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Cambridge International Examinations
Cambridge International General Certificate of Secondary Education
* 8 8 5 9 8 1 2 6 6 1 *
0610/42
BIOLOGY
Paper 4 Theory (Extended)
February/March 2018
1 hour 15 minutes
Candidates answer on the Question Paper.
No Additional Materials are required.
READ THESE INSTRUCTIONS FIRST
Write your Centre number, candidate number and name on all the work you hand in.
Write in dark blue or black pen.
You may use an HB pencil for any diagrams or graphs.
Do not use staples, paper clips, glue or correction fluid.
DO NOT WRITE IN ANY BARCODES.
Answer all questions.
Electronic calculators may be used.
You may lose marks if you do not show your working or if you do not use appropriate units.
At the end of the examination, fasten all your work securely together.
The number of marks is given in brackets [ ] at the end of each question or part question.
This syllabus is approved for use in England, Wales and Northern Ireland as a Cambridge International Level 1/Level 2 Certificate.
This document consists of 17 printed pages and 3 blank pages.
DC (SC/FC) 145585/4
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1
(a) (i)
Fig. 1.1 is a branching key used to identify different species of bacteria.
Do the bacteria have flagella?
Yes
No
Do the bacteria have
more than one flagellum?
Yes
No
Do the bacteria have flagella
attached at one end only?
Yes
C
Do the bacteria have
a spiral shape?
Yes
A
No
Do the bacteria form
a chain?
B
No
Yes
D
No
E
F
Fig. 1.1
Fig. 1.2 shows six different species of bacteria.
Use the key to identify the six different species of bacteria.
Write the letters on the lines in Fig. 1.2.
.....................................
.....................................
.....................................
.....................................
.....................................
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Fig. 1.2
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(ii)
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State the name of the kingdom that bacteria belong to.
...................................................................................................................................... [1]
(b) State one similarity between the structure of bacteria and the structure of viruses.
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[1]
(c) Fig. 1.3 is a photomicrograph of Vibrio cholerae, the bacterium that causes cholera.
45 mm
magnification ×17 300
Fig. 1.3
(i)
Write the formula that would be used to calculate the actual length of the bacterium (not
including the flagellum) in Fig. 1.3.
[1]
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(ii)
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The actual length of the bacterium shown in Fig. 1.3 is 0.0026 mm.
Convert this value to micrometres (µm).
Space for working.
..................................................... µm [1]
(d) (i)
Describe and explain the effects of cholera bacteria on the gut.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[4]
(ii)
Suggest one treatment for cholera.
.......................................................................................................................................[1]
[Total: 14]
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2
A study estimated the number of people with chronic obstructive pulmonary disease (COPD) in
India. Data were collected from two groups of people, those who lived in cities and those who
lived in villages.
Fig. 2.1 shows the results.
18
Key:
city
16
village
14
12
estimated numbers
of people with 10
COPD / million
8
6
4
2
0
1996
2001
2006
year
Fig. 2.1
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2011
2016
7
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(a) Compare the number of people with COPD in cities with the number of people with COPD in
villages and suggest reasons for the differences.
Use the data in Fig. 2.1 to support your answer.
...................................................................................................................................................
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(b) (i)
Explain how the body prevents particles in inspired air from reaching the gas exchange
surfaces.
...........................................................................................................................................
...........................................................................................................................................
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.......................................................................................................................................[4]
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(ii)
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State two ways in which the composition of inspired air differs from the composition of
expired air.
1 ........................................................................................................................................
2 ........................................................................................................................................
[2]
(c) Alveoli are well-ventilated to provide efficient gas exchange.
(i)
State the name of the muscles that cause the ribs to move during ventilation.
.......................................................................................................................................[1]
(ii)
During inspiration the pressure and volume in the thorax changes.
State these changes.
pressure ............................................................................................................................
volume ...............................................................................................................................
[1]
[Total: 14]
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3
(a) Ecologists studied an area of woodland and estimated the biomass of each trophic level for
one of the food chains in the woodland.
Some students wanted to use the data to draw a pyramid of biomass for the food chain.
Table 3.1 shows the students’ table.
The students added a column to calculate the width of the bars they would need to draw.
Table 3.1
trophic level
biomass / g m−2
width of bar / cm
120
12.0
1
producer
2
primary consumer
48
4.8
3
secondary consumer
16
1.6
4
tertiary consumer
2
(i)
Complete Table 3.1 by calculating the missing value and writing it in the table.
(ii)
Using the information in Table 3.1, draw a pyramid of biomass.
[1]
Label each bar with the trophic level.
[3]
(b) A type of organism gains energy from waste organic material from all trophic levels.
State the name of this type of organism.
...............................................................................................................................................[1]
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(c) (i)
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Outline how organisms in the first trophic level of the woodland food chain produce
biomass using energy from the Sun.
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...........................................................................................................................................
.......................................................................................................................................[3]
(ii)
Explain why the fourth trophic level has the least biomass in this food chain.
...........................................................................................................................................
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...........................................................................................................................................
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...........................................................................................................................................
.......................................................................................................................................[3]
(d) The woodland is a conservation area.
Outline the possible benefits of conserving this specific area of woodland.
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[Total: 14]
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4
Fig. 4.1 is a diagram of the human female reproductive system.
A
F
B
E
D
C
Fig. 4.1
(a) Complete Table 4.1 to show the letter and the name of each of the structures that perform
these functions.
Table 4.1
function
letter
name
releases oestrogen
site of fertilisation
site of implantation
dilates during the process of birth
[4]
(b) Fertilisation is the fusion of the nuclei of a male gamete and a female gamete resulting in a
zygote.
State the number of chromosomes present in a human:
female gamete ...........................
zygote ........................................
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(c) Chlamydia is a sexually transmitted infection (STI).
Fig. 4.2 shows the number of reported cases of chlamydia in females in each age group in
one country.
400 000
350 000
300 000
number of
chlamydia
cases in 2008
250 000
200 000
150 000
100 000
50 000
0
10–14 15–19 20–24 25–29 30–34 35–39 40–44 45–54 55–64 65+
age group / years
Fig. 4.2
Describe the results shown by the data in Fig. 4.2.
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...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[3]
(d) Chlamydia is caused by a bacterium.
(i)
Suggest a treatment for chlamydia.
.......................................................................................................................................[1]
(ii)
State the name of one other STI.
.......................................................................................................................................[1]
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(iii)
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Complete the sentences about the spread of STIs.
STIs are transmitted through the transfer of ............................................... during sexual
contact. One way individuals can avoid the spread of STIs is to use a type of
............................................... contraception. One example of this type of contraception
is ............................................... .
[3]
[Total: 14]
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5
2,4-D is a synthetic plant auxin that is used as a weedkiller.
Researchers investigated the effectiveness of different treatments of 2,4-D on the control of the
weed Conyza canadensis in fields of maize, Zea mays.
The results are shown in Table 5.1.
Table 5.1
treatment
time of treatment
day 7
A
mean dry mass of
weeds / g per m2
weed density / number
of weeds per m2
7.40
6.20
3.90
4.90
0.50
1.20
0.66
1.90
✓
0.18
0.98
✓
✓
0.07
0.29
✓
✓
0.08
0.51
day 23
✓
B
✓
C
✓
D
✓
E
✓
F
G
(a) (i)
day 33
✓
✓
Maize farmers that had been using treatment C were advised by the researchers to
change to treatment F.
Discuss the advantages and disadvantages of changing to treatment F.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[4]
(ii)
Suggest two factors that could decrease the effectiveness of 2,4-D.
1 ........................................................................................................................................
2 ........................................................................................................................................
[2]
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(iii)
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Explain how 2,4-D acts as a weedkiller.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[3]
(b) Auxin causes the shoots of a plant to grow away from gravity.
State the name of this response.
...............................................................................................................................................[2]
[Total: 11]
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6
(a) Define the term chemical digestion.
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[2]
(b) A student investigated the activity of the digestive enzyme pepsin.
Fig. 6.1 shows the apparatus used in the investigation.
test-tube 1
egg white solution
and pepsin
test-tube 2
egg white solution,
pepsin and
hydrochloric
acid
test-tube 3
egg white solution,
boiled pepsin and
hydrochloric
acid
test-tube 4
egg white solution
and hydrochloric
acid
stop-clock
Fig. 6.1
The appearance of the four test-tubes was recorded at 0 and 5 minutes.
The protein in the egg white solution gives the solution a cloudy appearance.
The cloudy appearance clears when the protein in the egg white solution breaks down.
Table 6.1 shows the results.
Table 6.1
test-tube
© UCLES 2018
contents
appearance at
0 mins
appearance after
5 mins
1
egg white solution,
pepsin
cloudy
less cloudy
2
egg white solution,
pepsin, hydrochloric acid
cloudy
clear
3
egg white solution, boiled
pepsin, hydrochloric acid
cloudy
cloudy
4
egg white solution,
hydrochloric acid
cloudy
cloudy
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(i)
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Explain the results shown for test-tubes 1, 2 and 3 in Table 6.1.
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(ii)
Explain the purpose of test-tube 4.
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.......................................................................................................................................[2]
(iii)
State the name of the organ in the body that produces pepsin.
.......................................................................................................................................[1]
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(c) Maltase is another digestive enzyme.
Describe the action of maltase and state where it acts in the alimentary canal.
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[Total: 13]
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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 International
Examinations Copyright Acknowledgements Booklet. This is produced for each series of examinations and is freely available to download at www.cie.org.uk after
the live examination series.
Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of Cambridge Local
Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge.
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Cambridge International Examinations
Cambridge International General Certificate of Secondary Education
* 1 6 3 0 2 3 2 2 6 2 *
0610/41
BIOLOGY
May/June 2018
Paper 4 Theory (Extended)
1 hour 15 minutes
Candidates answer on the Question Paper.
No Additional Materials are required.
READ THESE INSTRUCTIONS FIRST
Write your Centre number, candidate number and name on all the work you hand in.
Write in dark blue or black pen.
You may use an HB pencil for any diagrams or graphs.
Do not use staples, paper clips, glue or correction fluid.
DO NOT WRITE IN ANY BARCODES.
Answer all questions.
Electronic calculators may be used.
You may lose marks if you do not show your working or if you do not use appropriate units.
At the end of the examination, fasten all your work securely together.
The number of marks is given in brackets [ ] at the end of each question or part question.
This syllabus is approved for use in England, Wales and Northern Ireland as a Cambridge International Level 1/Level 2 Certificate.
This document consists of 17 printed pages and 3 blank pages.
DC (SC/AR) 145577/4
© UCLES 2018
[Turn over
2
BLANK PAGE
© UCLES 2018
0610/41/M/J/18
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3
1
(a) The reactions of chemical digestion are catalysed by enzymes.
Fig. 1.1 shows the stages of an enzyme-catalysed reaction.
enzyme
A
B
C
D
Fig. 1.1
State the names of A to D in Fig. 1.1.
A ...............................................................................................................................................
B ...............................................................................................................................................
C ...............................................................................................................................................
D ...............................................................................................................................................
[4]
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(b) Explain the importance of chemical digestion.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[2]
(c) Fig. 1.2 shows the human alimentary canal and associated organs.
The functions of some of these parts of the body are given in Table 1.1.
A
M
B
L
C
D
K
J
H
E
F
G
Fig. 1.2
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5
Complete Table 1.1. One row has been done for you.
Table 1.1
function
letter from Fig. 1.2
name of structure
site of starch digestion
reabsorption of water
secretion of pepsin
site of maltose digestion
secretion of bile
storage of faeces
F
rectum
secretion of lipase and trypsin
[6]
[Total: 12]
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(a) Adaptive features are defined as the inherited features of an organism that increase its fitness.
State what is meant by fitness in this context.
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[1]
(b) Rodents are the most common mammals in many hot deserts.
Fig. 2.1 shows the lesser Egyptian jerboa, Jaculus jaculus, which lives in North Africa and the
Middle East in areas that have high daytime temperatures and very little rainfall.
Fig. 2.1
Like many desert-living mammals, jerboas are active at night.
Suggest two features of J. jaculus that adapt it to each of the following challenges of living in
desert ecosystems:
(i)
very high daytime temperatures
1 ........................................................................................................................................
2 ........................................................................................................................................
[2]
(ii)
very little or no light at night
1 ........................................................................................................................................
2 ........................................................................................................................................
[2]
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(c) A scientist studied communities in different parts of a desert and estimated the biomass of the
organisms in each area.
He divided the organisms into four groups according to their roles in the food web as shown
in Table 2.1.
Detritivores are animals that eat dead organisms or parts of organisms.
Table 2.1
groups of organisms in the food web
biomass / g per m2
producers
480
herbivores
220
detritivores
120
carnivores
40
Some of these results are shown as a pyramid of biomass in Fig. 2.2.
herbivores and detritivores
producers
Fig. 2.2
(i)
Use the information in Table 2.1 to complete the pyramid of biomass in Fig. 2.2.
(ii)
The scientist observed the detritivores and decided to include them with herbivores in
this pyramid of biomass.
[2]
Suggest what the scientist discovered about the detritivores that made him make this
decision.
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[1]
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(iii)
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Explain why there are rarely more than four or five trophic levels in ecosystems.
...........................................................................................................................................
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...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[2]
(iv)
Explain the advantages of presenting information about food webs as a pyramid of
biomass and not as a pyramid of numbers.
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[Total: 13]
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A student cut a section of a root and made an outline drawing of the distribution of tissues as
shown in Fig. 3.1.
Fig. 3.1
(a) (i)
(ii)
Identify the position of the xylem tissue by drawing a label line and the letter X on Fig. 3.1.
[1]
State why xylem is a tissue.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[2]
(b) Water absorbed by the roots moves through the stem and enters the leaves. Most of this
water is lost in transpiration.
Explain how the internal structure of leaves results in the loss of large quantities of water in
transpiration.
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[Total: 6]
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The flow of blood through the skin can be investigated by using a flow-meter.
Fig. 4.1 shows a flow-meter above a section through the skin.
flow-meter
T
P
skin
Q
S
ring of
muscle
R
Not drawn to scale
Fig. 4.1
(a) (i)
State the name of cell P.
.......................................................................................................................................[1]
(ii)
State the types of blood vessel labelled Q, S and T.
Q .......................................................................................................................................
S ........................................................................................................................................
T ........................................................................................................................................
[3]
(iii)
© UCLES 2018
State the name of the tissue at R that provides insulation.
.......................................................................................................................................[1]
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(b) The blood flow through the skin of some volunteers was measured with a flow-meter when
their skin was exposed to different temperatures.
Capsaicin is a compound that gives people the sensation of feeling hot when it is put on the
skin. Researchers applied capsaicin to the skin of the volunteers and again measured the
blood flow through their skin at different temperatures.
Fig. 4.2 shows the results.
100
90
80
average blood
flow as a
percentage
of maximum
blood flow
with capsaicin
70
60
50
40
without
capsaicin
30
20
10
0
15
20
25
30
35
temperature of the skin surface / °C
40
45
Fig. 4.2
(i)
Use the information in Fig. 4.2 to describe the effect of increasing the temperature of the
skin surface on blood flow to the skin without capsaicin.
...........................................................................................................................................
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(ii)
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Explain the mechanism that increases blood flow through the skin.
...........................................................................................................................................
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...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
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.......................................................................................................................................[3]
(iii)
State the difference between the average blood flow for the treatments (with and without
capsaicin) at 35 °C.
Space for working.
....................................................... % [1]
(iv)
The researchers thought that capsaicin stimulated receptors in the skin.
Explain the process by which capsaicin could reach these receptors.
...........................................................................................................................................
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(c) Explain the importance of regulating body temperature in humans.
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(d) Body temperature is controlled by both hormones and nerves.
Explain how co-ordination by hormones differs from co-ordination by nerves.
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[Total: 22]
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5
(a) State the balanced chemical equation for aerobic respiration.
...............................................................................................................................................[2]
(b) Researchers in the Czech Republic investigated oxygen consumption in horses. They
measured the oxygen consumption of the horses while they were exercising at four different
paces: walking, trotting, cantering and galloping.
The results are shown in Fig. 5.1.
120
110
100
90
average rate 80
of oxygen
consumption 70
/ cm3 kg–1 min–1
60
50
40
30
20
10
0
walking
trotting
cantering
type of exercise
Fig. 5.1
© UCLES 2018
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17
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Calculate the percentage increase in the average rate of oxygen consumption as the horses
change from walking to trotting.
Show your working.
................................ %
[2]
(c) The researchers also calculated the oxygen debt for each type of exercise.
They found that the horses developed a larger oxygen debt when they exercised by galloping
and cantering rather than when they walked.
Explain why the horses developed an oxygen debt when they exercised.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[3]
(d) Describe how the horses would recover from an oxygen debt when they stop exercising.
...................................................................................................................................................
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...............................................................................................................................................[4]
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6
(a) Fig. 6.1 is a diagram of the human female reproductive system.
T
S
V
W
R
X
Y
Fig. 6.1
(i)
Complete Table 6.1 by stating the letter from Fig. 6.1 that identifies the structure where
each process occurs.
Table 6.1
process
letter from Fig. 6.1
meiosis
fertilisation
implantation
[3]
(ii)
State the name of the part of the female reproductive system labelled S in Fig. 6.1.
...................................................................................................................................... [1]
© UCLES 2018
0610/41/M/J/18
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(b) Fig. 6.2 is a diagram of a human sperm cell.
acrosome
nucleus
flagellum
mitochondria
Fig. 6.2
(i)
Write the formula that would be used to calculate the magnification of the diagram.
[1]
(ii)
The actual length of the sperm cell in Fig. 6.2 is 0.055 mm.
Convert this value to micrometres (μm).
Space for working.
.................................................... μm [1]
(c) Explain why the nuclei of sperm cells differ from those of other cells in the male.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[2]
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(d) Explain the roles of the flagellum, the mitochondria and the acrosome in sperm cells.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[6]
(e) Explain why the sex of a child is determined by its father.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[2]
[Total: 16]
Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every
reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the
publisher will be pleased to make amends at the earliest possible opportunity.
To avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the Cambridge International
Examinations Copyright Acknowledgements Booklet. This is produced for each series of examinations and is freely available to download at www.cie.org.uk after
the live examination series.
Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of Cambridge Local
Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge.
© UCLES 2018
0610/41/M/J/18
www.dynamicpapers.com
Cambridge International Examinations
Cambridge International General Certificate of Secondary Education
* 7 6 6 8 0 6 5 7 2 5 *
0610/42
BIOLOGY
May/June 2018
Paper 4 Theory (Extended)
1 hour 15 minutes
Candidates answer on the Question Paper.
No Additional Materials are required.
READ THESE INSTRUCTIONS FIRST
Write your Centre number, candidate number and name on all the work you hand in.
Write in dark blue or black pen.
You may use an HB pencil for any diagrams or graphs.
Do not use staples, paper clips, glue or correction fluid.
DO NOT WRITE IN ANY BARCODES.
Answer all questions.
Electronic calculators may be used.
You may lose marks if you do not show your working or if you do not use appropriate units.
At the end of the examination, fasten all your work securely together.
The number of marks is given in brackets [ ] at the end of each question or part question.
This syllabus is approved for use in England, Wales and Northern Ireland as a Cambridge International Level 1/Level 2 Certificate.
This document consists of 16 printed pages and 4 blank pages.
DC (NF/SW) 145576/4
© UCLES 2018
[Turn over
2
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© UCLES 2018
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3
1
(a) Red pandas, Ailurus fulgens, and humans have a similar arrangement of teeth.
Fig. 1.1 shows a section through one tooth of a red panda. Fig. 1.2 shows the side view of the
lower jaw of a red panda.
A
B
C D
Fig. 1.1
(i)
E
F
Fig. 1.2
State the names of the structures labelled A to F in Fig. 1.1 and Fig. 1.2.
A ........................................................................................................................................
B ........................................................................................................................................
C ........................................................................................................................................
D ........................................................................................................................................
E ........................................................................................................................................
F ........................................................................................................................................
[3]
(ii)
State the type of digestion that breaks down large pieces of food.
...................................................................................................................................... [1]
(b) Food that sticks to the teeth can be used by bacteria for anaerobic respiration.
This type of respiration releases a substance that can cause tooth decay.
(i)
State the type of substance released by the bacteria, during respiration, that causes
tooth decay.
...................................................................................................................................... [1]
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(ii)
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State the names of the two parts of a tooth that are dissolved by the substance released
by bacterial respiration.
1 .........................................................................................................................................
2 .........................................................................................................................................
[2]
(c) The teeth of red pandas do not decay as much as human teeth.
Suggest the component of a human diet that causes teeth to decay as a result of bacterial
respiration.
.............................................................................................................................................. [1]
[Total: 8]
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2
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Mangrove trees are hydrophytes because they grow in water.
Fig. 2.1 shows a young mangrove tree.
Fig. 2.1
(a) An adaptive feature is a feature that increases the fitness of an organism.
(i)
Define the term fitness.
...........................................................................................................................................
...........................................................................................................................................
...................................................................................................................................... [1]
(ii)
Mangrove trees have many aerial roots and floating seeds.
Suggest how these adaptive features allow mangrove trees to survive in water.
many aerial roots ...............................................................................................................
...........................................................................................................................................
...........................................................................................................................................
floating seeds ....................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
[2]
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(b) Fig. 2.2 shows a food chain in a mangrove forest.
mangrove tree
fiddler crab
seagull
Fig. 2.2
Table 2.1 gives the number of organisms and their biomass in a mangrove forest.
Table 2.1
organism
mangrove trees
fiddler crabs
seagulls
(i)
number of organisms
biomass of organisms / kg
1 000
450 000
7 500 000
8 000
150 000
1 200
Estimate the biomass of one fiddler crab in grams.
Write your answer to two significant figures.
Show your working.
............................ g
[2]
(ii)
Sketch a pyramid of numbers, using the information in Table 2.1, for the food chain
shown in Fig. 2.2.
Write the number of each trophic level on the appropriate part of your pyramid.
© UCLES 2018
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[3]
7
(iii)
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Explain why the shape of a pyramid of biomass, for the information given in Table 2.1,
would be different from the shape of your pyramid of numbers.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...................................................................................................................................... [4]
[Total: 12]
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3
Aphids are insects that feed on the phloem sap in plants.
Fig. 3.1 shows a diagram of an aphid with its mouth parts inserted into the stem of a plant.
phloem xylem
Fig. 3.1
(a) The mouth parts of the aphid reach the phloem tissue of the stem.
(i)
State the name of the foods the aphid could suck out of the phloem tissue.
1 .........................................................................................................................................
2 .........................................................................................................................................
[2]
(ii)
Explain the role of phloem in plant transport. Use the words source and sink in your
answer.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...................................................................................................................................... [4]
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(b) Fig. 3.1 shows some of the features of xylem.
Describe how xylem is adapted for its functions.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
.............................................................................................................................................. [6]
(c) Some farmers spray their crops with insecticides to kill pests such as aphids.
Explain the benefits of killing pests.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
.............................................................................................................................................. [2]
[Total: 14]
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One of the roles of the Centers for Disease Control and Prevention (CDC) in Atlanta, US, is to try
to reduce the number of people who are infected with pathogens.
The CDC conducted a survey. They asked women which, if any, contraceptive methods they used.
(a) Suggest why the CDC collected data on contraceptive methods.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
.............................................................................................................................................. [3]
Fig. 4.1 shows the results of the survey.
90
80
70
60
percentage
50
of women
in the survey
40
30
20
10
0
any
method
condoms/
femidoms
contraceptive
pills
contraceptive method
Fig. 4.1
© UCLES 2018
0610/42/M/J/18
other
chemical
methods
11
(b) (i)
www.dynamicpapers.com
State two hormones that are used in contraceptive pills.
1 .........................................................................................................................................
2 .........................................................................................................................................
[2]
(ii)
Suggest why contraceptive pills do not contain FSH.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...................................................................................................................................... [3]
(iii)
Give one example of ‘other chemical methods’ (fourth bar) that could be included in the
bar in Fig. 4.1.
...................................................................................................................................... [1]
(iv)
State two methods of birth control that were not listed in the survey.
1 .........................................................................................................................................
2 .........................................................................................................................................
[2]
(v)
The percentage of the last three bars in Fig. 4.1 added together is 90%.
Suggest why the percentage of women who used any type of contraceptive method (first
bar) is not equal to the sum of the last three bars.
...........................................................................................................................................
...........................................................................................................................................
...................................................................................................................................... [1]
[Total: 12]
© UCLES 2018
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Fig. 5.1 shows an adult fly, Chrysomya megacephala.
Fig. 5.1
(a) State three visible features from Fig. 5.1 that could be used to distinguish adult insects from
other arthropods.
1 ................................................................................................................................................
2 ................................................................................................................................................
3 ................................................................................................................................................
[3]
(b) Fly larvae are immature insects that are often used in experiments on respiration.
Give the balanced chemical equation for aerobic respiration.
.............................................................................................................................................. [2]
© UCLES 2018
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13
(c) A respirometer is shown in Fig. 5.2. It can be used to estimate an organism’s rate of respiration.
8
7
6
5
4
3
2
1
0
droplet
of oil
water-bath
fly larvae
wire mesh
soda lime
Fig. 5.2
(i)
Complete the sentences:
A respirometer can be used to calculate the ............................. of oxygen used by the
fly larvae by measuring the ............................. the droplet of oil moves in one minute. A
water-bath is used to ............................. the temperature of the apparatus.
(ii)
[3]
The soda lime in the respirometer absorbs carbon dioxide.
Explain why this is important in this investigation.
...........................................................................................................................................
...........................................................................................................................................
...................................................................................................................................... [1]
(iii)
Fly larvae respire to release energy.
State two uses of energy in a fly larva.
1 .........................................................................................................................................
© UCLES 2018
2 .........................................................................................................................................
[2]
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(d) A student used a respirometer to investigate the effect of temperature on the rate of respiration
of germinating seeds.
Predict the results of this investigation and explain your prediction.
prediction ..................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
explanation ...............................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
[4]
[Total: 15]
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15
6
Bacteria are useful in biotechnology and genetic engineering.
Fig. 6.1 shows a photomicrograph of a bacterium.
magnification ×27 000
Fig. 6.1
(a) State the name of the process that is taking place in Fig. 6.1.
.............................................................................................................................................. [1]
(b) (i)
(ii)
Write the formula that would be used to calculate the actual width of the bacterium.
[1]
The actual width of the bacterium is 0.0008 mm.
Convert this value to micrometres (μm).
Space for working.
................................. μm [1]
(c) Genetically modified bacteria can produce human insulin.
(i)
State the name of the disease that can be treated with insulin injections.
...................................................................................................................................... [1]
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(ii)
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Insulin is a protein.
Describe the process of using bacteria in genetic engineering to produce human proteins.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...................................................................................................................................... [5]
(d) Genetically modified bacteria are often grown in fermenters.
(i)
Suggest why steam is used to clean fermenters.
...........................................................................................................................................
...........................................................................................................................................
...................................................................................................................................... [2]
(ii)
State three conditions inside a fermenter that are measured and controlled.
1 .........................................................................................................................................
2 .........................................................................................................................................
3 .........................................................................................................................................
[3]
(iii)
State the name of one commercial product, other than insulin, that is made in fermenters.
...................................................................................................................................... [1]
© UCLES 2018
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(e) Crop plants can also be genetically modified.
Describe the advantages of genetically modifying crops.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
.............................................................................................................................................. [4]
[Total: 19]
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20
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BLANK PAGE
Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every
reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the
publisher will be pleased to make amends at the earliest possible opportunity.
To avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the Cambridge International
Examinations Copyright Acknowledgements Booklet. This is produced for each series of examinations and is freely available to download at www.cie.org.uk after
the live examination series.
Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of Cambridge Local
Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge.
© UCLES 2018
0610/42/M/J/18
www.dynamicpapers.com
Cambridge International Examinations
Cambridge International General Certificate of Secondary Education
* 4 9 9 6 1 4 9 6 2 0 *
0610/43
BIOLOGY
May/June 2018
Paper 4 Theory (Extended)
1 hour 15 minutes
Candidates answer on the Question Paper.
No Additional Materials are required.
READ THESE INSTRUCTIONS FIRST
Write your Centre number, candidate number and name on all the work you hand in.
Write in dark blue or black pen.
You may use an HB pencil for any diagrams or graphs.
Do not use staples, paper clips, glue or correction fluid.
DO NOT WRITE IN ANY BARCODES.
Answer all questions.
Electronic calculators may be used.
You may lose marks if you do not show your working or if you do not use appropriate units.
At the end of the examination, fasten all your work securely together.
The number of marks is given in brackets [ ] at the end of each question or part question.
This syllabus is approved for use in England, Wales and Northern Ireland as a Cambridge International Level 1/Level 2 Certificate.
This document consists of 17 printed pages and 3 blank pages.
DC (LEG/SW) 145575/4
© UCLES 2018
[Turn over
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2
1
Two functions of the alimentary canal are mechanical digestion and chemical digestion.
(a) Outline where and how mechanical digestion occurs in the alimentary canal.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[4]
(b) Enzymes catalyse the reactions of chemical digestion. Table 1.1 gives information about
chemical digestion in three parts of the alimentary canal.
Complete Table 1.1.
Table 1.1
part of the alimentary
canal
mouth
enzyme
substrate
product(s)
starch
stomach
peptides
fat
fatty acids and glycerol
[3]
© UCLES 2018
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(c) Substances that are absorbed from the alimentary canal may enter cells and become part of
the cells.
(i)
State the storage carbohydrate made from glucose in liver cells.
.......................................................................................................................................[1]
(ii)
State the type of protein used in the immune system that is produced from amino acids
by lymphocytes.
.......................................................................................................................................[1]
(iii)
Fat is produced from fatty acids and glycerol by cells in the fatty tissue beneath the skin.
State one function of this layer of fat.
.......................................................................................................................................[1]
[Total: 10]
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Fig. 2.1 shows an Arctic wolf, Canis lupus. These wolves are one of the few mammals adapted to
the extreme cold of the tundra in the Canadian Arctic and in Alaska.
Fig. 2.1
(a) (i)
State two features, visible in Fig. 2.1, that identify Arctic wolves as mammals.
1 ........................................................................................................................................
2 ........................................................................................................................................
[2]
(ii)
Arctic wolves show many adaptive features to a cold environment.
Explain what is meant by the term adaptive feature.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[3]
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(b) The food available to animals in the Arctic tundra is limited. There is a short growing season
for plants and the environmental conditions do not favour high rates of photosynthesis and
growth compared with temperate and tropical ecosystems.
State three conditions that limit plant growth rates.
1 ................................................................................................................................................
2 ................................................................................................................................................
3 ................................................................................................................................................
[3]
(c) Arctic wolves are the top carnivores in the food web in the tundra.
Explain why the number of Arctic wolves is so small in this ecosystem.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[6]
[Total: 14]
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Fig. 3.1 is a scanning electron micrograph of a vertical section through part of the leaf of a broad
bean plant, Vicia faba.
A
B
air spaces
C
Fig. 3.1
(a) (i)
State the names of the tissues labelled A and B.
A ........................................................................................................................................
B ........................................................................................................................................
[2]
(ii)
The cells in regions B and C in Fig. 3.1 have a large surface area.
Explain why this is necessary for the functioning of the leaf cells.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[3]
(iii)
Explain why there are many interconnecting air spaces within the leaf.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[2]
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(b) When water is in short supply, plants can wilt as shown in Fig. 3.2.
Fig. 3.2
(i)
State two conditions that are likely to increase the chances of wilting.
1 ........................................................................................................................................
2 ........................................................................................................................................
[2]
(ii)
Explain what happens to the cells of a leaf to cause wilting.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[4]
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(iii)
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Wilting may look harmful, but it is often a strategy for survival.
Suggest the advantages to a plant of wilting.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[2]
[Total: 15]
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(a) The endocrine system in mammals produces hormones.
Define the term hormone.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[2]
(b) The responses of the human body to danger are coordinated by the nervous and endocrine
systems.
Fig. 4.1 shows the sequence of events that occurs in response to a dangerous situation that
is detected by the eyes.
P
Q
Key:
nerve impulses
hormone
Fig. 4.1
© UCLES 2018
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(i)
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State the tissue in the eye that converts light energy into nerve impulses.
.......................................................................................................................................[1]
(ii)
State the part of the eye that has the highest concentration of light-sensitive cells and
gives the most detailed image.
.......................................................................................................................................[1]
(iii)
State the type of neurone that conducts impulses from the eye to the brain.
.......................................................................................................................................[1]
(iv)
State the nerve that contains these neurones that conduct impulses from the eye to the
brain.
.......................................................................................................................................[1]
(v)
Identify the organ labelled P.
.......................................................................................................................................[1]
(vi)
Identify the gland labelled Q.
.......................................................................................................................................[1]
(c) Complete Table 4.1 to describe the effects of the hormone released when a person is in a
dangerous situation.
Table 4.1
organ
effect of the hormone
heart
liver
lungs
eyes
[4]
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(d) Explain the advantages of coordinating the response to a dangerous situation using both the
nervous system and the endocrine system.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[4]
(e) (i)
Plants also make hormones.
State the name of one hormone made by plants.
.......................................................................................................................................[1]
(ii)
Some plant hormones are manufactured and applied to crops to alter aspects of plant
growth.
Describe how the synthetic plant hormone 2,4-D is used in agriculture.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[2]
[Total: 19]
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(a) State the balanced chemical equation for aerobic respiration.
...............................................................................................................................................[2]
(b) Students investigated the rate of respiration of crickets (a type of insect) using a carbon
dioxide sensor and laptop as shown in Fig. 5.1. The sensor was fitted inside an airtight glass
jar. The apparatus was set up in a room with a constant temperature of 17 °C.
Fig. 5.1
The students found that the concentration of carbon dioxide inside the jar increased by
50 ppm in 120 seconds.
Calculate the rate of carbon dioxide production as ppm per second.
Show your working and express your answer to two significant figures.
............................................ ppm s–1 [1]
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(c) After 10 minutes, the students opened the jar by removing the sensor. They left the jar open
for 5 minutes but made sure that the crickets remained in the jar. They then replaced the
sensor and took more readings for another 10 minutes.
State and explain one reason for opening the jar after 10 minutes.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[2]
(d) During the investigation the temperature inside the jar increased. The temperature outside
the jar remained constant.
Explain why the temperature inside the jar increased.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[2]
© UCLES 2018
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15
(e) Researchers in Chile also investigated the rate of respiration in crickets.
They investigated the effect of temperature and body mass on the rate of respiration. They
measured the rate of oxygen consumption in crickets with different body masses, at different
temperatures.
The researchers’ results are shown in Fig. 5.2.
30
27 °C
25
rate of oxygen
consumption
/ 10–3 cm3 h–1
20
17 °C
15
10
7 °C
5
0
0
10
20
30 40 50
body mass / mg
60
70
80
Fig. 5.2
State two conclusions that can be made from the data in Fig. 5.2 and support each conclusion
with evidence from the graph.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[4]
[Total:11]
© UCLES 2018
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16
6
(a) Fig. 6.1 is a half-flower drawing of pride of Barbados, Caesalpinia pulcherrima.
D
C
B
E
F
A
Fig. 6.1
Complete Table 6.1 by stating the letter from Fig. 6.1 that indicates the organ where each
function occurs and the name of the organ.
Table 6.1
function
letter from Fig. 6.1
name of the organ
meiosis to produce pollen grains
pollination
development of seeds
protection of flower in the bud
[4]
© UCLES 2018
0610/43/M/J/18
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17
(b) Fig. 6.2 is a scanning electron micrograph of some pollen grains from wind-pollinated flowers
and insect-pollinated flowers.
H
J
magnification ×220
Fig. 6.2
(i)
Write the formula that would be used to calculate the actual diameter of pollen grain H.
[1]
(ii)
The actual diameter of pollen grain H is 0.082 mm.
Convert this value to micrometres (μm).
Space for working.
..................................................... μm [1]
(iii)
Explain how the pollen grain labelled J is adapted for insect pollination.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[2]
© UCLES 2018
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18
www.dynamicpapers.com
(c) Pollen grains grow tubes, which contain haploid male gamete nuclei.
(i)
One of these male gamete nuclei fuses with the female gamete.
State the part of the flower that contains the female gamete.
.......................................................................................................................................[1]
(ii)
Define the term haploid nucleus.
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[1]
(iii)
Explain why it is important for gametes to be haploid.
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[1]
[Total: 11]
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BLANK PAGE
© UCLES 2018
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20
www.dynamicpapers.com
BLANK PAGE
Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every
reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the
publisher will be pleased to make amends at the earliest possible opportunity.
To avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the Cambridge International
Examinations Copyright Acknowledgements Booklet. This is produced for each series of examinations and is freely available to download at www.cie.org.uk after
the live examination series.
Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of Cambridge Local
Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge.
© UCLES 2018
0610/43/M/J/18
Cambridge International Examinations
Cambridge International General Certificate of Secondary Education
* 2 2 0 3 4 7 9 9 5 2 *
0610/41
BIOLOGY
October/November 2018
Paper 4 Theory (Extended)
1 hour 15 minutes
Candidates answer on the Question Paper.
No Additional Materials are required.
READ THESE INSTRUCTIONS FIRST
Write your Centre number, candidate number and name on all the work you hand in.
Write in dark blue or black pen.
You may use an HB pencil for any diagrams or graphs.
Do not use staples, paper clips, glue or correction fluid.
DO NOT WRITE IN ANY BARCODES.
Answer all questions.
Electronic calculators may be used.
You may lose marks if you do not show your working or if you do not use appropriate units.
At the end of the examination, fasten all your work securely together.
The number of marks is given in brackets [ ] at the end of each question or part question.
This syllabus is approved for use in England, Wales and Northern Ireland as a Cambridge International Level 1/Level 2 Certificate.
This document consists of 16 printed pages.
DC (ST/JG) 152888/3
© UCLES 2018
[Turn over
2
1
Fig. 1.1 shows a pyramid of biomass and part of the carbon cycle.
CO2 in atmosphere
X
A
decomposers
B
C
D
fossil fuels
Fig. 1.1
(a) (i)
State the principal source of energy required for trophic level D of the pyramid of biomass
in Fig. 1.1.
.......................................................................................................................................[1]
(ii)
State the letter that represents the primary consumers in Fig. 1.1.
...........................................
(iii)
[1]
State how carbon is transferred from producers to primary consumers.
.......................................................................................................................................[1]
(iv)
Explain why trophic level A is smaller than trophic level B in the pyramid of biomass in
Fig. 1.1.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[3]
© UCLES 2018
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3
(b) Some fungi and bacteria are decomposers.
(i)
Define the term decomposer.
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[1]
(ii)
Arrow X on Fig. 1.1 indicates the transfer of carbon from decomposers to the atmosphere.
State the name of process X.
.......................................................................................................................................[1]
(c) Describe how human activities are affecting the carbon cycle.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
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...................................................................................................................................................
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...............................................................................................................................................[5]
[Total: 13]
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4
2
Microbiologists test strains of bacteria for antibiotic resistance.
They do this by soaking paper discs in antibiotics and placing them on bacteria growing in Petri
dishes.
The paper discs in the centre of Petri dishes E and F in Fig. 2.1 have been soaked in penicillin.
zone where bacteria are growing
paper disc
soaked in
penicillin
E
F
zone where bacteria are no longer growing
Fig. 2.1
(a) State the type of microorganism that produces penicillin.
...............................................................................................................................................[1]
(b) State and explain the evidence from Fig. 2.1 that suggests that the bacteria in dish F are
resistant to penicillin.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[2]
© UCLES 2018
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(c) (i)
Explain how bacteria become resistant to antibiotics and how humans can reduce the
problem of antibiotic resistance.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[6]
(ii)
Explain why viral infections cannot be treated with antibiotics.
...........................................................................................................................................
.......................................................................................................................................[1]
(d) Some bacteria and viruses cause disease but many are useful to the biotechnology industry.
Explain why bacteria are useful in biotechnology.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[3]
[Total: 13]
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6
3
Fig. 3.1 shows a photomicrograph of a section of a root.
J
K
L
M
Fig. 3.1
(a) Structure J is a xylem vessel.
The xylem vessels conduct water from the roots to the stems.
State the features of xylem vessels that enable them to conduct water.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[3]
© UCLES 2018
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(b) Describe the pathway of water from outside the root to the xylem vessels (J) at the centre of
the root. Use the letters in Fig. 3.1 in your answer.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
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...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[5]
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8
(c) Scientists wanted to determine the flow-rate of water in roots.
They measured the flow-rate in three zones of onion roots as shown in Fig. 3.2.
zone 3
glass jar containing
water
zone 2
zone 1
Fig. 3.2
They measured the flow-rate in healthy roots and roots that had been treated with a toxic
solution.
Their results are shown in Table 3.1.
Table 3.1
zone in
Fig. 3.2
(i)
average flow-rate of water / arbitrary units
healthy roots
treated roots
1
150
160
2
230
200
3
280
270
Calculate the percentage increase in the average flow-rate between zone 1 and 3 for
healthy roots.
Give your answer to two significant figures.
Show your working.
© UCLES 2018
0610/41/O/N/18
............................................................ %
[2]
9
(ii)
The scientists observed that the xylem vessels nearer the root tip were narrower than
the xylem vessels higher up the root.
Describe how the width of xylem vessels in different zones of a root affects the average
flow-rate of water. Use the information in Table 3.1 in your answer.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[3]
(iii)
Suggest why there was little difference in the flow-rate in healthy roots and in roots
treated with the toxic solution.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[2]
[Total: 15]
© UCLES 2018
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10
4
The eye is a sense organ that responds to light.
Fig. 4.1 is a diagram of a section through the human eye.
Q
R
W
S
X
T
Y
U
Fig. 4.1
(a) Table 4.1 describes some of the functions of the parts of the eye.
Complete the table by:
•
•
naming the parts of the eye
using the letters on Fig. 4.1 to identify the parts of the eye.
Table 4.1
function
name of part
letter on Fig. 4.1
carries impulses to the brain
focuses light onto the back of the eye
controls the tension of the suspensory ligaments
tissue that detects light and colour
location of most of the cone cells
[5]
© UCLES 2018
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11
(b) (i)
A pair of muscles in the eye work in opposition to each other to adjust the amount of light
entering the pupil.
State the term that describes the action of a pair of muscles working in opposition to
each other.
.......................................................................................................................................[1]
(ii)
A different pair of muscles in the eye work in opposition to each other to view objects at
different distances from the eye.
State the name of the process that allows the eye to view objects at different distances.
.......................................................................................................................................[1]
(c) Explain why the eye cannot easily identify different colours in low levels of light.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[2]
(d) Some people inherit colour blindness and cannot identify certain colours, even in bright light.
The gene responsible for colour vision is located on the X chromosome.
There are two alleles for this gene on the X chromosome:
•
•
(i)
XB – normal colour vision
Xb – colour blindness.
People that are heterozygous for colour blindness are called carriers.
State the genotype of a heterozygous female carrier.
.......................................................................................................................................[1]
(ii)
There is no gene for colour vision on the male sex chromosome.
State the genotype of a colour-blind male.
.......................................................................................................................................[1]
© UCLES 2018
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12
Fig. 4.2 shows a pedigree diagram for colour blindness.
1
2
Key:
colour vision female
3
9
10
4
5
11
12
6
7
8
13...........
carrier female
colour-blind female
colour vision male
carrier male
colour-blind male
Fig. 4.2
(iii)
Person 13 in Fig. 4.2 is male. His parents are person 7 and person 8.
Use the key to complete Fig. 4.2 by drawing the correct symbol for person 13.
(iv)
[1]
Colour blindness is a sex-linked characteristic.
Explain why females 4 and 5 are carriers even though their mother is not a carrier.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[2]
[Total: 14]
© UCLES 2018
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13
5
The liver is an important organ in many processes.
(a) The liver responds to changes in insulin concentration.
Insulin is a hormone.
(i)
Define the term hormone.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[3]
(ii)
Describe how the liver responds to an increase in insulin concentration.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[2]
(b) The liver is also involved in the processing of amino acids.
(i)
Describe how excess amino acids are broken down.
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[2]
(ii)
State the name of the process that assembles amino acids to form proteins.
.......................................................................................................................................[1]
© UCLES 2018
0610/41/O/N/18
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14
(c) The liver is also involved in the processing of toxins.
(i)
Lactic acid is an example of a toxin that is produced during vigorous exercise and
processed in the liver.
Describe how lactic acid is processed.
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[2]
(ii)
Alcohol is another toxin that is processed in the liver.
The effect of alcohol consumption on the risk of dying from liver disease was investigated
in men and women.
The results are shown in Fig. 5.1.
Key:
60
50
men
women
40
risk of dying
from liver
30
disease
/ arbitrary
20
units
10
0
0
20
40
60
80
100 120 140 160
alcohol consumption / g per day
Fig. 5.1
Describe the results shown in Fig. 5.1.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[4]
[Total: 14]
© UCLES 2018
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15
6
Young mammals that are orphaned can be bottle-fed.
Fig. 6.1 shows a newborn tiger cub sucking on a bottle.
Fig. 6.1
(a) (i)
Sucking is an example of an involuntary action observed in newborn mammals.
State the name given to involuntary actions.
.......................................................................................................................................[1]
(ii)
Describe the advantages of breast-feeding compared with bottle-feeding.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[4]
© UCLES 2018
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16
(b) The digestive systems of young mammals are not fully developed.
Enzymes such as amylase, maltase and protease are often added to baby food to aid
chemical digestion.
(i)
Complete Table 6.1 by stating the substrate and product(s) for each enzyme reaction.
Table 6.1
enzyme
substrate
product(s)
amylase
maltase
protease
[3]
(ii)
Suggest why the temperature of baby food must be controlled when the enzymes are
added.
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[2]
(iii)
State one other condition that must also be controlled to optimise enzyme activity.
.......................................................................................................................................[1]
[Total: 11]
Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every
reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the
publisher will be pleased to make amends at the earliest possible opportunity.
To avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the Cambridge International
Examinations Copyright Acknowledgements Booklet. This is produced for each series of examinations and is freely available to download at www.cie.org.uk after
the live examination series.
Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of Cambridge Local
Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge.
© UCLES 2018
0610/41/O/N/18
Cambridge International Examinations
Cambridge International General Certificate of Secondary Education
* 3 5 8 0 8 4 5 9 9 9 *
0610/42
BIOLOGY
Paper 4 Theory (Extended)
October/November 2018
1 hour 15 minutes
Candidates answer on the Question Paper.
No Additional Materials are required.
READ THESE INSTRUCTIONS FIRST
Write your Centre number, candidate number and name on all the work you hand in.
Write in dark blue or black pen.
You may use a pencil for any diagrams or graphs.
Do not use staples, paper clips, glue or correction fluid.
DO NOT WRITE IN ANY BARCODES.
Answer all questions.
Electronic calculators may be used.
You may lose marks if you do not show your working or if you do not use appropriate units.
At the end of the examination, fasten all your work securely together.
The number of marks is given in brackets [ ] at the end of each question or part question.
This syllabus is approved for use in England, Wales and Northern Ireland as a Cambridge International Level 1/Level 2 Certificate.
This document consists of 18 printed pages and 2 blank pages.
DC (NF/CT) 152730/3
© UCLES 2018
[Turn over
2
BLANK PAGE
© UCLES 2018
0610/42/O/N/18
3
1
Wetlands are important ecosystems. Researchers studied the feeding relationships between the
organisms in an area of wetland on the coast of Texas.
Fig. 1.1 shows part of the food web that they studied.
spotted
sandpiper
bald eagle
stone crab
marsh rice
rat
blenny
mycid shrimp
snow goose
oyster
water flea
pipe fish
muskrat
clover
algae and
phytoplankton
grass
Fig. 1.1
(a) Complete Table 1.1 by giving the name of one organism from the food web in Fig. 1.1 for
each row.
Table 1.1
name of organism from Fig. 1.1
producer
secondary consumer
an animal that feeds
at two trophic levels
[3]
© UCLES 2018
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4
The functioning of ecosystems relies on the cycling of nutrients.
Fig. 1.2 shows part of the nitrogen cycle.
nitrogen gas in
the air
B
amino acids
in plants
plants
D
proteins
in plants
C
nitrate ions
A
proteins in dead plants
ammonium ions
Fig. 1.2
(b) State the name of process A in Fig. 1.2 and give the type of organism that converts ammonium
ions to nitrate ions.
A ...............................................................................................................................................
type of organism .......................................................................................................................
[2]
(c) Describe how nitrate ions enter the roots of plants shown by arrow C on Fig. 1.2.
...................................................................................................................................................
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...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
.............................................................................................................................................. [3]
© UCLES 2018
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(d) State the name of the structure in plant cells where process D occurs.
.............................................................................................................................................. [1]
(e) State the process that occurs at B.
.............................................................................................................................................. [1]
(f)
A pyramid of numbers for the wetland ecosystem showed that there were very large numbers
of organisms at the base of the pyramid and very few at the top.
Explain why.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
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...................................................................................................................................................
...................................................................................................................................................
.............................................................................................................................................. [3]
[Total: 13]
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© UCLES 2018
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2
Fig. 2.1 shows a dwarf sunflower and a tall sunflower, Helianthus annuus. The height of the dwarf
sunflower is 0.45 m and the height of the tall sunflower is 4.5 m.
dwarf
tall
not to scale
Fig. 2.1
Dwarf plants like the one in Fig. 2.1 have mutant alleles.
(a) Define the term allele.
...................................................................................................................................................
.............................................................................................................................................. [1]
(b) Shoot growth in plants is controlled by auxins. An enzyme in shoot tips converts molecules of
an amino acid into auxins as shown in Fig. 2.2.
amino acid
enzyme
auxin
Fig. 2.2
Explain how a mutation in DNA results in an abnormal enzyme which does not catalyse the
reaction shown in Fig. 2.2.
...................................................................................................................................................
...................................................................................................................................................
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...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
.............................................................................................................................................. [3]
© UCLES 2018
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(c) Two tall sunflower plants were crossed. 25% of the offspring produced were dwarf.
Explain how it is possible for two tall parent plants to have this percentage of dwarf offspring.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
.............................................................................................................................................. [2]
(d) Fig. 2.3 shows how several strawberry plants can be formed from one parent plant.
parent plant
offspring
Fig. 2.3
(i)
Explain the type of reproduction that produces plants by the method shown in Fig. 2.3.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...................................................................................................................................... [3]
© UCLES 2018
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9
(ii)
Explain the disadvantages of the type of reproduction shown in Fig. 2.3.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...................................................................................................................................... [3]
[Total: 12]
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10
3
(a) Fig. 3.1 is a photomicrograph of some xylem vessels.
Fig. 3.1
(i)
State one structural feature of xylem vessels and explain how this is related to the
function of water transport.
feature ...............................................................................................................................
...........................................................................................................................................
explanation ........................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
[2]
(ii)
Explain the mechanism that is responsible for the movement of water in xylem vessels.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...................................................................................................................................... [4]
© UCLES 2018
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(iii)
State one role of xylem vessels other than transport.
...................................................................................................................................... [1]
(b) The rate of transpiration is affected by several factors including the temperature and the
humidity of the air.
State and explain the effect of an increase in temperature on the rate of transpiration.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
.............................................................................................................................................. [3]
[Total: 10]
© UCLES 2018
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4
Insulin is a hormone that regulates the concentration of glucose in the blood.
(a) Define the term hormone.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
.............................................................................................................................................. [3]
(b) Two people, A and B, visited a doctor to discuss their similar symptoms. The doctor thought
that their blood glucose concentrations were not very well controlled. A glucose tolerance test
was carried out on both people.
A and B did not eat or drink anything other than water for eight hours before the test. They
then drank a glucose solution. Blood samples were taken at 30 minute intervals. The samples
were tested for glucose concentration.
The results are shown in Fig. 4.1.
blood glucose
concentration
/ mg per 100 cm3
220
200
A
180
160
glucose
solution
taken
140
120
100
B
80
60
40
20
0
0
30
60
90
120
time / minutes
Fig. 4.1
© UCLES 2018
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150
180
210
240
13
(i)
Use Fig. 4.1 to state the blood glucose concentrations of A and B at 180 minutes.
A .............................................................................................................. mg per 100 cm3
B .............................................................................................................. mg per 100 cm3
[1]
(ii)
Calculate the percentage increase in the blood glucose concentration in person A
between 60 and 90 minutes.
Give your answer to the nearest whole number.
Show your working.
................ %
[2]
(iii)
Describe how the response of person A differs from the response of person B in Fig. 4.1.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...................................................................................................................................... [2]
(iv)
Explain the results of the glucose tolerance test shown by person B.
...........................................................................................................................................
...........................................................................................................................................
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(v)
The doctor thought that person A had Type 1 diabetes.
Describe three symptoms of Type 1 diabetes.
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[Total: 15]
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5
Fig. 5.1 shows a photomicrograph of human blood.
phagocyte
lymphocyte
red blood
cell
Fig. 5.1
(a) Describe the differences in appearance and the roles of the three cells labelled in Fig. 5.1.
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(b) Fig. 5.2 shows some of the stages of blood clotting.
a blood vessel breaks
platelets collect at the
break in the blood vessel
platelets release an
enzyme
thrombin
prothrombin
forms a mesh at the break
in the blood vessel
Fig. 5.2
(i)
Complete Fig. 5.2 by filling in the two empty boxes.
(ii)
State two roles of blood clotting.
[1]
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(c) Haemophilia is a sex-linked blood disorder in which blood takes a long time to clot. Fig. 5.3 is
a pedigree diagram showing the inheritance of haemophilia.
P
Q
R
S
T
male with normal clotting time
male with haemophilia
female with normal clotting time
Fig. 5.3
The normal allele is represented by XH and the mutant allele is represented by Xh.
(i)
State the genotypes of the people identified as P, Q and R in Fig. 5.3.
P ........................................................................................................................................
Q .......................................................................................................................................
R ........................................................................................................................................
[3]
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(ii)
The couple S and T are expecting another child.
What is the probability that the child will have haemophilia?
Space for working
...................................................................................................................................... [1]
(iii) Define the term sex-linked characteristic.
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[Total: 15]
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6
Fig. 6.1 shows the Galapagos iguana, Amblyrhynchus cristatus.
Fig. 6.1
(a) (i)
State two features that are used to classify animals, such as the Galapagos iguana, as
reptiles.
1 ........................................................................................................................................
2 ........................................................................................................................................
[2]
(ii)
State two features that are present in plant cells that are not present in the cells of
reptiles.
1 ........................................................................................................................................
2 ........................................................................................................................................
[2]
(b) Galapagos iguanas feed on seaweed which contains starch and other carbohydrates.
(i)
State the name of the enzyme that digests starch.
...................................................................................................................................... [1]
(ii)
State the names of two parts of the alimentary canal where starch is digested.
1 ........................................................................................................................................
2 ........................................................................................................................................
[2]
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(c) There are many threats to wildlife in the Galapagos.
Describe ways in which endangered species can be conserved.
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(d) One aim of conservation is to maintain resources in natural ecosystems.
State three resources that natural ecosystems provide for humans.
1 ................................................................................................................................................
2 ................................................................................................................................................
3 ................................................................................................................................................
[3]
[Total: 15]
Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every
reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the
publisher will be pleased to make amends at the earliest possible opportunity.
To avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the Cambridge International
Examinations Copyright Acknowledgements Booklet. This is produced for each series of examinations and is freely available to download at www.cie.org.uk after
the live examination series.
Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of Cambridge Local
Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge.
© UCLES 2018
0610/42/O/N/18
Cambridge International Examinations
Cambridge International General Certificate of Secondary Education
* 2 4 8 0 3 9 0 3 5 7 *
0610/43
BIOLOGY
Paper 4 Theory (Extended)
October/November 2018
1 hour 15 minutes
Candidates answer on the Question Paper.
No Additional Materials are required.
READ THESE INSTRUCTIONS FIRST
Write your Centre number, candidate number and name on all the work you hand in.
Write in dark blue or black pen.
You may use an HB pencil for any diagrams or graphs.
Do not use staples, paper clips, glue or correction fluid.
DO NOT WRITE IN ANY BARCODES.
Answer all questions.
Electronic calculators may be used.
You may lose marks if you do not show your working or if you do not use appropriate units.
At the end of the examination, fasten all your work securely together.
The number of marks is given in brackets [ ] at the end of each question or part question.
This syllabus is approved for use in England, Wales and Northern Ireland as a Cambridge International Level 1/Level 2 Certificate.
This document consists of 17 printed pages and 3 blank pages.
DC (CE/SW) 152729/4
© UCLES 2018
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1
Water is a very important molecule for all living organisms.
(a) (i)
State the name of the organ in plants where most water is absorbed.
.......................................................................................................................................[1]
(ii)
State the name of the organ in humans where most water is absorbed.
.......................................................................................................................................[1]
(iii)
State one property of water that makes it useful to animals and plants.
.......................................................................................................................................[1]
(b) The flow diagram in Fig. 1.1 shows a town and part of the water cycle.
P
Q
H
F
K
G
J
Fig. 1.1
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M
N
O
3
Table 1.1 describes some of the processes in the water cycle.
Complete Table 1.1.
One row has been done for you.
Table 1.1
description
name of the process
letter in Fig. 1.1
leaching
F
nitrate ions are washed into rivers
an algal bloom in the water is caused by
leaching of nitrate ions
evaporation
conversion of water from a vapour to a
liquid
transpiration
[4]
(c) Polluted water can be purified at a sewage treatment works.
(i)
State one reason why it is necessary to treat polluted water before it is used as drinking
water.
...........................................................................................................................................
.......................................................................................................................................[1]
(ii)
Outline the process of sewage treatment. You may use the letters in Fig. 1.1 in your
answer.
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[Total: 12]
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2
The Indian muntjac deer, Muntiacus muntjak, is recorded as the mammal with the lowest number
of chromosomes.
Fig. 2.1 is an image of the chromosomes in the nucleus of a diploid cell of a female muntjac deer.
sex chromosomes
Fig. 2.1
(a) State the diploid number of chromosomes for the female muntjac deer.
...................................................................
[1]
(b) Fig. 2.2 is an image of the chromosomes in the nucleus of a diploid cell of a male muntjac
deer.
sex chromosomes
Fig. 2.2
Describe how the sex chromosomes of the male muntjac deer shown in Fig. 2.2 differ from
those of the female shown in Fig. 2.1.
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(c) Explain how meiosis can result in variation in a species.
Use the words chromosome and gametes in your answer.
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(d) Another cause of variation is the formation of new alleles.
Describe how new alleles can be formed.
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[Total: 10]
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BLANK PAGE
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3
(a) Fig. 3.1 is a photomicrograph of part of the upper surface of a broad bean leaf, Vicia faba.
P
Fig. 3.1
(i)
On Fig. 3.1, identify and label two structures that are visible in cell P.
(ii)
State the name of the tissue shown in Fig. 3.1.
[2]
.......................................................................................................................................[1]
(iii)
The tissue shown in Fig. 3.1 is transparent.
Explain why it is important to the plant that the tissue shown in Fig. 3.1 is transparent.
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(b) Stomata are found on the lower surface of broad bean leaves.
Describe the function of stomata.
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(c) More than 40 years ago, botanists studied the leaves of broad bean plants and discovered
that guard cells control the opening and closing of stomata. They found that stomata were
open when the guard cells were turgid.
Table 3.1 shows some of their measurements.
Table 3.1
closed stomata
ion concentration in guard cells / pmol
0.3
2.5
4000.0
6500.0
turgor pressure in the guard cells / MPa
2.0
4.8
width of stomatal opening / μm
0.0
8.0
guard cell volume / μm3
(i)
open stomata
Ions move into guard cells by active transport.
Describe how the ions move into the guard cells.
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(ii)
Describe and explain how the change in ion concentration causes the guard cell volume
to change. Use the information in Table 3.1 in your answer.
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(iii)
The botanists left the broad bean plants unattended for three days. During this time the
broad bean plants wilted.
Suggest two environmental factors that can cause plants to wilt.
1 ........................................................................................................................................
2 ........................................................................................................................................
[2]
[Total: 18]
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4
Glycogen is a storage carbohydrate in animals. Glycogen is made from glucose.
(a) (i)
Cells that convert glucose to glycogen contain many mitochondria.
Suggest why these cells contain many mitochondria.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[2]
(ii)
State the type of biological molecule that catalyses reactions such as the conversion of
glycogen to glucose.
.......................................................................................................................................[1]
(b) A fetus needs glucose to make glycogen.
Describe how a fetus obtains glucose.
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(c) Fig. 4. 1 shows the concentration of glycogen in the fetus of a domestic cat during pregnancy
and immediately after birth.
birth
700
600
500
glycogen
concentration 400
/ μmol per g
300
200
100
0
0
10
20 30 40 50 60 70
time since fertilisation / days
80
90
Fig. 4.1
Hormones stimulate changes in the concentration of glycogen in the fetus.
(i)
Define the term hormone.
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(ii)
Calculate the percentage increase in the glycogen concentration in the fetus between
day 10 and birth in Fig. 4.1.
Give your answer to the nearest whole number.
Show your working.
............................................................ %
[2]
(iii)
Describe the changes in glycogen concentration shown in Fig. 4.1 and explain how
hormones in the fetus cause these changes.
Use data from Fig. 4.1 to support your answer.
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(d) After birth, cats produce milk to feed their offspring.
Human babies can be breast-fed or bottle-fed with formula milk.
Outline three disadvantages of breast-feeding.
1 ................................................................................................................................................
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2 ................................................................................................................................................
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3 ................................................................................................................................................
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[3]
[Total: 20]
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5
An ecologist studied variation in a species of xerophyte.
(a) Xerophytes are adapted to a particular type of environment.
State this type of environment.
...............................................................................................................................................[1]
(b) The ecologist studied the features of the leaves in the species of xerophyte.
Fig. 5.1 shows the variation in the type of leaf spike.
9
8
7
6
number of
individuals
5
4
3
2
1
0
type 1
type 2
type of leaf spike
type 3
Fig. 5.1
(i)
State the type of variation shown in Fig. 5.1.
.......................................................................................................................................[1]
(ii)
Explain why the type of leaf spike is an example of the variation shown in Fig. 5.1.
...........................................................................................................................................
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(c) The ecologist also measured other features of the leaves.
Fig. 5.2 shows the variation in leaf feature B.
9
8
7
6
number of
individuals
5
4
3
2
1
0
0–5
6–10
11–15
16–20
21–25
leaf feature B / arbitrary units
Fig. 5.2
State two named features of leaves that show the type of variation shown in Fig. 5.2.
1 ................................................................................................................................................
2 ................................................................................................................................................
[2]
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(d) After one year, the ecologist recorded the variation in leaf feature B again.
The results are shown in Fig. 5.3.
9
8
7
6
number of
individuals
5
4
3
2
1
0
0–5
6–10
11–15
16–20
21–25
leaf feature B / arbitrary units
Fig. 5.3
Suggest one reason for the difference in variation of leaf feature B after one year.
...................................................................................................................................................
...............................................................................................................................................[1]
[Total: 7]
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6
Fig. 6.1 is a diagram showing some body cells and parts of the human lymphatic and circulatory
systems.
arteriole
X
lymphatic vessel
B
A
capillary
Z
Y
venule
not to scale
Fig. 6.1
(a) Capillaries allow blood to reach most cells in the body.
(i)
State the name of the process by which oxygen moves from A to Z as shown in Fig. 6.1.
.......................................................................................................................................[1]
(ii)
Describe how some of the liquid in A moves to B in Fig. 6.1.
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[2]
(iii)
State one component of blood that remains inside the capillaries as the blood flows from
X to Y in Fig. 6.1.
.......................................................................................................................................[1]
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(b) Lymphatic vessels are similar in structure to veins.
(i)
Describe the structure of veins.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[2]
(ii)
Describe the role of the lymphatic vessel shown in Fig. 6.1.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[2]
(c) Lacteals are another part of the lymphatic system.
State where in the body lacteals are found and state their function.
location in the body ...................................................................................................................
function .....................................................................................................................................
...................................................................................................................................................
[2]
(d) In the lymphatic system, there are structures that contain large numbers of lymphocytes.
(i)
State the name of these structures.
.......................................................................................................................................[1]
(ii)
State the role of lymphocytes.
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[2]
[Total: 13]
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BLANK PAGE
Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every
reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the
publisher will be pleased to make amends at the earliest possible opportunity.
To avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the Cambridge International
Examinations Copyright Acknowledgements Booklet. This is produced for each series of examinations and is freely available to download at www.cie.org.uk after
the live examination series.
Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of Cambridge Local
Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge.
© UCLES 2018
0610/43/O/N/18