A B
Key:
stained area
D clear zone
D C C
hole in agar jelly
Fig. 1.3
(i) State what conclusions can be made about the enzymes in the fungal extract and give
evidence from Fig. 1.3 to support your conclusions.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [5]
(ii) The investigation was repeated but at 5 °C instead of at 27 °C.
Predict the effect of the lower temperature on the results.
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [1]
[Total: 21]

6
2 (a) A scientist investigated sexual reproduction in flowering plants.
Fig. 2.1 shows the procedure for crossing two plants of the same species.
paint brush used

anthers are removed to pick up pollen
from flower 1 from flower 2
pollen transferred
stigma ready to to the stigma of
receive pollen flower 1
bag placed
around flower 1
and tied tightly
seeds develop in flower 1

after fertilisation
Fig. 2.1
The scientist collected the seeds and germinated them. The leaves and flowers of the offspring
plants showed phenotypic variation as they were not all identical to the parent plants.
The scientist then investigated the chromosomes of all the offspring plants and found that
they had exactly the same number of chromosomes as the parent plants.
(i) Define the term chromosome.
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [2]
© UCLES 2021 0610/42/O/N/21

7
(ii) Suggest why the scientist placed a bag around flower 1.
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [1]
(iii) Explain how sexual reproduction results in the variation that the scientist discovered in
the offspring plants.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [2]
(iv) The chromosome number of the offspring plants is the same as the chromosome number
of the parent plants in this investigation.
Explain how the chromosome number is maintained from one generation to the next.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [2]

8
(b) The plant Camellia japonica has flowers that can be white, red or a mixture of these two
colours. When red-flowered plants are crossed with white-flowered plants, all the offspring
plants have flowers with petals that are a mixture of red and white, as shown in Fig. 2.2.
Fig. 2.2
• The gene for petal colour in C. japonica is given the symbol P.

• The allele for white petals is given the symbol PW.
• The allele for red petals is given the symbol PR.
(i) Table 2.1 shows the phenotypes of three different pairs of parent plants.
Complete Table 2.1 by giving all the possible genotypes of the offspring plants that could
be produced by these parent plants.
Space for working.
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9
Table 2.1
phenotype of female all the possible genotypes of offspring

phenotype of male parent
parent plants produced by this cross
red petals red petals
white petals red petals
petals that are both red petals that are both red
and white and white
[3]
(ii) State the type of inheritance that is shown by petal colour in C. japonica.
..................................................................................................................................... [1]
[Total: 11]

10
3 Fig. 3.1 shows the changes in the concentrations of the hormones FSH and LH during a menstrual
cycle.
45 Key:
= LH
40
= FSH
35
30
concentration 25
of hormone
/ arbitrary units 20
15
10
0
0 5 10 15 20 25 30
days in the menstrual cycle
Fig. 3.1
(a) (i) Suggest the target organ for FSH.
..................................................................................................................................... [1]
(ii) State how FSH reaches its target organ.
..................................................................................................................................... [1]
(iii) Describe the relationship shown by the two hormones in Fig. 3.1.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [2]
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11
(b) Describe the roles of FSH and LH in the menstrual cycle.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
............................................................................................................................................. [4]
(c) Describe the changes that occur in the lining of the uterus during one menstrual cycle.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
............................................................................................................................................. [3]
(d) Oral contraceptives are a method of birth control taken by women.
Outline how the hormones in contraceptives act as a method of birth control.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
............................................................................................................................................. [3]
[Total: 14]

12
4 Involuntary actions occur because nerve impulses travel along the components of reflex arcs.
An example of an involuntary action is the rapid movement of a hand after unexpectedly touching
a very hot object.
Fig. 4.1 shows the structures that are involved in the movement of the hand.
U X
V
hot object Y
Fig. 4.1
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13
(a) Table 4.1 shows the functions of some of the structures shown in Fig. 4.1, the names of the
structures and the letter from Fig. 4.1 that identifies each structure.
Complete Table 4.1.

Table 4.1
function name letter on Fig. 4.1
conducts impulses to central nervous

system (CNS)
conducts impulses to an effector
conducts impulses only within the

CNS
receptor
[5]

14
(b) Fig. 4.2 shows the structure of the synapse at W on Fig. 4.1.
Fig. 4.2
Describe how an impulse travels across the synapse shown in Fig. 4.2.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
............................................................................................................................................. [4]
(c) State one example of a reflex action that occurs in the eye.
...................................................................................................................................................
...................................................................................................................................................
............................................................................................................................................. [1]
[Total: 10]
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15
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16
5 (a) State two factors that affect the volume of urine produced in the human body.
1 ................................................................................................................................................
2 ................................................................................................................................................
[2]
(b) Nitrogen is an important element for organisms.
In a livestock farm, waste from animals contains protein. This waste is often spread on
farmland as a fertiliser.
Describe how the nitrogen in protein is recycled in the soil into a form that plants can absorb
and use.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
............................................................................................................................................. [5]
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17
(c) Waste from livestock farms often pollutes water courses, such as streams and rivers, leading
to a reduction in biodiversity.
Explain how the pollution of water courses by animal waste leads to a reduction in biodiversity.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
............................................................................................................................................. [6]
[Total: 13]

18
6 Enzymes are catalysts.
(a) Define the term catalyst.
...................................................................................................................................................
...................................................................................................................................................
............................................................................................................................................. [2]
(b) Fig. 6.1 shows diagrams of three enzymes and eight different substrates.
W
1
3
V
P
U Q
2 R
T S
Fig. 6.1
(i) State the letter of the substrate that will be broken down by enzyme 1.
..................................................................................................................................... [1]
(ii) Explain, in terms of enzyme structure, the reason for your choice in 6(b)(i).
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [2]
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19
(c) Table 6.1 lists some enzymes and the reactions that they catalyse.
Complete Table 6.1.
Table 6.1
enzyme reaction
maltase breakdown of maltose to ...............................
............................... breakdown of proteins to amino acids
lipase breakdown of fats to ............................... and ...............................
............................... breakdown of lactose to simpler sugars
............................... insertion of a short length of DNA into a plasmid
restriction enzyme .......................................................................................................
[6]
[Total: 11]
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20
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© UCLES 2021 0610/42/O/N/21

Cambridge IGCSE™
* 3 2 0 2 3 3 5 9 2 7 *
BIOLOGY 0610/62
Paper 6 Alternative to Practical October/November 2021
1 hour
INSTRUCTIONS
INFORMATION
DC (PQ/JG) 211603/5
2
1 A student investigated the effect of temperature on the rate of respiration in yeast cells. When
yeast cells respire they produce carbon dioxide gas.
In this investigation the gas was collected in a balloon that was attached to a test-tube containing
a yeast suspension.
Step 1 The student prepared a hot water-bath and a cold water-bath.
Step 2 The student measured the temperature of the water in the hot water-bath and in the cold
water-bath.
Step 3 A yeast suspension was stirred with a glass rod. 25 cm3 of the yeast suspension was put
into each of two test-tubes.
Step 4 A balloon was stretched over the top of each test-tube.
Step 5 One test-tube and balloon was put into the hot water-bath and the other test-tube and
balloon was put into the cold water-bath, as shown in Fig. 1.1.
balloon
test-tube
yeast
suspension water-bath
Fig. 1.1
Step 6 The circumference of each balloon was measured by placing a piece of string around the
widest part of the balloon, as shown in Fig. 1.2. A ruler was then used to measure the
length of the string that wrapped around each balloon once.
© UCLES 2021 0610/62/O/N/21

3
balloon
string wrapped
around the balloon
at the widest part
top of the test-tube
Fig. 1.2
Step 7 The circumference of each balloon was measured at 0 minutes, 5 minutes, 10 minutes
and 15 minutes.
The student’s results are shown in Fig. 1.3.
Cold 0 minutes – 120 mm Hot 0 minutes – 120 mm

5 minutes – 125 mm 5 minutes – 135 mm
Fig. 1.3
(a) (i) Prepare a table and record the results shown in Fig. 1.3.
[3]

4
(ii) State a conclusion for the results shown in Fig. 1.3.
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [1]
(iii) Suggest why it was important to stir the yeast suspension in step 3.
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [1]
(iv) State two variables, other than stirring, that should be kept constant in this investigation.
1 ........................................................................................................................................
...........................................................................................................................................
2 ........................................................................................................................................
...........................................................................................................................................
[2]
(b) (i) Balloons and string were used to collect and measure the gas produced by the yeast
cells.
Suggest another, more accurate, method of collecting and measuring the gas.
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [1]
(ii) State the name of an indicator which could be used to show that the gas produced by the
yeast is carbon dioxide and give the result of a positive test.
indicator .............................................................................................................................
positive test result .............................................................................................................

[2]
© UCLES 2021 0610/62/O/N/21

5
(c) (i) The temperatures of the water in the hot water-bath and in the cold water-bath were
measured again at the end of the investigation. Fig. 1.4 is a diagram of the thermometers
showing the temperatures in the two water-baths.
hot water-bath cold water-bath

°C °C
40 40
30 30
20 20
Fig. 1.4
Complete Table 1.1 by recording the temperatures from Fig. 1.4 and calculating the
change in temperature.
Table 1.1
temperature at
temperature in change in
water-bath the end of the
step 2 / °C temperature / °C
investigation / °C
hot 40
cold 20
[2]
(ii) Describe how the method could be modified to prevent a change in the temperature of a
water-bath.
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [1]
[Total: 13]

6
2 Fig. 2.1 is a photograph of a flower from the wind-pollinated grass plant, Briza maxima.
Fig. 2.1
(a) (i) Draw a large diagram of the flower in Fig. 2.1.
[4]
© UCLES 2021 0610/62/O/N/21
7
(ii) Fig. 2.2 is a photomicrograph of grass pollen grains.
magnification ×1500
Fig. 2.2
length of PQ ............................................... mm
Calculate the actual length of the pollen grain using the formula and your measurement.
length of line PQ
magnification =
actual length of the pollen grain
Give your answer in millimetres and to two decimal places.
Space for working.
......................................................... mm
[3]

8
(b) Scientists investigated the effect of wind speed on the average distance travelled by single
pollen grains and groups of five pollen grains joined to form a clump. The pollen grains were
dropped from a height of 2 m.
Table 2.1
average distance average distance

wind speed travelled by single travelled by clumps
/ m per s pollen grains of five pollen grains
/m /m
0.0 0 0
0.2 38 21
0.4 81 39
0.6 118 55
0.8 154 70
(i) Calculate the percentage decrease in the average distance travelled when the pollen
grains fell as a clump compared to a single pollen grain, at a wind speed of 0.6 m per s.
Space for working.
............................................................ %
[3]
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9
(ii) Plot a line graph on the grid of the data in Table 2.1. Include both sets of data and a key.
[5]
(iii) Use your graph to estimate the average distance travelled by single pollen grains at a
wind speed of 0.5 m per s.
Show on your graph how you obtained your estimate.
............................................................ m
[2]

10
(iv) Successful pollination results in fertilisation and the production of seeds.
Describe how you could test the seeds to show that they contain reducing sugars.
Include the result of a positive test.
method ..............................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
positive test result .............................................................................................................

[3]
© UCLES 2021 0610/62/O/N/21

11
(c) (i) Plan an investigation to determine the effect of temperature on the rate of transpiration
from leaves.
You may wish to include the apparatus listed and any other apparatus that you think is
suitable in your plan:
• leafy plants
• electronic balance
• thermometer
• string
• stop-clock
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [6]
(ii) Humidity also affects the rate of transpiration from leaves.
Suggest how you could change the humidity that the leaves are exposed to in a
transpiration investigation.
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [1]
[Total: 27]
© UCLES 2021 0610/62/O/N/21

12
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© UCLES 2021 0610/62/O/N/21

Cambridge IGCSE™
* 8 4 6 4 9 7 8 6 0 0 *
BIOLOGY 0610/42
1 hour 15 minutes
INSTRUCTIONS
INFORMATION
DC (LK/SG) 303960/5
2
1 (a) (i) State the name of the gas exchange surface in humans.
..................................................................................................................................... [1]
(ii) State two features of the gas exchange surface in humans.
1 ........................................................................................................................................
2 ........................................................................................................................................
[2]
(b) Fig. 1.1 is a diagram of the gas exchange system in humans.
trachea
diaphragm
Fig. 1.1
(i) Draw a label line and the letter X on Fig. 1.1 to identify an external intercostal muscle. [1]
(ii) State the name of the tissue that forms C-shaped structures in the wall of the trachea
and state its function.
name .................................................................................................................................
function ..............................................................................................................................
...........................................................................................................................................
[2]
© UCLES 2022 0610/42/F/M/22

3
(iii) Describe the effects on the thorax of contraction of the diaphragm.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [2]
(c) Table 1.1 compares the composition of inspired and expired air.
Table 1.1
percentage in percentage in
gas name of the gas
inspired air expired air
A nitrogen 78 78
B 21 16
C 0.04 4
D variable saturated
(i) Complete Table 1.1 by writing the names of gases B, C and D. [3]
(ii) For gas B and gas C, explain the differences in the percentages shown in Table 1.1
between inspired and expired air.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [3]
[Total: 14]
4
2 (a) Fig. 2.1 is a photomicrograph showing the fertilisation of one human egg cell.
sperm
Fig. 2.1
Describe and explain the adaptations of the cells shown in Fig. 2.1 that enable fertilisation
and early development of the embryo to occur.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
............................................................................................................................................. [6]
© UCLES 2022 0610/42/F/M/22
5
(b) People can use artificial insemination (AI) or in vitro fertilisation (IVF) to increase their chance
of becoming pregnant.
(i) Outline the process of artificial insemination.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [3]
(ii) Outline how the process of in vitro fertilisation (IVF) differs from artificial insemination (AI).
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [2]
(iii) Describe the social implications of fertility treatments.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [4]
[Total: 15]

6
3 (a) A scientist investigated the effect of temperature on the mass of leaves picked from a
tea plant, Camellia sinensis.
• Three samples of leaves were picked and the mass of each sample of leaves was
recorded.
• Each sample of leaves was kept at a different temperature for four hours.
• After four hours, the mass of each sample of leaves was measured and recorded
again.
• The scientist then calculated the final mass as a percentage of the initial mass for
each sample.
Fig. 3.1 shows the results.
100
final mass as a 90
percentage of the
initial mass 80
70
0 10 20 30 40
temperature at which the leaves were kept / °C
Fig. 3.1
(i) Explain the results shown in Fig. 3.1.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [5]
(ii) State one factor, other than temperature, that would affect the loss of mass from the
leaves of a plant.
..................................................................................................................................... [1]
© UCLES 2022 0610/42/F/M/22

7
(b) Fig. 3.2 is a photomicrograph of the tissue that transports water and mineral ions in a plant.
Fig. 3.2
(i) State the name of the tissue shown in Fig. 3.2.
..................................................................................................................................... [1]
(ii) Describe how the tissue shown in Fig. 3.2 is adapted for its functions in the plant.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [3]

8
(c) Explain how mineral ions enter a plant.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
............................................................................................................................................. [3]
[Total: 13]
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9
4 (a) Fig. 4.1 is a diagram of Vibrio cholerae, the bacterium that causes cholera.
plasmid
DNA
ribosomes
capsule
cell wall
cytoplasm
flagellum
Fig. 4.1
(i) Describe two similarities and two differences between a palisade mesophyll cell and the
bacterial cell shown in Fig. 4.1.
similarity 1 .........................................................................................................................
...........................................................................................................................................
similarity 2 .........................................................................................................................
...........................................................................................................................................
difference 1 ........................................................................................................................
...........................................................................................................................................
difference 2 ........................................................................................................................
...........................................................................................................................................
[4]

10
(ii) Explain how the cholera bacterium causes diarrhoea.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [3]
(b) A scientist tested the resistance of one strain of bacteria to different antibiotics.
The scientist tested solutions of five different antibiotics, A to E.
She soaked a paper disc in each antibiotic solution.
The paper discs with antibiotics were placed in a Petri dish containing bacteria on agar jelly.
Fig. 4.2 is a diagram of the appearance of the Petri dish after 48 hours. The shaded areas
show where bacteria grew. The clear areas show where bacteria did not grow.
area where
bacteria grew
A
B
clear area paper disc
where bacteria with antibiotic
did not grow
D
Fig. 4.2
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11
(i) The strain of bacteria used in this investigation causes a disease.
Using the information in Fig. 4.2, explain why antibiotic E would be the most effective at
treating this disease.
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [1]
(ii) The results in Fig. 4.2 show that this strain of bacteria is resistant to antibiotic A.
Five years ago, a similar investigation found that the clear area for antibiotic A was the
same size as antibiotic B is in Fig. 4.2.
Explain how bacteria become resistant to antibiotics.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [4]
(iii) Describe how to minimise the risk of antibiotic B developing the same results as
antibiotic A.
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [1]
[Total: 13]

12
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13
5 The Arabian oryx and the northern white rhinoceros are both mammals.
Fig. 5.1 is a photograph of an Arabian oryx. Fig. 5.2 is a photograph of a northern white rhinoceros.
Fig. 5.1
Fig. 5.2
(a) Describe two pieces of evidence visible in Fig. 5.1 and Fig. 5.2 that show these animals are
mammals.
1 ................................................................................................................................................
2 ................................................................................................................................................
[2]

14
(b) Different conservation methods are used to try to prevent species from becoming extinct.
A population of the Arabian oryx and a population of northern white rhinoceros were monitored.
Fig. 5.3 shows how the population size of each species has changed over time.
350 35
300 30
250 25
number of 200 20 number of

northern
Arabian
white
oryx
150 15 rhinoceros
100 10
50 5
0 0
1975 1980 1985 1990 1995 2000 2005 2010 2015 2020
year
key:
Arabian oryx
northern white rhinoceros
Fig. 5.3
(i) Calculate the percentage increase in the number of Arabian oryx between 1990 and
2000.
Give your answer to three significant figures.
Space for working.
............................................................ %
[3]
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15
(ii) Describe the data for the northern white rhinoceros shown in Fig. 5.3.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [3]
(c) Suggest the conservation methods that were used to increase the number of Arabian oryx
between 1978 and 2000.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
............................................................................................................................................. [3]
(d) Explain the risks to the northern white rhinoceros species as a result of its population size.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
............................................................................................................................................. [3]
[Total: 14]

16
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17
6 (a) Complete Table 6.1 to show the names, functions and sites of action of the three different
digestive enzymes.
Table 6.1
name of enzyme function site of action
pepsin
trypsin
breaks down maltose to glucose
[3]

18
(b) Enzymes are proteins.
Fig. 6.1 shows the stages involved in protein synthesis.
A – codes for a protein

DNA
stage 1
nuclear membrane
DNA
stage 2
nuclear membrane
stage 3 B
not to scale
Fig. 6.1
© UCLES 2022 0610/42/F/M/22
19
(i) State the name of the parts represented by the letters A and C in Fig. 6.1.
A ........................................................................................................................................
C ........................................................................................................................................
[2]
(ii) Describe the events that occur during stage 2 in Fig. 6.1.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [2]
(iii) State what determines the order in which the parts labelled B are assembled.
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [1]
(c) The shape of a protein is very important for its function.
Explain the importance of shape for the function of an enzyme.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
............................................................................................................................................. [3]
[Total: 11]
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20
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© UCLES 2022 0610/42/F/M/22

Cambridge IGCSE™
* 4 2 7 4 5 5 9 1 5 5 *
BIOLOGY 0610/62
1 hour
INSTRUCTIONS
INFORMATION
DC (CE/FC) 303941/3
2
1 A student investigated the effect of surface area on the rate of diffusion.
The student prepared different sized blocks of agar. The blocks of agar had different surface
areas.
The agar contained universal indicator which made the agar green in colour.
The blocks of agar were put in hydrochloric acid. Universal indicator turns red in the presence of
acid.
As the acid diffused into the agar block, the indicator changed from green to red in colour. The
time taken for the acid to diffuse to the centre of the block was measured.
Step 1 10 cm3 of 1 mol per dm3 hydrochloric acid was put into each of four test-tubes.
Step 2 The student used a ruler and a knife to measure and cut four blocks of agar, A, B, C and
D, from a larger piece of agar. Each block was a different size, as shown in Fig. 1.1.
A B
1.0 cm 1.0 cm
agar block
1.0 cm 1.0 cm
white tile 1.0 cm 0.5 cm
C
D
1.0 cm 0.5 cm
0.5 cm 0.5 cm
0.5 cm 0.5 cm
Fig. 1.1
Step 3 Agar block A was placed into one of the test-tubes containing hydrochloric acid. A stop-
clock was started. The colour of agar block A was observed.
The time taken for agar block A to change in colour from green to completely red was
recorded.
Step 4 Step 3 was repeated with the remaining blocks B, C and D.
© UCLES 2022 0610/62/F/M/22

3
Fig. 1.2 shows the time taken for each agar block to become completely red.
minutes:seconds minutes:seconds minutes:seconds minutes:seconds
06:56 03:02 01:54 01:24
A B C D
Fig. 1.2
(a) (i) Prepare a table to record the results.
Convert the times shown in Fig. 1.2 to seconds and record them in your table.
[4]
(ii) State a conclusion for the results of this investigation.
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [1]
(iii) State the variable that the student measured (dependent variable) in this investigation.
...........................................................................................................................................
..................................................................................................................................... [1]

4
(iv) State the variable that the student changed (independent variable) in this investigation.
...........................................................................................................................................
..................................................................................................................................... [1]
(v) State two variables that were kept constant in this investigation.
1 ........................................................................................................................................
...........................................................................................................................................
2 ........................................................................................................................................
...........................................................................................................................................
[2]
(vi) Suggest one way of improving the method used in this investigation.
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [1]
(vii) Describe how step 2 could be carried out safely.
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [1]
(b) Table 1.1 shows the surface areas and volumes of the blocks of agar that were used in the
investigation.
Table 1.1
surface area to
length of sides / cm surface area / cm2 volume / cm3
volume ratio
1.0 × 1.0 × 1.0 6.00 1.000 6:1
1.0 × 1.0 × 0.5 4.00 0.500 8:1
1.0 × 0.5 × 0.5 2.50 0.250
0.5 × 0.5 × 0.5 1.50 0.125 12:1
Calculate the surface area to volume ratio for the 1.0 cm × 0.5 cm × 0.5 cm block of agar.
.......................................................... [1]
© UCLES 2022 0610/62/F/M/22

5
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6
(c) (i) Many organisms have adaptations that increase the area of their gas exchange surfaces.
Fig. 1.3 is a photomicrograph of part of a fish gill.
magnification ×550
Fig. 1.3
Draw a large diagram of the part of the fish gill shown in the box in Fig. 1.3.
[4]
© UCLES 2022 0610/62/F/M/22
7
(ii) Measure the length of line PQ in Fig. 1.3.
length of line PQ .............................. mm
Calculate the actual length of the part of the fish gill using the formula and your
measurement.
length of line PQ
magnification = actual length of the part of the fish gill
Give your answer to three decimal places.
Space for working.
......................................................... mm
[3]
(d) Fish is a source of protein in the diet.
State how you could test a sample of food to show that it contains protein.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
............................................................................................................................................. [2]

8
(e) Photographic film consists of a plastic sheet coated in crystals. The crystals are fixed to
the plastic sheet by gelatin, which is made of protein. If the gelatin is digested by protease
enzymes the crystals fall off and the film will become transparent, as shown in Fig. 1.4.
before protease treatment after protease treatment
Fig. 1.4
Plan an investigation to determine the effect of temperature on the activity of a protease

enzyme, using photographic film.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
............................................................................................................................................. [6]
[Total: 27]
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9
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10
2 Cabbage leaves contain vitamin C. Boiling the cabbage in water reduces the vitamin C content of
the leaves. Some students investigated the effect of boiling time on the concentration of vitamin C
remaining in the cabbage leaves.
(a) The students prepared the cabbage samples using this method:
Step 1 Heat a large volume of water until it begins to boil.
Step 2 Measure the mass of chopped cabbage leaves.
Step 3 Place the chopped cabbage leaves into the boiling water.
Step 4 Continue to boil the water.
Step 5 Remove a sample of cabbage leaves from the water at each time interval.
State two pieces of apparatus, other than safety equipment, that would be required to carry
out the method described in steps 1 and 2.
1 ................................................................................................................................................
2 ................................................................................................................................................
[2]
(b) The vitamin C concentration of each cabbage leaf sample was then determined.
Table 2.1
vitamin C
boiling time concentration
/ minutes / mg per 100 g of
cabbage leaves
0 34
5 31
10 26
15 22
25 13
© UCLES 2022 0610/62/F/M/22

11
(i) Plot a line graph on the grid of the data in Table 2.1.
[4]
(ii) Use your graph to estimate the concentration of vitamin C in a sample of cabbage leaves
that has been boiled for 20 minutes.
.......................................... mg per 100 g

[2]

12
(iii) Table 2.1 shows that at the start of the investigation 100 g of unboiled cabbage leaves
contained 34 mg of vitamin C.
Using the information in Table 2.1, calculate the percentage decrease in the vitamin C
content of 100 g of cabbage leaves after boiling for 25 minutes.
Space for working.
............................................................ %
[3]
(c) The students wanted to know if the vitamin C had moved from the cabbage leaves into the
water that the leaves were boiled in.
State how the students could test the water for the presence of vitamin C.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
............................................................................................................................................. [2]
[Total: 13]
© UCLES 2022 0610/62/F/M/22

Cambridge IGCSE™
* 6 3 7 6 0 2 7 4 8 9 *
BIOLOGY 0610/41
1 hour 15 minutes
INSTRUCTIONS
INFORMATION
DC (RW/CB) 302037/5
2
1 (a) Some students were studying the activity of yeast. They made a fact file, as shown in Fig. 1.1.
Organism: yeast
Scientific name: Saccharomyces cerevisiae
Structure: single cells
Main cell structures: cell wall, cell membrane,

vacuole, nucleus, mitochondria, rough
endoplasmic reticulum
Main energy source: sugars
Fig. 1.1
(i) State the kingdom in which yeast is classified.
..................................................................................................................................... [1]
(ii) State the process that occurs in mitochondria to provide energy for yeast cells.
..................................................................................................................................... [1]
(b) Yeast cells make the enzyme sucrase. Sucrase catalyses the breakdown of sucrose to
glucose and fructose.
Enzymes are made of protein.
Explain how the shape of a sucrase molecule is related to its function.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
............................................................................................................................................. [2]
(c) The students made an extract of sucrase from yeast cells.
They investigated the activity of the sucrase extract at different pH values. They determined
the rate of reaction at each pH.
They then calculated the rate of each reaction as a percentage of the fastest reaction, to give
the percentage activity of sucrase.
© UCLES 2022 0610/41/M/J/22

3
The results of this investigation are shown in Fig. 1.2.
100
90
80
70
60
percentage
activity of 50
sucrase
40
30
20
10
0
2 3 4 5 6 7 8 9 10 11 12
pH
Fig. 1.2
Describe and explain the effect of pH on the activity of sucrase shown in Fig. 1.2.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
............................................................................................................................................. [6]
[Total: 10]
4
2 Mammals have a double circulation.
Fig. 2.1 is a diagram of a section through the heart of a mammal. The arrows show the direction of
blood flow through the heart and blood vessels.
C
A
X septum
Fig. 2.1
(a) (i) State the name of the chamber of the heart with the thickest wall.
..................................................................................................................................... [1]
(ii) D is a vein. State the name of this vein and describe its structure.
name .................................................................................................................................
description of structure ......................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
[3]
© UCLES 2022 0610/41/M/J/22

5
(iii) Identify the structure labelled X in Fig. 2.1 and state its role in the heart.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [2]

6
(b) Fig. 2.2 is a diagram that shows the double circulation of a mammal. The arrows indicate the
movement of oxygen and carbon dioxide in and out of the blood.
capillaries in
the lungs
capillaries in
respiring tissues
Fig. 2.2
(i) Shade the blood vessel in Fig. 2.2 that transports blood with the highest oxygen
concentration. [1]
© UCLES 2022 0610/41/M/J/22

7
(ii) Describe the evidence shown in Fig. 2.2 that the mammal has a double circulatory
system.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [2]
(iii) Explain the advantages of a double circulation.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [4]
[Total: 13]

8
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9
3 The pancreas is an organ that has roles in the digestive and hormonal systems of humans.
Fig. 3.1 shows part of the alimentary canal and some of the associated organs.
J
stomach
K
pancreas
L
pancreatic duct
Fig. 3.1
(a) State the names of organs J, K and L.
J ................................................................................................................................................
K ...............................................................................................................................................
L ...............................................................................................................................................
[3]
(b) The pancreas secretes hormones into the blood and enzymes into the pancreatic duct. The
enzymes are released into the alimentary canal.
Complete Table 3.1 by stating the hormones and enzymes that are secreted by the pancreas.
Table 3.1
hormones secreted by the pancreas enzymes secreted by the pancreas
...................................................................... ......................................................................
...................................................................... ......................................................................
......................................................................
[5]

10
(c) Chloride ions also move along the pancreatic duct.
CFTR proteins in the cells lining the pancreatic duct move chloride ions out of the cells into
the duct.
Fig. 3.2 is a diagram of a cell from the lining of the pancreatic duct showing the location and
activity of CFTR proteins.
inside the pancreatic duct
CFTR
protein
pancreatic Key:
duct cell chloride ion
not to scale
Fig. 3.2
Explain how CFTR proteins move chloride ions across the membrane of the cell shown in
Fig. 3.2.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
............................................................................................................................................. [3]
© UCLES 2022 0610/41/M/J/22

11
(d) The movement of chloride ions into the pancreatic duct causes water to move from the cells
into the duct to help the flow of liquid in the duct.
Explain how water moves from the cell shown in Fig. 3.2 into the pancreatic duct.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
............................................................................................................................................. [3]

12
(e) If CFTR proteins do not move chloride ions, the liquid in the pancreatic duct becomes very
sticky and the duct can become blocked.
Blocked pancreatic ducts are one effect of cystic fibrosis, which is an inherited disease. Cystic
fibrosis is caused by a mutation of the gene that codes for the CFTR protein.
Fig. 3.3 shows the pedigree diagram of a family that has two people who have cystic fibrosis.
1 2 3
4 5 6 7
Key:
female without cystic fibrosis
male without cystic fibrosis
female with cystic fibrosis
male with cystic fibrosis
Fig. 3.3
(i) The allele that causes cystic fibrosis is a recessive allele.
Describe and explain the evidence shown in Fig. 3.3 that cystic fibrosis is caused by a
recessive allele.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [2]
© UCLES 2022 0610/41/M/J/22

13
(ii) Person 7 is expecting a child with a man who is heterozygous for cystic fibrosis.
Complete the genetic diagram to predict the probability of person 7 and the heterozygous
man having a child with cystic fibrosis.
Use the symbol A for the dominant allele and a for the recessive allele.
parental genotypes ................ ................
gametes +
genotypes of offspring .......................................................................................................
phenotypes of offspring .....................................................................................................
probability of having a child with cystic fibrosis .................................................................

[5]
[Total: 21]

14
4 Researchers investigated the effect of adding cattle manure (cattle faeces) to fields where snap
bean plants, Phaseolus vulgaris, were grown. Cattle manure contains some protein.
(a) Explain how protein in the cattle manure is converted to the type of ions that plants can
absorb.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
............................................................................................................................................. [5]
(b) Snap bean plants are legumes which have root nodules that contain nitrogen‑fixing bacteria.
Fig. 4.1 shows some root nodules.
root nodules
Fig. 4.1
(i) Suggest the advantage to farmers of having snap bean plants that have a large number
of root nodules.
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [1]
© UCLES 2022 0610/41/M/J/22

15
(ii) The researchers investigated the effect of adding cattle manure to fields of snap bean
plants.
• Field 1 was treated with a small quantity of cattle manure.

• Field 2 was treated with a medium quantity of cattle manure.
• Field 3 was treated with a large quantity of cattle manure.
• Field 4 was not treated with any cattle manure.
The researchers counted the number of root nodules on samples of plants from each
field when the snap beans were harvested.
The results of the investigation are shown in Fig. 4.2.
160
140
120
100
average number
of root nodules 80
per plant
60
40
20
0
1 2 3 4
field
Fig. 4.2
Calculate the percentage increase in the average number of root nodules per plant when
snap bean plants were grown with a large quantity of cattle manure (field 3) compared
with no cattle manure (field 4).
Space for working.
.............................................................%
[3]
16
(iii) When large quantities of manure are put on fields it can lead to eutrophication of streams
and rivers. This can lead to the death of fish.
Describe how eutrophication of streams and rivers can lead to the death of fish.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [4]
[Total: 13]
5 The Mulanje cedar, Widdringtonia whytei, is the national tree of Malawi. This species of tree
grows naturally only on Mount Mulanje in Malawi. Many of the trees have been overharvested or
destroyed by wildfires, resulting in deforestation, as shown in Fig. 5.1.
Fig. 5.1
(a) State the genus name of the Mulanje cedar tree.
............................................................................................................................................. [1]
© UCLES 2022 0610/41/M/J/22

17
(b) Explain the undesirable effects of deforestation on habitats that are on mountains, such as
Mount Mulanje.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
............................................................................................................................................. [3]
(c) Scientists in Malawi are working to prevent the extinction of the Mulanje cedar tree in its
natural habitat.
Explain the benefits to other organisms on Mount Mulanje of conserving the Mulanje cedar
tree in its natural habitat.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
............................................................................................................................................. [2]
(d) The seeds of many endangered tree species are kept in seed banks.
Suggest why it is important to collect seeds from many individual trees of each species rather
than just one tree.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
............................................................................................................................................. [2]
[Total: 8]

18
6 (a) Fig. 6.1 is a flow diagram showing the events that occur to form a human fetus.
organ P ovary
diploid diploid
cell cell
process Q
haploid haploid
sperm cell egg cell
process R
diploid
cell S
process T
embryo
process U
fetus
Fig. 6.1
© UCLES 2022 0610/41/M/J/22

19
Complete Table 6.1 by using the information in the flow diagram to identify the cell, the organ
and the processes shown in Fig. 6.1.
Table 6.1
cell, organ or process name of the cell, organ or process
organ P
cell S
process Q produces
haploid sperm and eggs
process R produces
diploid cell S
process T occurs so that
cell S can grow into an
embryo
process U occurs so that
the embryo can gain
oxygen and nutrients
from the mother’s blood
[6]
(b) (i) State why it is important that sperm and egg cells are haploid and not diploid.
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [1]
(ii) State the function of the jelly coat that surrounds egg cells.
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [1]

20
(c) Complete the sentences with the appropriate words.
The placenta provides a large surface area for the ............................................... of oxygen
and carbon dioxide between maternal and fetal blood. Dissolved nutrients also pass across
the placenta. Examples of dissolved nutrients are: ............................................... acids,
............................................... and ............................................... .
Antibodies pass from the maternal blood giving natural ...............................................
immunity to the baby for some infections that the mother has had or has been vaccinated
against. Each different type of vaccine contains one or more ...............................................
taken from the ............................................... that causes the disease.

[7]
[Total: 15]
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
© UCLES 2022 0610/41/M/J/22

Cambridge IGCSE™
* 1 7 9 7 2 1 3 5 0 4 *
BIOLOGY 0610/42
1 hour 15 minutes
INSTRUCTIONS
INFORMATION
DC (RW/SW) 302038/4
2
1 Fig. 1.1 shows a spongy mesophyll cell from the leaf of a plant. The arrows show the net direction
of movement of carbon dioxide molecules during daylight.
A
G
B
F
0.01 mm
Fig. 1.1
(a) The scale bar in Fig. 1.1 represents 0.01 mm.
Convert 0.01 mm to micrometres.
..................................................... μm [1]
(b) Table 1.1 shows:
• the functions of some of the structures in plant cells

• some of the names of the structures where these functions occur
• some of the letters that label these structures in Fig. 1.1.
Complete Table 1.1.
Table 1.1
function structure letter in Fig. 1.1
nucleus
chloroplast
aerobic respiration
contains cell sap and stores water
[5]
© UCLES 2022 0610/42/M/J/22

3
(c) Carbon dioxide is a raw material for photosynthesis.
(i) State the process by which carbon dioxide travels into the leaf from the air.
..................................................................................................................................... [1]
(ii) Describe the pathway taken by a molecule of carbon dioxide, from the air outside a leaf
to a spongy mesophyll cell.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [2]
(d) Low concentrations of carbon dioxide in the air may restrict the rate of photosynthesis in
plants.
(i) State the term given to something present in the environment in such short supply that it
restricts life processes.
..................................................................................................................................... [1]
(ii) State one other feature of the environment that may also restrict the rate of
photosynthesis.
..................................................................................................................................... [1]
(e) Researchers have devised a process of artificial photosynthesis. They use gold nanoparticles
as a catalyst to utilise green light to convert carbon dioxide to fuels, such as propane.
Suggest the advantages to the environment of using artificial photosynthesis on a large scale.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
............................................................................................................................................. [2]
[Total: 13]

4
2 The kidneys filter blood, separate useful molecules from excretory wastes and control the water
content of the blood.
Fig. 2.1 is a diagram of a kidney tubule and associated blood vessels. The arrows show the
direction of blood flow.
Fig. 2.2 is a drawing of a vertical section through a cell from the lining of region 2 of the tubule.
Q
P
1
2
R
S
Fig. 2.1 Fig. 2.2
(a) (i) State the name of structure P.
..................................................................................................................................... [1]
(ii) Blood vessel Q has the highest blood pressure.
Suggest why.
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [1]
(iii) The structures labelled S on Fig. 2.2 are microvilli.
Explain the importance of the microvilli on the surface of these cells.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [2]
© UCLES 2022 0610/42/M/J/22
5
(b) Table 2.1 shows the concentrations of some substances in blood plasma and in the regions
labelled 1 and 3 on the tubule shown in Fig. 2.1.
Table 2.1
concentration / mg per cm3

substance
blood plasma region 1 region 3
protein 8000 0 0
glucose 100 100 0
salts 320 320 300
urea 30 30 2000
Outline how the kidney tubules function to produce urine from the substances in blood
plasma.
Use the information in Fig. 2.1, Fig. 2.2 and Table 2.1 to support your answer.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
............................................................................................................................................. [6]

6
(c) The kidneys are examples of organs that help the body to maintain a constant internal
environment.
(i) State the term for maintaining a constant internal environment by negative feedback.
..................................................................................................................................... [1]
(ii) Explain how negative feedback controls the blood glucose concentration of a person
who has not eaten for a day.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [3]
[Total: 14]
© UCLES 2022 0610/42/M/J/22

7
3 The eye is adapted for focusing on near and distant objects.
Fig. 3.1 shows the parts of the eye involved in focusing. The eye is focused on a distant object.
cornea
Fig. 3.1
(a) (i) State the term used to describe what happens to light as it passes from the air into the
cornea.
..................................................................................................................................... [1]
(ii) Describe and explain the changes that occur in the eye when adjusting focus from a
distant object to a near object.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [3]

8
(b) Rods and cones are the receptors in the retina of the eye.
(i) Describe the functions of rods and cones in the eye.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [4]
© UCLES 2022 0610/42/M/J/22

9
(ii) Fig. 3.2 is a photograph showing regions of a human retina, as viewed through the pupil
at the front of the eye.
peripheral retina
blind spot fovea
blood
vessel
Fig. 3.2
Complete Table 3.1 to show the distribution of rods and cones across the retina.
Use these words to complete the table, each word may be used once, more than once or
not at all:
many few none
Table 3.1
distribution across the retina

receptor
peripheral retina blind spot fovea
rods
cones
[3]

10
(c) Colour blindness can be caused by a mutation in a gene. The gene is located on the
X chromosome.
Fig. 3.3 is a pedigree diagram of a family which has several people who are colour‑blind.
1 2
3 4
5 6
Key:
female with normal
colour vision
male with normal
colour vision
male with colour
blindness
Fig. 3.3
(i) Colour blindness is sex‑linked.
State the evidence from Fig. 3.3 that supports the idea that colour blindness is sex‑linked.
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [1]
(ii) State the genotype of person 5.
Use the symbols X and Y for the sex chromosomes and A for the dominant allele and a
for the recessive allele of the gene for colour blindness.
..................................................................................................................................... [2]
© UCLES 2022 0610/42/M/J/22

11
(iii) Use the information in Fig. 3.3 to complete the genetic diagram to show the probability of
person 3 and person 4 having another child with colour blindness.
person 3 person 4
parental female with normal male with normal

phenotypes colour vision colour vision
parental
genotypes ................................ ................................
gametes +
offspring
genotypes ..........................................................................................................................
offspring
phenotypes ........................................................................................................................
probability of a child having colour blindness ....................................................................

[5]
[Total: 19]

12
4 Fig. 4.1 is a diagram of a virus.
Fig. 4.1
(a) Identify the parts of the virus labelled N and O.
N ...............................................................................................................................................
O ...............................................................................................................................................
[2]
(b) The human immunodeficiency virus (HIV) infects and destroys lymphocytes.
The number of lymphocytes in the blood of a person infected with HIV was measured over a
period of 84 months.
The results are shown in Fig. 4.2.
800
700
600
500
number of
lymphocytes 400
per mm3 of blood
300
200
100
0
0 10 20 30 40 50 60 70 80 90
time after HIV infection / months
Fig. 4.2
© UCLES 2022 0610/42/M/J/22

13
(i) Use the information shown in Fig. 4.2 to calculate the percentage change in the number
of lymphocytes from month 10 to month 60.
Space for working.
.............................................................%
[3]
(ii) Describe the changes in the number of lymphocytes, over the 84 months following
infection with HIV, shown in Fig. 4.2.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [2]
(iii) Outline the consequences of the changes in the number of lymphocytes for the health of
the person infected with HIV.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [4]

14
(iv) Explain why antibiotics are not used to treat viral infections.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [2]
[Total: 13]
5 Fig. 5.1 is a diagram of the human gas exchange system.
Fig. 5.1
(a) (i) Identify the parts of the gas exchange system labelled X, Y and Z in Fig. 5.1.
X ........................................................................................................................................
Y ........................................................................................................................................
Z ........................................................................................................................................
[3]
(ii) State the name of the tissue that prevents the collapse of Y and Z during breathing.
..................................................................................................................................... [1]
© UCLES 2022 0610/42/M/J/22

15
(b) Breathing involves the movement of the ribs and the diaphragm.
Describe the process of inspiration.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
............................................................................................................................................. [4]
(c) State the name of the gas exchange surface in the lungs.
............................................................................................................................................. [1]
[Total: 9]

16
6 Coral reefs are important ecosystems.
(a) Complete the sentence about ecosystems.
An ecosystem can be defined as a unit containing the ................................................. of
organisms and their ................................................., interacting together.

[2]
Fig. 6.1 is a photograph of a coral reef.
Fig. 6.1
(b) Fig. 6.2 is part of a food web for a coral reef ecosystem which is similar to the one shown in
Fig. 6.1.
reef shark
pufferfish
fan worm blue chromis butterflyfish angelfish

fish
coral polyps sea sponge
zooplankton
phytoplankton
Fig. 6.2
© UCLES 2022 0610/42/M/J/22

17
(i) State the number of secondary consumers shown in Fig. 6.2.
..................................................................................................................................... [1]
(ii) State the name of a species that feeds at more than one trophic level in Fig. 6.2.
..................................................................................................................................... [1]
(iii) State the number of different organisms in the shortest food chain in Fig. 6.2.
..................................................................................................................................... [1]
(iv) State the evidence from the food web in Fig. 6.2, that phytoplankton are producers.
..................................................................................................................................... [1]
(v) It is rare for there to be more than five trophic levels in an ecosystem.
Explain what limits the number of trophic levels in food webs.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [3]
(c) One threat to aquatic ecosystems, such as coral reefs, is global climate change.
Discuss the threats to aquatic ecosystems, other than climate change.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
............................................................................................................................................. [3]
[Total: 12]
© UCLES 2022 0610/42/M/J/22

18
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© UCLES 2022 0610/42/M/J/22

19
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© UCLES 2022 0610/42/M/J/22

20
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
© UCLES 2022 0610/42/M/J/22

Cambridge IGCSE™
* 8 9 4 8 6 9 2 8 8 4 *
BIOLOGY 0610/43
1 hour 15 minutes
INSTRUCTIONS
INFORMATION
DC (CE/CT) 303967/4
2
1 Penicillin is produced by biotechnology industries.
(a) (i) State the name of the type of pathogen penicillin is used to treat.
..................................................................................................................................... [1]
(ii) State the name of the group of medicinal drugs that includes penicillin.
..................................................................................................................................... [1]
(b) Fig. 1.1 is a flow diagram of some of the steps in the production of penicillin.
organism A in step 4
a test-tube
X Y Z
step 5
gas outflow
pipe
step 1 filter
step 3
nutrient
mixing tank step 8
step 6
sterilising tank penicillin
step 2 step 7
fermenter not to scale
Fig. 1.1
(i) Organism A belongs to the fungus kingdom.
State two main features of fungal cells that are used to distinguish them from the cells of
prokaryotes.
1 ........................................................................................................................................
2 ........................................................................................................................................
[2]
(ii) State the genus name of organism A in Fig. 1.1.
..................................................................................................................................... [1]
© UCLES 2022 0610/43/M/J/22

3
(iii) Penicillin is produced in the fermenter shown in Fig. 1.1. A variety of nutrients, X, Y and Z,
are mixed together and added to the fermenter in step 1.
List two nutrients that need to be added to a fermenter to produce penicillin.
1 ........................................................................................................................................
2 ........................................................................................................................................
[2]
(iv) Explain why the nutrients are sterilised (step 2) before they are added to the fermenter
(step 3).
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [1]
(v) Explain why the fermenter has a gas outflow pipe.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [2]
(vi) Using the information in Fig. 1.1, outline the events occurring from step 4 to step 8 during
the production of penicillin.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [4]
[Total: 14]

4
2 Red blood cells contain the protein haemoglobin.
(a) (i) State the names of the four chemical elements that are found in all proteins.
...........................................................................................................................................
..................................................................................................................................... [2]
(ii) State the role of haemoglobin.
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [1]
(b) Fig. 2.1 shows a photomicrograph of some red blood cells from a person with sickle cell
anaemia.
Abnormal red blood cells occur because of a mutation in the gene for haemoglobin.
abnormal red
blood cell
Fig. 2.1
Suggest how the shape of the abnormal red blood cell shown in Fig. 2.1 will affect blood flow.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
............................................................................................................................................. [2]
© UCLES 2022 0610/43/M/J/22

5
(c) The allele for the normal form of haemoglobin is HbA.
The allele for the abnormal form of haemoglobin is HbS.
Draw a genetic diagram to determine the probability of two heterozygous parents having a
child who does not have the HbS allele.
parental phenotypes ................................ x ................................
parental genotypes ................................ x ................................
gametes , x ,
............. ............. ............. .............
offspring genotypes ..................................................................................................................
probability of offspring not having the HbS allele .....................................................................

[5]

6
(d) Fig. 2.2 and Fig. 2.3 are maps showing some of the different regions in a country. Scientists
studied the distribution of the HbS allele in the country.
Fig. 2.2 shows the estimated frequency of the allele within the population.
Fig. 2.3 shows the estimated number of babies born with sickle cell anaemia in each region.
low
estimated frequency A
of the HbS allele C
in the population
B
high
Fig. 2.2
estimated number A
low
of babies born C
medium
with sickle cell
anaemia high B
Fig. 2.3
© UCLES 2022 0610/43/M/J/22

7
The scientists made a statement:
‘There is a relationship between the frequency of the HbS allele and the number of babies
born with sickle cell anaemia in regions A, B and C.’
(i) Using the information in Fig. 2.2 and Fig. 2.3, discuss the evidence for and against this
statement for regions A, B and C only.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [5]
(ii) Suggest how the scientists would identify the presence of the HbS allele in tissue
samples.
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [1]

8
(e) Mutations are always inherited in single-celled organisms that reproduce asexually but are
not always inherited in organisms that reproduce sexually.
Explain why.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
............................................................................................................................................. [4]
[Total: 20]
© UCLES 2022 0610/43/M/J/22

9
3 Acid rain has destroyed many forests including the forest shown in Fig. 3.1.
Fig. 3.1
(a) Describe how acid rain destroys forests.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
............................................................................................................................................. [3]

10
(b) Explain the negative consequences to the environment of destroying forests.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
............................................................................................................................................. [4]
(c) Acid rain can also damage aquatic organisms such as the amphibian shown in Fig. 3.2.
Fig. 3.2
Suggest why amphibians are vulnerable to pollutants such as acid rain.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
............................................................................................................................................. [2]
© UCLES 2022 0610/43/M/J/22

11
(d) Many countries have strict laws to prevent acid rain.
Describe how countries have reduced acid rain.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
............................................................................................................................................. [3]
[Total: 12]

12
4 (a) Fig. 4.1 is a diagram of the alimentary canal.
Fig. 4.1
© UCLES 2022 0610/43/M/J/22

13
Complete Table 4.1 by stating:
• the names of the organs from Fig. 4.1

• the letters of all the processes shown in the key that occur in each organ.
Key:
A – absorption
C – chemical digestion
E – egestion
I – ingestion
M – mechanical digestion
Table 4.1
number from letter or letters of all the

name of the organ
Fig. 4.1 processes that occur in the organ
[6]

14
(b) Fig. 4.2 is a diagram of a villus. The arrow indicates the direction of blood flow.
U S
T
not to scale
Fig. 4.2
© UCLES 2022 0610/43/M/J/22

15
Describe the structure of a villus and its role in the alimentary canal.
Use the letters in Fig. 4.2 to support your answer.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
............................................................................................................................................. [6]
[Total: 12]

16
5 Glasshouses are designed to maximise crop plant yield.
(a) (i) Explain why carbon dioxide enrichment is used in many glasshouses to increase crop
plant yield.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [3]
(ii) Suggest how the carbon dioxide concentration in a glasshouse can be enriched.
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [1]
(iii) Outline how carbon dioxide in a glasshouse moves into leaves.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [2]
© UCLES 2022 0610/43/M/J/22

17
(b) Additional lighting is often installed in glasshouses in countries with temperate climates.
Table 5.1 summarises some of the factors that are considered by plant growers when
choosing the type of lamps to install in a glasshouse.
Table 5.1
type of electrical energy used light intensity output

notes
lamp by the lamp / J per s / arbitrary units
• releases lots of heat
sodium 1041 1767 • best when used in
addition to sunlight
• releases very little heat
LED 423 378 • can be used as an
alternative to sunlight
• releases some heat
metal
651 817 • can be used as an
halide
alternative to sunlight
• releases some heat
fluorescent 394 374 • best when used in
addition to sunlight
(i) Calculate the percentage increase in the energy used by the metal halide lamp compared
to the energy used by the fluorescent lamp.
Space for working.
............................................................ %
[2]
(ii) State which type of lamp has the highest light intensity output per unit of electrical energy
used.
..................................................................................................................................... [1]

18
(iii) Some types of lamp release a lot of heat.
Explain the possible effects of excessive heat on the plants in a glasshouse.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [3]
[Total: 12]
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19
6 (a) Fig. 6.1 shows a photograph of fruit attached to the branch of an orange tree, Citrus sinensis.
Fig. 6.1
State one reason why orange trees are classified as dicotyledonous plants.
...................................................................................................................................................
...................................................................................................................................................
............................................................................................................................................. [1]
(b) Biotechnologists use enzymes to extract juice from fruit such as oranges.
Define the term enzyme.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
............................................................................................................................................. [2]

20
(c) Fig. 6.2 shows the results of leaving pieces of orange fruit in an enzyme solution for different
lengths of time.
total volume
7
of juice
extracted
/ cm3 6
4
0 20 40 60 80 100
time / minutes
Fig. 6.2
(i) State the name of the enzyme used to extract juice from fruit.
..................................................................................................................................... [1]
(ii) Using the information in Fig. 6.2, state the optimum length of time for efficient extraction
of juice from oranges.
..................................................................................................................................... [1]
(iii) State the name of the vitamin found in high concentrations in citrus fruit such as oranges.
..................................................................................................................................... [1]
(d) The genes in some plants have been changed to increase the concentration of vitamins that
these plants produce.
(i) State the name of the process of changing the genes of a plant.
..................................................................................................................................... [1]
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21
(ii) Discuss the possible disadvantages of people changing the genes in a plant.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [3]
[Total: 10]
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Cambridge IGCSE™
* 2 6 2 0 8 0 4 3 5 4 *
BIOLOGY 0610/61
1 hour
INSTRUCTIONS
INFORMATION
DC (ST/CGW) 303948/3
2
1 Rice contains starch. Amylase is an enzyme that catalyses the breakdown of starch to form
reducing sugars.
A student investigated the effect of amylase on cooked rice.
Step 1 Two small beakers were prepared; each beaker contained 20 g of cooked white rice.
One beaker was labelled W and one beaker was labelled A.
Step 2 Both of the beakers were put into a 40 °C water-bath.
Step 3 A measuring cylinder was used to add 20 cm3 of distilled water to the rice in beaker W.
Step 4 The same measuring cylinder was then used to add 20 cm3 of a 1% amylase solution to
the rice in beaker A.
Step 5 The beakers were left in the water-bath for 10 minutes.
Step 6 One test-tube was labelled W10 and a second test-tube was labelled A10.
Step 7 After 10 minutes, a glass rod was used to stir the contents of beaker W.
Step 8 A clean pipette was used to remove 2 cm3 of the liquid surrounding the rice in beaker W.
The 2 cm3 of liquid was put into test-tube W10.
Step 9 Steps 7 and 8 were repeated with beaker A and test-tube A10.
Step 10 A syringe was used to add 2 cm3 of Benedict’s solution to each of test-tubes W10 and
A10.
Step 11 Test-tubes W10 and A10 were put into an 80 °C water-bath for five minutes.
Step 12 After five minutes, the colours of the contents of test-tubes W10 and A10 were observed.
The student’s observations are shown in Fig. 1.1.
W10 – started blue

and stayed
blue
A10 – started blue

and became
orange
Fig. 1.1
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3
(a) (i) Prepare a table to record the results shown in Fig. 1.1.
[2]
(ii) State a conclusion for the results shown in Fig. 1.1.
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [1]
(iii) State two variables that were kept constant in this investigation.
1 ........................................................................................................................................
2 ........................................................................................................................................
[2]
(iv) State the purpose of adding distilled water to the beaker of cooked rice labelled W.
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [1]
(v) It was important that step 3 was carried out before step 4.
Predict the effect on the results if step 4 was carried out before step 3.
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [1]

4
(vi) The temperature of the 40 °C water-bath was not maintained and decreased during the
investigation.
State one piece of equipment that could be used to maintain the temperature at 40 °C.
..................................................................................................................................... [1]
(b) State how you could show that cooked rice contains starch.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
............................................................................................................................................. [2]
(c) Some students investigated the effect of temperature on the rate of amylase activity. They
measured the mass of reducing sugars produced in five minutes, at different temperatures.
The results of this investigation are shown in Fig. 1.2.
60
50
40
mass of reducing
sugars produced in 30
five minutes / mg
20
10
0
0 10 20 30 40 50 60
temperature / °C
Fig. 1.2
© UCLES 2022 0610/61/M/J/22

5
(i) Describe the effect of temperature on the activity of amylase shown in the graph in
Fig. 1.2.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [2]
(ii) Use the graph to estimate the rate of amylase activity, in mg per minute, at a temperature
of 42 °C.
Space for working.
........................................ mg per minute

[2]
(iii) The students wanted to obtain a more accurate value for the temperature at which
amylase works best.
Suggest further investigative work that the students should carry out.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [2]

6
(d) Plan an investigation to determine the effect of pH on the activity of amylase.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
............................................................................................................................................. [6]
[Total: 22]
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7
2 Fig. 2.1 is a photomicrograph of a section through part of a marram grass leaf, Ammophila arenaria.
Fig. 2.1
(a) (i) Draw a large diagram of the section of marram grass leaf shown in Fig. 2.1.
Do not draw individual cells.
[4]

8
(ii) Fig. 2.2 shows a cross-section of a whole marram grass leaf.
Q
P
magnification ×120
Fig. 2.2
length of line PQ ................................................ mm
Calculate the actual diameter of the marram grass leaf using the formula and your
measurement.
length of line PQ on Fig. 2.2

magnification =
actual diameter of the marram grass leaf
Space for working.
......................................................... mm
[3]
© UCLES 2022 0610/61/M/J/22
9
(b) Scientists investigated the effect of different concentrations of sodium chloride solution on the
germination and growth of marram grass.
Marram grass seeds were germinated in Petri dishes on filter paper which had been soaked
in one of the different sodium chloride solutions. Each Petri dish contained 15 seeds and the
investigation was repeated four times.
After 20 days, the lengths of the seedling roots were measured with a ruler.
(i) State the variable that was changed (independent variable) and the variable that was
measured (dependent variable) in this investigation.
...........................................................................................................................................
...........................................................................................................................................
[2]
(ii) State two ways the scientists designed the investigation to produce valid and reliable
results.
1 ........................................................................................................................................
...........................................................................................................................................
2 ........................................................................................................................................
...........................................................................................................................................
[2]

10
(c) The results of the investigation described in 2(b) are shown in Table 2.1.
Table 2.1
concentration of sodium
average root length
chloride solution
/ mm
/ g per dm3
0 33
2 22
4 19
6 13
8 2
10 1
(i) Using the information in Table 2.1, calculate the percentage decrease in the average
root length when the concentration of sodium chloride was changed from 4 g per dm3 to
6 g per dm3.
Give your answer to three significant figures.
Space for working.
............................................................ %
[3]
© UCLES 2022 0610/61/M/J/22

11
(ii) Plot a line graph on the grid of the data in Table 2.1.
[4]
[Total: 18]
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Cambridge IGCSE™
* 8 4 9 5 3 0 1 7 1 2 *
BIOLOGY 0610/62
1 hour
INSTRUCTIONS
INFORMATION
DC (CE/CGW) 303962/3
2
1 A student investigated the effect of temperature on the diffusion of vitamin C.
Vitamin C is an important part of a balanced diet and is found in some fruits and vegetables. When
vegetables are boiled in water the vitamin C diffuses out into the surrounding water. A dialysis
tubing bag filled with vitamin C solution was used to represent a vegetable.
The blue dye DCPIP was used as an indicator for the presence of vitamin C. High concentrations
of vitamin C decolourise DCPIP quickly.
The student used the method described in step 1 to step 14.
Step 1 A syringe was used to fill a dialysis tubing bag with 10 cm3 of vitamin C solution.
Step 2 The outside of the filled dialysis tubing bag was rinsed by dipping it into a beaker of
distilled water.
Step 3 A large test-tube was labelled hot. The dialysis tubing bag was put into the large
test-tube and secured in place with an elastic band, as shown in Fig. 1.1.
Step 4 Steps 1 to 3 were repeated with a second dialysis tubing bag and a large test-tube
labelled cold.
elastic band holding the

open end of the dialysis
tubing bag in place
large test-tube
dialysis tubing bag
containing 10 cm3
of vitamin C solution
Fig. 1.1
Step 5 The large test-tube labelled hot was half-filled with hot water.
Step 6 The large test-tube labelled cold was half-filled with cold water.
Step 7 The temperature of the water in the large test-tube labelled hot was measured.
Step 8 The temperature of the water in the large test-tube labelled cold was measured.
© UCLES 2022 0610/62/M/J/22

3
Fig. 1.2 shows the readings on the thermometer used in step 7 and step 8.
40 20
35 15
30 10
hot water cold water
Fig. 1.2
(a) (i) State the temperatures of the hot water and the cold water shown on the thermometers
in Fig. 1.2. Include the unit.
temperature of the hot water ..........................
temperature of the cold water .........................

[2]
Step 9 The dialysis tubing bags were left in the large test-tubes for 15 minutes.
Step 10 After 15 minutes, the dialysis tubing bags were removed from the large test-tubes and
discarded. 1 cm3 of the liquid remaining in the large test-tube labelled hot was put into a
clean standard test-tube.
Step 11 A syringe was filled with 10 cm3 of DCPIP solution.
Step 12 One drop of DCPIP was added to the liquid in the standard test-tube and swirled to mix.
After a few seconds the blue colour disappeared.
Step 13 The student continued to add drops of DCPIP until the blue colour remained after mixing.
Step 14 Steps 10 to 13 were repeated with 1 cm3 of the liquid remaining in the test-tube labelled
cold.

4
The unused volumes of DCPIP remaining in the syringes are shown in Fig. 1.3.
10 10
9 9
8 8
7 7
6 6
5 5
4 4
3 DCPIP remaining 3
2 2
1 1
syringe used for the syringe used for the

hot test-tube cold test-tube
Fig. 1.3
(ii) Record the volumes of the DCPIP remaining in the syringes shown in Fig. 1.3.
syringe used for the hot test-tube ....................
syringe used for the cold test-tube ..................

[1]
(iii) Prepare a table to record the volume of DCPIP that has been used in each test-tube, in
the space provided.
Use your answer in 1(a)(ii) and the equation to calculate the volume of DCPIP that has
been used in each test-tube:
volume of DCPIP used = 10 – volume of DCPIP remaining in the syringe
[3]
© UCLES 2022 0610/62/M/J/22
5
(iv) State a conclusion for these results.
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [1]
(v) Suggest why the dialysis tubing bag was rinsed in step 2.
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [1]
(vi) Identify one source of error in step 5 or step 6 and suggest a suitable piece of equipment
to overcome this error.
error ...................................................................................................................................
...........................................................................................................................................
equipment .........................................................................................................................
...........................................................................................................................................
[2]
(vii) Identify the variable that the student changed (independent variable) and the variable
that was measured (dependent variable) in this investigation.
...........................................................................................................................................
...........................................................................................................................................
[2]
(viii) Suggest why repeating the procedure several times would improve the investigation.
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [1]

6
(b) Dialysis tubing acts as a partially permeable membrane and can be used to represent a
model cell to investigate osmosis.
Plan an investigation to find out how different concentrations of sugar solutions affect the
movement of water into or out of dialysis tubing.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
............................................................................................................................................. [6]
[Total: 19]
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8
2 Nautiluses are a genus of marine animals that live in shells. Fig. 2.1 is a photograph of a nautilus
shell.
A B
Fig. 2.1
(a) (i) Make a large drawing of the shell shown in Fig. 2.1.
[4]
© UCLES 2022 0610/62/M/J/22

9
(ii) Line AB represents the width of the nautilus shell.
Measure the length of line AB in Fig. 2.1.
length of line AB in Fig. 2.1 ........................ mm
The actual width of the shell is 130 mm.
Calculate the magnification of the shell in Fig. 2.1.

length of line AB in Fig. 2.1
magnification =
actual width of the shell
Space for working.
................................................................
[3]
(b) Fig. 2.2 shows a fossilised nautilus shell.
Fig. 2.2
Describe one visible similarity and one visible difference between the nautilus shell in Fig. 2.1
and the fossilised nautilus shell in Fig. 2.2.
similarity ....................................................................................................................................
...................................................................................................................................................
difference ..................................................................................................................................
...................................................................................................................................................
[2]

10
(c) A population of one species of nautilus was studied. The widths of the nautilus shells were
measured and recorded.
Table 2.1
width of shell / mm number of shells

101–110 8
111–120 84
121–130 138
131–140 98
141–150 22
(i) Plot a histogram on the grid of the data in Table 2.1.
[4]
© UCLES 2022 0610/62/M/J/22

11
(ii) Using the information in your graph, describe the results of this study.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [2]
(iii) The study measured the width of 350 nautilus shells.
Suggest why such a large number of shells were measured.
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [1]
(iv) Using the data in Table 2.1, calculate the percentage of the population of nautiluses that
have shells that are wider than 130 mm.
Space for working.
.............................................................%
[3]
(d) The nautilus feeds on fish which are an important source of protein.
State the name of the test for protein. Give the result of a positive test.
test for protein ...........................................................................................................................

[2]
[Total: 21]
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© UCLES 2022 0610/62/M/J/22

Cambridge IGCSE™
* 8 0 5 6 8 7 5 1 6 0 *
BIOLOGY 0610/63
1 hour
INSTRUCTIONS
INFORMATION
This document has 12 pages.
DC (LK/JG) 303945/5
2
1 Fig. 1.1 shows some raisins, which are made by drying grapes. Raisins contain high concentrations
of sugars.
Fig. 1.1
Osmosis is the movement of water across a partially permeable membrane from a dilute solution
to a concentrated solution.
A student investigated the effect of temperature on the rate of osmosis.
Step 1 The student labelled one empty beaker cold and one empty beaker hot.
Step 2 50 cm3 of cold water was poured into the cold beaker.
Step 3 10 raisins were lined up along a ruler. Each raisin was touching end to end.
© UCLES 2022 0610/63/M/J/22

3
Step 4 The total length of the line of 10 raisins was measured. The student recorded this
measurement in their notebook.
Step 5 The group of 10 raisins was placed in the cold beaker.
Step 6 50 cm3 of hot water was poured into the hot beaker.
Step 7 A second group of 10 raisins was lined up along the ruler, each touching end to end. The
length of the line was measured and recorded. Fig. 1.2 shows the measurements the
student recorded during step 4 and step 7.
cold beaker raisins 112 mm

hot beaker raisins 115 mm
Fig. 1.2
Step 8 The second group of 10 raisins was placed in the hot beaker.
Step 9 The temperatures of the water in each beaker were measured. The thermometers are
shown in Fig. 1.3.
30 45
25 40
20 35
cold hot
beaker beaker
Fig. 1.3
(a) (i) State the temperatures shown on the thermometers in Fig. 1.3. Include the unit.
water temperature in the cold beaker ..............................
water temperature in the hot beaker ..............................

[2]

4
Step 10 A stop-clock was started.
Step 11 After 20 minutes, the raisins were removed from the cold beaker.
Step 12 The cold beaker raisins were lined up along the ruler, touching end to end and the total
length of the 10 raisins was measured.
Step 13 Step 11 and step 12 were repeated for the hot beaker raisins.
A drawing of the two lines of raisins from step 12 and step 13 is shown in Fig. 1.4.
cold beaker raisins
0 1 2 3 4 5 6 7 8 9 10 11 12 13
ruler
hot beaker raisins
0 1 2 3 4 5 6 7 8 9 10 11 12 13
Fig. 1.4
© UCLES 2022 0610/63/M/J/22

5
(ii) Prepare a table to record the results.
Complete the table by:

• recording the measurements shown on the notebook in Fig. 1.2
• measuring and recording the length of the lines of raisins shown in Fig. 1.4.
[4]
(iii) Use the information in your table in 1(a)(ii) to calculate the change in length for each
group of 10 raisins.
change in length of the cold beaker raisins ..............................
change in length of the hot beaker raisins ..............................

[1]
(iv) State a conclusion for these results.
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [1]
(b) (i) State one variable that was kept constant in this investigation.
..................................................................................................................................... [1]

6
(ii) Suggest why it was better to measure the total length of 10 raisins touching end to end
rather than just measuring the length of one raisin.
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [1]
(c) A student investigated the effect of different concentrations of sodium chloride solution on
osmosis in potatoes.
• Make four different concentrations of sodium chloride solution in separate test-tubes.

• Cut a piece of potato into five cylinders that are approximately the same length and
diameter.
• Measure and record the mass of each potato cylinder.
• Put one potato cylinder into a test-tube containing distilled water.
• Put one potato cylinder into each of the four test-tubes containing the different
sodium chloride solutions.
• Leave the potato cylinders in the test-tubes for 30 minutes.
• After 30 minutes, remove the potato cylinders from the test-tubes.
• Dry the potato cylinders with a paper towel.
• Measure and record the mass of each potato cylinder.
(i) State the variable that was measured (dependent variable) in this investigation.
..................................................................................................................................... [1]
The student’s results are shown in Table 1.1.
Table 1.1
concentration of
sodium chloride potato cylinder potato cylinder percentage
solution initial mass / g final mass / g change in mass
/ mol per dm3
0.0 1.13 1.32 16.8
0.2 1.03 1.08 4.9
0.4 1.19 1.06 –10.9
0.6 1.13 0.86 –23.9
0.8 1.14 0.82
© UCLES 2022 0610/63/M/J/22

7
(ii) Using the information in Table 1.1, calculate the percentage change in mass for the
potato cylinder in the 0.8 mol per dm3 sodium chloride solution.
Space for working.
............................................................ %
[3]
(iii) Using the data in Table 1.1 and your answer to 1(c)(ii), plot a line graph on the grid of the
concentration of sodium chloride solution against the percentage change in mass.
One axis has been started for you.
0.0
[4]
(iv) Estimate the concentration of sodium chloride solution at which there would be no
percentage change in the mass of the potato cylinder.
............................................ mol per dm3

[2]

8
(v) Suggest why the student calculated the percentage change in mass rather than using
the difference in the mass of the potato cylinders.
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [1]
(vi) Suggest why the student dried the potato cylinders before measuring their mass.
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [1]
[Total: 22]
2 Fig. 2.1 is a photograph of the cut surface of half an apple.
X Y
magnification ×1.2
Fig. 2.1
© UCLES 2022 0610/63/M/J/22

9
(a) (i) Make a large drawing of the apple shown in Fig. 2.1.
[4]
(ii) Measure the length of line XY on Fig. 2.1.
length of line XY ............................................... mm
Calculate the actual width of the apple using the formula and your measurement.
length of line XY
magnification =
actual width of the apple
Give your answer to the nearest whole number.
Space for working.
......................................................... mm
[3]

10
(b) Apples can be used to make juice. The enzyme pectinase can increase the volume of juice
that is released from each apple.
A scientist carried out an investigation to find out which concentration of the pectinase solution
gave the maximum volume of juice.
The results from this investigation are shown in Table 2.1.
Table 2.1
percentage volume of apple juice collected in one hour / cm3

concentration
of the pectinase trial 1 trial 2 trial 3 average
solution
0.0 7 7 6 6.7
2.5 11 10 2 10.5
5.0 17 14 13 14.7
7.5 24 22 25 23.7
10.0 25 24 21 23.3
(i) Identify the variable that was changed (independent variable) by the scientist in this
investigation.
..................................................................................................................................... [1]
© UCLES 2022 0610/63/M/J/22

11
(ii) The scientist decided not to include the trial 3 result for the 2.5% pectinase solution
when they calculated the average.
Explain why.
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [1]
(iii) Describe how to test a sample of apple juice to show the presence of reducing sugars.
Give the result of a positive test.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [3]

12
(c) Starch in apple juice makes the juice appear cloudy. The enzyme amylase can be used to
remove the starch. This makes the apple juice clear.
Amylase catalyses the breakdown of starch.
Plan an investigation to determine the optimum (best) temperature for amylase activity in a
sample of apple juice.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
............................................................................................................................................. [6]
[Total: 18]
© UCLES 2022 0610/63/M/J/22

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Cambridge IGCSE™

You must answer on the question paper.

No additional materials are needed.

This document has 20 pages. Any blank pages are indicated.

1 (a) Fig. 1.1 is a simplified diagram of the circulatory system in humans.

© UCLES 2023 0610/42/F/M/23

(iv) Explain the importance of the part labelled Y in Fig. 1.1.

© UCLES 2023 0610/42/F/M/23 [Turn over

© UCLES 2023 0610/42/F/M/23

© UCLES 2023 0610/42/F/M/23 [Turn over

2 A student investigated the digestion of starch.

Fig. 2.1 shows the apparatus she used.

distilled water distilled water

starch solution starch solution

Dialysis tubing is used to represent a cell membrane.

Table 2.1 shows the results.

colour with Benedict’s solution colour with Benedict’s solution

© UCLES 2023 0610/42/F/M/23

© UCLES 2023 0610/42/F/M/23 [Turn over

enzyme substrate product or products

fatty acids and glycerol

© UCLES 2023 0610/42/F/M/23

3 (a) Fig. 3.1 shows part of a classification diagram for plants.

(i) Complete Fig. 3.1.

(ii) Describe two identifying features of monocotyledons.

© UCLES 2023 0610/42/F/M/23 [Turn over

The haploid stages of the life cycle are represented by (n).

The diploid stages of the life cycle are represented by (2n).

adult sporophyte adult gametophyte (n)

zygote gametes (n)

State the number of chromosomes in the body cells of the gametophyte.

(ii) Identify and describe process A in Fig. 3.2.

(iii) State the name of process D in Fig. 3.2.

(i) Describe what is meant by the term species.

(ii) Annotate Fig. 3.3 to show the mechanism of cross-pollination by:

• labelling the structures involved

(iii) Draw an X on Fig. 3.3 to show where fertilisation occurs. [1]

(iv) Explain the disadvantages of cross-pollination compared with self-pollination.

4 (a) Fig. 4.1 is a photograph of a tree that has been girdled.

Use the terms source and sink in your answer.

© UCLES 2023 0610/42/F/M/23

(c) State the balanced symbol equation for photosynthesis.

© UCLES 2023 0610/42/F/M/23 [Turn over

5 The eye is a sense organ that is part of the nervous system.

(a) Explain why the eye can be described as a sense organ.

(b) State the two parts of the central nervous system.

(c) Fig. 5.1 is a diagram of a section through the human eye.

(i) Draw an X on Fig. 5.1 to identify the blind spot. [1]

© UCLES 2023 0610/42/F/M/23

Complete Table 5.1.

name of the part letter in Fig. 5.1 function

transmits impulses to the central nervous system

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

© UCLES 2023 0610/42/F/M/23 [Turn over

bacterial cell plant DNA

rice plant cells

© UCLES 2023 0610/42/F/M/23

The part labelled A in the bacterial cell is a ................................................... .

Part A is extracted and cut using a .................................................. enzyme forming