Cambridge International Examinations

Cambridge International General Certificate of Secondary Education

* 7 6 6 0 9 1 0 5 0 8 *

BIOLOGY 0610/63
Paper 6 Alternative to Practical May/June 2018
1 hour
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 11 printed pages and 1 blank page.

DC (LK/CGW) 145572/4
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1 A student investigated the effect of different concentrations of salt solution on a hollow plant stem.

They were provided with a 2% salt solution and distilled water. The student used these to make up
different concentrations of salt solution.

Step 1 Four test-tubes were labelled 1, 2, 3 and 4.

Step 2 The information in Table 1.1 was used to make up the four different salt solutions in the
test-tubes.

Table 1.1

test-tube volume of 2% salt volume of distilled final percentage

solution / cm3 water / cm3 concentration of salt
solution
1 0 20 0.0
2 5 15
3 10 10 1.0
4 20 0 2.0

(a) (i) Complete Table 1.1 by calculating the final percentage concentration of the salt solution
in test-tube 2.

Space for working.

[1]

Step 3 The contents of each test-tube were poured into four Petri dishes labelled 1, 2, 3 and 4.

Step 4 A hollow stem was cut into 12 rings using a sharp scalpel. Each stem ring was
approximately 2 mm long, as shown in Fig. 1.1.

2 mm long section of hollow stem

Fig. 1.1

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Step 5 Each stem ring was then cut open as shown in Fig. 1.2.

Fig. 1.2

Step 6 Three cut stem rings were put into each of the different salt solutions in the labelled Petri
dishes and left for 10 minutes.

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Fig. 1.3 shows the appearance of the cut stem rings after 10 minutes.

Petri dish 1 Petri dish 2

Petri dish 3 Petri dish 4

Fig. 1.3

Step 7 The distance between the two cut ends of each stem ring can be measured, as shown in
Fig. 1.4.

In the example shown in Fig. 1.4 the distance is 12 mm.

0 10 20 30 40 50 60 70 80 90 100

Fig. 1.4

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(ii) Measure the gap between the cut ends of all of the stem rings shown in Fig. 1.3.

Prepare a table in the space provided and record your measurements in your table.

Your table should show:

• all of your results

• a calculated average for each solution.

[4]

(iii) Use Table 1.1 and your measurements to describe the results shown in Fig. 1.3.

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(b) Identify one hazard in step 4 and describe a suitable safety precaution.

hazard .......................................................................................................................................

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precaution .................................................................................................................................

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[2]
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(c) Explain why more than one ring of the hollow stem was placed into each Petri dish.

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(d) (i) State the variable that was changed (independent variable) in this investigation.

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

(ii) Identify two variables that were kept constant in this investigation.

1 ........................................................................................................................................

2 ........................................................................................................................................
[2]

(e) There are potential errors in steps 4 and 7.

Identify two of these errors and suggest an improvement for each.

error 1 .......................................................................................................................................

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improvement 1 ..........................................................................................................................

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error 2 .......................................................................................................................................

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improvement 2 ..........................................................................................................................

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[4]

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(f) Fig 1.5 shows a section through a hollow plant stem observed through a light microscope.

B
magnification ×50

Fig. 1.5

Measure the length of AB on Fig. 1.5. Include the unit.

measured length of AB on Fig. 1.5 ....................................

Calculate the actual length of AB using the following equation:

measured length of AB
magnification =
actual length of AB

Show your working.

................................................................
[3]

[Total: 20]

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2 Fig. 2.1 shows an image of a monarch butterfly, Danaus plexippus.

head

forewing

hindwing

magnification ×1

Fig. 2.1

(a) Make a large drawing of one of the hindwings of the monarch butterfly shown in Fig. 2.1.

[4]

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(b) Fig 2.2 shows an image of a viceroy butterfly, Limenitis archippus.

magnification ×1

Fig. 2.2

Describe one visible similarity and two visible differences between the viceroy and the
monarch butterflies’ wings.

similarity ....................................................................................................................................

...................................................................................................................................................

difference 1 ...............................................................................................................................

...................................................................................................................................................

difference 2 ...............................................................................................................................

...................................................................................................................................................
[3]

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(c) A student investigated the relationship between the body mass of monarch butterflies and the
length of their forewings. The student recorded the data for five butterflies in Table 2.1.

Table 2.1

butterfly body mass / g forewing length / mm

A 0.2 38
B 0.3 42
C 0.5 50
D 0.7 58
E 0.8 62

(i) Plot a graph on the grid to show the relationship between body mass and forewing
length.

[4]

(ii) Describe the relationship shown on the graph.

...........................................................................................................................................

...........................................................................................................................................

...........................................................................................................................................

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

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(iii) A student found a monarch butterfly with a forewing length of 55 mm. Use the graph to
estimate the body mass of this butterfly.

Show on the graph how you obtained your answer.

............................................................. g
[2]

(d) Adult monarch butterflies feed on nectar. Nectar is a liquid that is produced by plants.

Plan an investigation to determine the types of food molecules that nectar contains.

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...............................................................................................................................................[6]

[Total: 20]

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