PMT

Cambridge International Examinations

Cambridge International General Certificate of Secondary Education
* 1 8 4 1 2 9 1 6 0 5 *

BIOLOGY 0610/33
Paper 3 Extended October/November 2014
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.
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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/JG) 80967/5
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1 Fig. 1.1 shows an animal cell and a plant cell as seen with a light microscope.

animal cell plant cell

Fig. 1.1

(a) Table 1.1 shows some structural features of the animal cell and the plant cell in Fig. 1.1.

Complete the table by

• finishing the row for nucleus

• adding three structural features, visible in Fig. 1.1, and indicating whether they are
present (✓) or absent (✗) in the animal cell and in the plant cell.

Table 1.1

structural feature animal cell plant cell

cell wall ✗ ✓

nucleus

[4]

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(b) The cells were kept in a dilute salt solution. They were then transferred to distilled water.

Explain what will happen to each of these two cells when they are placed into distilled water.

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(c) Magnesium is a plant nutrient. Scientists think that magnesium is involved in the transport of
sucrose from the leaves to the rest of a plant.

(i) Name the tissue that transports sucrose in plants.

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The scientists grew some tomato plants with their roots in a solution that contained all the
mineral nutrients that plants require. After a while, the plants were divided into two groups.

• Group A continued to receive the solution containing all the nutrients.

• Group B received a solution that did not contain any magnesium.

After 12 days, measurements were made on the leaves and the results are shown in Fig. 1.2.

3.5 120

3.0 100
rate of movement of 2.5 sucrose concentration
sucrose out of the leaves in the leaves 80
/ arbitrary units 2.0 / arbitrary units
60
1.5
40
1.0

0.5 20

0.0 0
A B A B
group group

Fig. 1.2

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(ii) Describe the effect of magnesium deficiency on the transport of sucrose out of the leaves
and the sucrose concentration in the leaves.

transport of sucrose out of the leaves ................................................................................

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concentration of sucrose in the leaves ...............................................................................

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(iii) The plants in Group B remained in the magnesium-deficient solution for longer than
12 days. At the end of this time they showed symptoms of magnesium deficiency.

Describe and explain the symptoms that the plants would show.

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[Total: 16]

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2 (a) Sickle cell anaemia is an inherited disease. The gene for haemoglobin exists in two forms,
HbN and HbS. People who are HbSHbS have the disease and experience symptoms including
fatigue and extreme pain in their joints. People who are HbNHbS are carriers of the disease
and may have mild symptoms, if any at all.

(i) Table 2.1 shows four genetic terms.

Complete Table 2.1 by stating a specific example, used in the paragraph above, of each
genetic term.

Table 2.1

genetic term example used in the passage

an allele

a heterozygous
genotype

a homozygous
genotype

phenotype

[4]

(ii) Sickle cell anaemia is not found throughout the whole world. Most cases of the disease
occur in sub-Saharan Africa and in parts of Asia. The distribution is similar to that for the
infectious disease malaria.

Explain why the distribution of sickle cell anaemia and malaria are similar.

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(b) Down’s syndrome is an example of a characteristic that shows discontinuous variation.

State the cause of Down’s syndrome.

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(c) Explain how discontinuous variation differs from continuous variation, in its expression and
cause.

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[Total: 13]

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3 (a) Define the term growth.

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(b) Fig. 3.1 shows the events that follow fertilisation in a human.

oviduct

E A

Fig. 3.1

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(i) Name structures A, B and C.

A ........................................................................................................................................

B ........................................................................................................................................

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

(ii) State the process that is occurring at D and the process that is occurring at E.

D ........................................................................................................................................

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

(iii) Suggest how the embryo is moved along the oviduct.

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[Total: 10]

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4 Yeast, Saccharomyces cerevisiae, is a single-celled fungus.

(a) State one reason why yeast is classified as a fungus and not as a bacterium.

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(b) A student investigated the anaerobic respiration of yeast to find out how the yeast population
changed and how much alcohol was produced over a period of 14 hours.

Complete and balance the chemical equation for anaerobic respiration in yeast.

C6H12O6 ........................ + ........................ [2]

(c) The student set up a small fermenter containing:

• 1.0 g dry yeast

• 250 cm3 glucose solution
• a solution containing ammonium compounds as a source of nitrogen.

The fermenter is shown in Fig. 4.1.

air lock water

water in water out

water
jacket

yeast, glucose
and ammonium
compounds in
water

Fig. 4.1

Explain the importance of each of the following:

(i) the water jacket

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(ii) a source of nitrogen

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(iii) the air lock.

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(d) Fig. 4.2 shows the change in the yeast population and in the alcohol content in the student’s
fermenter.

7 7
× × × × ×
6 × 6
×
yeast 5 × 5 alcohol
yeast
population × concentration
/ g dm–3 4 × 4 / g dm–3
×
3 × × × × × ×3
× ×
2 × × 2
alcohol
× ×
1× × 1
× ×
×
×
0× 0
0 2 4 6 8 10 12 14
time / hours

Fig. 4.2

(i) Describe the changes in the population of yeast.

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(ii) Explain the changes you have described.

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(e) Name two industrial processes that rely on anaerobic respiration of yeast.

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

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

[Total: 17]

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5 (a) A researcher carried out four experiments, A to D, to investigate the effect of light intensity
on the rate of photosynthesis of cucumber plants. The experiments were carried out at two
concentrations of carbon dioxide and at two temperatures.

The results are shown in Fig. 5.1.

300
A ×
×

×
250

× B
200

rate of photosynthesis ×
/ arbitrary units
150
×

Key 100
C
temp CO2
D
/ °C /%
A 30 0.13 50

B 20 0.13
C 30 0.03
0×
D 20 0.03 0 5 10 15 20 25

light intensity / arbitrary units

Fig. 5.1

(i) Use the results in Fig. 5.1 to identify the limiting factor for the rate of photosynthesis at
the light intensities given in Table 5.1.

Write your answers in Table 5.1.

Table 5.1

experiment light intensity / arbitrary units limiting factor

A 20
B 20
C 20
D 5 light intensity
[3]

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(ii) Define the term limiting factor.

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Fig. 5.1 shows that providing plants with more carbon dioxide can increase the rate of
photosynthesis.

An investigation was carried out in China using crop residues and animal manure mixed together
in composting units that were placed into a glasshouse containing crop plants.

Fig. 5.2 shows a composting unit in which decomposition takes place.

carbon dioxide

sponge

crop residues and

animal manure

grid

Fig. 5.2

(b) (i) Suggest the reason for using a grid instead of a solid base for the composting unit.

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(ii) The sponge was soaked in sulfuric acid to remove any ammonia gas released by the
decomposing material (compost).

Explain how the ammonia was produced.

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(c) Two glasshouses were used in this investigation. One glasshouse contained composting units
and the other did not. Each glasshouse contained the same number and type of crop plants.

The concentration of carbon dioxide in both glasshouses was measured at midday.

The results are shown in Fig. 5.3.

700

600 × ×
×
×
500
×
carbon dioxide 400 × ×
concentration ×
× with composting units
/ parts per million ×
300 × no composting units
×
×
200 ×

100

0
0 10 20 30 40 50 60
time / days

Fig. 5.3

(i) State why a glasshouse without composting units was used in the investigation.

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(ii) Describe the results shown in Fig. 5.3.

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(d) At the end of the investigation the crop plants were harvested and weighed. Table 5.2 gives
the results.

Table 5.2

mean fresh mass / g per plant

crop plant no composting composting
units units
Chinese cabbage 115.7 355.8

celery 44.7 133.9

lettuce 95.5 349.4

Use the information in Fig. 5.3 and in Table 5.2 to summarise the results of the study.

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[Total: 18]

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6 Fig. 6.1 shows the movement of the ribs and the diaphragm during breathing in.

external
intercostal
muscles
vertebrae

sternum

diaphragm

Fig. 6.1

(a) State what happens to the following structures during breathing in.

diaphragm ..................................................................................................................................

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ribcage .......................................................................................................................................

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external intercostal muscles ......................................................................................................

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(b) Explain the effect of strenuous physical activity on the pH of the blood.

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[Total: 6]
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