Cambridge International Examinations
Cambridge International General Certificate of Secondary Education
Paper 4 Theory (Extended)
May/June 2017
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.
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BIOLOGY
Answer all questions.
Electronic calculators may be used.
You may lose marks if you do not show your working or if you do not use appropriate units.
At the end of the examination, fasten all your work securely together.
The number of marks is given in brackets [ ] at the end of each question or part question.
The syllabus is approved for use in England, Wales and Northern Ireland as a Cambridge International Level 1/Level 2 Certificate.
This document consists of 17 printed pages and 3 blank pages.
DC (NF/SG) 129195/3
© UCLES 2017
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1
Fat is a necessary component of the human diet.
(a) State three ways in which the human body uses fat.
1.................................................................................................................................................
2.................................................................................................................................................
3.................................................................................................................................................
[3]
The arrows in Fig. 1.1 show the pathway of fat in part of the alimentary canal.
liver
stomach
P
pancreas
R
Q
Fig. 1.1
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3
(b) State the name of
(i)
the enzyme secreted by the pancreas that digests fat
.......................................................................................................................................[1]
(ii)
the products of chemical digestion of fat
.......................................................................................................................................[1]
(iii)
the liquid that is produced by the liver and stored by organ P in Fig. 1.1
.......................................................................................................................................[1]
(iv)
organ P in Fig. 1.1.
.......................................................................................................................................[1]
(c) Explain what happens to ingested fat at R in Fig. 1.1 before chemical digestion occurs.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[2]
(d) Explain how the products of fat digestion are transported from Q to the rest of the body.
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One possible effect of too much fat in the diet is coronary heart disease.
(e) Describe how too much fat in the diet may cause coronary heart disease.
...................................................................................................................................................
...................................................................................................................................................
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...................................................................................................................................................
...............................................................................................................................................[3]
(f)
Describe and explain how coronary heart disease can be treated.
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...............................................................................................................................................[6]
[Total: 21]
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2
The genes for antibodies are only active in lymphocytes.
(a) Define the term gene.
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[2]
(b) Lymphocytes produce antibodies.
Outline the role of antibodies in the defence of the body against pathogens.
...................................................................................................................................................
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(c) Fig. 2.1 is a drawing made from an electron micrograph of a lymphocyte that produces
antibodies.
A
B
C
D
E
F
G
Fig. 2.1
Table 2.1 contains statements about the structures visible in Fig. 2.1.
Complete Table 2.1 by
• naming the structure
• identifying the letter that labels the structure.
The first one has been done for you.
Table 2.1
function
name of structure
absorption of amino acids used
in making antibodies
cell membrane
letter from Fig. 2.1
A
stores genetic information as
DNA
provides energy for making
antibodies
site of production of antibodies
transport of antibody molecules
for release into blood
[4]
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(d) State the name of one type of cell, other than a lymphocyte, that is involved in the defence of
the body against pathogens and describe its role.
name......................................................................................................................... .................
role............................................................................................................ .................................
............................................................................................................................. ......................
[2]
[Total: 12]
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3
Heroin is a drug that acts on the nervous system.
(a) Define the term drug.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[2]
There are pain receptors in the skin. These receptors transmit impulses along sensory neurones
to the spinal cord.
Fig. 3.1 shows the synapses between sensory neurone A and a relay neurone and sensory
neurone B and a relay neurone, in the spinal cord.
Fig. 3.2 is an enlarged view of the synapse between sensory neurone A and the relay neurone, as
indicated by the circle on Fig. 3.1.
sensory neurone A
from pain receptors
in the skin
relay neurone in
the spinal cord
impulses to sensory
regions of the brain
sensory neurone B
from pain receptors
in the skin
Fig. 3.1
neurotransmitter
Fig. 3.2
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(b) Describe how impulses are transmitted across the synapse.
...................................................................................................................................................
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...................................................................................................................................................
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(c) Suggest how the structure of a synapse ensures that impulses travel in one direction.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
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...............................................................................................................................................[2]
(d) When an impulse arrives along sensory neurone B, a different neurotransmitter is released.
This prevents the production of an impulse in the relay neurone.
Molecules of heroin have a similar shape to the neurotransmitter released from these
neurones.
Explain how heroin affects the function of the synapse.
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(e) List three stimuli, other than pain, which humans can detect.
1.................................................................................................................................................
2.................................................................................................................................................
3.................................................................................................................................................
[3]
[Total: 14]
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4
Fig. 4.1 shows part of the circulatory system of a fish.
The arrows show the direction of blood flow.
A
B
gills
C
atrium
ventricle
heart
E
D
Fig. 4.1
(a) The circulatory system of fish is described as a single circulation.
State what is meant by a single circulation.
...................................................................................................................................................
...............................................................................................................................................[1]
(b) State the letter of the blood vessel in Fig. 4.1 that contains blood at the highest pressure.
.................
[1]
(c) The gills are the site of gas exchange.
State two features of gas exchange surfaces.
1.................................................................................................................................................
...................................................................................................................................................
2.................................................................................................................................................
...................................................................................................................................................
[2]
[Total: 4]
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5
The giant quiver tree, Aloe pillansii, shown in Fig. 5.1, is an endangered species.
These long-lived trees grow in harsh environments. Some populations of A. pillansii are found
within the Richtersveld National Park, but one population is found just outside on a mountain
called Cornell’s Kop in southern Africa.
Fig. 5.1
(a) (i)
State the genus of the giant quiver tree.
.......................................................................................................................................[1]
(ii)
Explain why the A. pillansii trees on Cornell’s Kop represent a population.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[3]
(b) Suggest three reasons why the giant quiver tree is an endangered species.
1.................................................................................................................................................
...................................................................................................................................................
2.................................................................................................................................................
...................................................................................................................................................
3.................................................................................................................................................
...................................................................................................................................................
[3]
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(c) It was estimated in 2005 that the total number of giant quiver trees in the wild was less than
3000, which is considered to be very low compared with other tree species.
Explain the risks to a plant species of having very small numbers.
...................................................................................................................................................
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(d) The population of A. pillansii trees on Cornell’s Kop was surveyed and photographed at four
sites, A to D, from 1937 onwards. Researchers took photographs at all four sites in 2004 and
compared them with the original photographs.
The results are shown in Table 5.1.
Table 5.1
site
date of the
original
photograph
number of
living trees in
the original
photograph
number of
living trees in
2004
number of
dead tree
stumps
average annual
mortality rate
/ percentage of
deaths per year
A
1937
12
4
8
1.0
B
1953
9
5
4
0.9
C
1985
5
3
2
2.1
D
2001
6
5
1
5.6
(i)
Calculate the percentage decrease in the number of living trees at site B from 1953
to 2004.
Show your working and give your answer to the nearest whole number.
.............................................................%
[2]
(ii)
Describe what the analysis of the photographs shows about the population of A. pillansii
on Cornell’s Kop.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[3]
[Total: 15]
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6
Students investigated the effect of mineral ion deficiencies on the growth of radish plants.
The seeds that were used in the experiment were from plants that had been self-pollinated for
many generations and were therefore all genetically identical.
(a) Explain the advantage of using genetically identical radishes in this investigation.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[2]
The radish seedlings were divided into four groups. Each group was grown in a different mineral
ion solution as follows:
1
complete solution containing all the major mineral ions
2
solution with all the major mineral ions except nitrate ions
3
solution with all the major mineral ions except magnesium ions
4
solution with all the major mineral ions except phosphate ions
The apparatus used to investigate the growth of the plants is shown in Fig. 6.1.
solution
inflow
solution
outflow
mineral ion
solution
Fig. 6.1
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(b) State three other environmental factors that could affect the growth of the seedlings.
1.................................................................................................................................................
2.................................................................................................................................................
3............................................................................................................................ .....................
[3]
The results of the investigation are shown in Table 6.1.
Table 6.1
group
mineral ion
solution
number
of plants
total dry mass of all plants / mg
mean dry
mass of one
plant / mg
leaves
roots
total
8
1880
1110
2990
374
1
complete
2
without
nitrate ions
10
1410
750
2160
216
3
without
magnesium
ions
9
1600
260
1860
207
4
without
phosphate
ions
9
1670
140
1810
201
(c) Describe and explain the results for the radishes grown without nitrate ions (group 2).
...................................................................................................................................................
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(d) Describe the likely appearance of the radish plants grown in the solution without magnesium
ions (group 3) and explain your answer.
appearance................................................................................................................................
...................................................................................................................................................
explanation.................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
[3]
(e) Phosphate ions are a component of DNA.
Suggest why the radish plants in group 4 grew less than the radish plants in the complete
solution (group 1).
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[2]
[Total: 14]
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Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every
reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the
publisher will be pleased to make amends at the earliest possible opportunity.
To avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the Cambridge 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 2017
0610/41/M/J/17
Cambridge International Examinations
Cambridge International General Certificate of Secondary Education
Paper 4 Theory (Extended)
May/June 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.
bestexamhelp.com
* 7 6 6 8 0 6 5 7 2 5 *
0610/42
BIOLOGY
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
BLANK PAGE
© UCLES 2018
0610/42/M/J/18
2
3
(a) Red pandas, Ailurus fulgens, and humans have a similar arrangement of teeth.
1
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)
(ii)
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]
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.
......................................................................................................................................
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[1]
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(ii)
State the names of the two parts of a tooth that are dissolved by the substance released
by bacterial respiration.
1
............................................................................................................................. ............
2
............................................................................... ..........................................................
[2]
(c) The teeth of red pandas do not decay as much as human teeth.
Suggest the component of a human diet that causes teeth to decay as a result of bacterial
respiration.
............................................................................................................................. .................
[1]
[Total: 8]
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2
Mangrove trees are hydrophytes because they grow in water.
Fig. 2.1 shows a young mangrove tree.
Fig. 2.1
(a) An adaptive feature is a feature that increases the fitness of an organism.
(i)
Define the term fitness.
...........................................................................................................................................
...........................................................................................................................................
......................................................................................................................................
(ii)
[1]
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.
[3]
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(iii)
Explain why the shape of a pyramid of biomass, for the information given in Table 2.1,
would be different from the shape of your pyramid of numbers.
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[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)
(ii)
State the name of the foods the aphid could suck out of the phloem tissue.
1
............................................................................................................................. ............
2
.............................................................................................................. ...........................
[2]
Explain the role of phloem in plant transport. Use the words source and sink in your
answer.
...........................................................................................................................................
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[4]
9
(b) Fig. 3.1 shows some of the features of xylem.
Describe how xylem is adapted for its functions.
...................................................................................................................................................
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............................................................................................................................. .................
[6]
(c) Some farmers spray their crops with insecticides to kill pests such as aphids.
Explain the benefits of killing pests.
...................................................................................................................................................
...................................................................................................................................................
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[2]
[Total: 14]
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4
One of the roles of the Centers for Disease Control and Prevention (CDC) in Atlanta, US, is to try
to reduce the number of people who are infected with pathogens.
The CDC conducted a survey. They asked women which, if any, contraceptive methods they used.
(a) Suggest why the CDC collected data on contraceptive methods.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
............................................................................................................................. .................
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
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other
chemical
methods
[3]
11
(b) (i)
(ii)
State two hormones that are used in contraceptive pills.
1
............................................................................................................................. ............
2
.............................................................................................................. ...........................
[2]
Suggest why contraceptive pills do not contain FSH.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
......................................................................................................................................
(iii)
Give one example of ‘other chemical methods’ (fourth bar) that could be included in the
bar in Fig. 4.1.
......................................................................................................................................
(iv)
(v)
[3]
[1]
State two methods of birth control that were not listed in the survey.
1
............................................................................................................................. ............
2
.............................................................................................................. ...........................
[2]
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]
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5
Fig. 5.1 shows an adult fly, Chrysomya megacephala.
Fig. 5.1
(a) State three visible features from Fig. 5.1 that could be used to distinguish adult insects from
other arthropods.
1
................................................................................................................................................
2
................................................................................................................................................
3
................................................................................................................................................
[3]
(b) Fly larvae are immature insects that are often used in experiments on respiration.
Give the balanced chemical equation for aerobic respiration.
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[2]
13
(c) A respirometer is shown in Fig. 5.2. It can be used to estimate an organism’s rate of respiration.
8
7
6
5
4
3
2
1
0
droplet
of oil
water-bath
fly larvae
wire mesh
soda lime
Fig. 5.2
(i)
Complete the sentences:
A respirometer can be used to calculate the ............................. of oxygen used by the
fly larvae by measuring the ............................. the droplet of oil moves in one minute. A
water-bath is used to ............................. the temperature of the apparatus.
[3]
(ii)
The soda lime in the respirometer absorbs carbon dioxide.
Explain why this is important in this investigation.
...........................................................................................................................................
...........................................................................................................................................
......................................................................................................................................
(iii)
[1]
Fly larvae respire to release energy.
State two uses of energy in a fly larva.
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1
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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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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.
............................................................................................................................. .................
(b) (i)
[1]
Write the formula that would be used to calculate the actual width of the bacterium.
[1]
(ii)
The actual width of the bacterium is 0.0008 mm.
Convert this value to micrometres (μm).
Space for working.
................................. μm [1]
(c) Genetically modified bacteria can produce human insulin.
(i)
State the name of the disease that can be treated with insulin injections.
......................................................................................................................................
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[1]
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(ii)
Insulin is a protein.
Describe the process of using bacteria in genetic engineering to produce human proteins.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
......................................................................................................................................
[5]
(d) Genetically modified bacteria are often grown in fermenters.
(i)
Suggest why steam is used to clean fermenters.
...........................................................................................................................................
...........................................................................................................................................
......................................................................................................................................
(ii)
(iii)
State three conditions inside a fermenter that are measured and controlled.
1
............................................................................................................................. ............
2
.........................................................................................................................................
3
............................................................................................................................. ............
[3]
State the name of one commercial product, other than insulin, that is made in fermenters.
......................................................................................................................................
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(e) Crop plants can also be genetically modified.
Describe the advantages of genetically modifying crops.
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[Total: 19]
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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.
© UCLES 2018
0610/42/M/J/18
PMT
Cambridge International Examinations
Cambridge International General Certificate of Secondary Education
* 8 3 7 8 4 6 0 9 5 9 *
0610/42
BIOLOGY
Paper 4 Theory (Extended)
May/June 2017
1 hour 15 minutes
Candidates answer on the Question Paper.
No Additional Materials are required.
READ THESE INSTRUCTIONS FIRST
Write your Centre number, candidate number and name on all the work you hand in.
Write in dark blue or black pen.
You may use an HB pencil for any diagrams or graphs.
Do not use staples, paper clips, glue or correction fluid.
DO NOT WRITE IN ANY BARCODES.
Answer all questions.
Electronic calculators may be used.
You may lose marks if you do not show your working or if you do not use appropriate units.
At the end of the examination, fasten all your work securely together.
The number of marks is given in brackets [ ] at the end of each question or part question.
The syllabus is approved for use in England, Wales and Northern Ireland as a Cambridge International Level 1/Level 2 Certificate.
This document consists of 17 printed pages and 3 blank pages.
DC (NH/SW) 129193/4
© UCLES 2017
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1
Wheat is a crop plant grown to produce flour.
(a) Flour is used to make dough for bread.
(i)
State the name of the organism used to make dough rise.
.......................................................................................................................................[1]
(ii)
State the name of the process that this organism uses to produce the gas that makes
dough rise.
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(b) Farmers grow crop plants such as wheat to provide food.
(i)
State two types of natural event that could cause widespread food shortages.
1 ........................................................................................................................................
2 ........................................................................................................................................
[2]
(ii)
The increasing human population is another reason for food shortages.
Explain how the increasing human population contributes to food shortages.
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(c) Many farmers grow crop plants as monocultures to improve yields.
Fig. 1.1 shows a monoculture of wheat.
Fig. 1.1
Describe the impact of large-scale monocultures on the environment.
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[Total: 11]
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2
Many researchers are studying the structure and function of genes.
(a) Define the term gene.
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(b) Every living cell is able to make proteins.
The process begins in the nucleus.
Describe how proteins are made in a cell.
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(c) Fig. 2.1 is a diagram of a protein used to move ions across membranes in root hair cells.
protein
high concentration
of ions
direction of
ion movement
low concentration
of ions
Fig. 2.1
(i)
State the name of the process that moves mineral ions into root hair cells through cell
membrane proteins.
.......................................................................................................................................[1]
(ii)
Explain how protein molecules move ions across a membrane during this process.
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(d) Proteins are also found in the blood.
State the names of two proteins found in the blood.
1 ................................................................................................................................................
2 ................................................................................................................................................
[2]
[Total: 12]
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3
Heart rate is influenced by electrical impulses from the brain.
(a) State the name of the type of cell that conducts electrical impulses to the heart.
...............................................................................................................................................[1]
(b) The electrical activity of the heart can be recorded on an ECG.
Fig. 3.1 shows an ECG of one heartbeat.
R
T
P
QS
Fig. 3.1
(i)
Table 3.1 shows how the electrical activity, during one heartbeat, corresponds to the
opening and closing of the valves in the heart.
Complete Table 3.1 using the words ‘open’ and ‘closed’.
Table 3.1
part of the ECG
shown in Fig. 3.1
P
result of electrical
activity
atrioventricular
valves
semilunar valves
atria contract
QRS
ventricles contract
T
atria and ventricles
relax
[3]
(ii)
State the function of heart valves.
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(c) Fig. 3.2 shows the ECG of an athlete before and during exercise.
exercise begins
0
1
2
3
4
5
6
7
time / s
8
9
10
11
12
Fig. 3.2
(i)
Calculate the heart rate, in beats per minute, before exercise begins.
Show your working and give your answer to the nearest whole number.
..................................... beats per minute
[2]
(ii)
Using Fig. 3.2, describe how the electrical activity of the heart during exercise differs
from the electrical activity before exercise begins.
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(iii)
Describe how the ventilation of the lungs will change while the athlete exercises.
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[Total: 12]
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4
A balanced diet is required to ensure healthy weight gain as children grow.
(a) Explain the term balanced diet.
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(b) A doctor diagnosed a young child with marasmus.
Describe the symptoms of marasmus.
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(c) The child with marasmus was put on a special diet.
He was given fortified milk, which is milk that has extra nutrients added to it.
The child was encouraged to drink as much fortified milk as he wanted over a period of seven
months.
Table 4.1 shows the composition of the fortified milk given to the child and the composition of
cow’s milk for comparison.
Table 4.1
type of milk
milk composition
percentage of
protein
percentage of
carbohydrate
percentage of
fat
energy / kJ dm–3
fortified milk
16.5
57.0
17.0
5468
cow’s milk
3.3
4.6
3.9
2845
The body mass of the child who had marasmus and the mean body mass of healthy children
of the same age were recorded. The data is shown in Fig. 4.1.
12
10
Key
marasmus
healthy
8
body mass / kg
6
4
2
0
12
14
16
18
time / months
Fig. 4.1
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Using the information in Table 4.1 and Fig. 4.1, describe and explain the importance of diet
when treating children affected by marasmus.
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(d) It is important that children with marasmus produce enough bile.
Describe the role of bile in the digestion of fats.
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[Total: 15]
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5
Acid rain has negative effects on many ecosystems.
(a) Describe the negative effects of acid rain on freshwater ecosystems, such as streams, rivers
and lakes.
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(b) Two groups of students were asked to investigate the effects of acid rain on the germination
of pine tree seeds.
(i)
Both groups of students decided to use sulfuric acid rather than hydrochloric acid to
represent acid rain in their investigation.
Suggest why.
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(ii)
State how the students could have measured the pH of the sulfuric acid.
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(iii)
The students provided the environmental conditions that seeds need to germinate.
State two of these environmental conditions.
1 ........................................................................................................................................
2 ........................................................................................................................................
[2]
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(c) One group of students recorded the change in temperature as the seeds germinated in five
insulated flasks, labelled A to E.
(i)
Suggest why germinating seeds increase in temperature.
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(ii)
The students sterilised the seeds before their investigation.
Their teacher told them to use a sterilising solution to wash the seeds because steam
would kill the seeds and prevent the seeds from germinating.
Explain why steam sterilisation would prevent seed germination.
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The results from this group of students are shown in Table 5.1.
Table 5.1
flask
pH
group 1
temperature
of seeds after
72 hours / °C
(iii)
A
2.0
20.6
B
3.5
20.3
C
4.0
21.2
D
5.5
34.1
E
7.0
46.2
Describe the results obtained by group 1.
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(d) The second group of students placed 100 seeds in each of five Petri dishes, labelled 1 to 5.
Group 2 used the same range of pH values as group 1.
They recorded the percentage of seeds that had germinated after 72 hours.
Their results are shown in Table 5.2.
Table 5.2
Petri
dish
pH
1
2.0
20
2
3.5
82
3
4.0
19
4
5.5
65
5
7.0
87
group 2
percentage of
seeds germinated
after 72 hours
The teacher thought that group 2 had forgotten to add the sulfuric acid to one of their Petri
dishes.
Suggest which Petri dish was not set up correctly.
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[Total: 15]
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6
Fig. 6.1 is a flow diagram that shows what happens at the start of a bacterial infection.
R
S
T
U
U
U
V
Fig. 6.1
(a) Cell R is a prokaryote and cell S is a lymphocyte.
(i)
State the names of two cellular structures that would be found in both prokaryotes and
white blood cells.
1 ........................................................................................................................................
2 ........................................................................................................................................
[2]
(ii)
Describe how the cellular structure of white blood cells differs from the cellular structure
of prokaryotes.
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(b) Cell R is a pathogen that has structures T on its surface. These structures are recognised
by cell S. Cell S is a lymphocyte and it produces structures V. Cell R reproduces by binary
fission and cell S divides by process U.
Identify T to V from the passage and Fig. 6.1.
T ..............................
U ..............................
V ..............................
[3]
(c) Cell W in Fig. 6.2 also responds to pathogens.
cell W
pathogen
Fig. 6.2
(i)
State the name of the process shown in Fig. 6.2.
.......................................................................................................................................[1]
(ii)
Describe what happens to the pathogen during the process shown in Fig. 6.2.
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Fig. 6.3 shows some human teeth that require dental treatment.
Fig. 6.3
(d) (i)
Identify the type of teeth in Fig. 6.3.
.......................................................................................................................................[1]
(ii)
Explain how bacteria dissolve enamel to cause tooth decay.
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(e) Describe two ways of preventing tooth decay.
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[Total: 15]
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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.
© UCLES 2017
0610/42/M/J/17